Catálogo de Cursos de la Escuela superior 2015–16
Transcripción
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 2 ©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 4 ©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 5 ©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. 6 ©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. 7 ©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. 8 ©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 9 ©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. 10 ©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. 11 ©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. 12 ©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. 14 ©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. 16 ©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. 19 ©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. 40 ©2015 Milwaukee Public Schools Guía de Planificación Académica y Profesional, 2016–17 | South Division High School 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 Viajes y turismo 41 ©2015 Milwaukee Public Schools 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 42 ©2015 Milwaukee Public Schools Guía de Planificación Académica y Profesional, 2016–17 | South Division High School 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. 43 ©2015 Milwaukee Public Schools Guía de Planificación Académica y Profesional, 2016–17 | South Division High School 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. 44 ©2015 Milwaukee Public Schools Guía de Planificación Académica y Profesional, 2016–17 | South Division High School • • 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. 45 ©2015 Milwaukee Public Schools Guía de Planificación Académica y Profesional, 2016–17 | South Division High School 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 46 ©2015 Milwaukee Public Schools Guía de Planificación Académica y Profesional, 2016–17 | South Division High School 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 47 ©2015 Milwaukee Public Schools Guía de Planificación Académica y Profesional, 2016–17 | South Division High School 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. 48 ©2015 Milwaukee Public Schools Guía de Planificación Académica y Profesional, 2016–17 | South Division High School 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. 49 ©2015 Milwaukee Public Schools Guía de Planificación Académica y Profesional, 2016–17 | South Division High School 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. 50 ©2015 Milwaukee Public Schools 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. 51 ©2015 Milwaukee Public Schools