Catálogo de Cursos de la Escuela superior 2015–16

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Catálogo de Cursos de la Escuela superior 2015–16
Catálogo de Cursos de la Escuela superior
2015–16
http://www5.milwaukee.k12.wi.us/school/south/
1515 W. Lapham Blvd., Milwaukee, WI
53204
Milwaukee, WI 53204
(414) 902-8300
Fax: 414-902-8315
Time: 8:40 a.m. – 3:55 p.m.
Principal: Jesus Santos
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Bienvenida a los padres y estudiantes Estimadas familias de South Division:
¡¡¡Hola!!! Mi nombre es Jesús Santos y me siento orgulloso de ser el Director de la Escuela South
Division. Soy egresado de las Escuelas Públicas de Milwaukee y antiguo alumno de South Division. En
esta escuela preparatoria ofrecemos a todos los alumnos estrategias universitarias, profesionales y de
vida para que triunfen en el futuro. Los estudiantes vienen a South por nuestra gran diversidad de
culturas y de idiomas, así como por nuestro programa académico y entorno seguro. En South,
caminamos juntos, tenemos elevadas expectativas académicas y nuestros estudiantes han tomado la
decisión de triunfar en la universidad o de desarrollar una carrera de acuerdo a su talento y sus gustos.
En South Division, tenemos un gran monto de cursos preuniversitarios avanzados AP que ofrecen
créditos universitarios. Dos de nuestros estudiantes recibieron la Beca Gates Millennium, así como
ingresos de $1,400,000.00 en becas para nuestros estudiantes. Hemos sido reconocidos por MPS con el
Premio de Reconocimiento de Asistencia, así como el Premio de Reconocimiento al Compromiso
Comunitario. Somos también una de las Escuelas Distinguidas de PBIS.
Invitamos a los padres a que vengan a nuestra escuela para que vean los muchos y diversos servicios con
los que contamos, desde un Centro para Padres del Distrito hasta clases de MATC para padres durante el
día de clases. También ofrecemos un laboratorio de recuperación de créditos para estudiantes que
necesiten subir sus notas en cursos o materias requeridas. Trabajamos con la Fundación de la Academia
Nacional (NAF) en nuestra visión de ciencias de la salud, para dar a los estudiantes una ventaja en
carreras relacionadas con el sector salud.
Quiero invitar a todos los padres y miembros de la comunidad a que nos visiten para que vean lo que
podemos ofrecer a sus hijos para prepararlos para la universidad, la vida profesional o la vida. Visiten
nuestro sitio Web y vengan a conocer nuestra escuela y a nuestro personal. Les aseguro que no
lamentarán haberse unido a nuestro nuevo concepto en educación basada en expectativas elevadas, una
cultura académica y trabajo en equipo.
Atentamente,
Sr. Jesus Santos
Director de la Escuela Superior South Division
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Índice Bienvenida a los padres y estudiantes 2 Declaración de la misión de las Escuelas Públicas de Milwaukee 4 Declaración de la visión de las Escuelas Públicas de Milwaukee 4 Principios fundamentales de MPS 4 Objetivos de MPS 4 Declaración de la visión de la Escuela 4 Requisitos de graduación de las escuelas superiores de MPS -­ Generación del 2015 y posteriores 5 Plan de curso de cuatro años 7 Graduación temprana 8 Requisitos de promoción para la escuela superior 8 Certificado de Finalización vs. Diploma de Escuela Superior 9 Cursos disponibles en la escuela superior 10 Grupos de carreras profesionales 41 Conferencias del Plan Académico y Profesional 42 Programas alternativos 43 Proceso de selección de cursos 44 Baja/alta de clases 44 Cursos Avanzados Preuniversitarios 46 Cursos de Honores 46 Programa y cursos especiales 47 Exención de Educación Física 48 Adaptaciones para diversos intereses, necesidades y aptitudes de estudiantes 49 Programas post-­secundarios profesionales/de educación técnica 50 Proyecto Lead The Way 50 Cursos electivos 51 Cambios en las calificaciones 51 Repetición de cursos 51 Requisitos de elegibilidad de la NCAA para estudiantes atletas 51 3
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Declaración de la misión de las Escuelas Públicas de Milwaukee Las Escuelas Públicas de Milwaukee es un distrito diverso que da la bienvenida a todos los estudiantes,
y los prepara para el éxito en la educación superior, las oportunidades post-educativas, el trabajo y la
comunidad.
Declaración de la visión de las Escuelas Públicas de Milwaukee Las Escuelas Públicas de Milwaukee será uno de los sistemas escolares de crecimiento estudiantil más
alto del país. Todo el personal del distrito se compromete a proporcionar un ambiente educativo que se
centra en el estudiante, apoya el éxito y respeta la diversidad. Las escuelas serán centros comunitarios
seguros, bien mantenidos, acogedores y accesibles que satisfacen las necesidades de todos. Se
reconocerán y replicarán programas de instrucción relevantes, rigurosos y exitosos. El distrito y sus
escuelas colaborarán con los estudiantes, familias y la comunidad para el beneficio de todos.
Principios fundamentales de MPS 1. Los estudiantes son lo más importante.
2. Dondequiera que los estudiantes estén aprendiendo, es el lugar más importante en el distrito.
3. Los educadores y el personal de las escuelas tienen altas expectativas para todos los estudiantes y
proporcionan la base para su éxito académico.
4. El liderazgo, el desarrollo del educador y la toma de decisiones informadas en datos impulsados por
los estudiantes son clave para el logro de los estudiantes.
5. Las familias involucradas son parte integral para mejorar el rendimiento estudiantil.
6. La voz del estudiante se fomenta y respeta.
7. Las asociaciones comunitarias de calidad añaden valor.
8. El aumento de la eficiencia operativa y financiera es un objetivo constante para apoyar las
oportunidades de aprendizaje de nuestros estudiantes.
9. Los servicios centrales apoyan el logro del estudiante, las operaciones eficientes y eficaces, y la
participación del estudiante, la familia y la comunidad.
Objetivos de MPS Objetivo 1: Logro académico
Objetivo 2: Participación del estudiante, la familia y la comunidad
Objetivo 3: Operaciones eficaces y eficientes
Declaración de la visión de la Escuela South Division es una comunidad en la que las diversas culturas promueven un entorno que promueve el
desarrollo de estudiantes comprometidos, responsables cívicamente e independientes.
Declaración de valores de la escuela: South Division se compromete a ofrecer:
* Experiencias culturales que satisfacen las necesidades individuales de nuestros estudiantes a través
del esfuerzo de toda la comunidad escolar
* Participación activa de los padres y alianzas con la comunidad
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
* Compromiso cívico responsable, experiencias de liderazgo estudiantil y oportunidades de aprendizaje
de servicio
* Currículo diverso (programas bilingües, NAF, cursos avanzados preuniversitarios, cursos de honores,
programas de educación alternativa, materias electivas y programas de ELL)
* Mejoramiento de las capacidades de aprendizaje y triunfo de los estudiantes
* Preparación profesional y universitaria
* Satisfacción de las necesidades académicas de los estudiantes a través de la implementación de
pedagogías de instrucción diferenciadas
* Experiencias educativas duraderas a través de la asistencia regular y constante a clases
* Crecimiento intelectual y emocional de los estudiantes
Requisitos de graduación de las escuelas superiores de MPS -­‐ Generación del 2015 y posteriores De conformidad con la Política Administrativa del MPS 7.37
Requisitos de graduación de las escuelas superiores de MPS - Generación del 2015 y posteriores
Requisitos mínimos de
graduación de MPS
Requisitos mínimos de
Sistema de la
graduación de MPS
Universidad de
Wisconsin*
Recomendaciones
para universidades
altamente selectivas**
Curso ocupacional de
recomendaciones de
estudio
Inglés /
Lenguaje
4.0 créditos /
unidades
4.0 créditos /
unidades para la
universidad
4.0–5.0 créditos /
unidades incluyendo
el nivel AP/IB†
4.0 créditos /
unidades
Matemáticas
3.0 créditos /
unidades cursos al
nivel de Álgebra o
superior
3.0 créditos /
unidades a incluir
Álgebra, Geometría,
Álgebra 2 con
Trigonometría
4.0 créditos /
unidades incluyendo
el nivel AP/IB†
3.0 créditos /
unidades cursos al
nivel de Álgebra o
superior
Ciencias
Naturales
3.0 créditos /
unidades con estudios
de laboratorio en las
Ciencias de la Vida y
Físicas
3.0 créditos /
unidades
4.0 créditos /
unidades a incluir
Biología, Química,
Física; incluyendo el
nivel AP/IB†
3.0 créditos /
unidades con estudios
de laboratorio en las
Ciencias de la Vida y
Físicas
Ciencias
Sociales
3.0 créditos /
unidades
1.0 unidad de Historia
de EE.UU.
1.0 unidad de Historia
Universal, Geografía
Universal o Estudios
Universales
1.0 unidad de Civismo
(Grados 9-10) o
0.5 unidades de
Gobierno de EE.UU.
(Grados 11–12) y 0.5
4.0 créditos /
unidades incluyendo
el nivel AP/IB†
3.0 créditos /
unidades
1.0 unidad de Historia
de EE.UU.
1.0 unidad de Historia
Universal, Geografía
Universal o Estudios
Universales
1.0 unidad de Civismo
(Grados 9-10) o
0.5 unidades de
Gobierno de EE.UU.
(Grados 11–12) y 0.5
3.0 créditos /
unidades
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
unidades de Economía
(Grados 11–12)
unidades de Economía
(Grados 11–12)
No requerido
2.0 créditos /
unidades o más,
dependiendo del
campus
4.0–5.0 créditos /
unidades del mismo
idioma
No requerido
Educación
Física
1.5 créditos /
unidades+
No requerido
No requerido
1.5 créditos /
unidades
Salud
0.5 créditos /
unidades
No requerido
No requerido
0.5 créditos /
unidades
Bellas Artes
1.0 créditos /
unidades
Arte, Música, Danza o
Teatro
Puede contar como
electiva académica
1 o más créditos /
unidades
recomendados
1.0 créditos /
unidades
Arte, Música, Danza o
Teatro
Electivas u otros
requisitos**
6.0 créditos /
unidades electivas
Una variedad de
electivas están
disponibles, con
frecuencia
relacionadas con el
enfoque de la escuela
4.0 créditos /
unidades electivas
Electivas académicas
recomendadas
6.0 créditos /
unidades electivas
Una variedad de
electivas están
disponibles, con
frecuencia
relacionadas con el
enfoque de la escuela
Profesional /
Técnico
No requerido
No requerido
No requerido
4.0 créditos Electivas
profesionales/técnicas
recomendadas
Además de
obtener 22
créditos /
unidades, los
estudiantes
deben participar
con éxito en una
de las siguientes
tres opciones:
1. Tomar un curso en
línea aprobado
(requerido o electivo).
2. Tomar un curso
que incluye una
experiencia de
servicio-aprendizaje
(requerido o electivo).
3. Completar 20
horas de servicio
comunitario
aprobado por un
consejero escolar.
TOTAL
22 créditos /
unidades
17 créditos /
unidades académicos
o más*
22 créditos /
unidades académicos
o más
22 créditos /
unidades
Idiomas del
Mundo
*Los requisitos pueden variar; consulte los sitios web de admisión de la universidad. Se anima a los estudiantes a que tomen más del número
mínimo de créditos, incluyendo Cursos Avanzados Preuniversitarios (AP)/Bachillerato Internacional (IB).
**Los estudiantes que buscan admisión en instituciones altamente competitivas, deben considerar tomar tantas clases académicamente rigurosas y
Cursos Avanzados Preuniversitarios/Bachillerato Internacional como sea posible.
†Curso Avanzado Preuniversitario/Bachillerato Internacional
+Se requiere un semestre de educación física cada año durante 3 de los 4 años de la escuela superior.
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Plan de curso de cuatro años Grado
Inglés /
Artes del
Lenguaje
4 créditos
requeridos
Ciencias
Sociales
3 créditos
requeridos
Matemáticas
3 créditos
requeridos
Ciencias
Naturales
Educación
Física
y Salud
3 créditos
requeridos
1.5
créditos
requeridos
para cada
uno
Bellas Artes
1 crédito
requerido
Trayectorias
profesionales
y cursos
electivos
Mejoras y
actividades
recomendadas
6 créditos
requeridos
9o
Inglés 9
Estudios
Mundiales
Algebra
Ciencia
Física
Natación
10o
Inglés 10
Ciudadanía
Geometría
Biología
Educación
física
Electiva
Electiva/
ExtraNAF/PLTW curriculars
Cursos
Avanzados
Lenguas
extranjeras.
11o
Inglés 11
Historia de
Estados
Unidos
Algebra 2
y Trig
Química
Educación
física
Electiva
Electiva
ExtraNAF/PLTW curriculars
Cursos
Avanzados
Lenguas
extranjeras
12o
Inglés 12
Electiva
Electiva
Electiva
Electiva
Electiva
ExtraNAF/PLTW curriculars
Cursos
Avanzados
Lenguas
extranjeras
4
4
1.5
créditos
créditos créditos
obtenidos obtenidos obtenidos
1+
créditos
obtenidos
Requisitos
de
graduación
(Los
créditos
pueden
exceder los
requisitos.)
4
4
créditos
créditos
obtenidos obtenidos
Fundaciones Cursos de
Extrade Arte
Intervención curriculars
NAF/PLTW
Lenguas
extranjeras.
6+
créditos
obtenidos
Además de los requisitos anteriores, los estudiantes también deben haber completado una de las
siguientes tres opciones integradas a los cursos, señaladas apropiadamente en un expediente académico:
aprendizaje en línea, experiencia de servicio comunitario o de aprendizaje-servicio.
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Graduación temprana Se anima a los estudiantes de la escuela superior de las Escuelas Públicas de Milwaukee a que
completen cuatro años de estudio que mínimamente cumplan con los requisitos de graduación
establecidos a nivel de distrito y de la escuela. Los procedimientos para permitir la graduación temprana
incluyen los siguientes:
1. Un estudiante que desee graduarse temprano debe completar todos los requisitos de graduación del
distrito.
2. Un estudiante debe solicitar una conferencia para declarar interés en la graduación temprana (con
firma de los padres si el estudiante es menor de 18 años).
3. Una conferencia se llevará a cabo con los padres, el estudiante y el director (o designado) para
evaluar las opciones y tomar una decisión, con una firma de aprobación del director (o designado), el
estudiante y los padres (si el estudiante es menor de 18 años) . En esta reunión, el estudiante y los
padres recibirán información sobre la graduación temprana (becas, cursos avanzados, AP, IB, y
oportunidades YOP, etc.) para facilitar la toma de una decisión informada.
4. Para los estudiantes que han recibido la firma de aprobación del director en el formulario
proporcionado por el distrito para la graduación temprana, la escuela documentará en la base de
datos de estudiantes que el estudiante ha cumplido con los requisitos del diploma en la fecha de
finalización del semestre y dará de baja al estudiante. A los graduados de manera temprana en buena
situación escolar se les permitirá participar en la ceremonia de graduación y las actividades de fin de
año.
Requisitos de promoción para la escuela superior El siguiente número mínimo de unidades, o su equivalente, es necesario para que los estudiantes de la
escuela superior sean promovidos al final del año escolar:
Estudiante de 9o grado (freshman) =
Menos de 5
unidades
Estudiante de 10o grado (sophomore) =
5 o más unidades
Estudiante de 11o grado (junior) =
10 o más unidades
Estudiante de 12o grado (senior) =
16 o más unidades
Para ser considerado para la clasificación en la generación del 12o grado, los estudiantes deben cumplir
con la definición de senior y deben completar un año y un mínimo de 5 unidades en las escuelas de las
que tenga contemplado recibir sus diplomas.
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Certificado de Finalización vs. Diploma de Escuela Superior Parte del proceso anual del IEP es discutir la transición de su hijo a la vida después de la escuela
superior. Como parte de este proceso, queremos tomar el tiempo para explicar las diferencias entre un
Certificado de Finalización y un Diploma de la Escuela Superior, y lo que esto significa para el futuro de
su hijo, así como la vida después de la escuela.
Certificado de Finalización
•
•
•
•
•
•
•
Diploma de Escuela Superior
No es lo mismo que un Diploma de Escuela
Superior
El estudiante recibirá servicios de
educación especial hasta los 21 años de
edad.
Un Certificado de Finalización se otorga a
los estudiantes durante el año escolar en
que el estudiante cumple 21 años de edad.
Su hijo estará en más clases de educación
especial, que siguen los estándares
modificados que se alinean con los
Estándares Básicos Comunes (Elementos
Esenciales).
Su hijo NO podrá utilizar un Certificado de
Finalización para ingresar a una
universidad.
El enfoque se centrará en la transición de su
hijo para la vida después de la escuela
superior.
Se le pedirá a su hijo que participe en tareas
no académicas que aumentarán las
destrezas de transición de su hijo.
•
•
•
•
Mínimo general de 22 créditos para
graduarse
Los estudiantes deben tomar y aprobar las
siguientes clases:
! 4.0 unidades: Inglés / Artes del
Lenguaje
! 3.0 unidades: Matemáticas (cursos al
nivel de Álgebra o superior)
! 3.0 unidades: Ciencias Naturales
! 3.0 unidades: Ciencias Sociales de la
siguiente manera: Historia de EE.UU.,
Historia Universal, Geografía Universal
o Estudios Universales; civismo o 0.5
créditos de Gobierno de EE.UU. y 0.5
créditos de Economía
! 1.5 unidades: Educación Física durante
un período de 3 años
! 0.5 unidades: Salud
! 1.0 unidad: Bellas Artes (Arte, Música,
Danza o Teatro)
! 6.0 unidades: Electivas
Su hijo tendrá acceso a los servicios
educativos hasta los 21 años edad.
Su hijo podrá obtener créditos hasta el año
escolar en que cumpla 21 años de edad.
Certificado de Destrezas para Empleabilidad
Los estudiantes con discapacidades (o sin ellas) que trabajan en un empleo remunerado pueden
obtener un certificado de destrezas de empleabilidad DPI. Esta es una credencial estatal de
dominio del estudiante. Los componentes son:
• El estudiante debe trabajar 90 horas remuneradas en el trabajo
• Se requiere un maestro supervisor
• Son elegibles los estudiantes de 14 años y mayores que estén inscritos en la escuela
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Cursos disponibles en la escuela superior En este momento la descripción de cursos solamente está disponible en inglés.
Course
Course
Department
Description
Number Name
BB031
KEYBOARDING
Business
KEYBOARDING: Students will learn the touch" method of operating
and
a computer keyboard
Information
Technology
BF461
PERSONAL
Business
Financial Planning/Finance/Personal Finance (Prerequisite: None) is a
FINANCE (S1)
and
course where students will learn to manage their personal financing
Information
affairs through real-life applications. Areas of advance study include
Technology
investing, banking, taxes, credit, acquiring insurance and loans,
budgeting, and successful employment skills. Technology is infused
throughout the course with applications ranging from personal money
management to preparation of income tax forms to evaluating
investment options. (Resources: National Academy of Finance--NAF)
and National Endowment for Financial Education --NEFE )
CC281
INTRO TO
Business
INTRO TO COMPUTER PROGRAMMING (Prerequisite: None) is
PROGRAMMING
and
an introduction to the programming languages such as Java, C+, C++,
Information
Visual Basic, or C#. The language taught will depend on the school
Technology
and instructor's expertise. Students are introduced to an objectoriented programming language, control structures, procedures,
functions, arrays and file processing. These programming skills along
with form and menu design and graphic interfacing will assist the
students in creating functional programs.
CC481
ADVANCED
Business
The AP Computer Science courses are introductory courses in
PLACEMENT
and
computer science. Because the development of computer programs to
COMPUTER
Information
solve problems is a skill fundamental to the study of computer science,
SCIENCE A (S1)
Technology
a large part of the course is built around the development of computer
programs or parts of programs that correctly solve a given problem.
The course also emphasizes the design issues that make programs
understandable, adaptable, and, when appropriate, reusable. Current
offerings of the AP Computer Science Examination require the use of
Java. Suggested Prerequisites: 2 Yrs. Algebra; Problem Solving Expert
CC491
ADVANCED
Business
The AP Computer Science courses are introductory courses in
PLACEMENT
and
computer science. Because the development of computer programs to
COMPUTER
Information
solve problems is a skill fundamental to the study of computer science,
SCIENCE A (S2)
Technology
a large part of the course is built around the development of computer
programs or parts of programs that correctly solve a given problem.
The course also emphasizes the design issues that make programs
understandable, adaptable, and, when appropriate, reusable. Current
offerings of the AP Computer Science Examination require the use of
Java. Suggested Prerequisites: 2 Yrs. Algebra; Problem Solving Expert
CC821
INTRODUCTION
Business
COMPUTER APPLICATIONS AND CAREERS (Prerequisite: None)
TO COMPUTER
and
introduces students to a variety of computer software applications.
APPLICATIONS
Information
Typical areas of study include learning MS Office with a variety of
(S1)
Technology
projects from MS Word, Excel, Access, PowerPoint, and Outlook,
practice in e-mail and on-line calendars, and an introduction to careers
in the business and computer field.
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
CD301
Course
Name
FUNDAMENTALS
OF COMPUTING I
CD311
FUNDAMENTALS
OF COMPUTING
II
Business
and
Information
Technology
CD341
COMPUTER
PROGRAMMING
1
Business
and
Information
Technology
CS211
BROADCAST
PRODUCTION
(S1)
Business
and
Information
Technology
CS221
BROADCAST
PRODUCTION
(S2)
Business
and
Information
Technology
ES131
ESL READING +
WRITING
BEGINNER 1(S1)
English as a
Second
Language
ES141
ESL READING +
WRITING
BEGINNER 1(S2)
English as a
Second
Language
ES231
ESL READING +
WRITING
BEGINNER 2(S1)
English as a
Second
Language
Department
Description
Business
and
Information
Technology
FUNDAMENTALS OF COMPUTING I. This course is designed to
introduce students to fundamental computer productivity skills.
Students will learn the basic workings of the computer and computer
networking. Students will also learn basic skills to navigate and utilize
the Internet as an educational tool. Students will learn basic word
processing skills as well as responsible computing concepts.
FUNDAMENTALS OF COMPUTING II. This course is designed to
be a continuation of CD301, Fundamentals of Computing I. It is
designed to continue development of students' fundamental computer
productivity skills. Students will learn basic spreadsheet and graphics
skills. Students will also learn basic electronic presentation skills.
Students will learn beginner computer programming concepts and Web
page development skills.
This course is designed to introduce students to programming using the
Java object-oriented programming language. This course will also
prepare students for the Computer Science Advanced Placement class.
This course will cover basic programming topics such as creating
objects, conditionals and loops and classes. The focus will be on
creating web applets in the Java programming language.
BROADCAST PRODUCTION (SEM 1). This course is designed to
introduce students to the skills needed to create a live broadcast
production. Students will learn how to use video and audio technology
to create media pieces to be used in broadcast production. Students
will understand and learn how to operate broadcasting equipment.
Students will also work in a collaborative environment to bring their
broadcast work to a targeted audience.
BROADCAST PRODUCTION (SEM 2). This course is designed to be
a continuation of CS211, Broadcast Production (SEM 1). It is designed
to continue development of students' broadcast production skills.
Students will learn advanced production processes as well as advanced
audio and video recording skills. Students will work in a collaborative
environment to bring their broadcast work to a targeted audience.
This course focuses on beginning reading and writing of English for
the identified English Language Learner. A greater emphasis is placed
on the pupil to engage their command of vocabulary, sentence patterns
and grammar. Instruction is in the target language of English.
This course focuses on beginning reading and writing of English for
the identified English Language Learner. A greater emphasis is placed
on the pupil to engage their command of vocabulary, sentence patterns
and grammar. Instruction is in the target language of English.
These courses are designed for limited-English proficient students and
are a continuation of Beginner 1. Students develop listening, speaking,
reading and writing in English with emphasis on reading and writing.
The course further prepares students for participation in content area
classes.
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
ES241
Course
Name
ESL READING +
WRITING
BEGINNER 2 (S2)
Departme
nt
English as
a Second
Language
ES331
ESL READING +
WRITING
INTERMEDIATE 1
(S1)
English as
a Second
Language
ES341
ESL READING +
WRITING
INTERMEDIATE 1
(S2)
English as
a Second
Language
ES431
English as
a Second
Language
EN101
ESL READING +
WRITING
INTERMEDIATE 2
(S1)
ESL READING +
WRITING
INTERMEDIATE 2
(S2)
ENGLISH 9 (S1)
EN111
ENGLISH 9 (S2)
English
Language
Arts
EN351
SHORT FICTION
English
Language
Arts
ES441
English as
a Second
Language
English
Language
Arts
Description
These courses are designed for limited-English proficient students and
are a continuation of Beginner 1. Students develop listening, speaking,
reading and writing in English with emphasis on reading and writing.
The course further prepares students for participation in content area
classes.
This course continues to emphasize skills needed to understand, speak,
read and write English. Both Vocabulary and Grammar are more
complex. Sentence context continues to prompt the learner to include
more complex structure and add new vocabulary, referring as much as
possible to the familiar experiences of the learner. Instruction is
exclusively in the target language of English.
This course continues to emphasize skills needed to understand, speak,
read and write English. Both Vocabulary and Grammar are more
complex. Sentence context continues to prompt the learner to include
more complex structure and add new vocabulary, referring as much as
possible to the familiar experiences of the learner. Instruction is
exclusively in the target language of English.
These courses are designed to enable students who have achieved a
mid-level of English proficiency to acquire the academic reading and
writing skills necessary for success in the regular English program.
These courses are a continuation of intermediate 1.
These courses are designed to enable students who have achieved a
mid-level of English proficiency to acquire the academic reading and
writing skills necessary for success in the regular English program.
These courses are a continuation of intermediate 1.
The central purpose of this course is to expand students' foundational
skills in all communication arts. These include reading, analyzing
literature, writing, listening, speaking, discussing, using language,
understanding media, using technology, and employing research skills.
Students will apply these skills as they continue to develop their
abilities as creative and critical thinkers. The goal of this course is to
engage students in a meaningful survey of various genres of literature
and writing. Equipping students with effective foundational reading and
writing skills is paramount. There are no prerequisites for this course.
The central purpose of this course is to expand students' foundational
skills in all communication arts. These include reading, analyzing
literature, writing, listening, speaking, discussing, using language,
understanding media, using technology, and employing research skills.
Students will apply these skills as they continue to develop their
abilities as creative and critical thinkers. The goal of this course is to
engage students in a meaningful survey of various genres of literature
and writing. Equipping students with effective foundational reading and
writing skills is paramount. There are no prerequisites for this course.
In this course students will study short stories and short novels by a
variety of authors, and from a number of historical periods. Students
will trace the development of short fiction and relate the action and
characters to their own experiences. Students will be required to write
compositions based on the course readings.
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
EN411
Course
Name
CREATIVE
WRITING
Department
English
Language
Arts
EN451
ADVANCED
PLACEMENT
ENGLISH
LANGUAGE/
COMPOSITION
(S1)
English
Language
Arts
EN461
ADVANCED
PLACEMENT
ENGLISH
LANGUAGE/
COMPOSITION
(S2)
English
Language
Arts
EN471
ADVANCED
PLACEMENT
ENGLISH
LITERATURE/
COMPOSITION
(S1)
English
Language
Arts
Description
The central purpose of this course is to help students develop their
ability to utilize specific writing techniques necessary for describing
experiences in depth. Students will write in a workshop setting,
conferencing with the teacher and other students to improve and
strengthen their craft. The purpose of this class is not to study works
that are deemed creative, but to use mentor texts to introduce devices
and techniques common to the creative writing process. What students
should gain from this course is an ability to distinguish various creative
genres and be able to produce writing samples from each of the
following areas: creative non-fiction, fiction, poetry, and drama.
Teachers may choose to include other forms of creative writing as well
based on student interest and need.
AP English Language and Composition engages students in becoming
skilled readers of prose written in a variety of periods, disciplines, and
rhetorical contexts and in becoming skilled writers who compose for a
variety of purposes. Students become aware of the interactions among a
writer's purposes, audience expectations, and subjects as well as the way
generic conventions and the resources of language contribute to
effectiveness in writing. Stylistic development is nurtured by
emphasizing the following: a wide-ranging vocabulary; a variety of
sentence structures; logical organization; a balance of generalization and
specific illustrative detail; and an effective use of rhetoric.
AP English Language and Composition engages students in becoming
skilled readers of prose written in a variety of periods, disciplines, and
rhetorical contexts and in becoming skilled writers who compose for a
variety of purposes. Students become aware of the interactions among a
writer's purposes, audience expectations, and subjects as well as the way
generic conventions and the resources of language contribute to
effectiveness in writing. Stylistic development is nurtured by
emphasizing the following: a wide-ranging vocabulary; a variety of
sentence structures; logical organization; a balance of generalization and
specific illustrative detail; and an effective use of rhetoric.
AP English Literature and Composition engages students in the careful
reading and critical analysis of imaginative literature. Through the close
reading of selected texts, students should deepen their understanding of
the ways writers use language to provide both meaning and pleasure for
their readers. The course includes intensive study of representative
works from various genres and periods, concentrating on works by
authors of recognized literary merit. The works taught in the course
require careful deliberative reading. Writing is an integral part of the
course and exam. Writing assignments focus on the critical analysis of
literature and include expository, analytical, and argumentative essays.
13
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
EN481
Course
Name
ADVANCED
PLACEMENT
ENGLISH
LITERATURE/
COMPOSITION
(S2)
Department
English
Language
Arts
EN511
ENGLISH 12 (S1)
English
Language
Arts
EN521
ENGLISH 12 (S2)
English
Language
Arts
EN531
AFRICAN
AMERICAN
LITERATURE
(S1)
English
Language
Arts
EN541
AFRICAN
AMERICAN
LITERATURE
(S2)
English
Language
Arts
Description
AP English Literature and Composition engages students in the careful
reading and critical analysis of imaginative literature. Through the close
reading of selected texts, students should deepen their understanding of
the ways writers use language to provide both meaning and pleasure for
their readers. The course includes intensive study of representative
works from various genres and periods, concentrating on works by
authors of recognized literary merit. The works taught in the course
require careful deliberative reading. Writing is an integral part of the
course and exam. Writing assignments focus on the critical analysis of
literature and include expository, analytical, and argumentative essays.
The central purpose of this course is to extend students' growth in all
communication arts. Reading, writing, listening, discussing, speaking,
using language, understanding media, using technology, and employing
research skills will be applied to help students enhance their abilities to
become creative and critical thinkers. Grade twelve students will
demonstrate effective communication skills by creating various works
of sufficient grade-level merit to address the complexity and depth of
senior-level work. Artifacts will be constructed as a part of the student's
coursework and assessed via the site-based instructor. Prerequisites for
this course include successful completion of English 9 and 10; and
either English 11 or electives.
The central purpose of this course is to extend students' growth in all
communication arts. Reading, writing, listening, discussing, speaking,
using language, understanding media, using technology, and employing
research skills will be applied to help students enhance their abilities to
become creative and critical thinkers. Grade twelve students will
demonstrate effective communication skills by creating various works
of sufficient grade-level merit to address the complexity and depth of
senior-level work. Artifacts will be constructed as a part of the student's
coursework and assessed via the site-based instructor. Prerequisites for
this course include successful completion of English 9 and 10; and
either English 11 or electives.
In this literature intensive course students will read, interpret, and
discuss classical and contemporary literary selections from African and
African American authors. These cultural texts will allow students to
see the ways in which African-Americans have contributed to, have
been influenced by, have appropriated, and have transformed America.
Activities will include advanced language and composition skills where
students will be required to integrate advanced writing and language
skills with African American literature that looks at the past, present,
and future.
In this literature intensive course students will read, interpret, and
discuss classical and contemporary literary selections from African and
African American authors. These cultural texts will allow students to
see the ways in which African-Americans have contributed to, have
been influenced by, have appropriated, and have transformed America.
Activities will include advanced language and composition skills where
students will be required to integrate advanced writing and language
skills with African American literature that looks at the past, present,
and future.
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
EN671
Course
Name
THINKING &
WRTNG ABOUT
LITERATURE
(S1)
EN681
THINKING &
WRTNG ABOUT
LITERATURE
(S2)
English
Language
Arts
EN881
HISPANIC
AMERICAN
LITERATURE
(S1)
English
Language
Arts
EN891
HISPANIC
AMERICAN
LITERATURE
(S2)
English
Language
Arts
EN961
ENGLISH 10 (S1)
English
Language
Arts
Department
English
Language
Arts
Description
This course is a study of literature from all over the world with an
emphasis on short stories and poetry. Various styles of writing will be
introduced to students by a varied number of authors from all corners of
the world. Students will learn to analyze literature critically and relate
various aspects of literature to their own lives. Emphasis will be placed
on basic literary concepts to prepare for more advanced literature
courses. Students will study a variety of literary genres in order to learn
how to express their ideas about literature in written compositions and
as mentor texts.
This course is a study of literature from all over the world with an
emphasis on short stories and poetry. Various styles of writing will be
introduced to students by a varied number of authors from all corners of
the world. Students will learn to analyze literature critically and relate
various aspects of literature to their own lives. Emphasis will be placed
on basic literary concepts to prepare for more advanced literature
courses. Students will study a variety of literary genres in order to learn
how to express their ideas about literature in written compositions and
as mentor texts.
This course is designed to acquaint students with representative literary
works of Hispanic American writers. Students will become familiar
with historical, political, geographical, and cultural settings, which
resulted in the imaginative voices we have come to identify as uniquely
Hispanic. The purpose of the course is to read critically by analyzing
works from three major genres: fiction, short stories and poetry.
This course is designed to acquaint students with representative literary
works of Hispanic American writers. Students will become familiar
with historical, political, geographical, and cultural settings, which
resulted in the imaginative voices we have come to identify as uniquely
Hispanic. The purpose of the course is to read critically by analyzing
works from three major genres: fiction, short stories and poetry.
The central purpose of this course is to expand students' skills in
communication arts: reading, analyzing literature, writing, listening,
speaking, discussing, using language, understanding media, applying
technology, and employing research skills. Grade ten students shall
demonstrate, as a part of their English 10 coursework, mastery of
written and spoken expressions by designing, presenting, and defending
a clearly reasoned, persuasively argued research project. Students shall
be expected to demonstrate an understanding and use of technology
resources in the research and presentation of the project. Site-based
teachers will assess student work as a component of the course.
Students will apply these skills as they continue to develop as creative
and critical thinkers with a focus on informative/ explanatory and
argumentative frameworks. In particular, students will expand and
improve their research and oral communication skills by preparing an
argumentative research project and by making a persuasive oral
presentation. The prerequisite for this class is English 9 (two semesters).
15
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
EN971
Course
Name
ENGLISH 10 (S2)
EN981
ENGLISH 11 (S1)
English
Language
Arts
EN991
ENGLISH 11 (S2)
English
Language
Arts
Department
English
Language
Arts
Description
The central purpose of this course is to expand students' skills in
communication arts: reading, analyzing literature, writing, listening,
speaking, discussing, using language, understanding media, applying
technology, and employing research skills. Grade ten students shall
demonstrate, as a part of their English 10 coursework, mastery of
written and spoken expressions by designing, presenting, and defending
a clearly reasoned, persuasively argued research project. Students shall
be expected to demonstrate an understanding and use of technology
resources in the research and presentation of the project. Site-based
teachers will assess student work as a component of the course.
Students will apply these skills as they continue to develop as creative
and critical thinkers with a focus on informative/ explanatory and
argumentative frameworks. In particular, students will expand and
improve their research and oral communication skills by preparing an
argumentative research project and by making a persuasive oral
presentation. The prerequisite for this class is English 9 (semesters one
and two).
The central purpose of this course is to expand students' skills in all
communication arts. These include reading comprehension, analyzing
literature, writing, listening, speaking, discussing, using language,
increasing and improving vocabulary, using media and technology, and
employing advanced research skills. Students will apply these skills as
they continue to increase their abilities as creative and critical thinkers.
The goal of this course is for students to exhibit their ability to meet
grade-level expectations by successfully completing embedded course
assessments, including writing On-Demand. Effectively supporting
students with advancing reading and writing skills is paramount, with a
focus on writing On-Demand. Prerequisites for this course are English 9
and English 10.
The central purpose of this course is to expand students' skills in all
communication arts. These include reading comprehension, analyzing
literature, writing, listening, speaking, discussing, using language,
increasing and improving vocabulary, using media and technology, and
employing advanced research skills. Students will apply these skills as
they continue to increase their abilities as creative and critical thinkers.
The goal of this course is for students to exhibit their ability to meet
grade-level expectations by successfully completing embedded course
assessments, including writing On-Demand. Effectively supporting
students with advancing reading and writing skills is paramount, with a
focus on writing On-Demand. Prerequisites for this course are English 9
and English 10.
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
LA941
Course
Name
HONORS
ENGLISH 9 (S1)
LA951
HONORS
ENGLISH 9 (S2)
English
Language
Arts
LA961
HONORS
ENGLISH 10 (S1)
English
Language
Arts
Department
English
Language
Arts
Description
This course is designed for 9th graders who wish to pursue Honors 10,
Honors 11 and AP Language and AP Literature, or who wish to
challenge themselves by learning more advanced skills in English. In
addition to receiving skills typically taught in 10th grade, students will
read literature commonly found on the AP exam in order to build a
strong base for when they take the test their senior year. The central
purpose of this course is to expand students' skills in all communication
arts. These include reading comprehension, analyzing literature, writing,
listening, speaking, discussing, using language, increasing and
improving vocabulary, using media and technology, and employing
advanced research skills. Students will apply these skills as they
continue to increase their abilities as creative and critical thinkers. The
goal of this course is for students to exhibit their ability to meet gradelevel expectations by successfully completing embedded course
assessments, including writing on-Demand. Effectively supporting
students with advanced reading and writing skills is paramount, with a
focus on writing On-Demand. There are no prerequisites for this course.
This course is designed for 9th graders who wish to pursue Honors 10,
Honors 11 and AP Language and AP Literature, or who wish to
challenge themselves by learning more advanced skills in English. In
addition to receiving skills typically taught in 10th grade, students will
read literature commonly found on the AP exam in order to build a
strong base for when they take the test their senior year. The central
purpose of this course is to expand students' skills in all communication
arts. These include reading comprehension, analyzing literature, writing,
listening, speaking, discussing, using language, increasing and
improving vocabulary, using media and technology, and employing
advanced research skills. Students will apply these skills as they
continue to increase their abilities as creative and critical thinkers. The
goal of this course is for students to exhibit their ability to meet gradelevel expectations by successfully completing embedded course
assessments, including writing on-Demand. Effectively supporting
students with advanced reading and writing skills is paramount, with a
focus on writing On-Demand. There are no prerequisites for this course.
This course is designed for 10th graders who wish to pursue Honor's 11
and AP Language and AP Literature or who wish to challenge
themselves by learning more advanced skills in English. In addition to
receiving similar coursework for English 11, students will receive skills
needed to be successful in the first semester of the AP Language class,
and be expected to recognize, analyze and use rhetorical strategies and
styles. The central purpose of this course is to expand students' skills in
all communication arts. These include reading comprehension,
analyzing literature, writing, listening, speaking, discussing, using
language, increasing and improving vocabulary, using media and
technology, and employing advanced research skills. Students will
apply these skills as they continue to increase their abilities as creative
and critical thinkers. The goal of this course is for students to exhibit
their ability to meet grade-level expectations by successfully completing
embedded course assessments, including writing On-Demand.
Effectively supporting students with advanced reading and writing skills
is paramount, with a focus on writing On-Demand. Prerequisites for this
course are successful completion of English 9.
17
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
LA971
Course
Name
HONORS
ENGLISH 10 (S2)
MU151
BEGINNING
BAND (S1)
FINE
ARTSMusic
MU161
INTERMEDIATE
BAND (S1)
FINE
ARTSMusic
MU351
BEGINNING
CHORUS (S1)
FINE
ARTSMusic
MU353
BEGINNING
CHORUS (S2)
FINE
ARTSMusic
MU441
MUSIC
APPRECIATION
(S1)
FINE
ARTSMusic
Department
English
Language
Arts
Description
This course is designed for 10th graders who wish to pursue Honor's 11
and AP Language and AP Literature or who wish to challenge
themselves by learning more advanced skills in English. In addition to
receiving similar coursework for English 11, students will receive skills
needed to be successful in the first semester of the AP Language class,
and be expected to recognize, analyze and use rhetorical strategies and
styles. The central purpose of this course is to expand students' skills in
all communication arts. These include reading comprehension,
analyzing literature, writing, listening, speaking, discussing, using
language, increasing and improving vocabulary, using media and
technology, and employing advanced research skills. Students will
apply these skills as they continue to increase their abilities as creative
and critical thinkers. The goal of this course is for students to exhibit
their ability to meet grade-level expectations by successfully completing
embedded course assessments, including writing On-Demand.
Effectively supporting students with advanced reading and writing skills
is paramount, with a focus on writing On-Demand and a literary based
multi-genre research paper. Prerequisites for this course are successful
completion of English 9.
This course provides an opportunity for wind and percussion students to
develop skills necessary for improving individual and group
performance. Students may begin at any level and instructors will
assign all pupils to various groups according to their level of
proficiency. Band members participate in music festivals, field trips and
concerts. Music performed is selected to ensure steady progress in
music concept as well as to improve musicianship and performance
skills. Marching band may also be integrated into the band curriculum.
Students who have completed at least the basic first year of Band music
instruction should enroll in the Intermediate Band. This band performs
in parades, athletic events, community performances, school concerts
and music festivals. It joins with the Advanced Band to form the
Marching and Pep Bands. After school and outside of school
performance attendance is required as part of this class and will form a
major portion of the student's grade. It is required that students take part
in group or private lessons as part of their grade. The continuing
development of the student's musicianship is the ultimate goal of this
class. Prerequisite: One or more years of Band instruction at the middle
or high school level
In this course, students will sing choral literature in two, three part
harmony. They will also study vocal techniques and basic music theory.
The students will perform in the winter and spring concerts as well as
other school sponsored events. After school and outside of school
performance attendance is required as part of this class and will form a
major portion of the student's grade.
In this course, students will sing choral literature in two, three part
harmony. They will also study vocal techniques and basic music theory.
The students will perform in the winter and spring concerts as well as
other school sponsored events. After school and outside of school
performance attendance is required as part of this class and will form a
major portion of the student's grade.
This course is open to all students who wish to improve their ability to
listen and analyze a wide range of music literature. Students develop
familiarity with various styles and periods of music and their
relationships to culture of their times.
18
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
MU451
Course
Name
MUSIC
APPRECIATION
(S2)
AR091
DRAWING AND
PAINTING (S1)
FINE
ARTSVisual Arts
AR111
ART
FOUNDATIONS
(S1)
FINE
ARTSVisual Arts
AR121
ART
FOUNDATIONS
(S2)
FINE
ARTSVisual Arts
AR301
CLAY DESIGN
(S1)
FINE
ARTSVisual Arts
AR421
CARTOONING
(S1)
FINE
ARTSVisual Arts
AR521
PRINTMAKING
(S1)
FINE
ARTSVisual Arts
Department
FINE
ARTSMusic
Description
Prerequisite: MU441. Students will continue to improve their ability to
listen and analyze a wide range of music literature. Students develop
familiarity with various styles and periods of music and their
relationships to culture of their times.
Drawing and Painting is an introductory level course designed to expose
students to a wide range or art techniques using dry and wet media. The
course begins by students learning the techniques and experimenting
with how they can be applied. In the second portion of the course,
students apply the techniques learned by creating completed works of
art.
Art Foundations is a basic level art class that introduces the elements
and principles of art to the student. It is the keystone of the high school
art program and serves as the introduction to more specialized art
offerings. This course consists of approximately 180 class periods. The
instructor will devise a plan to offer drawing, painting, printmaking,
sculpture, textiles, jewelry and graphic art over the course. Each of the
media areas will be further broken down in to specific materials and
techniques ie. Drawing can be further developed to include pencil, ink,
charcoal, colored pencil, pastel/chalk, and marker. A basic
recommendation would be to spend a minimum of 5 weeks and a
maximum of 10 weeks for any technique
Art Foundations is a basic level art class that introduces the elements
and principles of art to the student. It is the keystone of the high school
art program and serves as the introduction to more specialized art
offerings. This course consists of approximately 180 class periods. The
instructor will devise a plan to offer drawing, painting, printmaking,
sculpture, textiles, jewelry and graphic art over the course. Each of the
media areas will be further broken down in to specific materials and
techniques ie. Drawing can be further developed to include pencil, ink,
charcoal, colored pencil, pastel/chalk, and marker A basic
recommendation would be to spend a minimum of 5 weeks and a
maximum of 10 weeks for any technique.
Clay design is a specialized course for students that have successfully
completed Art Foundations and are interested in working with clay. The
course begins by looking at clay construction through history and across
cultures. After research and study of clay, students will explore the
properties of clay and develop an understanding related to clays very
nature. Various methods of clay design will be presented such as pinch,
coil, and slab, casting/molds and throwing on the wheel. This will be
followed by an overview on the decoration of clay.
This advanced art class is to be taken after successfully completing
AR111, AR121. It focuses on refining drawing skills that will be used
to communicate visual ideas. Storyboarding, character development,
plots will be explored. A wide range of techniques used for creating
cartoons and caricatures. Students will practice these techniques and
combine them to create completed cartoons.
Printmaking is a course that focuses on making multiple images from a
plate. There is a strong connection to drawing and printmaking and
students will develop skills in both areas through this course. Students
will explore linoleum block printing, wood block prints, etching and
intaglio.
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©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
AR531
Course
Name
PRINTMAKING
(S2)
AR591
FIBER AND
FABRIC DESIGN
(S1)
FINE
ARTSVisual Arts
AR761
IMAGE
TECHNOLOGY
(S1)
FINE
ARTSVisual Arts
AR771
IMAGE
TECHNOLOGY
(S2)
FINE
ARTSVisual Arts
HL211
COMPREHENSIVE
HEALTH ED1 (S1)
Health
Education
HL711
SENIOR HEALTH
Health
Education
MA211
ALGEBRA (S1)
Mathematics
Department
FINE
ARTSVisual Arts
Description
Printmaking is a course that focuses on making multiple images from a
plate. There is a strong connection to drawing and printmaking and
students will develop skills in both areas through this course. Students
will explore linoleum block printing, wood block prints, etching and
intaglio.
This course provides students with an opportunity to work with cloth
and design wearable art and garments. A major emphasis on design
combined with basic sewing techniques will be explored. Students will
design and create wearable pieces of art and the end product will
demonstrate the successful unity of from, shape, color, line and texture.
Image technology is the course that previously was titled computer
graphics. Students will use computer technology to create a wide variety
of art images. They will learn basic design on the computer and apply
these principles to complete finished graphic pieces.
Image technology is the course that previously was titled computer
graphics. Students will use computer technology to create a wide variety
of art images. They will learn basic design on the computer and apply
these principles to complete finished graphic pieces.
This course is designed to provide students with the knowledge and
skills to make healthy life choices to promote personal wellness. The
curriculum includes state statute required units on: mental health/suicide
prevention, shaken baby syndrome, and AED/CPR Exposure. Other
units include human growth and development, STD's, HIV and
pregnancy prevention, parenthood, family living, personal well-being
education, nutrition, physical activity, community health issues and
substance use prevention (ATODA).
This class is established for students who need to fulfill their health
education graduation requirement. The health education course
includes personal wellness, human growth and development, drug and
alcohol information, nutrition, disease prevention, community health
and some courses include cardiopulmonary resuscitation (CPR)
certification.
In this course, students will study relationships between quantities and
reasoning with expressions and equations. Students can use properties
of operations to generate equivalent expressions and solve real life
mathematical problems using numerical and algebraic expressions.
Building on this work, students will study descriptive statistics by
gathering, displaying, summarizing and interpreting data in order to
discover patterns and make generalizations. They explore many
examples of linear relationships, including sequences; they interpret
linear functions graphically, numerically, symbolically, and verbally,
translate between representations, and understand the limitations of
various representations.
20
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
MA221
Course
Name
ALGEBRA (S2)
Department
Description
Mathematics
MA301
GEOMETRY (S1)
Mathematics
MA311
GEOMETRY (S2)
Mathematics
MA315
HONORS
GEOMETRY (S1)
Mathematics
MA316
HONORS
GEOMETRY (S2)
Mathematics
Students will identify variables in mathematical modeling situations and
analyze given or collected data that represent essential features within a
linear context. They will then formulate a model by creating and/or
selecting graphical, tabular, algebraic, or statistical representations that
describe relationships between the variables. In addition, students will
analyze these relationships to draw conclusions. With linear models,
they look at residuals to analyze the goodness of fit. Students will apply
these skills to create and interpret exponential models. Students will
also compare and contrast linear and exponential functions,
distinguishing between additive and multiplicative change. They will
interpret arithmetic sequences as linear functions and geometric
sequences as exponential functions. Students will apply graphical and
algebraic methods to explore systems of equations and inequalities.
In this course, students will utilize precise geometric language to prove
geometric theorems. Major topics within the study of proof will be that
of using transformations to prove congruence and using constructions.
Students extend their understanding to use dilations and proportional
reasoning to understand similarity. They identify criteria for similarity
of geometric figures and use similarity to solve geometric and real- life
problems. Students apply similarity in right triangles to understand right
triangle trigonometry. Students will use trigonometry to explore and
solve real-life applications.
Students build on their understanding of similarity to exploring
properties of circles and proving relationships between parts of circles.
Students will calculate use this knowledge involving circle properties
and measurements in real-life applications. In addition to the geometric
perspective, students will understand the Pythagorean theorem through
and algebraic approach in order to understand the equation of a circle.
This second semester course will also build on probability concepts
from the middle grades in order to understand conditional probability.
Students will continue to interpret data and make justified decisions
using statistics and probability.
Honors Geometry is an advanced level Geometry course designed for
students who have earned honors status according to educational
requirements. The course includes enrichment and acceleration not
included in general Geometry. Students should complete this course
prepared for Honors Algebra II/Trigonometry.
Honors Geometry is an advanced level Geometry course designed for
students who have earned honors status according to educational
requirements. The course includes enrichment and acceleration not
included in general Geometry. Students should complete this course
prepared for Honors Algebra II/Trigonometry.
21
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
MA501
Course
Name
ALGEBRA 2 &
TRIG (S1)
MA511
ALGEBRA 2 &
TRIG (S2)
Mathematics
MA512
ALGEBRA 2A
(S1)
Mathematics
Department
Description
Mathematics
Students begin learning to synthesize, generalize, and expand upon what
they have learned about a variety of function families. Students learn
that real-world relationships and data can often be modeled by a
function and often require moving among different representations.
From this broad overview students delve into exponential and
logarithmic functions through a progression of ideas starting with
geometric sequences in both recursive and explicit forms to exponential
functions. They will simplify exponential functions using the properties
of exponents and use the idea of inverses to introduce logarithms.
Students will use this idea to solve exponential functions and real-world
applications. This semester will also have students learning to
understand quadratic relationships. Students will understand algebraic
expressions can be written in infinitely many equivalent forms, showing
key features of the relationship. Students will understand the
relationship between zeros and the vertex. Student will expand the
number system to include the complex numbers allowing for the
solution of any quadratic equation.
This course begins with polynomial functions where students will
understand the relationship between zeros and the factors of
polynomials. Students will understand the relationship among the
graphs of polynomial equations, functions, the number and types of
roots, the possible degrees of the polynomials, and the extreme values
and end behavior. Another area of study is rational and radical
relationship where properties of exponents are extended to expressions
with a rational exponent. In the area of functions, the last function
studied is that of trigonometric. Students will understand functions can
be used to model real world phenomena; in particular, trigonometric
functions can be used to model periodic phenomena and analyze
functions using different representations. In addition to the function
work, student will student making inferences and conclusions from data.
Students will see how the visual displays and summary statistics they
learned in earlier grades relate to different types of data and to
probability distributions. They will identify different ways of collecting
data including sample surveys, experiments, and simulations and the
role that randomness and careful design play in the conclusions that can
be drawn.
Students begin learning to synthesize, generalize, and expand upon what
they have learned about a variety of function families from the Algebra
course. Students learn that real-world relationships and data can often
be modeled by a function and often require moving among different
representations. From this broad overview, students delve into
exponential and logarithmic functions through a progression of ideas
starting with geometric sequences in both recursive and explicit forms
to exponential functions. They will simplify exponential functions using
the properties of exponents and use the idea of inverses to introduce
logarithms. Students will use this idea to solve exponential functions
and real-world applications.
22
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
MA514
Course
Name
ALGEBRA 2A
(S2)
MA522
ALGEBRA 2B &
TRIG (S1)
Mathematics
MA524
ALGEBRA 2B &
TRIG (S2)
Mathematics
MA701
PRECALCULUS
(S1)
Mathematics
MA711
PRECALCULUS
(S2)
Mathematics
MA921
ADVANCED
PLACEMENT
CALCULUS AB
(S1)
Mathematics
MA931
ADVANCED
PLACEMENT
CALCULUS AB
(S2)
Mathematics
RC411
MATH
INTERVENTION
1 (S1)
Mathematics
-Elective
Department
Description
Mathematics
This semester will have students learning to understand quadratic
relationships. Students will understand algebraic expressions can be
written in infinitely many equivalent forms, showing key features of the
relationship. Students will understand the relationship between zeros
and the vertex. Student will expand the number system to include the
complex numbers allowing for the solution of any quadratic equation.
This course begins with polynomial functions where students will
understand the relationship between zeros and the factors of
polynomials. Students will understand the relationship among the
graphs of polynomial equations, functions, the number and types of
roots, the possible degrees of the polynomials, and the extreme values
and end behavior. Another area of study is rational and radical
relationship where properties of exponents are extended to expressions
with a rational exponent.
In the area of functions, the last function studied is that of
trigonometric. Students will understand functions can be used to model
real world phenomena; in particular, trigonometric functions can be
used to model periodic phenomena and analyze functions using
different representations. In addition to the function work, student will
student making inferences and conclusions from data. Students will see
how the visual displays and summary statistics they learned in earlier
grades relate to different types of data and to probability distributions.
They will identify different ways of collecting data including sample
surveys, experiments, and simulations and the role that randomness and
careful design play in the conclusions that can be drawn.
Precalculus (Semester 1) A rigorous study of mathematics topics
leading to calculus, this course involves the study of vectors and
matrices, trigonometry, functions and graphing, sequences and series,
limits, and probability
Precalculus (Semester 2) This course continues a student's study of
important mathematics topics leading to calculus. As indicated in the
description of MA701, the study of trigonometry and functions and
graphs are expanded in this course.
Calculus AB is primarily concerned with developing the student's
understanding of the concepts of calculus and providing experience with
its methods and applications. The courses emphasize a multirepresentational approach to calculus with concepts, results, and
problems being expressed graphically, numerically, analytically, and
verbally. The connections among these representations also are
important.
Calculus AB is primarily concerned with developing the student's
understanding of the concepts of calculus and providing experience with
its methods and applications. The courses emphasize a multirepresentational approach to calculus with concepts, results, and
problems being expressed graphically, numerically, analytically, and
verbally. The connections among these representations also are
important.
This high school elective course is designed to support students with
learning mathematics in order to keep them on track for college and
career readiness. Students may use an approved online intervention
program in addition to the small group explicit instruction focused on
individual student needs.
23
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
RC421
Course
Name
MATH
INTERVENTION
1 (S2)
RC431
MATH
INTERVENTION
2 (S1)
Mathematics
-Elective
RC441
MATH
INTERVENTION
2 (S2)
Mathematics
-Elective
PE201
COMPREHENSI
VE PHYSICAL
EDUCATION
Physical
Education
PE261
LIFETIME
SPORTS 1
Physical
Education
PE291
LEISURE
SPORTS
Physical
Education
PE361
GET FIT STAY
HEALTHY
Physical
Education
Department
Description
Mathematics
-Elective
This high school elective course is designed to support students with
learning mathematics in order to keep them on track for college and
career readiness. Students may use an approved online intervention
program in addition to the small group explicit instruction focused on
individual student needs.
This high school elective course is designed to support students with
learning mathematics in order to keep them on track for college and
career readiness. Students may use an approved online intervention
program in addition to the small group explicit instruction focused on
individual student needs.
This high school elective course is designed to support students with
learning mathematics in order to keep them on track for college and
career readiness. Students may use an approved online intervention
program in addition to the small group explicit instruction focused on
individual student needs.
This course is designed for 9th grade students and is the first of the core
PE Courses in MPS. Where facilities/staffing permit, one marking
period will consist of beginning and/or intermediate swim, with a
minimum goal of intermediate swim techniques being accomplished by
all students. Basic swimming strokes and an understanding of selffitness will be incorporated. The alternate marking period will be the
culmination of individual and team sports and reinforce wellness related
health education experiences with a physical education laboratory
experience. This would include self-testing in strength, flexibility, and
muscular endurance, cardiovascular and cardio-respiratory endurance.
This course is designed for 11th and 12th grade classes. This is the third
of the core PE courses in MPS. Depending on individual school
facilities/staffing, these coeducational courses emphasize activities
considered within the realm of lifetime sports. At the conclusion of the
subject offerings, students will have experienced a wide variety of
activities that will enable them to participate actively in a
recreational/therapeutic pursuit throughout their lives. In some
instances, field trips to community resources may be used to provide
students with more realistic settings.
This is an elective course into lifetime sports. Focus is on individual
sports and learning basic skills. Activities included are archery, biking,
bowling, fishing, golf, hiking, self-defense, cross country skiing, and
volleyball. Instruction will center on rules, basic skills, safety, and
game strategy.
This elective course is geared towards the individual who needs to get
in shape but is not interested in sports. A variety of training methods
may be used including low impact aerobics, Pilates, yoga, light
conditioning, and weight training. This course will also help
individuals evaluate their lifestyle behaviors so they can focus on areas
that need change. Topics include anatomy, physiology, nutrition, stress
management, and variables of training. Individual workout programs
will be developed.
24
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
PE961
Course
Name
FIT FOR LIFE
RD111
READING
IMPROVEMENT
(S1)
RD121
READING
IMPROVEMENT
(S2)
RD131
READING
POWER &
STUDY SKILLS
(S1)
RD141
READING
POWER &
STUDY SKILLS
(S2)
HO101
HEALTH
CAREERS
EXPLORATION
Department
Physical
Education
English
Language
ArtsReadingElective
English
Language
ArtsReadingElective
English
Language
ArtsReadingElective
English
Language
ArtsReadingElective
Science
Description
This course is designed for 10th grade classes. This is the second of the
core PE courses in MPS. Depending on individual school
facilities/staffing, these coeducational courses emphasize health related
fitness. At the conclusion of the subject offerings, students will have
experienced a wide variety of fitness activities that they will be able to
replicate on their own. Emphasis is on activities that has students who
are moderately to vigorously active for 60% of the class time. Students
will have an understanding of their own fitness level, how to assess their
fitness and how to improve their health related fitness.
This course is designed to provide 9th grade students with reading
strategies such as phonemic awareness, word recognition, fluency, and
vocabulary building.
This course is designed to provide 9th grade students with reading
strategies such as phonemic awareness, word recognition, fluency, and
vocabulary building.
This course aims to help students adjust to high school. It aims to teach
students the importance of organization. They learn how to take notes,
study effectively, and how to read textbooks while simultaneously
practicing independent reading on a daily basis to enhance and improve
reading skills.
This course is designed to teach students the importance of
organization. They learn how to take notes, study effectively, and how
to read textbooks.
Health Careers Exploration is a survey course designed to introduce
students to a broad spectrum of health careers. The course covers
careers from the five pathways: diagnostic services, therapeutic
services, health informatics, support services, and biotechnology
research and development. For each career they study, students examine
the main tasks and challenges of professionals in that career, the
treatments they administer, and the interaction those professionals have
with other professionals. Students learn about the educational
requirements and the employment and salary outlook for each career,
and they evaluate how their own skills, abilities, and interests align with
different careers. Where possible, students do authentic hands-on work
that a professional would do, such as reviewing scans and MRIs, taking
vital signs, treating a wound, and completing dental charts.
25
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
HO111
Course
Name
GLOBAL
HEALTH
Department
Science
SC181
PHYSICAL
SCIENCE (S1)
Science
SC191
PHYSICAL
SCIENCE (S2)
Science
Description
Global Health introduces students to public health on a global scale.
Students learn what disease is and investigate how it impacts world
populations. By studying different societies, they learn about the
relationship between health and socioeconomic development. Students
learn how environmental, nutritional, and behavioral risk factors
jeopardize health. And then they learn how communities, the
government, and cooperative global efforts can intervene to improve
health. Wherever possible, students first study each concept as it applies
to their own community, and then look at it in a more global context. In
many lessons students practice deciphering and interpreting the data
they find in tables, charts, graphs, and maps. Students are exposed to
working with information compiled by the foremost global health
agencies, such as the World Health Organization, the Centers for
Disease Control and Prevention, the World Bank, and UNICEF. At the
conclusion of the course, students have a chance to explore what it
would be like to have a career in global health.
This course is a study of the physical world. In this course, students will
focus on how chemistry, physics, and earth and space science interrelate
in the world. Students will conduct laboratory investigations and do
research to extend their understanding of physical science concepts and
apply scientific reasoning and apply scientific reasoning and critical
thinking skills. Concepts will include the structure of atoms and matter,
motion and forces, physical and chemical changes, interactions of
matter and energy, and various aspects of earth and space science.
Topics will include the states of matter, behavior of gases, fluids,
compounds, solutions, acids and bases, acceleration, gravity, simple
machines, heat and temperature, electricity, magnetism, the solar
system, the universe, weather and climate, natural resources, and other
related topics. Course provides experiential learning opportunities for
students.
This course is a study of the physical world. In this course, students will
focus on how chemistry, physics, and earth and space science interrelate
in the world. Students will conduct laboratory investigations and do
research to extend their understanding of physical science concepts and
apply scientific reasoning and apply scientific reasoning and critical
thinking skills. Concepts will include the structure of atoms and matter,
motion and forces, physical and chemical changes, interactions of
matter and energy, and various aspects of earth and space science.
Topics will include the states of matter, behavior of gases, fluids,
compounds, solutions, acids and bases, acceleration, gravity, simple
machines, heat and temperature, electricity, magnetism, the solar
system, the universe, weather and climate, natural resources, and other
related topics. Course provides experiential learning opportunities for
students.
26
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
SC201
Course
Name
BIOLOGY 1 (S1)
Science
SC211
BIOLOGY 1 (S2)
Science
SC221
BIOLOGY 2 (S1)
Science
Department
Description
Biology, the study of life, offers an organized and scientific framework
for posing and answering questions about the natural world. Biologists
study questions about how living things work, how they interact with
the environment, and how they change over time. In this course,
students will consider the characteristics, basic chemistry, and building
blocks of living things. Content will include the structures and
functions of organisms, the molecular basis of heredity, biological
evolution, the interdependence or organisms, behavior of organisms,
taxonomy, and matter, energy and organization living systems. Topics
include cell structure and function, photosynthesis, genetic engineering,
microorganisms and fungi, plants, animals, the human body,
reproduction, and other related topics. Students will conduct laboratory
investigations and can do research to extend their understanding of
biological concepts and apply scientific reasoning and critical thinking
skills. Students will conduct laboratory investigations and can do
research to extend their understanding of biological concepts and apply
scientific reasoning and critical thinking skills. Course provides
experiential learning opportunities for students.
Biology, the study of life, offers an organized and scientific framework
for posing and answering questions about the natural world. Biologists
study questions about how living things work, how they interact with
the environment, and how they change over time. In this course,
students will consider the characteristics, basic chemistry, and building
blocks of living things. Content will include the structures and functions
of organisms, the molecular basis of heredity, biological evolution, the
interdependence or organisms, behavior of organisms, taxonomy, and
matter, energy and organization in living systems. Topics include cell
structure and function, photosynthesis, genetic engineering,
microorganisms and fungi, plants, animals, the human body,
reproduction, and other related topics. Students will conduct laboratory
investigations and can do research to extend their understanding of
biological concepts and apply scientific reasoning and critical thinking
skills. Students will conduct laboratory investigations and can do
research to extend their understanding of biological concepts and apply
scientific reasoning and critical thinking skills. Course provides
experiential learning opportunities for students. Prerequisite: BIOLOGY
1 (SEM 1)
Biology 2 is an advanced course designed for the student whose major
interest is in the field of biology or a field requiring a strong foundation
in the biological sciences. It emphasizes a more in-depth study of the
content and related topics described in Biology 1. Students will conduct
laboratory investigations and do research to extend their understanding
of biological concepts and apply scientific reasoning and critical
thinking skills. Course provides experiential learning opportunities for
students. Prerequisite: Biology 1 (Sem 1&2)
27
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
SC401
Course
Name
CHEMISTRY 1
(S1)
SC411
CHEMISTRY 1
(S2)
Science
SC621
ENVIRONMENT
AL SCIENCE (S1)
Science
Department
Science
Description
Chemistry is the study of the composition of matter, changes in
composition and the physical laws controlling these changes. Chemistry
deals with the materials of the universe and the changes that these
materials undergo. A basic understanding of chemistry is central to all
sciences, everyday life, and to discoveries in science and technology. In
this course students will investigate the structure and makeup of various
physical and chemical substances. Content will include structures of
atoms and matter, chemical composition, reactions and bonding,
conservation of energy, the structural and organizational properties of
matter, and the interactions of matter and energy. Topics can include
the periodic table, nomenclature, measurements and calculations, data
analysis, atomic theory, states of matter, solutions, acids and bases,
chemical equilibrium, oxidation-reduction reactions, electrochemistry,
radioactivity and nuclear energy, organic chemistry, biochemistry,
chemistry of the environment and other related topics. Students will
conduct laboratory investigations and can do research to extend their
understanding of chemistry and apply scientific reasoning and critical
thinking skills. Course provides experiential learning opportunities for
students. Prerequisite: Algebra or concurrent enrollment
Chemistry is the study of the composition of matter, changes in
composition and the physical laws controlling these changes. Chemistry
deals with the materials of the universe and the changes that these
materials undergo. A basic understanding of chemistry is central to all
sciences, everyday life, and to discoveries in science and technology. In
this course students will investigate the structure and makeup of various
physical and chemical substances. Content will include structures of
atoms and matter, chemical composition, reactions and bonding,
conservation of energy, the structural and organizational properties of
matter, and the interactions of matter and energy. Topics can include the
periodic table, nomenclature, measurements and calculations, data
analysis, atomic theory, states of matter, solutions, acids and bases,
chemical equilibrium, oxidation-reduction reactions, electrochemistry,
radioactivity and nuclear energy, organic chemistry, biochemistry,
chemistry of the environment and other related topics. Students will
conduct laboratory investigations and can do research to extend their
understanding of chemistry and apply scientific reasoning and critical
thinking skills. Course provides experiential learning opportunities for
students. Prerequisite: CHEMISTRY (SEM 1)
In this course students will study how humans interact with the
environment, the surroundings of an organism that affect its life, and
development. A major focus of environmental science is an awareness
of and solutions to environmental problems and debates. Students will
study content related to the interdependence of organisms, the flow of
matter and energy in living systems, and the behavior of organisms.
Topics can include environmental quality and pollution, environmental
decision-making, environmental policies and legislation, urban
environmental issues, ecology, energy cycles, global warming, food
safety, biodiversity, waste, population growth, resource management,
natural and human-induced hazards, and other related topics. Students
will conduct scientific investigations both in the laboratory and outdoors
and do research to extend their understanding of environmental
concepts and apply scientific reasoning and critical thinking skills.
Course provides experiential learning opportunities for students.
Recommended: Biology
28
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
SC631
Course
Name
ENVIRONMENT
AL SCIENCE (S2)
SC731
PROJECT LEAD
THE WAY:
PRINCIPALS OF
BIOMED
SCIENCE (S1
Science
SC741
PROJECT LEAD
THE WAY:
PRINCIPALS OF
BIOMED
SCIENCE (S2
Science
SC751
PROJECT LEAD
THE WAY:
HUMAN BODY
SYSTEMS S1
Science
SC761
PROJECT LEAD
THE WAY:
HUMAN BODY
SYSTEMS S2
Science
Department
Science
Description
In this course students will study how humans interact with the
environment the surroundings of an organism that affect its life and
development. A major focus of environmental science is an awareness
of and solutions to environmental problems and debates. Students will
study content related to the interdependence of organisms, the flow of
matter and energy in living systems, and the behavior of organisms.
Topics can include environmental quality and pollution, environmental
decision-making, environmental policies and legislation, urban
environmental issues, ecology, energy cycles, global warming, food
safety, biodiversity, waste, population growth, resource management,
natural and human-induced hazards, and other related topics. Students
will conduct scientific investigations both in the laboratory and outdoors
and do research to extend their understanding of environmental
concepts and apply scientific reasoning and critical thinking skills.
Course provides experiential learning opportunities for students.
Prerequisite: ENVIRONMENTAL SCIENCE (SEM 1)
The course begins with a mystery. A woman in her mid-forties has been
found dead. The students need to determine clues to her death. They
review six major body systems and analyze an autopsy report. Study
includes laboratory work. Course provides experiential learning
opportunities for students. Prerequisite: Biology or concurrent
enrollment
The course begins with a mystery. A woman in her mid-forties has been
found dead. The students need to determine clues to her death. They
review six major body systems and analyze an autopsy report. Study
includes laboratory work. Course provides experiential learning
opportunities for students. Prerequisite: PLTW PRINCIPLES OF
BIOMED SCIENCE S1
Students examine the processes, structures, and interactions of the
human body systems to learn how they work together to maintain
homeostasis and good health. Using real-world cases, students take the
role of biomedical professionals and work to solve medical mysteries.
Hands-on projects include designing experiments, investigating the
structures and functions of the body systems, and using data acquisition
software to monitor body functions, such as muscle movement, reflex
and voluntary actions, and respiratory operation. Study includes
laboratory work. Course provides experiential learning opportunities
for students. Prerequisite: Biology; Recommended: PLTW Principles
of Biomedical Sciences
Students examine the processes, structures, and interactions of the
human body systems to learn how they work together to maintain
homeostasis and good health. Using real-world cases, students take the
role of biomedical professionals and work to solve medical mysteries.
Hands-on projects include designing experiments, investigating the
structures and functions of the body systems, and using data acquisition
software to monitor body functions, such as muscle movement, reflex
and voluntary actions, and respiratory operation. Study includes
laboratory work. Course provides experiential learning opportunities
for students. Prerequisites: PLTW Human Body Systems S1
29
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
SC771
Course
Name
PROJECT LEAD
THE WAY:
MEDICAL
INTERVENTION
(S1)
SC781
PROJECT LEAD
THE WAY:
MEDICAL
INTERVENTION
(S2)
Science
SC821
PHYSICS 1 (S1)
Science
SC831
PHYSICS 1 (S2)
Science
Department
Science
Description
Students investigate a variety of interventions involved in the
prevention, diagnosis and treatment of disease as they follow the lives
of a fictitious family. The course is a how-to" manual for maintaining
overall health and homeostasis in the body as students explore how to
prevent and fight infection; how to screen and evaluate the code in
human DNA; how to prevent
Students investigate a variety of interventions involved in the
prevention, diagnosis and treatment of disease as they follow the lives
of a fictitious family. The course is a how-to" manual for maintaining
overall health and homeostasis in the body as students explore how to
prevent and fight infection; how to screen and evaluate the code in
human DNA; how to prevent
Physics is a branch of scientific knowledge that involves the study of
the basic principles of matter and energy and how they interact with one
another. Studying physics helps students to describe the organization of
the universe and understand and apply natural laws. In this course
students will investigate the inter-relationship between matter and
energy and will apply their discoveries to the practical application of
physics concepts to real world needs. Content will include structure of
atoms and matter, the principles of motion and force, conservation of
energy and the increase in disorder, and interactions or matter and
energy. Topics may include momentum, work, power and machines,
energy transfer, thermal energy, sound, waves, reflection and refraction,
static electricity, electromagnetism, quantum theory, nuclear
applications and other related topics. Physics courses can be conceptualbased and/or mathematics-based. Students will conduct laboratory
investigations and can do research to extend their understanding of
physics and apply scientific reasoning and critical thinking skills.
Course provides experiential learning opportunities for students.
Prerequisite: Algebra or concurrent enrollment
Physics is a branch of scientific knowledge that involves the study of
the basic principles of matter and energy and how they interact with one
another. Studying physics helps students to describe the organization of
the universe and understand and apply natural laws. In this course
students will investigate the inter-relationship between matter and
energy and will apply their discoveries to the practical application of
physics concepts to real world needs. Content will include structure of
atoms and matter, the principles of motion and force, conservation of
energy and the increase in disorder, and interactions or matter and
energy. Topics may include momentum, work, power and machines,
energy transfer, thermal energy, sound, waves, reflection and refraction,
static electricity, electromagnetism, quantum theory, nuclear
applications and other related topics. Physics courses can be conceptualbased and/or mathematics-based. Students will conduct laboratory
investigations and can do research to extend their understanding of
physics and apply scientific reasoning and critical thinking skills.
Course provides experiential learning opportunities for students.
Prerequisite: PHYSICS 1 (SEM 1)
30
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
SX221
Course
Name
MEDICAL
TERMINOLOGY
(S1)
Science
SS121
CITIZENSHIP
(S1)
Social
Studies
SS131
CITIZENSHIP
(S2)
Social
Studies
SS141
WORLD
STUDIES (S1)
Social
Studies
SS151
WORLD
STUDIES (S2)
Social
Studies
SS181
WORLD
HISTORY (S1)
Social
Studies
Department
Description
Medical Terminology is the study of the vocabulary and language used
in health-related careers. This class is designed for students serious
about a career in a medicine, scientific research or other health-related
fields. Students will study according to systems of the body. Study skills
and attention to detail are emphasized. Study includes laboratory work.
Course provides experiential learning opportunities for students.
Prerequisite: Biology or concurrent enrollment
Citizenship provides the student with an opportunity to better
understand her/his rights, responsibilities and role in a democratic
society. The course focuses primarily on American government, but
also looks at other American social institutions. Typical units include:
the role of the citizen in a democracy, the federal government, state
government, and local government, the United States in the
international arena, the American family, the American educational
system and the American economic system.
Citizenship provides the student with an opportunity to better
understand her/his rights, responsibilities and role in a democratic
society. The course focuses primarily on American government, but
also looks at other American social institutions. Typical units include:
the role of the citizen in a democracy, the federal government, state
government, and local government, the United States in the
international arena, the American family, the American educational
system and the American economic system.
World Studies is a course designed to help students understand the
world around them and the linkage they have with the many other
people of the world. Through the study of such societal/cultural regions
such as Europe, China, India, North American, Latin America, Middle
East, Soviet Union, Japan and Sub-Saharan Africa, the students gain
valuable insights into the modes and manners of our global neighbors.
The course provides a geographical, historical, political, economic, and
social perspective of each region as it gives the students an opportunity
to appreciate, respect and understand the cultural differences of the
people of these regions and their relationship to the United States in the
contemporary world.
World Studies is a course designed to help students understand the
world around them and the linkage they have with the many other
people of the world. Through the study of such societal/cultural regions
such as Europe, China, India, North American, Latin America, Middle
East, Soviet Union, Japan and Sub-Saharan Africa, the students gain
valuable insights into the modes and manners of our global neighbors.
World History is a survey course which enables students to better
understand the emergence of western and non-western civilizations.
Content is selected to demonstrate people's struggle to improve
themselves, their standard of living, government, and total culture. The
appreciation of past achievements and the continuing need for
international understanding are basic aims of the course. Representative
units of study are selected from the ancient, medieval, and modern
periods of World History. They typically include the earliest
civilizations, ancient Greece and Rome; the Middle Ages; the rise of
national states; the Industrial Revolution; modern European History;
Indian America; Latin America from Columbus to the present; the rise
and achievements of Islamic civilization; Africa south of the Sahara;
Colonialism India and southeast Asia; China from ancient roots to the
present; the story of Japan; and the world today.
31
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
SS191
Course
Name
WORLD
HISTORY (S2)
Social
Studies
SS221
UNITED STATES
HISTORY (S1)
Social
Studies
SS231
UNITED STATES
HISTORY (S2)
Social
Studies
SS261
AMERICAN
GOVERNMENT
(S1)
Social
Studies
Department
Description
World History is a survey course which enables students to better
understand the emergence of western and non-western civilizations.
Content is selected to demonstrate people's struggle to improve
themselves, their standard of living, government, and total culture. The
appreciation of past achievements and the continuing need for
international understanding are basic aims of the course. Representative
units of study are selected from the ancient, medieval, and modern
periods of World History. They typically include the earliest
civilizations, ancient Greece and Rome; the Middle Ages; the rise of
national states; the Industrial Revolution; modern European History;
Indian America; Latin America from Columbus to the present; the rise
and achievements of Islamic civilization; Africa south of the Sahara;
Colonialism India and southeast Asia; China from ancient roots to the
present; the story of Japan; and the world today.
United States History builds upon the skills, concepts and historical
perspectives achieved by students in Grades 5 through 8. It is a study of
the emergence of the American society and culture. This includes an
examination of the establishment of this nation as a geographic and
political entry, development and interplay of the nation's social
institutions, and the approaches Americans have used to face both
domestic and international problems. Since a multi-ethnic/multicultural/non-sexist approach is used throughout this course, students
will better understand and appreciate the pluralistic nature of American
Society. United States History 1 emphasizes the colonial period, the
American Revolution, the Constitution and the development and
launching of the federal system of government, sectionalism, manifest
destiny, the Civil War, and Reconstruction.
United States History 2 includes the emergence of modern industrial
America, the involvement of the United States on the world scene in
1898, the Progressive Era, World War 1 and the aftermath, the Great
Depression of the 1930's and the New Deal, World War II, the Cold
War, Korea and Vietnam, the Civil Rights movements, and other recent
developments at home and abroad. The ultimate goal is to help the
students better appreciate the role of the United States in a changing
world. Current affairs are related where appropriate to important issues
in United States history.
American Government provides an overview of government through the
study of the U.S. Constitution and the federal system of government.
As students come to understand the law making and modifying process,
and the interpretative nature of the Constitution, they gain insight into
the ability of our system to adjust to changing times. The structure
executive, legislative and judicial branches and the relationships
between the national, state, county and city governments are studied in
depth. Students examine social legislation, the United States in world
affairs, federal and states' rights, and the role and function of political
parties. The growth of government, the philosophy of the democratic
process, and the obligations of citizens are thoroughly explored.
32
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
SS301
Course
Name
ECONOMICS
Department
Social
Studies
SS351
PSYCHOLOGY
(S1)
Social
Studies
SS371
LATIN
AMERICAN
HISTORY (S1)
Social
Studies
SS381
LATIN
AMERICAN
HISTORY (S2)
Social
Studies
SS401
ADVANCED
PLACEMENT
UNITED STATES
HISTORY (S1)
Social
Studies
SS411
ADVANCED
PLACEMENT
UNITED STATES
HISTORY (S2)
Social
Studies
Description
Economics is the study of the production, consumption, and distribution
of goods as they are related to the individual and the state. A study of
the role of the individual and of government in economics seeks to
enlighten the student about the productive process involving land, labor,
capital, management, and technology. Consumer economics, the
business world, budgeting, conservation of resources, money and
banking, credit, inflation, national and international trade, and economic
development are representative units of study. Comparative economic
systems are studied. Emphasis is placed upon analysis and
interpretation of economic data leading to the development of sound
concepts of economics.
Psychology provides a broad overview of the study of behavior and
mental processes. Topics include: methods of research; social
psychology, physiological psychology; child, adolescent and adult
development; altered states of consciousness; motivation and emotion;
stress and adjustment; sensation and perception; learning; memory;
language development; personality theories; abnormal behavior; and
therapy. Students in Psychology are expected to do experiments as well
as research projects.
Latin American History provides and understanding of and appreciation
for the diverse peoples, cultures, and economic systems of Mexico,
Central and South America, and the Caribbean nations. Content
includes geographical and historical factors that have influenced
contemporary situations. Topics of study include: (1) the development
of pre-Columbian civilizations, (2) European colonial systems and
resulting institutions, (3) the development of independent nations and
governments, and (4) current issues.
Latin American History provides and understanding of and appreciation
for the diverse peoples, cultures, and economic systems of Mexico,
Central and South America, and the Caribbean nations. Content
includes geographical and historical factors that have influenced
contemporary situations. Topics of study include: (1) the development
of pre-Columbian civilizations, (2) European colonial systems and
resulting institutions, (3) the development of independent nations and
governments, and (4) current issues.
AP U.S. History is designed to provide students with the analytic skills
and factual knowledge necessary to deal critically with the problems
and materials in United States history. The program prepares students
for intermediate and advanced college courses by making demands
upon them equivalent to those made by full-year introductory college
courses. Students should learn to assess historical materials, their
relevance to a given interpretive problem, their reliability, and their
importance, and to weigh the evidence and interpretations presented in
historical scholarship.
AP U.S. History is designed to provide students with the analytic skills
and factual knowledge necessary to deal critically with the problems
and materials in United States history. The program prepares students
for intermediate and advanced college courses by making demands
upon them equivalent to those made by full-year introductory college
courses. Students should learn to assess historical materials, their
relevance to a given interpretive problem, their reliability, and their
importance, and to weigh the evidence and interpretations presented in
historical scholarship.
33
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
CD161
Course
Name
DIGITAL
PHOTOGRAPHY
Department
Description
Technology
and
Engineering
DIGITAL PHOTOGRAPHY. This course is designed to introduce
students to using a digital camera. Students will learn how to take
digital photographs as well as how to use the settings of the camera to
improve photo quality both technically and artistically. Students will
also learn how to download photos from the camera and use the photos
in a variety of digital formats and activities. Students will learn basic
digital image editing skills to produce both printed and electronic
products.
DIGITAL IMAGING. This course is designed to increase students'
knowledge of digital images, and to use software as a design and
presentation tool. Students will learn the properties of different digital
images, vector drawing techniques, and advanced digital editing
techniques. Students will produce both print and electronic products
showcasing their editing skills. Projects may include working with
digitized images, Internet tutorials, scanned images and text. The skills
learned in this course are relevant to computer graphic operators in the
fields of television, photography, graphic arts, and other mass
communication areas.
Students will learn the importance of email as a communication tool.
Students will also design web pages using HTML and Dreamweaver
software. The main course focus is the use of Dreamweaver to create
professional looking web sites.
Advanced web design topics including: graphics, typography, stule
sheets, color, forms, and banner ads, publishing and promoting a
website. Students will learn advanced techniques using the
Dreamweaver, Fireworks, Flash and Java applet software.
This is an advanced course in hand drawn sketching and 2D digital
techniques for producing digital art. Students will gain an understanding
of advanced controls in digital art programs. Multimedia & Design 12 is
a 36 week, project-based course in electronic media that will develop
production skills in the individual student as well as the ability to work
cooperatively in a production team. Competencies required for course
credit: 1. Take and edit digital photographs reflecting an understanding
of composition and digital technology. 2. Shot and edit digital video
into completed programs. 3. Record audio and create sound tracks
including the creation of original music for use in multimedia projects.
4. Create and manipulate computer generated images for use in video,
photographic and web based communications projects. 5. Create
interactive DVD projects incorporating original still, video and
computer generated images. 6. Employ sound group process techniques
to bring projects to completion. 7. Create an Electronic Portfolio of
student's multimedia work.
CD181
DIGITAL
IMAGING
Technology
and
Engineering
CD321
WEB DESIGN I
Technology
and
Engineering
CD331
WEB DESIGN 2
Technology
and
Engineering
TG931
MULTIMEDIA &
DESIGN 12A/B
Technology
and
Engineering
34
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
TG941
Course
Name
MULTIMEDIA &
DESIGN 12A/B
Department
Description
Technology
and
Engineering
This is an advanced course in hand drawn sketching and 2D digital
techniques for producing digital art. Students will gain an understanding
of advanced controls in digital art programs. Multimedia & Design 12 is
a 36 week, project-based course in electronic media that will develop
production skills in the individual student as well as the ability to work
cooperatively in a production team. Competencies required for course
credit: 1. Take and edit digital photographs reflecting an understanding
of composition and digital technology. 2. Shot and edit digital video
into completed programs. 3. Record audio and create sound tracks
including the creation of original music for use in multimedia projects.
4. Create and manipulate computer generated images for use in video,
photographic and web based communications projects. 5. Create
interactive DVD projects incorporating original still, video and
computer generated images. 6. Employ sound group process techniques
to bring projects to completion. 7. Create an Electronic Portfolio of
student's multimedia work.
First year French is a conversation course, which develops skills of
understanding and speaking through emphasis on fundamental language
patterns based on familiar everyday situations. Enrichment materials
help develop understanding and appreciation of French and francophone
culture.
First year French is a conversation course, which develops skills of
understanding and speaking through emphasis on fundamental language
patterns based on familiar everyday situations. Enrichment materials
help develop understanding and appreciation of French and francophone
culture.
Second year French continues to emphasize skills needed to understand
and speak French. Reading and writing take on greater importance as
students gain familiarity and confidence with the spoken language.
Enrichment materials help develop understanding and appreciation of
French and francophone culture.
Second year French continues to emphasize skills needed to understand
and speak French. Reading and writing take on greater importance as
students gain familiarity and confidence with the spoken language.
Enrichment materials help develop understanding and appreciation of
French and francophone culture.
First year Spanish develops skills of understanding and speaking
through emphasis on fundamental language patterns based on everyday
life situations. Drills are used to help students master these patterns,
correct punctuation, and characteristic intonation of Spanish. Cultural
enrichment materials develop an understanding and appreciation of
Spanish and Latin American civilization.
Course taken in credit recovery program. First year Spanish develops
skills of understanding and speaking through emphasis on fundamental
language patterns based on everyday life situations. Drills are used to
help students master these patterns, correct punctuation, and
characteristic intonation of Spanish. Cultural enrichment materials
develop an understanding and appreciation of Spanish and Latin
American civilization.
FL011
FRENCH 1 (S1)
World
Languages
FL021
FRENCH 1 (S2)
World
Languages
FL031
FRENCH 2 (S1)
World
Languages
FL041
FRENCH 2 (S2)
World
Languages
FL701
SPANISH 1 (S1)
World
Languages
FL701CR
SPANISH 1 (S1)
World
Languages
35
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
FL711
Course
Name
SPANISH 1 (S2)
FL711CR
SPANISH 1 (S2)
World
Languages
FL721
SPANISH 2 (S1)
World
Languages
FL721CR
SPANISH 2 (S1)
World
Languages
FL731
SPANISH 2 (S2)
World
Languages
FL731CR
SPANISH 2 (S2)
World
Languages
FL821
ADVANCED
PLACEMENT
SPANISH
LANGUAGE (S1)
World
Languages
FL831
ADVANCED
PLACEMENT
SPANISH
LANGUAGE (S2)
World
Languages
Department
World
Languages
Description
First year Spanish develops skills of understanding and speaking
through emphasis on fundamental language patterns based on everyday
life situations. Drills are used to help students master these patterns,
correct punctuation, and characteristic intonation of Spanish. Cultural
enrichment materials develop an understanding and appreciation of
Spanish and Latin American civilization.
Course taken in credit recovery program. First year Spanish develops
skills of understanding and speaking through emphasis on fundamental
language patterns based on everyday life situations. Drills are used to
help students master these patterns, correct punctuation, and
characteristic intonation of Spanish. Cultural enrichment materials
develop an understanding and appreciation of Spanish and Latin
American civilization.
This course continues to emphasize skills needed to understand and
speak Spanish. Reading and writing take greater importance as students
gain familiarity and confidence with the spoken language. Grammar,
basic language patterns, and word order are systematically taught to
facilitate comprehension and correct usage.
Course taken in credit recovery program. This course continues to
emphasize skills needed to understand and speak Spanish. Reading and
writing take greater importance as students gain familiarity and
confidence with the spoken language. Grammar, basic language
patterns, and word order are systematically taught to facilitate
comprehension and correct usage.
This course continues to emphasized skills needed to understand and
speak Spanish. Reading and writing take greater importance as students
gain familiarity and confidence with the spoken language. Grammar,
basic language patterns, and word order are systematically taught to
facilitate comprehension and correct usage.
Course taken in credit recovery program. This course continues to
emphasize skills needed to understand and speak Spanish. Reading and
writing take greater importance as students gain familiarity and
confidence with the spoken language. Grammar, basic language
patterns, and word order are systematically taught to facilitate
comprehension and correct usage.
An AP Spanish Language course covers the equivalent of a third year
college course in advanced writing and conversation. It encompasses
aural/oral skills, reading comprehension, grammar, and composition and
emphasizes the use of Spanish for active communication. Extensive
training in the organization and writing of compositions must be an
integral part of the AP Spanish Language course. Recommended
Prerequisites: 3-4 Yrs. Spanish
An AP Spanish Language course covers the equivalent of a third year
college course in advanced writing and conversation. It encompasses
aural/oral skills, reading comprehension, grammar, and composition and
emphasizes the use of Spanish for active communication. Extensive
training in the organization and writing of compositions must be an
integral part of the AP Spanish Language course. Recommended
Prerequisites: 3-4 Yrs. Spanish
36
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
FL841
Course
Name
ADVANCED
PLACEMENT
SPANISH
LITERATURE
(S1)
FL851
ADVANCED
PLACEMENT
SPANISH
LITERATURE
(S2)
World
Languages
FS701
SPANISH FOR
SPANISH
SPEAKERS
1(S1)
SPANISH FOR
SPANISH
SPEAKERS
1(S2)
SPANISH FOR
SPANISH
SPEAKERS
2(S1)
SPANISH FOR
SPANISH
SPEAKERS
2(S2)
SPANISH FOR
SPANISH
SPEAKERS
3(S1)
SPANISH FOR
SPANISH
SPEAKERS
3(S2)
LIFETIME
ENGLISH
LANGUAGE
ARTS
LITERATURE/
NARRATIVE
WRITING 1 S 1
World
Languages
FS711
FS721
FS731
FS741
FS751
ELA11
Department
World
Languages
World
Languages
World
Languages
World
Languages
World
Languages
World
Languages
Certificate of
Completion:
English
Language
Arts
Description
The reading list for the AP Spanish Literature course introduces
students to the diverse literature written in Spanish and helps them
reflect on the many voices and cultures included in the very rich volume
of Spanish literature. Exposure to a wide variety of genres and types of
discourse will enable students to trace the history of Spanish prose from
Don Juan Manuel to modern times. Recommended Prerequisites: 3-4
Yrs. Spanish
The reading list for the AP Spanish Literature course introduces
students to the diverse literature written in Spanish and helps them
reflect on the many voices and cultures included in the very rich volume
of Spanish literature. Exposure to a wide variety of genres and types of
discourse will enable students to trace the history of Spanish prose from
Don Juan Manuel to modern times. Recommended Prerequisites: 3-4
Yrs. Spanish
These courses are the study of Spanish language skills for new students
who understand and speak Spanish, but who have limited ability in the
skills of reading or writing. Students will also be introduced to Spanish
literature through the reading of short stories and legends.
These courses are the study of Spanish language skills for new students
who understand and speak Spanish, but who have limited ability in the
skills of reading or writing. Students will also be introduced to Spanish
literature through the reading of short stories and legends.
These courses are the study of Spanish language skills for new students
who understand and speak Spanish, but who have limited ability in the
skills of reading or writing. Students will also be introduced to Spanish
literature through the reading of short stories and legends.
These courses are the study of Spanish language skills for new students
who understand and speak Spanish, but who have limited ability in the
skills of reading or writing. Students will also be introduced to Spanish
literature through the reading of short stories and legends.
This course is designed for students who understand, speak, read and
write Spanish after having completed Level 2. Students will continue to
perfect the language skills in Spanish while furthering their appreciation
of Hispanic literature through the study of Spanish plays and novels.
This course is designed for students who understand, speak, read and
write Spanish after having completed Level 2. Students will continue to
perfect the language skills in Spanish while furthering their appreciation
of Hispanic literature through the study of Spanish plays and novels.
The central purpose of this course is to expand students' foundational
skills in English Language Arts. This includes reading, analyzing
literature, and writing, listening, speaking, discussing, using language,
understanding media and using technology. Students will apply these
skills as they continue to develop their abilities as creative and critical
thinkers. The goal of this course is to engage in literature and writing.
Equipping students with foundational reading and writing skills is
paramount. There are no prerequisites for this course.
37
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
ELA12
Course
Name
LIFETIME
ENGLISH
LANGUAGE
ARTS
LITERATURE/
NARRATIVE
WRITING 1 S 2
Department
Description
Certificate of
Completion:
English
Language
Arts
The central purpose of this course is to expand students' foundational
skills in English Language Arts. This includes reading, analyzing
literature, and writing, listening, speaking, discussing, using language,
understanding media and using technology. Students will apply these
skills as they continue to develop their abilities as creative and critical
thinkers. The goal of this course is to engage in literature and writing.
Equipping students with foundational reading and writing skills is
paramount. There are no prerequisites for this course.
An individualized curriculum based on capacities of students who do
not benefit from the regular health education course. The course
includes a diversified program of developmental activities tailored to
the individual needs of the students.
In this course, students will study the properties of numbers, methods of
solving equations, and problem solving using math. Students will
develop an understanding to investigate questions relating to quantity,
structure, graphs, operations and expressions in both concrete and
abstract math problems.
In this course, students will study the properties of numbers, methods of
solving equations, and problem solving using math. Students will
develop an understanding to investigate questions relating to quantity,
structure, graphs, operations and expressions in both concrete and
abstract math problems.
This program offers students who have demonstrated appropriate work
related behaviors the opportunity to enter the job market. Student's
receive job coaching and other support from classroom teachers and
their Transition Coordinators and receive high school credit and a paid
stipend.
This program offers students who have demonstrated appropriate work
related behaviors the opportunity to enter the job market. Student's
receive job coaching and other support from classroom teachers and
their Transition Coordinators and receive high school credit and a paid
stipend.
This course is designed for students to earn credit for work competitive
experience outside the day
HL241
ADAPTED
HEALTH
Certificate of
Completion:
Health
Education
Certificate of
Completion:
Mathematics
MTH11
LIFETIME
MATH 1 (S1)
MTH12
LIFETIME
MATH 1 (S2)
Certificate of
Completion:
Mathematics
CE811
ON THE JOB
(2-3 HOURS)
(S1)
Certificate of
Completion:
Other
Electives
CE821
ON THE JOB
(2-3 HOURS)
(S2)
Certificate of
Completion:
Other
Electives
CE831
ON THE JOB
EVENINGS (S1)
CE841
ON THE JOB
EVENINGS (S2)
CE881
VOCATIONAL
ADJUSTMENT
(2-3 HR) (S1)
CE891
VOCATIONAL
ADJUSTMENT
(2-3 HRS)(S2)
Certificate of
Completion:
Other
Electives
Certificate of
Completion:
Other
Electives
Certificate of
Completion:
Other
Electives
Certificate of
Completion:
Other
Electives
This course is designed for students to earn credit for competitive work
experience outside the day
CATP-This program offers high school students the opportunity to be
assessed in a community work setting. Students explore various careers
and learn appropriate work behaviors while working alongside
employees of businesses
CATP-This program offers high school students the opportunity to be
assessed in a community work setting. Students explore various careers
and learn appropriate work behaviors while working alongside
employees of businesses
38
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
PE121
Course
Name
ADAPTIVE
PHYSICAL ED
GR 10(S1)
PE131
ADAPTIVE
PHYSICAL ED
GR 10(S2)
Certificate of
Completion:
Physical
Education
LE501
LANGUAGE! E
(1)
Certificate of
Completion:
Reading
LE511
LANGUAGE! E
(2)
Certificate of
Completion:
Reading
Department
Description
Certificate of
Completion:
Physical
Education
An individualized curriculum based on capacities of students who do
not benefit from general physical education activities. Exercises will be
individually prescribed. The course includes a diversified program of
developmental activities tailored to the individual needs of the students.
Class size should correspond to the students' Special Education
classroom placement and/or students' IEPs.
An individualized curriculum based on capacities of students who do
not benefit from general physical education activities. Exercises will be
individually prescribed. The course includes a diversified program of
developmental activities tailored to the individual needs of the students.
Class size should correspond to the students' Special Education
classroom placement and/or students' IEPs.
This course uses a comprehensive literacy curriculum that is specifically
designed to accelerate the reading and writing development of students
who have been identified through the WKCE-CRT, IEP needs, and
placement test scores. This curriculum provides systematic and explicit
instruction. This program will help students learn the building blocks of
language, teach students to use sound-spelling correspondence to
fluently read and write, develop word meaning, increase understanding
of sentence parts and patterns, teach comprehension skills and develop
communication skills through speaking and writing activities. The
teaching format for each level is the same but each level utilizes
completely different materials and content. Course credit counts
towards elective credit but does not satisfy district diploma requirement
for specific subject area without an IEP meeting.
This course uses a comprehensive literacy curriculum that is specifically
designed to accelerate the reading and writing development of students
who have been identified through the WKCE-CRT, IEP needs, and
placement test scores. This curriculum provides systematic and explicit
instruction. This program will help students learn the building blocks of
language, teach students to use sound-spelling correspondence to
fluently read and write, develop word meaning, increase understanding
of sentence parts and patterns, teach comprehension skills and develop
communication skills through speaking and writing activities. The
teaching format for each level is the same but each level utilizes
completely different materials and content. Course credit counts
towards elective credit but does not satisfy district diploma requirement
for specific subject area without an IEP meeting.
39
©2015 Milwaukee Public Schools
Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Course
Number
LE521
Course
Name
LANGUAGE! F (1)
LE531
LANGUAGE! F (2)
Certificate
of
Completion:
Reading
SCN11
LIFETIME
SCIENCE
IINTRODUCTION
TO
ENGINEERING
TECHNOLOGY1
S1
LIFETIME
SCIENCE
IINTRODUCTION
TO
ENGINEERING
TECHNOLOGY1
1S2
LIFETIME
SOCIAL
STUDIES/
GEOGRAPHY1S1
Certificate
of
Completion:
Science
SCN12
SST11
SST12
LIFETIME SOC
IAL STUDIES/
GEOGRAPHY1S2
Department
Description
Certificate
of
Completion:
Reading
This course uses a comprehensive literacy curriculum that is
specifically designed to accelerate the reading and writing
development of students who have been identified through the WKCECRT, IEP needs, and placement test scores. This curriculum provides
systematic and explicit instruction. This program will help students
learn the building blocks of language, teach students to use soundspelling correspondence to fluently read and write, develop word
meaning, increase understanding of sentence parts and patterns, teach
comprehension skills and develop communication skills through
speaking and writing activities. The teaching format for each level is
the same but each level utilizes completely different materials and
content. Course credit counts towards elective credit but does not
satisfy district diploma requirement for specific subject area without an
IEP meeting.
This course uses a comprehensive literacy curriculum that is
specifically designed to accelerate the reading and writing
development of students who have been identified through the WKCECRT, IEP needs, and placement test scores. This curriculum provides
systematic and explicit instruction. This program will help students
learn the building blocks of language, teach students to use soundspelling correspondence to fluently read and write, develop word
meaning, increase understanding of sentence parts and patterns, teach
comprehension skills and develop communication skills through
speaking and writing activities. The teaching format for each level is
the same but each level utilizes completely different materials and
content. Course credit counts towards elective credit but does not
satisfy district diploma requirement for specific subject area without an
IEP meeting.
This course is designed to introduce students to the basic
understandings of the principles of science. This course introduces
students to general science concepts and their applications.
Certificate
of
Completion:
Science
This course is designed to introduce students to the basic
understandings of the principles of science. This course introduces
students to general science concepts and their applications.
Certificate
of
Completion:
Social
Studies
Certificate
of
Completion:
Social
Studies
This course is designed to equip students to be able to demonstrate
map skills. Students will learn to identify learn about their place in the
world and how they fit into a community.
This course is designed to equip students to be able to demonstrate
map skills. Students will learn to identify learn about their place in the
world and how they fit into a community.
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Grupos de carreras profesionales Agricultura, alimentos y recursos
naturales Sistemas agroindustriales
Sistemas animales
Sistemas de servicios ambientales
Productos alimenticios y sistemas de procesamiento
Sistemas de recursos naturales
Sistemas Vegetales
Arquitectura y construcción de sistemas de energía, estructurales y técnicos Arquitectura y construcción Construcción
Diseño / Pre-construcción
Mantenimiento / Operaciones Arte, tecnología A/V y comunicaciones Tecnología A/V y cine
Periodismo y difusión
Artes escénicas
Tecnología de impresión
Telecomunicaciones
Artes visuales Gestión y administración de empresas Apoyo administrativo
Administración de información empresarial
Administración general
Administración de recursos humanos
Administración de operaciones Educación y capacitación Administración y apoyo administrativo
Servicios de apoyo profesional
Enseñanza / Capacitación Finanzas Contabilidad
Servicios bancarios
Finanzas empresariales
Seguros
Valores e inversiones Gobierno y administración pública Servicio exterior
Gobierno
Seguridad nacional
Planificación
Gestión y administración pública
Regulaciones
Ingresos e impuestos Ciencias de la salud Investigación y desarrollo biotecnológico
Servicios de diagnóstico
Informática de la salud
Servicios de apoyo
Servicios terapéuticos Hostelería y turismo Hospedaje
Recreación, diversiones y atracciones
Restaurantes y servicios de alimentos / bebidas
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Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Servicios humanos Servicios al consumidor
Consejería y servicios de salud mental
Desarrollo y servicios de la primera infancia
Familia y servicios comunitarios
Servicios de cuidado personal Tecnologías de la información Soporte y servicios informáticos
Sistemas de red
Programación y desarrollo de software
Comunicaciones web y digitales Derecho, seguridad pública, servicios
correccionales y seguridad Servicios correccionales
Servicios de emergencia y bomberos
Servicios de cumplimiento de la ley
Servicios jurídicos
Servicios de seguridad y protección Fabricación Salud, seguridad y aseguramiento ambiental
Logística y control de inventario
Mantenimiento, instalación y reparación
Desarrollo de procesos de producción
Producción
Garantía de calidad
Marketing Comunicaciones de marketing
Administración de marketing
Investigación de marketing
Comercialización
Ventas profesionales
Ciencia, tecnología, ingeniería y
matemáticas Ingeniería y tecnología
Ciencias y matemáticas
Transporte, distribución y logística Mantenimiento de instalaciones y equipo móvil
Salud, seguridad y gestión ambiental
Servicios de planificación de logística y gestión
Ventas y servicios
Operaciones de transporte
Sistemas de transporte / Planificación de infraestructuras, gestión y
regulación
Conferencias del Plan Académico y Profesional Un Plan Académico y Profesional (ACP) representa un plan académico agilizado y asignado que refleja
un conjunto único de los intereses, necesidades, objetivos de aprendizaje y requisitos de graduación de
un estudiante. Va más allá del plan de 4 años tradicional al registrar las conexiones de un estudiante a la
comunidad en general, que incluye el servicio comunitario, voluntariado, pasatiempos y actividades, así
como la planificación post-secundaria.
El desarrollo de un ACP implica la participación de los estudiantes en las actividades de orientación
escolar, comenzando en kindergarten y continuando a través de la escuela superior. Estas actividades se
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centran en el desarrollo académico, personal/social y profesional con el propósito de preparar a los
estudiantes para las elecciones post-secundarias/universitarias y profesionales.
Los padres/tutores son una parte integral del proceso ACP mediante el apoyo de la exploración continua
de las opciones profesionales Además, se les invita a participar en una Conferencia ACP con su hijo y
el consejero escolar en el 5o, 7o, 9o y 11o grados.
Idealmente, las conferencias ACP se llevan a cabo durante el día escolar con el estudiante, los
padres/tutores y el consejero. Es posible programar un calendario alternativo con el consejero escolar
para satisfacer las necesidades de los padres/tutores. Las conferencias ACP deben durar entre 30 y 45
minutos. Este proceso ayudará a los padres y estudiantes a tomar decisiones informadas para cumplir
con sus metas académicas y profesionales.
Temas de la Conferencia ACP
Autoconciencia — "¿Quién soy?"
Planificación y gestión profesional — "¿Qué quiero hacer?"
Avance y gestión académicos — "¿Cómo lo lograré?"
Preocupaciones especiales
A lo largo de la escuela superior y con los consejeros escolares, los estudiantes ven y actualizan los
documentos del ACP. Los ACP completados se guardan en el archivo electrónico Career Cruising.
Programas alternativos Un programa que ofrece a los estudiantes la oportunidad de recuperar créditos en las
cuatro materias básicas (inglés, matemáticas, ciencias sociales y ciencias naturales)
Recuperación utilizando software en línea aprobado por el distrito. Los estudiantes que completan
de créditos
cursos de esta forma recibirán calificaciones en cursos que no aprobaron
anteriormente. La recuperación de crédito se puede ofrecer durante el día o después
de clases. Póngase en contacto con su escuela superior para obtener más información.
GEDO2
Un programa aprobado por el Departamento de Instrucción Pública que permite a los
estudiantes de 18 años de edad, o que están en el 12o grado, graduarse con sus
compañeros del noveno grado. Se requiere una prueba de lectura para determinar si
los estudiantes cumplen con la elegibilidad del programa. Una reunión de admisión es
necesaria para repasar las expectativas del programa y para entender lo que se
requiere para completar el programa. Los estudiantes que cumplan con todos los
requisitos GEDO2 se gradúan con un diploma de escuela superior. El GEDO2 se
puede ofrecer durante el día o después de clases. Póngase en contacto con su escuela
superior para obtener más información.
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Proceso de selección de cursos Con el fin de establecer secciones de clases y determinar con precisión las necesidades del personal para
el próximo año, es necesario asegurar la inscripción a la mitad del año escolar en curso. Los consejeros
escolares tendrán conferencias con los estudiantes para proporcionar asesoría sobre la selección de
cursos requeridos y electivos. A los cursos seleccionados en este momento se les debe dar una
consideración atenta, y seleccionarse en términos del programa completo de cuatro años del estudiante.
Se recomienda ampliamente la participación de los padres en la selección de cursos del estudiante. La
decisión final sobre la selección de cualquier curso electivo es del estudiante y sus padres/tutores,
siempre y cuando las selecciones sigan una secuencia de cursos adecuada y no estén en conflicto con
otras regulaciones de la escuela. Posteriormente, los estudiantes asisten a una sesión de selección de
cursos con su consejero para ingresar sus selecciones en un programa de inscripción. Los padres serán
notificados cuando se inicie el proceso de selección de cursos.
Nota: Los cursos ofrecidos en cualquier departamento están supeditados a un número suficiente de
estudiantes que se inscriban en el curso. Si no hay suficiente inscripción para un curso que se ofrecerá,
se les pedirá a los estudiantes que hagan otras elecciones.
Baja/alta de clases Procedimiento para darse de baja de un curso en la escuela superior
La decisión de tomar un curso es muy importante. Los estudiantes deben considerar seriamente su plan
educativo y profesional, y desarrollar un programa de estudio para avanzar hacia esos planes. Se
recomienda ampliamente la participación de los padres en la selección de cursos del estudiante. Es
muy importante que todos los estudiantes y padres de familia den una cuidadosa consideración a las
peticiones de cursos. Las peticiones de cursos por parte de los estudiantes determinan qué cursos, y el
número de secciones de cada uno, se ofrecerán el año siguiente. El procedimiento para darse de baja de
un curso en la escuela superior es el siguiente:
1. Los cambios al horario iniciados por el estudiante y/o por los padres se permitirán solo
durante los siguientes períodos de tiempo:
• Durante los cinco primeros días del nuevo semestre, el Departamento de Orientación intentará
resolver con rapidez las peticiones de los estudiantes que reflejen lo siguiente:
• Un error en el horario que da lugar a un programa incompleto o inexacto (por ejemplo: no hay
almuerzo, etc.).
• Cambios justificados por cursos tomados durante el verano o por el E2020.
• Expediente académico ajeno al distrito.
• Solamente las peticiones que reflejen estas circunstancias se procesarán después del inicio del
nuevo semestre.
2. Para procesar un cambio, los estudiantes deben:
• Enviar un Formulario de Solicitud de Cambio de Horario al Departamento de Orientación
Escolar.
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•
•
Presentar una nota del padre y/o tutor, a ser confirmada verbalmente por su consejero, que
autoriza el cambio de horario.
Elegir un curso de reemplazo, si está disponible, para cada curso dado de baja.
3. La aprobación final de los cambios está supeditada a lo siguiente:
• El cambio propuesto no pone en riesgo la graduación.
• El cambio propuesto no afecta negativamente las perspectivas de admisión a la universidad.
• El cambio solicitado es logísticamente posible.
• El cambio no impide que el estudiante obtenga una calificación/crédito final.
4. Los cambios no se permitirán para:
• Cambiar de maestro.
• Cambiar los períodos de almuerzo (a menos que se respalde con documentación médica).
• Cambiar a períodos más convenientes y/o deseables.
• Agrupar a amigos en la misma clase.
5. Los cambios en la colocación de un estudiante en base a preocupaciones académicas que son
recomendados por administradores, maestros y/o consejeros, pueden ocurrir durante todo el
año escolar, dependiendo de la aprobación del departamento.
6. Ningún estudiante debe ser dado de baja de un curso antes de finalizar el semestre hasta que se
hayan ingresado todas las calificaciones.
Inscripción tardía
Las calificaciones obtenidas en el curso anterior o en la escuela previa, se pueden tomar en cuenta para
la calificación final. Si el estudiante viene de una escuela diferente con una boleta de calificaciones, se
añadirán esas calificaciones al nuevo cuarto para recibir una calificación final.
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Cursos Avanzados Preuniversitarios El Programa de Cursos Avanzados Preuniversitarios (AP) ofrece cursos
y exámenes de nivel universitario para estudiantes de la escuela superior.
A los estudiantes que completan con éxito un Curso Avanzado
Preuniversitario se les recomienda tomar el examen de Curso Avanzado
Preuniversitario que se ofrece en la primavera. Los estudiantes que
obtengan una calificación aprobatoria en un Examen de Curso Avanzado Preuniversitario pueden
obtener créditos universitarios. Muchas escuelas estatales, nacionales e internacionales otorgan créditos
universitarios en base a los resultados de estas pruebas. Los estudiantes pueden tomar exámenes de
Curso Avanzado Preuniversitario con o sin participar en un curso de AP; sin embargo, se recomienda a
los estudiantes que consulten con un maestro de contenido y su consejero escolar antes de esto para
asegurarse de estar preparado adecuadamente.
Se ofrecen los siguientes Cursos Avanzados Preuniversitarios (AP) en la escuela superior:
1. AP Cálculo
2. AP Ciencias de computación
3. AP Inglés/Composición
4. AP Literatura/Composición
5. AP Español
6. AP Historia de los Estados Unidos
Cursos de Honores Las clases de Honores con frecuencia ofrecen el mismo currículo que las clases regulares, pero están
diseñadas para estudiantes de alto rendimiento, donde se cubren temas adicionales o algunos temas en
mayor profundidad.
Se ofrecen los siguientes cursos de Honores de la escuela superior:
1. Inglés de Honores 9
2. Inglés de Honores 10
3. Geometría de Honores
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Programa y cursos especiales Se ofrecen los siguientes programas y cursos de la escuela superior:
Inglés como
Segundo
Idioma
Programa
bilingüe
Un programa de técnicas, metodología y currículo especial diseñado para enseñar a
los estudiantes que aprenden inglés (ELL) destrezas del inglés, las cuales podrían
incluir escuchar, hablar, escribir, destrezas de estudio, vocabulario y orientación
cultural. La instrucción de ESL es usualmente en inglés con poco uso del idioma
natal.
El programa de desarrollo bilingüe desarrolla el aprendizaje completo de los idiomas
inglés y español. Este programa se apoya en las destrezas del idioma principal del
estudiante y desarrolla y expande las destrezas del idioma inglés de cada estudiante
para permitirle ser competente en ambos idiomas a la vez que ofrece acceso en las
áreas de contenido. Los Programas Bilingües preservan y mejoran las destrezas de los
estudiantes en su primer idioma, mientras mejoran su nivel de inglés. El resultado es
un estudiante competente en ambos idiomas.
Las oportunidades de enriquecimiento incluyen: español para hispanohablantes,
historia latinoamericana y literatura hispanoamericana
Todas las clases del área de contenido (inglés, matemáticas, ciencias y estudios
sociales) están disponibles a través del Programa Bilingüe. Los estudiantes son
asignados a uno de nuestros dos niveles del programa de acuerdo a su nivel LAU.
Fundación
de la
Academia
Nacional
(NAF)
NAF o Fundación de la Academia Nacional, es un programa especializado enfocado
en la preparación universitaria y profesional a través de técnicas de aprendizaje
basadas en proyectos. Los objetivos de NAF son reforzar la lectoescritura, destrezas
para crear equipos, creatividad, innovación y liderazgo en los estudiantes inscritos en
los cursos. Las experiencias incluyen, a título enunciativo pero no limitativo,
pasantías laborales, preparación para entrevistas de trabajo, talleres de preparación de
currículos y posiblemente pasantías remuneradas con un asociado comercial local.
NAF trabaja con el Proyecto Lead the Way y comparte muchas de las cualidades
prácticas que PLTW usa.
Secuencia de cursos NAF
1er año
-Ciencias físicas
-1er semestre: Exploración de las carreras de salud
-2do semestre: Salud global
2do año
-Biología
-Principios de las ciencias biomédicas
3er año
-Química
-Sistemas del cuerpo humano
4to año
- Intervenciones médicas
*Terminología médica:
Electivas semestrales años 2, 3 o 4
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Exención de Educación Física El 30 de julio de 2013, la Junta Directiva Escolar de Milwaukee aprobó las modificaciones de Políticas
Administrativas 7.34 y 7.37, que permiten que un estudiante esté exento de su tercer semestre de
educación física en base a la participación en un programa deportivo organizado, de conformidad con el
Estatuto Estatal 118.33(1)(e). Los estudiantes que usan con éxito esta exención, deben tomar un curso
adicional de la siguiente lista de materias: Inglés, Ciencias Sociales, Matemáticas, Ciencias Naturales o
Salud.
La exención permite a los estudiantes que tienen horarios completos en el 11o y 12o grado tomar una
clase académica adicional. De hecho, la ley estatal requiere que los estudiantes que usan la exención de
educación física tomen una clase académica adicional en Inglés, Ciencias Sociales, Matemáticas,
Ciencias Naturales o Salud. Para aprovechar la exención, los estudiantes deben demostrar su
participación en una actividad física periódica a través de un registro, y deben aprobar el examen final
de deportes de por vida.
El proceso de exención se describe en la Guía de Exención de PE de MPS y sigue tres pasos específicos:
1. Los estudiantes llenarán la Solicitud para Exención de PE de MPS:
• Los estudiantes deben solicitar la exención y elegir la actividad física en la que van a participar.
• La actividad física será aprobada por el jefe del departamento de PE de la escuela superior o por
el maestro de educación física.
• El entrenador o algún otro adulto con una función específica, como preparador físico, también
debe estar de acuerdo en firmar los registros de actividad antes de que comience la exención.
2. Una vez aprobados, los estudiantes inician y registran su actividad en el Registro para Exención de
PE de MPS. Los estudiantes deben completar un mínimo de 50 horas durante un mínimo de seis
semanas. Cada semana, el entrenador debe firmar el registro de participación del estudiante.
3. Después de completar las horas requeridas de participación, el estudiante tomará el Examen de
Deportes de Por Vida.
Una vez que el estudiante haya completado el registro y apruebe el Examen de Deportes de Por Vida, el
consejero escolar llenará el formulario Verificación de Finalización de la Exención de PE de MPSe
ingresará la información en Infinite Campus.
Las Escuelas Públicas de Milwaukee están dedicas al desarrollo integral del estudiante. La exención se
vuelve una opción viable para los estudiantes que necesitan cursos académicos básicos adicionales. La
opción de exención permite a los estudiantes tomar el curso académico básico sin sacrificar las lecciones
más importantes del curso final de Deporte de Por Vida (cómo la actividad física regular es algo que se
hace para toda la vida). Hemos proporcionado una carta a los padres explicando la exención (Carta para
Padres sobre la Exención para PE de MPS). Si tiene alguna pregunta, póngase en contacto con Brett
Fuller, Especialista en el Currículo de Salud, Educación Física, Escuelas Seguras y de Apoyo en el
correo [email protected] o el teléfono (414) 475-8057.
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Adaptaciones para diversos intereses, necesidades y aptitudes de estudiantes Para atender a los estudiantes con diferentes necesidades y diferentes ritmos de aprendizaje, el distrito
escolar ofrece una variedad de niveles de cursos, además de los cursos regulares, en algunas áreas de
habilidades básicas seleccionadas, como Lectura, Artes del Lenguaje Inglés y Matemáticas. Estos
niveles se pueden describir de la siguiente manera:
1. Los Cursos de Educación Especial están adaptados para los estudiantes con condiciones de
discapacidad y necesidades educativas especiales identificadas que requieren un Programa de
Educación Individualizada.
2. Los Cursos de Intervención proporcionan desarrollo de destrezas en lectura, escritura y
matemáticas. A los estudiantes se les coloca en este curso en base a los niveles de rendimiento
académico.
3. Los Cursos de Honores están dirigidos a aquellos estudiantes cuyo nivel de destreza es tal que se
pueden beneficiar de un estudio más amplio o más intenso y profundo.
4. Los Cursos Ponderados están aprobados para los grados ponderados. La Junta aprobó los cursos
ponderados para los estudiantes a partir de la generación de 2018. Los educadores de las Escuelas
Públicas de Milwaukee valoran el rigor académico ya que aumenta el rendimiento estudiantil, anima
a los estudiantes a esforzarse a su máximo potencial, y contribuye a la transición efectiva a las
instituciones post-secundarias. El Distrito también reconoce que asignar una menor ponderación a
una calificación puede motivar adecuadamente a más estudiantes para que intenten el rigor
académico, el cual tiene como objetivo su éxito a largo plazo. Todos los Cursos Avanzados
Preuniversitarios (AP), los cursos del Programa de Diploma de Bachillerato Internacional (IBDP), y
cursos selectos del Proyecto Lead the Way (PLTW) se ponderan utilizando la siguiente escala:
Calificación en letra
A
B
C
D
U
Promedio de calificación para cursos AP/IB DP
y cursos PLTW selectos
5.0
4.0
3.0
1.0
0
Cursos regulares de la escuela superior
4.0
3.0
2.0
1.0
0
5. Los Cursos Avanzados Preuniversitarios (AP) y los cursos del Programa de Diploma de
Bachillerato Internacional (IBDP) preparan a los estudiantes para los exámenes que pueden
otorgarles créditos universitarios. Los cursos AP e IBDP otorgan a los estudiantes acceso a un
trabajo riguroso de nivel universitario. Estos cursos ayudan a los estudiantes a desarrollar la
confianza y aprender las destrezas esenciales de manejo del tiempo y de estudio necesarias para el
éxito universitario y profesional.
6. Programa Youth Options: El Programa Youth Options de Wisconsin permite a los estudiantes de
11o y 12o grado de las escuelas superiores públicas, que cumplen con ciertos requisitos, tomar cursos
post-secundarios en una institución de la Universidad de Wisconsin, en un centro del Wisconsin
Technical College, o en una de las instituciones participantes sin fines de lucro privadas de
educación superior en el estado. Los cursos aprobados pueden contar para la graduación de la
escuela superior, así como para créditos universitarios. Consulte con su consejero escolar para
obtener más información.
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Programas post-­‐secundarios profesionales/de educación técnica Se ofrece una amplia variedad de cursos de educación profesional y técnica (CTE) para preparar a los
estudiantes para la universidad y la vida profesional. Estos cursos se ofrecen en una variedad de grupos
de carreras y vías, incluyendo: agricultura, alimentación y recursos naturales; arquitectura y
construcción; tecnología de audio y video/cine; gestión y administración de empresas; finanzas; ciencias
de la salud; hostelería y turismo; desarrollo y servicios de la primera infancia; tecnologías de la
información - programación y desarrollo de software/comunicaciones web y digitales; fabricación;
marketing; ciencia, tecnología, ingeniería y matemáticas (STEM); transporte, distribución y logística.
Los estudiantes que participan en estos cursos de la escuela superior recibirán la educación y
capacitación para ser empleados productivos en el nivel básico de su área de interés, o para continuar su
educación en el sistema de universidades técnicas, una universidad de cuatro años, una pasantía o en las
fuerzas armadas.
Los estudiantes en los programas de estudio CTE tienen la oportunidad de aprovechar las numerosas
oportunidades de aprendizaje basadas en el trabajo, en colaboración con socios de negocios y de la
comunidad. Estas experiencias incluyen: oradores invitados de la industria; visitas a sitios de la
industria; pasantías; preparación de currículum vitae; simulacros de entrevistas; ferias de empleo;
prácticas remuneradas y Youth Apprenticeship.
La terminación de la secuencia de cursos recomendada de la escuela superior también puede tener la
ventaja de permitir que el estudiante tome capacitación/cursos avanzados en el Milwaukee Area
Technical College. La ventaja de este tipo de colocación avanzada es que un estudiante no está obligado
a repetir la capacitación ya recibida en el programa de la escuela superior. Esto puede reducir el tiempo
y los gastos necesarios para completar una secuencia de cursos de la escuela técnica, o permitir que el
estudiante participe en capacitación adicional, lo que hace al estudiante un empleado más valioso al
terminar el entrenamiento de la escuela técnica.
Proyecto Lead The Way Los cursos del Proyecto Lead the Way (PLTW) preparan a los estudiantes a ser los líderes más
innovadores y productivos en Ciencia, Tecnología, Ingeniería y Matemáticas (STEM), así como para
hacer contribuciones significativas y pioneras a nuestro mundo. El PLTW se asocia con las escuelas
superiores para proporcionar una educación STEM rigurosa y relevante. A través de un currículo
atractivo, práctico y rico en tecnología, el PLTW fomenta el desarrollo de destrezas de resolución de
problemas, el pensamiento crítico, el razonamiento creativo e innovador, y un placer por el aprendizaje.
Los programas de educación STEM del PLTW en la escuela superior ofrecen a los estudiantes un mejor
futuro, proporcionándoles una base y trayectoria probada hacia el éxito universitario y profesional en los
campos relacionados con STEM. La educación STEM está en el núcleo de la economía global actual de
alta tecnología y altas destrezas. Para que los Estados Unidos continúen siendo económicamente
competitivo, nuestra próxima generación de líderes debe desarrollar el razonamiento crítico y destrezas
de resolución de problemas, lo cual los ayudará a ser los más productivos del mundo. El PLTW
despierta el ingenio, la creatividad y la innovación en todos nuestros estudiantes. Los estudiantes que
toman cursos del Proyecto Lead the Way, interactúan con socios comerciales del área relacionados con
la educación STEM, y pueden ser elegibles para recibir créditos en ingeniería para la universidad al
completar con éxito las evaluaciones de fin de curso del PLTW.
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Guía de Planificación Académica y Profesional, 2016–17 | South Division High School
Cursos electivos Los cursos electivos son cursos que pueden o no cumplir con los requisitos de ingreso a una universidad
de cuatro años. Es importante comunicarse con la universidad a la que se planea asistir para asegurarse
de que el curso electivo cuente para los requisitos de esa universidad en particular. Los cursos electivos
se impartirán siempre y cuando haya un número suficiente de estudiantes.
Cambios en las calificaciones Cada escuela establecerá un procedimiento para los cambios de calificación dentro de los siguientes
lineamientos:
• Nadie que no sea el maestro que otorgó la calificación puede cambiarla, excepto en circunstancias
extraordinarias.
• Cualquier cambio en el expediente académico se debe hacer a través de la escuela en la que se emitió
la calificación original.
Repetición de cursos Los estudiantes pueden repetir cursos de la escuela superior que no hayan aprobado. El estudiante debe
consultar con el consejero escolar para programar repeticiones de cursos. Muchos cursos ahora se
pueden repetir en línea. Esta es una gran manera para que los estudiantes repitan cursos, recuperen
créditos, mejoren su promedio de calificaciones y se gradúen a tiempo.
• Si después de repetir un curso, el estudiante recibe una calificación más alta, la calificación más alta
se usará para el promedio de calificaciones (GPA), en lugar de la calificación reprobatoria.
• El registro del curso no aprobado continuará apareciendo en el expediente académico permanente
del estudiante, pero la calificación reprobatoria ya no se contabilizará en el promedio de
calificaciones acumulativo.
Requisitos de elegibilidad de la NCAA para estudiantes atletas Los estudiantes atletas que planean practicar un deporte en una institución de educación superior en la
División I o II, deben cumplir con los requisitos de elegibilidad académica según la definición de la
NCAA. Los estudiantes atletas pueden monitorear esta elegibilidad al registrarse en la Clearinghouse de
la NCAA al comienzo del 11o grado. Puede encontrar más información sobre la Clearinghouse en
www.ncaa.org y en www.ncaaclearinghouse.net. También puede llamar al Centro de Elegibilidad Inicial
de la NCAA al número gratuito 877-262-1492. Los expedientes académicos de la escuela superior
también se deben enviar desde la escuela superior del estudiante. Se anima a los estudiantes atletas y a
sus familias a que colaboren estrechamente con la Clearinghouse y su consejero escolar durante este
proceso. Es responsabilidad de los padres/estudiante asegurarse de que los cursos tomados en la escuela
superior cumplan con los requisitos de la NCAA para la universidad.
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