2011-2012 CURRICULUM GUIDE

POLICY CHANGES!

Please read this page

The DHS Curriculum Guide is printed during January each year.  Changes to courses may occur later.  Often courses listed in the guide are not offered, and sometimes new courses are added.  These courses will not be in the curriculum guide.  There may be new requirements added after the printing of this guide.  DHS may also change required classes for each grade level.  When you read this guide, keep in mind that information may have changed.  Please pay special attention to prerequisites needed for certain courses or the grade level the course is available for students.  If you have a question, you may always contact the guidance counselors for updated information and requirements.  You may stop by the guidance office or call the guidance counselors at 542-4744 extensions 2008 or 2009.

Students cannot pick the teacher or the period that they will take a class. The guidance office will decide which period each student has a particular class.  With the changes in credit requirements, the schedule is a much tighter choice.  After required classes are chosen, students will be asked what elective classes they wish to take.  Students need to list several alternate or second choice classes.  The guidance office will do their best to schedule each student’s choices.  However, sometimes classes are full or in a conflicting period, and so the student’s choices are just not possible.  It is extremely important that each student seriously decide which electives (and alternate choices) they want at registration time because the student will not be able to change his/her mind.  As in past practices, students are never allowed to change classes or periods because they want to be in class with a particular friend or just want a class in a different period.  If a student has a health issue that requires a snack, the teachers will work with the student to allow a snack for blood sugar or other health related problems.  

 

S C H O O L      Y E A R

2011-2012

FORWARD

This curriculum guide is prepared to assist students in planning intelligently a program of studies to meet their individual needs.  Early planning becomes more and more important each year as greater demands are being made on our graduates. Careful preparation is essential for those who will attend college, as well as for those who wish to enter the world of work.

Dr. Gary Kelly – Superintendent

Lybrand Beard - Principal

Jeff Gossett – Assistant Principal

Carolyn Sorrows – Guidance Counselor

Eric Kirkpatrick – Guidance Counselor

 

  

GENERAL PLANNING GUIDELINES

FOR

COURSE SELECTION

Du Quoin High School, in an effort to provide its students with a quality education, will make the switch from a Block-4 schedule to a traditional schedule.  Traditional scheduling allows a student to earn three and a half (3 ½) credits per semester.  There are two semesters (2) each year.    One half (½) credit will be given for each course passed at the end of each semester for a total of 7 credits per year.

 

This curriculum guide is designed to provide the students with a description of courses offered.  In view of each student’s unique needs, Du Quoin High School does not endorse any one, precise curriculum, but rather presents the following items for consideration in selecting individual classes or four-year programs.

 

           1.  If you are considering a Bachelor’s Degree or above and you know the institution 

                you plan to attend, consult their handbook or their website for high school courses

                required.  This may vary depending upon your intended major.  Your guidance

                counselor can assist you in obtaining this information.

 

1. Associate Degree (two-year) programs and certificate (one-year) programs may require fewer core academic subjects than do four-year programs.  Consult appropriate literature or your guidance counselor.

STATE UNIVERSITY ENTRANCE REQUIREMENTS

4 credits of English

3 credits of Mathematics (Algebra I or above)

3 credits of Social Studies

3 credits of Science (Lab)

2 credits of Foreign Language, Music, Art or Vocational Subject

 

NCAA REQUIREMENTS

NCAA requirements are similar to college requirements.  Division I schools require 16 core courses.  For more complete information, worksheets, and a list of core courses at DHS, go to www.eligibilitycenter.org.  When registering for the ACT test, students should send scores directly to the NCAA by entering code 9999as one of their college choices.

 

DUQUOIN HIGH SCHOOL GRADUATION REQUIREMENTS:

Class of ‘12: 27 credits       Class of ‘13: 26 credits       Class of ‘14: 25 credits       Class of ‘15: 24 credits

 

REQUIRED COURSES FOR GRADUATION:

Class of 2015                                                               Class of 2014, 2013, 2012                                          

4 credits of English                                                                              4 credits of English

3 credits of Math¹                                                                                                3 credits of Math¹

4 credits of PE²                                                                                     4 credits of PE²    

3 credits of Social Studies                                                                  3 credits of Social Studies

3 credits of Science                                                                             2 ½ credits of Science

½ credit of Consumer Economics                                                    ½ credits of Consumer Economics

1 credit of Music, Art, Foreign                                                           1 credit of Music, Art, Foreign

Language, or Vocational Subject                                                     Language, or Vocational subject

½ credit of Health                                                                               ½ credit of Health

2 credits of a Writing Intensive course³                                           2 credits of a Writing Intensive course³

                                                                                                                ½ credit of Keyboarding                                                   

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COMPETENCY REQUIREMENTS:

Prairie State Achievement Exam (PSAE) score

U.S. & Illinois Constitution

Driver Education (class room only) ⁴

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    ¹The lowest level math class a student can start in is Pre-Algebra (Algebra ½).

     ²Four credits of Physical Education are required.

     Exemptions:

                A.  The student is enrolled in Marching Band.

B.  A junior or senior student is exempt during the season for which he/she is participating in interscholastic       sports.

C.  A junior or senior student needs to take a course in order to make up a previously failed course to meet        graduation requirements.

                D.  A junior or senior student needs to enroll in a course in order to meet entrance requirements for college.

      Students take 2 terms of PE each year on a Block 4 schedule.  This is 1 credit of PE. On the traditional       schedule students take 2 semesters of PE per year.   Students are allowed to earn only a total of 4                credits of PE during the four years of high school.

      ³Writing Intensive courses will be satisfied in English III and American History.

              

⁴ On a Block 4 schedule (Class of 2014. 2013. 2012) a student must pass 6 credits in the previous 2 semesters to be eligible for Driver Ed.   A freshman (Class of 2015), who is age eligible to take Driver’s Ed during 1^st semester, must have been promoted to the high school.  A freshman (Class of 2015), who is age eligible to take Driver’s Ed 2^nd semester, must pass 2½ credits in the 1^st semester to be eligible 2^nd semester.  

 

To participate in actual graduation exercises, the student must have completed all graduation requirements.     

 

NOTE:  The Illinois State Board of Education sometimes changes requirements for graduation.  Therefore, the class of 2010 and younger may have additional required courses.  DHS will inform parents and students of any changes.  For updated information, read the guidance newsletters or contact the guidance counselors.  Because DHS is converting to a traditional schedule in the 2011-2012 school year, total credits required will be different for each graduating class.

 

DUQUOIN HIGH SCHOOL

HONORS PROGRAM

 

Du Quoin High School’s Honors Program was implemented with the Class of 2003.  A student must complete the honors program requirements to be considered as an honors graduate, valedictorian orsalutatorian.  The distinction of “Honors” will be denoted on the final transcripts of students who successfully complete the honors curriculum.  In addition to graduation requirements, it requires more credits and the completion of the following course requirements: 

 

Math – 4 credits                                                                                  

Science – 4 ½ credits   (Class of 2015: 4 credits)                                                                   

Foreign Language – 2 credits                                                  

Fine Arts – 1 credit                                                                                                                             

Vocational – 2 credits                                                             

Total credits required:              Class of 2012 (28 credits)                   Class of 2013 (27 credits)

                                    Class of 2014 (26 credits)                   Class of 2015 (25 credits)                                                                              

 

 

 

Math credits must be Algebra I and above.  Algebra IA and IB count only as one credit toward the Honors Program.  Eighth grade Algebra I does not count towards the math credit for the Honors Program. 

 

Science includes: Earth Science, Physical Science, Biology I, Biology II, Chemistry I, Chemistry II, Physics, and Anatomy & Physiology. 

 

Foreign Language includes: French or Spanish.  The two credits of foreign language must be in the same foreign language.

 

Fine Arts includes: Art I-IV, Public Speaking, Band, Music Appreciation I & II, Beginning Piano, and Journalism. 

 

Vocational includes: Industrial Technology, Agriculture, Family & Consumer Science, Business, and Health Occupation departments (excluding Anatomy & Physiology and Medical Terminology).

 

NOTE:  The credit for upper level courses does not count toward the Honors Program unless the course is completed.  For example, you can NOT mix the credit of first semester Pre-Calculus and the first semester Statistics to create one math credit for the Honors Program.

 

 

 

 

Creative Art—Comprehensive courses provide students with the knowledge and opportunity to explore an art form and to create individual works of art. These courses may also provide a discussion and exploration of career opportunities in the art world. Initial courses cover the language, materials, and processes of a particular art form and the design elements and principles supporting a work of art. As students advance and become more adept, the instruction regarding the creative process becomes more refined, and students are encouraged to develop their own artistic styles. Although Creative Art courses focus on creation, they may also include the study of major artists, art movements, and styles.

 

Creative Art—Drawing/Painting courses cover the same topics as Creative Art—Comprehensive courses, but focus on drawing and painting. In keeping with this attention on two-dimensional work, students typically work with several media (such as pen-and-ink, pencil, chalk, watercolor, tempera, oils, acrylics, and so on), but some courses may focus on only one medium.

 

Creative Art—Drawing/Painting courses cover the same topics as Creative Art—Comprehensive courses, but focus on drawing and painting. In keeping with this attention on two-dimensional work, students typically work with several media (such as pen-and-ink, pencil, chalk, watercolor, tempera, oils, acrylics, and so on), but some courses may focus on only one medium.

 

Creative Art—Drawing/Painting courses cover the same topics as Creative Art—Comprehensive courses, but focus on drawing and painting. In keeping with this attention on two-dimensional work, students typically work with several media (such as pen-and-ink, pencil, chalk, watercolor, tempera, oils, acrylics, and so on), but some courses may focus on only one medium.

 

 

 

Courses in Marching Band are intended to develop students’ technique for playing brass, woodwind, and percussion instruments and cover appropriate band literature styles, primarily for marching performances.

 

Marching Band class will be offered in the fall semester of each school year.  This band is a high energy performing organization designed to provide the instrumental musician with a variety of quality literature and performance experiences.  Students enrolled in this class participate in a highly active, competitive, marching, pep band, and Christmas concert environment.  Band students also begin to develop the self-discipline skills necessary for post-high school education and vocational experience.  Band credit will count toward honor roll and can also be used as a fine arts and/or extra curricular requirement for most colleges and universities.  Marching Band class will waive the State Physical Education requirement.

 

Courses in Concert Band are designed to promote students’ technique for playing brass, woodwind, and percussion instruments and cover a variety of band literature styles, primarily for concert performances.

 

The concert band class will be offered the second semester of each school year.  It will include pep and concert band, I.H.S.A. solo and ensemble and organizational contest, as well as a spring concert.  The band will practice and perform a variety of quality literature for the instrumental musician.  The band will also have the chance to perform at competitive festivals in the region.  Concert Band credit will count towards the honor roll and can also be used as a fine arts credit at most universities.

 

Music History/Appreciation courses survey different musical styles and periods with the intent of increasing students’ enjoyment of musical styles and/or developing their artistic or technical judgment. Music History/Appreciation courses may also focus on developing an understanding of a particular style or period.

 

Music Appreciation I will introduce the different types of music, musical notation and writing, as well as time periods of many famous composers.  Students will also learn the instruments of the orchestra and their families and how to identify them by their different sounds.  The class will learn and do a project with music writing on the computer. This class will count as a Fine Arts credit requirement.

Similar in nature to Music History/Appreciation courses, Music Appreciation courses focus specifically on

students’ appreciation of music. They are designed to help students explore the world of music and to develop an understanding of the importance of music in their lives.

 

Music Appreciation II will continue with music writing (notation), as well as, finishing the 19^th and 20^th century time periods and their music.  This will include jazz, rock, blues, fusion,...  They will also be required to make an instrument during class time.  This class will count as a Fine Arts credit requirement.

 

Piano courses introduce students to the fundamentals of music and basic keyboard techniques such as scales, chords, and melodic lines. These courses may also include more advanced keyboard techniques.

 

Beginning piano will teach the basic piano skills and theory.  It will include hands-on training with the piano.  This class will count as a Fine Arts credit requirement.

 

 

Designed to introduce students to French language and culture, French I emphasizes basic grammar and

syntax, simple vocabulary, and the spoken accent so that students can read, write, speak, and understand the language at a basic level within predictable areas of need, using customary courtesies and conventions. French culture is introduced through the art, literature, customs, and history of the French-speaking people.

 

French II courses build upon skills developed in French I, extending students’ ability to understand and express themselves in French and increasing their vocabulary. Typically, students learn how to engage in discourse for informative or social purposes, write expressions or passages that show understanding of sentence construction and the rules of grammar, and comprehend the language when spoken slowly. Students usually explore the customs, history, and art forms of French-speaking people to deepen their understanding of the culture(s).

 

French III courses focus on having students express increasingly complex concepts both verbally and in writing while showing some spontaneity. Comprehension goals for students may include attaining more facility and faster understanding when listening to the language spoken at normal rates, being able to paraphrase or summarize written passages, and conversing easily within limited situations.

 

French IV courses focus on advancing students’ skills and abilities to read, write, speak, and understand the French language so that they can maintain simple conversations with sufficient vocabulary and an acceptable accent, have sufficient comprehension to understand speech spoken at a normal pace, read uncomplicated but authentic prose, and write narratives that indicate a good understanding of grammar and a strong vocabulary.

 

Designed to introduce students to Spanish language and culture, Spanish I courses emphasize basic grammar and syntax, simple vocabulary, and the spoken accent so that students can read, write, speak, and understand the language at a basic level within predictable areas of need, using customary courtesies and conventions. Spanish culture is introduced through the art, literature, customs, and history of Spanish-speaking people.

 

Spanish II courses build upon skills developed in Spanish I, extending students’ ability to understand and express themselves in Spanish and increasing their vocabulary. Typically, students learn how to engage in discourse for informative or social purposes, write expressions or passages that show understanding of sentence construction and the rules of grammar, and comprehend the language when spoken slowly. Students usually explore the customs, history, and art forms of Spanish-speaking people to deepen their understanding of the culture(s).

 

Spanish III courses focus on having students express increasingly complex concepts both verbally and in writing while showing some spontaneity. Comprehension goals for students may include attaining more facility and faster understanding when listening to the language spoken at normal rates, being able to paraphrase or summarize written passages, and conversing easily within limited situations.

 

Spanish III will explore Hispanic life and civilization through readings from the works of great Hispanic authors.  The vocabulary exercises of each chapter stress high-frequency words.  Also, the comprehension exercises following each reading focus on student involvement.  Lastly, conversational Spanish will be used in discussion of the assigned readings and in the classroom in general.

 

Spanish IV courses focus on advancing students’ skills and abilities to read, write, speak, and understand the Spanish language so that they can maintain simple conversations with sufficient vocabulary and an acceptable accent, have sufficient comprehension to understand speech spoken at a normal pace, read uncomplicated but authentic prose, and write narratives that indicate a good understanding of grammar and a strong vocabulary.

 

Spanish IV will include an introduction to the literature of Spain and Latin America through representative Hispanic writings from the Middle Ages to the present.  The text covers fables, short stories, letters, the novel, journalism, oratory, poetry, drama, the essay, and translation.  Comprehension and vocabulary questions follow each selection, and discussion and composition exercises follow each unit. In addition to literary appreciation, the student will also receive grammatical and conversational practice.

 

 

*Freshman will be placed in Core or English I based on 8^th grade assessment.

 

English/Language Arts I (9th grade) courses build upon students’ prior knowledge of grammar, vocabulary, word usage, and the mechanics of writing and usually include the four aspects of language use: reading, writing, speaking, and listening. Typically, these courses introduce and define various genres of literature, with writing exercises often linked to reading selections.

 

English/Language Arts I (9th grade) courses build upon students’ prior knowledge of grammar, vocabulary, word usage, and the mechanics of writing and usually include the four aspects of language use: reading, writing, speaking, and listening. Typically, these courses introduce and define various genres of literature, with writing exercises often linked to reading selections.

 

This English course will cover the very basic skills necessary to succeed in all high school courses and beyond.  These skills include but are not limited to:  organizational skills, time management skills, note taking skills, listening skills, etc.  Focus will lie within word recognition, reading comprehension, and basic sentence structure.  After successfully completing Core English I and after reviewing standardized test scores, the student will be placed in English I or English II with the final decision made by an educational committee.

 

English/Language Arts II (10th grade) courses usually offer a balanced focus on composition and literature. Typically, students learn about the alternate aims and audiences of written compositions by writing persuasive, critical, and creative multi-paragraph essays and compositions. Through the study of various genres of literature, students can improve their reading rate and comprehension and develop the skills to determine the author’s intent and theme and to recognize the techniques used by the author to deliver his or her message.

 

English/Language Arts III (11th grade) courses continue to develop students’ writing skills, emphasizing clear, logical writing patterns, word choice, and usage, as students write essays and begin to learn the techniques of writing research papers. Students continue to read works of literature, which often form the backbone of the writing assignments. Literary conventions and stylistic devices may receive greater emphasis than in previous courses.

There are two central areas of study in English III.  Students will read a wide variety of American literature.  This reading will include over 20 short stories, three novels, and two plays.  The other main area of emphasis will be on writing.  Students will write numerous themes over the various literary works discussed in class.  Students will be required to complete 3 or 4 research papers.  Papers will be completed utilizing the MLA style.

 

English/Language Arts IV (12th grade) courses blend composition and literature into a cohesive whole as students write critical and comparative analyses of selected literature, continuing to develop their language arts skills. Typically, students primarily write multi-paragraph essays, but they may also write one or more major research papers.

English IV is designed to prepare students for college-level work.  A survey of many of the masterpieces of British literature as well as notable works of American and World Literature will make up the class content.  We will also focus on the preparation of collegiate skills, including the reading of non-narrative texts, note-taking, and time management.  This class will focus on writing, critical thinking and analytical skills, and the reading of upper-level material.  Essays and critical response writings will be written throughout the semester.  The senior research paper/project will be a large focus of the class as well

 

 

Public Speaking courses enable students, through practice, to develop communication skills that can be used in a variety of speaking situations (such as small and large group discussions, delivery of lectures or speeches in front of audiences, and so on). Course topics may include (but are not limited to) research and organization, writing for verbal delivery, stylistic choices, visual and presentation skills, analysis and critique, and development of self-confidence.

Public Speaking is a writing intensive class that is designed to teach students the skills needed to become effective speakers in everyday situations.  Students will learn the primary methods and tools that speakers use to increase their effectiveness, including voice, nonverbal delivery, language, audience analysis, topic selection, speech delivery, and speech evaluation.  Students will also learn how to write and deliver specific types of speeches-speeches to inform, speeches to entertain, speeches to persuade, debate, and specialized speeches.

 

Journalism courses (typically associated with the production of a school newspaper, yearbook, or literary magazine) emphasize writing style and technique as well as production values and organization. Journalism courses introduce students to the concepts of newsworthiness and press responsibility; develop students’ skills in writing and editing stories, headlines, and captions; and teach students the principles of production design, layout, and printing. Photography and photojournalism skills may be included.

The purpose of this class is to produce the high school newspaper The Magnavox.  Students will have an understanding of how a newspaper functions, the different parts of a newspaper, and the different staff members involved.  The Magnavox staff members must have an ability to show leadership, research, write, interview, work beyond the classroom time, photograph, and most importantly, work well as a team. 

 

 

Study Skills courses prepare students for success in high school and/or for postsecondary education. Course topics may vary according to the students involved, but typically include reading improvement skills, such as scanning, note-taking, and outlining; library and research skills; listening and note-taking; vocabulary skills; and test-taking skills. The courses may also include exercises designed to generate organized, logical thinking and writing.

The Academic Success course is designed to help students with their study skills, Math skills, and Reading skills.  The students will be using a computer program, Auto Skill, which helps them identify basic Reading and Math skills they will need for their high school level classes.  This course is open to any student who feels they need the extra time and support to successfully complete their English and Math credits, but the final placement decision will be made by a committee.  The Auto Skill program is broken up into two parts:  Academy of Math and Academy of Reading.  The students start at a basic level in each and gradually move up to a senior level.  Students are encouraged to take the course two consecutive semesters in order to complete the Auto Skill training program. 

 

 

All Freshmen entering Du Quoin High School will be required to enroll in a minimum level of Pre Algebra.  Exceptions to this policy may be granted by the mathematics instructors, the Guidance Department or the Administration.

Note: To meet the needs of students in special circumstances, a placement decision may be made at any time during the math sequence by a committee consisting of mathematics department, guidance, and the building administrator.

 

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general math, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

*Students MUST have passed the entire course to proceed to Algebra I.

 

Principles of Algebra and Geometry courses combine the study of some pre-algebra and algebra topics with introductory geometry topics. These courses include the study of formulas, algebraic expressions, first degree equations and inequalities, the rectangular coordinate system, area, perimeter, and volume of geometric figures, and properties of triangles and circles.

*Students MUST have passed the entire course to proceed to Geometry.

 

Pre-Algebra courses increase students' foundational math skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

*Students MUST have passed the entire course to proceed to Algebra I.

 

Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.

*Students MUST have passed the entire course to proceed to Geometry.

 

Informal Geometry courses emphasize a practical approach to the study of geometry. Topics typically include properties of and work with plane and solid figures; inductive methods of reasoning and use of logic; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.

*With recommendation from the mathematics department, guidance, or the administration students may enroll in Algebra II while taking Geometry.

 

Algebra II course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.

*Students MUST have passed the entire course with a 70% to proceed to Pre-Calculus and/or statistics.

 

Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Math Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, right trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; conic sections; matrix algebra; sequences and series; and limits and continuity.

 

*Students MUST have passed the entire course with a 70% to proceed to Calculus.

 

Calculus courses include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus. Typically, students have previously attained knowledge of pre-calculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).

 

Probability and Statistics courses focus on descriptive statistics, with an introduction to inferential statistics. Topics typically include event probability, normal probability distribution, collection and description of data, frequency tables and graphs, measures of central tendency and variability, random variables, and random sampling. Course topics may also include covariance and correlation, central limit theorem, confidence intervals, and hypothesis testing.

 

 

Physical Education courses provide students with knowledge, experience, and an opportunity to develop skills in more than one of the following sports or activities: team sports, individual/dual sports, recreational sports, and fitness/conditioning activities. 

 

Students take 2 terms of PE each year on a Block 4 schedule.  This is 1 credit of PE. On the traditional schedule students take 2 semesters of PE per year.   Students are allowed to earn only a total of 4 credits of PE during the four years of high school.

The PE class is designed to promote a healthy body while exposing students to different sports, in which they can participate outside of school in general everyday living.  Class begins with calisthenics, followed by activities in three-week-blocks.  Basic rules and skills are presented for activities.  The following is a list of activities for each term:

1^st Term                       2^nd Term                      3^rd Term                       4^th Term

Archery                                    Indoor Tennis             Badminton                   Golf

Flag Football                Ping Pong                     Bowling                       Tennis

Softball                                    Volleyball                    Physical Fitness                       Recreational Games

                                                                                                            Geocaching

In compliance with the State law, no one is exempt from taking Physical Education.  Participation is required unless the student brings a statement from a doctor stating the limitation and type of activity the student may participate to earn credit in physical education.  Provisions are usually made to take care of special cases.  By filling out the proper waiver form, the 11th and 12th grade students may be exempt from taking PE.  (See footnote #2, page ii)

 

 

Fitness/Conditioning Activities courses emphasize conditioning activities that help develop muscular strength, flexibility, and cardiovascular fitness.

This course offers the student a strenuous workout with free weights, aerobic exercise and fitness activity.  The student will keep a notebook of work-outs done and improvements made, on the following activities:  Bench press, Squats, Cleans, Dead Lifts, 40 yd. Dash.

 

Drivers’ Education—Classroom Only courses provide students with the knowledge to become safe drivers on America’s roadways. Topics in these courses include legal obligations and responsibility, rules of the road and traffic procedures, safe driving strategies and practices, and the physical and mental factors affecting the driver’s capability (including alcohol and other drugs).

The curriculum for the classroom segment of driver education includes traffic rules and regulations, traffic control devices such as signs, signals, and pavement markings, and basic vehicle control as well as more advanced skills including lane changes, passing, and parking with emphasis on defensive driving.  Automobile insurance, post-collision procedures, and the effects of alcohol on driving capabilities and the devastating consequences of drinking and driving are major parts of the curriculum.  Students who do not pass the classroom or whose grades fall below passing in the classroom while taking behind-the-wheel training will not be allowed to drive.  There must be a steady progression of the 50 hours to continue driving with instructor. Any student who does not pass the classroom must re-take and pass the classroom before driving in the driver education vehicle.  Students enrolled in behind-the-wheel training may be taken from PE classes or Band to complete the necessary hours as long as they are passing those respective classes.  After being absent 3 times, a student could be removed from Driver’s Education due to failing status. If there is a medical reason for the absences, a doctor’s excuse must be brought in and all work/time made up.

In addition to the required classroom instruction in driver's education, the school will offer practice driving.  Behind-the-wheel and obtaining a driver’s license are both optional.

Currently, a $50 fee is charged for use of the car and an additional $20 fee is charged by the State of Illinois for the white slip. Fees must be paid prior to enrolling in class.  NOTE: Transfer students from out-of-district or out-of-state are NOT exempt from the classroom phase of drivers education unless a transcript reflects recent successful completion of the classroom.

Qualifying for a Learners permit:

The student must pass the written test which is given in class.  This written test can be taken up to 3 times with the classroom instructor. 

If the student has not passed it after 3 times, they must:

1.  Fill out another application.

2.  Get this application signed by driving instructor.

3.  Go to Department of Motor Vehicles office (DMV).

4.  Take 3 forms of I.D.

5.  Pay $20.00.

6.  Take the test again at the DMV.

 

Topics covered within Health Education courses may vary widely, but typically include personal health (nutrition, mental health and stress management, drug/alcohol abuse prevention, disease prevention, and first aid) and consumer health issues. The courses may also include brief studies of environmental health, personal development, and/or community resources.

The course is designed to cover many different health topics and issues that arise in our world today.  Topics may include drugs, alcohol, tobacco use, human skeletal system, respiratory system, human reproduction, cardiovascular system, muscles, and CPR.

 

 

Earth Science courses offer insight into the environment on earth and the earth’s environment in space. While presenting the concepts and principles essential to students’ understanding of the dynamics and history of the earth, these courses usually explore oceanography, geology, astronomy, meteorology, and geography.

This freshman level introductory Earth Science course is intended to give the student a basic grasp of the Earth and its functions.  Emphasis is given to hands-on activities and labs as well as general textbook studies.  Areas covered include geology, weather, global forces, volcanism, and basic space science.  Coursework includes labs, activities, group work, note taking, tests, quizzes, and occasional videotape lessons.

 

Physical Science courses involve study of the structures and states of matter. Typically (but not always) offered as introductory survey courses, they may include such topics as forms of energy, wave phenomenon, electromagnetism, and physical and chemical interactions.

This freshman level introductory Physics course is intended to give the student a basic grasp of Physical Science and its uses.  Emphasis is given to hands on activities and labs as well as general textbook studies. Areas covered include forces and motion, heat and temperature, electricity and magnetism and light & sound.  Coursework includes labs, activities, group work, note taking, tests, quizzes, and occasional videotape lessons.

 

Environmental Science courses examine the mutual relationships between organisms and their environment. In studying the interrelationships among plants, animals, and humans, these courses usually cover the following subjects: photosynthesis, recycling and regeneration, ecosystems, population and growth studies, pollution, and conservation of natural resources.

This course will cover the basics of Environmental Science and Ecology with an emphasis on hands-on activities, labs and projects as well as general textbook studies.  Areas covered include ecology, life science, biological niche study, soil and plant science, and current environmental issues. In course activities may include wildflower and leaf collections, owl pellet dissection, water and soil sample studies, air quality study, population counts, waste management, land-use study and several other areas of ecological interest.

 

Biology courses are designed to provide information regarding the fundamental concepts of life and life processes. These courses include (but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.

This is the study of living things: how they grow, how they reproduce their kind, and interact with their environment.  It also includes basic molecular biology, microbiology, and genetics.  This is accomplished through lecture, demonstrations, lab experiments, and other hands-on activities.

 

Usually taken after a comprehensive initial study of biology, Biology—Advanced Studies courses cover biological systems in more detail. Topics that may be explored include cell organization, function, and reproduction; energy transformation; human anatomy and physiology; and the evolution and adaptation of organisms.

This course is for students who wish to further their understanding of biology, to prepare students for college biology, and to further professional goals of interested students.

 

Chemistry courses involve studying the composition, properties and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids and gases, acid/base and oxidation/reduction reactions and atomic structure; chemical equations and nuclear reactions are also studied. This upper level course has a laboratory component, requiring general algebraic knowledge and analytical thinking skills. Students excelling in this course should expect to do reasonably well in an introductory college chemistry course.

 

Usually taken after a comprehensive initial study of chemistry, Chemistry-Advanced Studies courses cover chemical properties and interactions in more detail. Advanced chemistry topics include organic chemistry, thermodynamics, electrochemistry, macromolecules, kinetic theory and nuclear chemistry. Chemistry-Advanced Studies is a continuation of the chemistry sequence, and is geared towards students who plan on entering a science, engineering or health field in college. The course will include an extensive laboratory component, including a qualitative analysis section geared towards identifying unknown ionic compounds. Students should have a strong math background and excellent scientific reasoning skills.

 

 

Physics courses involve the study of forces and laws of nature affecting matter, such as equilibrium, motion, momentum and the relationships between matter and energy. The study of physics includes examination of sound, light and magnetic and electric phenomena; this course will use a non-calculus based approach to introduce these concepts. The coursework includes a considerable amount of laboratory work in addition to lecture and independent study; students should have an excellent math background and the ability to work autonomously.

 

 

 

Contemporary World Issues courses enable students to study political, economic, and social issues facing the world. These courses may focus on current issues, examine selected issues throughout the 20th century, and look at historical causes or possible solutions.

 

This course will revolve around reading and discussing events and topics from the U.S. and abroad.  Each student will read articles from various print media sources and be able to discuss those articles with their peers.  CNN Student News will also be utilized in this course.

 

World History—Overview courses provide students with an overview of the history of human society from early civilization to the contemporary period, examining political, economic, social, religious, military, scientific, and cultural developments.

 

This course is a required social science class for all 9^th graders excluding those with IEP exemptions.  World History: Connections to Today is a survey of history using Thematic Units.  Units include early civilizations and World Religions, Renaissance and Reformation, Revolutions (Scientific Revolution, Industrial Revolution, French Revolution and Russian Revolution), Global Conflict (Cold War, Imperialism, Apartheid).  Students will learn to analyze major historical trends and understand the connection of the past to the world today.

 

Sociology courses introduce students to the study of human behavior in society. These courses provide an overview of sociology, generally including (but not limited to) topics such as social institutions and norms, socialization and social change, and the relationships among individuals and groups in society.

This course includes the study of human group behavior. Topics that will be discussed include the foundation of sociology, research methods, culture, society, socialization, deviance, race and gender.

 

U.S. History—Comprehensive courses provide students with an overview of the history of the United States, examining time periods from discovery or colonialism through World War II or after. These courses typically include a historical overview of political, military, scientific, and social developments. Course content may include a history of the North American peoples before European settlement.

This course is designed to trace the founding growth and development of the United States from the beginning in the New World to the present time.  The course will survey the explorers, colonial period, Revolutionary War, the beginning of the United States, a young country, Civil War, Reconstruction, Industrial Revolution, gains in world power, World War I, Roaring Twenties, Great Depression, World War II, and postwar problems.

 

U.S. Government—Comprehensive courses provide an overview of the structure and functions of the U.S. government and political institutions and examine constitutional principles, the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. These courses may examine the structure and function of state and local governments and may cover certain economic and legal topics.

The aim of the course is to provide knowledge of the rights, privileges, and duties of an effective citizen.  The content of the course will cover such areas as political systems, civil rights, political parties, voter behavior, nominations, elections, pressure groups, Congress, President, and the court system.  Students will study and pass a test in regards to the Declaration of Independence, U.S. flag, Illinois Constitution, and the United States Constitution.

 

World Geography courses provide students with an overview of world geography, but may vary widely in the topics they cover. Topics typically include the physical environment; the political landscape; the relationship between people and the land; economic production and development; and the movement of people, goods, and ideas.

This term class will cover the fundamental themes of geography:  location, place, human-environment interaction, movement, and regions.  Students will look at the concepts of both physical and cultural geography and apply them to countries around the world.

 

State-Specific Studies courses examine the history, politics, economics, society, and/or cultures of one state in the United States. This course may focus primarily on the history of that state or may take an interdisciplinary approach to the contemporary issues affecting it.

This term class will trace the settlement of Illinois from the Cahokia Indians through present-day.  Students will study the people, places, and events that have shaped our state as well as locate major geographical features of our state.

 

Psychology courses introduce students to the study of individual human behavior. Course content typically includes (but is not limited to) an overview of the field of psychology, topics in human growth and development, personality and behavior, and abnormal psychology.

This course studies human behavior and the function of the mind.  It helps the student understand themselves and others.  The course covers the science of psychology, research methods, central nervous system, perception, learning, personality, psychological disorders and therapies.

 

 

The course is set up to be practical and relevant for students planning to enter the world of work upon graduation.  The English component presents the rules and concepts of communication skills by providing opportunities for appropriate practice.  Exercises are designed to develop better writing, speaking, listening, and social skills.  The Reading component is designed to improve reading recognition, comprehension and communication skills.  Spelling and vocabulary skills are also addressed on a daily basis.  Students reinforce their skills and knowledge through use of high interest materials.  Students read and discuss novels and topics of interest to today's teenagers.

 

Study Skills courses prepare students for success in high school and/or for postsecondary education. Course topics may vary according to the students involved, but typically include reading improvement skills, such as scanning, note-taking, and outlining; library and research skills; listening and note-taking; vocabulary skills; and test-taking skills. The courses may also include exercises designed to generate organized, logical thinking and writing.

Resource Services will provide supportive educational services to students and/or their teachers.  The resource teacher may provide the student with direct services in the form of remedial, developmental or compensatory teaching and/or behavioral management.

 

U.S. History—Comprehensive courses provide students with an overview of the history of the United States, examining time periods from discovery or colonialism through World War II or after. These courses typically include a historical overview of political, military, scientific, and social developments. Course content may include a history of the North American peoples before European settlement.

This course will survey the explorers, colonial period, Revolutionary War, the beginning of the United States, a young country, Civil War, Reconstruction, Industrial Revolution, gains in World War I, Roaring Twenties, Great Depression, World War II, postwar problems and through current 21^st century events.  Local history including city and county will also be covered.  Current events will be discussed on a daily basis and tested weekly.

 

U.S. Government—Comprehensive courses provide an overview of the structure and functions of the U.S. government and political institutions and examine constitutional principles, the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. These courses may examine the structure and function of state and local governments and may cover certain economic and legal topics.

The course is designed to provide the student with knowledge to the rights, privileges, and duties of a responsible citizen.  Topics to be covered:  political systems, civil rights, political parties, voter behavior, election procedures, branches of government, and the court system.  Current events will also be discussed on a daily basis and tested weekly.  Students will study and pass a test of the Constitution of the United States.

 

General Applied Math courses reinforce general math skills, extend these skills to include some pre-algebra and algebra topics, and use these skills in a variety of practical, consumer, business, and occupational applications. Course topics typically include rational numbers, measurement, basic statistics, ratio and proportion, basic geometry, formulas, and simple equations.

This course is a fundamental course in Mathematics.  It includes a review of the four operations of math along with word problems.  The studies include work on decimals, fractions and percentages.  Vocational skills such as check writing and working with money are included, also.

 

General Math courses reinforce and expand students' foundational math skills, such as arithmetic operations using rational numbers; area, perimeter, and volume of geometric figures, congruence and similarity, angle relationships, the Pythagorean theorem, the rectangular coordinate system, sets and logic, ratio and proportion, estimation, formulas, solving and graphing simple equations and inequalities.

This course is a step-up from Math I.  The studies include a review of the four operations of mathematics, word problems, four operations of fractions, percents, decimals, graphs, ratio and proportions, negatives and positives, and an introduction to expressions and equations.  The course also includes vocational skills in money and check writing.  The course introduces the students to the Algebra ½ textbook.

 

Pre-Algebra courses increase students' foundational math skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities.

This course is a step-up from Math II.  A review of the four operations of mathematics and fractions are included.  Concentrations are on vocational consumer math by teaching skills in money, check writing, check books, cash registers and job applications.

 

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general math, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Students are provided with a variety of learning opportunities to develop specific job skills to include check writing, check books, check registers, working with money, problem solving, job applications, and preparation for employment testing.  This course also provides an introduction to Algebra, basic concepts of mathematics, review of previous math concepts, and preparation for employment testing.  Students will be evaluated and trained to achieve at the highest possible level of performance with emphasis on developing eye-hand coordination with business machine operations using calculators.  In addition, emphasis will be placed on using appropriate work behaviors and attitudes.  This course will be implemented according to individual student needs.

*This class is designed for students who might not be successful in an occupational specific program or special education vocational education placement.

 

This course focuses on the identification and management of personal and family resources to meet the needs, values, and wants of individuals and families throughout the life cycle. The course utilizes a variety of project-based experiences and service learning opportunities to gain knowledge and expertise in understanding and applying management skills, with consideration to diverse social, economic, technological, environmental, and cultural characteristics of individuals and families. Topics include: consumer rights and responsibilities in the marketplace; financial responsibility and decision making; planning and money management; credit and debt; risk management and insurance; saving and investment; homeownership; state and federal taxes; electronic banking; and current issues in the economy.

This course is designed to help students prepare for the world of work and life as a consumer.  The first term deals with: Job survival skills, job interests, applying and interviewing, getting along with your employer and co-workers, economics and on-the-job training, and safety on the job.  The second semester deals with: Managing your money, take-home pay, living on your own, counting money and making change, consumer purchasing, making a budget, checking account and comparison shopping.

 

The specific content of Integrated Science courses varies, but they draw upon the principles of several scientific specialties—earth science, physical science, biology, chemistry, and physics—and organize the material around thematic units. Common themes covered include systems, models, energy, patterns, change, and constancy. These courses use appropriate aspects from each specialty to investigate applications of the theme.

Students will learn how to improve their own health.  They will learn how to handle their feelings and how to solve problems and set goals. There are also biological studies of plants and animals included in this course.

Students will learn the entire measurement system and basic Geometry including angles, Pythagorean Theorem, area and volume.  Other topics covered in the course include acids and bases, lime and concrete, properties of matter, ratios and proportions, water and basic electricity.

 

Wood Processing/Production courses include studying the properties of woods and composites made from woods and using these materials to construct usable products. These courses enable students to experience the process of translating an idea into a finished product, with instruction in planning, designing, selecting materials, and using tools and machines.

This course deals with students who like to work with their hands and enjoy construction projects.  Students will build construction projects made of wood.  The students are taught how to draw an object in orthographic projection.  The student learns how to view objects in more detail and how to present the object on a two-dimensional piece of paper.  Time will be devoted to learning to identify woodworking tools and how to use them safely.  The course will also cover basic auto care techniques such as automotive detailing, maintenance, and care.  Basic transportation technology and internal combustion engines will also be addressed in the technical careers course.

 

These courses emphasize acquiring knowledge and skills regarding lifetime physical fitness; content may include related topics such as nutrition, stress management, and consumer issues. Students may develop and implement a personal fitness plan.

This course will provide students an opportunity to learn stress management techniques, relaxation techniques, and exercises relating to the management of stress.  Students will increase their awareness of their personal reaction to stress and build their sense of control and mastery over the stressors in their life.

 

Keyboarding courses provide students with an introduction to the keyboard (letters, numbers, and symbols), basic machine operation, and proper keystroke technique. As students progress, they improve their speed and accuracy and produce increasingly complex documents. Such courses help students develop keyboard proficiency, document production skills, and problem-solving skills.

This course is designed to develop basic skills in keyboarding techniques on the computer.  Basic computer software programs will be explored.

 

The goal of this course is to provide students with learning experiences to develop appropriate work skills necessary for transition to employment after high school.  Job skill development will include appropriate workplace communication, behaviors, and attitudes.  Through instruction and application, students will develop and enhance skills required to seek, obtain, and retain employment.  In addition, students will be involved in individual career/vocational planning in accordance with their own individual interests and abilities.  Students will participate in career exploration activities, complete employment applications, develop a personal resume, complete an interest inventory, and develop skill sets.  Skill sets will include discussion and application of effective interviewing, communication, appropriate attire, problem solving, team building, and self-advocacy.  This course will be implemented according to individualized student needs. 

 

Students are provided opportunities to practice and improve marketable job skills while increasing knowledge of an occupation through working on the job.  Students will receive instruction in seeking and securing employment.  In addition, support will be provided on an individualized basis to assist with the development of job-specific skills.  Supervision will be provided by the teacher and employer.  Worksite placement will be based on the student’s individual needs and may begin in-school followed by placement at sites within the community.  Supervised work activities will assist the student to gradually acquire work skills, acceptable habits, and appropriate attitudes and behaviors to be successfully employed.  Learning experiences will be provided as specified in the student’s training plan agreement.  During the classroom portion of this course, students will participate in “job club” activities to included peer group discussion and support regarding individual workplace experiences.  The classroom portion of this course must include 200 minutes of instruction including supervision of the individual student.  Students must be concurrently enrolled in the “Specialized Work Skills Development” course for career and tech ed funding. 

 

Students are provided an opportunity to explore a wide range of career/employment options.  Assessment and the identification of appropriate career options are key components.  Employability skills, job maintenance skills, and appropriate work behaviors and attitudes are introduced.  Students will be involved in individual vocational planning.  Emphasis is placed upon related background knowledge and skills as they relate to occupational tasks identified as appropriate in accordance with the interest and abilities of the individual learner.

 

Students are evaluated and trained to achieve at the highest possible level of performance.  Students who might not be successful in an occupational specific program or special education cooperative vocational education placement are provided with a variety of learning experiences to develop job skills.  Emphasis is placed on teaching appropriate work behavior, attitudes, and developing eye-hand coordination and specific job skills.

 

 

 

Improving computer and workplace skills will be a focus in all agriculture courses. Participation in FFA student organization activities and Supervised Agricultural Experience (SAE) projects is an integral component in each course for leadership development, career exploration, and reinforcement of academic concepts.

 

This course provides an opportunity for students to learn how the agricultural industry is organized; its major components; the economic influence of agriculture at state, national and international levels; and the scope and types of job opportunities in the agricultural field. Basic concepts in animal science, plant science, soil science, horticulture, natural resources, agribusiness management, and agricultural mechanics, will be presented. Improving computer and workplace skills will be a focus. Participation in FFA student organization activities and Supervised Agricultural Experience (SAE) projects is an integral course component for leadership development, career exploration and reinforcement of academic concepts.

This orientation course provides an opportunity for students to learn how the agricultural industry is organized, its major components, the economic influence of agriculture at state, national, and international levels and the scope and types of job opportunities available in the agricultural field. Basic concepts in animal science, plant science, soil science, horticulture, natural resources, agribusiness management, agricultural mechanics, agricultural biotechnology, food science technology, environmental science and aquaculture science, and technology will be presented.

 

This course builds on basic skills and knowledge gained in the Introduction to the Agricultural Industry course. Major units of instruction include agricultural research, soil science, advanced plant science, biotechnology, advanced animal science. Applied science and math skills and concepts will be stressed throughout the course as they relate to each area. Improving computer and workplace skills will be a focus. Participation in FFA student organization activities and Supervised Agricultural Experience (SAE) projects is an integral course component for leadership development, career exploration and reinforcement of academic concepts.

This orientation course builds on basic skills and knowledge gained in the Introduction to Agricultural Industry course. Major units of instruction include agricultural research, soil science, advanced plant science, biotechnology, and advance animal science. Applied science and math skills and concepts will be stressed throughout the course as they relate to each area.

 

This course will concentrate on expanding student’s knowledge and experiences with agricultural mechanics technologies utilized in the agricultural industry. Units of instruction included are: design, construction, fabrication, maintenance, welding, electricity/electronics, internal combustion engines, hydraulics, and employability skills. Careers of agricultural construction engineer, electrician, plumber, welder, equipment designer, parts manager, safety inspector, welder, and other related occupations will be examined. Improving workplace and computer skills will be a focus. Participation in FFA student organization activities and Supervised Agricultural Experience (SAE) projects is an integral course component for leadership development, career exploration and reinforcement of academic concepts.

This course will concentrate on expanding the student’s knowledge and experiences with agricultural mechanics technologies utilized in the agricultural industry. Units of instruction included are: design, construction, fabrication, maintenance, welding, electricity/electronics, internal combustion engines, hydraulics, and employability skills. Careers of agricultural construction, engineer, electrician, plumber, welder, equipment designer, parts manager, safety inspector, welder, and other related occupations will be examined.

 

This course is designed to reinforce and extend students understanding of science by associating scientific principles and concepts with relevant applications in agriculture. Students will examine major phases of animal agriculture and specific biological science concepts that govern management decisions in the animal industry. Topics of study are in the areas of growth and development of animals – embryology, ethology, nutrition, immunity systems, and processing animal products – preservation, fermentation, and pasteurization. The course will be valuable preparation for further education and will increase the relevance of science through the applied setting of agriculture by enhancing literacy in science and the scientific process.

 

This course is designed to reinforce and extend students understanding of science by associating basic scientific principles and concepts with relevant applications in agriculture. Students will examine major phases of plant growth and management in agriculture and the specific biological science concepts that govern management decisions. Topics of study are in the areas of initiating plant growth – germination, plant sensory mechanisms, enzyme action, absorption, and managing plant growth – photosynthesis, respiration, translocation, metabolism, and growth regulation. The course will be valuable preparation for further education and will increase the relevance of science through the applied setting of agriculture by enhancing literacy in science and the scientific process.

 

This course is designed to introduce students to the horticulture industry and provide them with basic plant science knowledge that can be further developed in advanced horticulture courses. Major units of instruction include horticulture research, horticultural careers, plant anatomy, seed germination, plant propagation, growing media, pest management, hydroponics, identifying horticultural plants, growing greenhouse crops, and floral design. Improving computer and workplace skills will be a focus. Participation in FFA student organization activities and Supervised Agricultural Experience (SAE) projects is an integral course component for leadership development, career exploration and reinforcement of academic concepts.

This course is designed to develop knowledge and skills in the following areas: using soil and other plant-growing media; identifying, propagating, and growing horticultural plants in greenhouse and nursery settings; constructing, maintaining, and using plant-growing structures; operating, repairing and maintaining equipment used in the horticulture field.  

 

This course is designed to establish knowledge and skills in various agricultural careers. Students will gain credit by establishing a project at their home, at a local business, or at their school usually after normal school hours. Example projects may include but are not limited to: working at a garden center, raising vegetables/grain/livestock, conducting agriscience experiments in a greenhouse, and training horses at a stable. Students will be required to verify their experiences by keeping written or computerized records including: business agreements, budgets, inventories, daily activities, hours worked, income and expenses, total earnings, depreciation, and net worth. Instructor supervision will be conducted to the student’s home or place of employment. SAE records should be evaluated at least once per month. In addition, SAE lessons are integrated in each agricultural course. SAE participation can lead to fulltime employment, scholarships, and awards through the FFA.

 

This course is designed to improve and expand knowledge and skills in various agricultural careers. Students will gain credit by continuing a project at their home, at a local business, or at their school usually after normal school hours. Students are encouraged to add additional projects, experiences, scope and growth involving managerial and decision-making skills. Students will be required to verify their experiences by keeping written or computerized records including: business agreements, budgets, inventories, daily activities, hours worked, income and expenses, total earnings, depreciation, and net worth.  Instructor supervision will be conducted to the student’s home or place of employment. SAE records should be evaluated at least once per month. In addition, SAE lessons are integrated in each agricultural course. SAE participation can lead to fulltime employment, scholarships, and awards through the FFA.

 

 

Keyboarding and Formatting is a course designed to develop basic skills in touch keyboarding techniques for entering alphabetic, numeric, and symbol information found on computers and terminals. Students will learn to edit and format text and paragraphs, change fonts, work with headers and footers, cut and paste text, create and use tab keys, create labels, and work with multiple windows. Students will format documents such as letters, envelopes, memorandums, reports, and tables for personal, educational, and business uses. During the second half of the course, major emphasis is placed on formatting documents, improving proofreading skills, and increasing speed and accuracy.

 

Computer Concepts and Software Applications is an orientation-level course designed to develop awareness and understanding of application software and equipment used by employees to perform tasks in business, marketing and management. Students will apply problem-solving skills to hands-on, real-life situations using a variety of software applications, such as word processing, spreadsheets, database management, presentation software, and desktop publishing. Students will explore topics related to computer concepts, operating systems, telecommunications and emerging technologies. The development of employability skills, as well as transition skills, will be included in the course as well as an understanding of the ethical considerations that arise in using information processing equipment and gaining access to available databases.

 

Accounting I is a course assists students pursuing a career in business, marketing, and management. This course includes planned learning experiences that develop initial and basic skills used in systematically computing, classifying, recording, verifying and maintaining numerical data involved in financial and product control records including the paying and receiving of money. Instruction includes information on keeping financial records, summarizing them for convenient interpretation, and analyzing them to provide assistance to management for decision making. Accounting computer applications should be integrated throughout the course where applicable. In addition to stressing basic fundamentals and terminology of accounting, instruction should provide initial understanding of the preparation of budgets and financial reports, operation of related business machines and equipment, and career opportunities in the accounting field. Processing employee benefits may also be included.

 

Accounting II is a course that builds upon the foundation established in Accounting I. This course is planned to help students to develop deeper knowledge of the principles of accounting with more emphasis being placed on financial statements and accounting records. It is a study of previously learned principles as they apply to the more complicated types of business organizations: partnerships, corporations, branches, etc. The students may become familiar with such specialized fields of accounting as cost accounting, tax accounting, payroll accounting, and others. Some students may choose to do specialized accounting computer applications, and others may elect payroll clerk, data processing computer applications. Simulated business conditions may be provided through the use of practice sets. Skills are developed in the entry, retrieval, and statistical analysis of business data using computers for accounting business applications.

To receive dual credit from John A. Logan College, the student must earn an “A” in Accounting II.

 

Introduces law and the origins and necessity of the legal system; provides insight into the evolution and development of laws that govern business in our society; develops an understanding of how organization and operation of the legal system impact business; develops an understanding of rights and duties within the business environment; and includes contractual responsibility, protection of individual rights in legal relationships relative to warranties, product liability, secured and unsecured debts, negotiable instruments, agencies, employer-employee relations, property ownership and transfer, landlord and tenant, wills and estates, community property, social security, and taxation.

 

Principles of Marketing courses offer students insight into the processes affecting the flow of goods and services from the producer to the consumer.  Course content ranges considerably as general marketing principles such as purchasing, distribution, and sales are covered; however, a  major emphasis is often placed on kinds of markets; market identification; product planning, packaging, and pricing; and business management.

 

 

This course focuses on the identification and management of personal and family resources to meet the needs, values, and wants of individuals and families throughout the life cycle. The course utilizes a variety of project-based experiences and service learning opportunities to gain knowledge and expertise in understanding and applying management skills, with consideration to diverse social, economic, technological, environmental, and cultural characteristics of individuals and families. Topics include: consumer rights and responsibilities in the marketplace; financial responsibility and decision making; planning and money management; credit and debt; risk management and insurance; saving and investment; homeownership; state and federal taxes; electronic banking; and current issues in the economy.

 

Units of study will include:

-Understanding the role of the consumer                                 -Utilizing resources and consumer information

-Installment purchasing                                                            -Budgeting

-Comparison of prices                                                 -Cost of credit, insurance, and taxes

-Purchasing food, clothing, shelter, and transportation            -Managing money and resources

-Applying consumer rights and responsibilities in the market place

-Analyzing resource/consumer management skills necessary for present and future decisions

-Understanding economics and free enterprise systems

*This one semester course meets the requirements for consumer education instruction as required by the School Code of Illinois   (Section 27-12.1)

 

This course introduces students to the field of family and consumer sciences and the many career opportunities available in this broad field. The course includes theory and laboratory experiences in the following content areas: Nutrition and culinary arts; textiles and design; family, career, and community leadership development; resource management; human development and life-long learning; facility design, care, and management; and interpersonal relationships and life management skills.

This is the suggested first course for all Family and Consumer Science Programs.  This is a sample course in the above-mentioned topics. An introductory unit in each area of Family and Consumer Science is interlaced with the study of personality and qualities sought by employers. Areas of study will include getting along with others, how to deal with people, how to control your feelings, personal health habits, good grooming and their importance in relation to success in life and how to apply to a job, job interviews, careers in the Family and Consumer Science fields and everyday life.  Other units covered include:  Foods & Nutrition, Childcare, Housing and Clothing and Textiles.

 

This course includes classroom and laboratory experiences needed to develop a knowledge and understanding of culinary principles and nutrition for people of all ages. Course content encompass’: food service and preparation management using the decision-making process; meeting basic needs by applying nutrition concepts; meeting health, safety, and sanitation requirements; maximizing resources when planning/preparing/preserving/serving food; applying hospitality skills; analyzing nutritional needs in relation to change; and careers in nutrition and culinary arts, including entrepreneurship investigation.

 

The major aim of this class is to provide learning experiences which will expand the students’ knowledge of food preparation, nutrition concepts and food management.   

Units of study will include:

-Food—how it affects life and the life cycle               -Nutritional needs and healthy food choices

-New Food Guide Pyramid                                          -Food preservation

-Meal planning (including budgeting and proportioning foods)

-Proper cooking and storing methods and techniques of food

-Basic catering-preparing large quantities of food

 

Child Development and Parenting addresses the knowledge, skills, attitudes, and behaviors associated with supporting and promoting optimal growth and development of infants and children. The focus is on research-based nurturing and parenting practices and skills, including brain development research, that support positive development of children. Students will explore opportunities in human services and education-related careers and develop a career portfolio.

The major aim of the course is to provide learning experiences that will help students know and understand about the physical, cognitive, and psychosocial development of children from conception through adolescence.  Included topics of study will consist of the physical, economical, and psychological preparation from childhood, family planning, pregnancy and the complications involved, prenatal care, characteristics and care of the newborn.  The role of the parent and the family, as well as the environmental aspects will be discussed as to how they shape the character and personality of the child.  Other areas will include encouraging children to utilize their resources, discipline styles, family values, and attitudes.  The students will also study special problems, cultural differences, and day-care services.  Information on careers related to child care will be utilized throughout the course.  This class includes a required two night simulation of caring for an infant.  Baby-Think-it-Over baby modules are used to simulate infant care.

 

This course provides students with information and practical experiences needed for the development of competencies related to child/adult care, day care, and other education services occupations. Laboratory experiences, either in a school-based or worksite learning facility, are included throughout the class. Students meet standards in developing programs and assisting with children's and/or adult's activities. Classroom study includes the philosophy and management of care centers and the state and local regulations governing care-giving operations. The learning experiences will involve working with children/adults simulating those found in business and industry, as well as preparation for developing and facilitating these activities.

This course will stress the competencies, qualities, and knowledge that are needed to help care for young children.  It is designed to provide students interested in child care occupations with information and experiences used in caring for individuals.  Students will have lab experiences and will develop the appropriate skills needed for assisting with care for children.

Units of study will include:

-Characteristics of good child care programs               -Licensing rules and regulations for child care

-Operating a child care facility                                     -Handling parents

-Safeguarding health and safety                                               -Developing programs and activities

In this course, the student will gain an understanding of human development, human relations, and human behavior and will develop competencies that will help to enrich the lives of others and learn wholesome attitudes toward working with others.  Students will be involved in actual work with children in situations that simulate those found in business and industry.  Good attendance is an absolute necessity.  A grade of a “B” is required to enroll in Child Care Services II or consent of instructor.

 

 

This course emphasizes the skills associated with the administration of the infant, child and adult care facilities and education centers. Skills, strategies and issues related to caring for infants and special needs children and adults, where applicable, are included. Emphasis is placed on career opportunities, communication skills, human relations and the service needs of clients in the occupational area. The major learning experiences will involve actual work with children and/or adults in facilities simulating those found in the workplace/industry, and discussion of the situations and problems that arise during the learning experiences. State licensing and certification requirements and regulations related to all-aspects of care and education are stressed throughout the course. Careers in the occupational area will be investigated, including entrepreneurship.

The major aim of this course is to help students develop the qualities, competencies and knowledge that are needed in working with children. It will provide lab experiences with children in order for the students to achieve the necessary skills needed when working with children.  It will allow the student to use the skills learned in Child Care Services I to be used on a daily basis.  The students will be able to experience the following:

-Setting up a quality child care program                                   -Play a part in operating a childcare facility

-Understand and abide by state regulations for childcare         -Communicating with parents about their child

-Following all health and safety rules                          -Set up a daily schedule of activities

-Developing activities to fulfill the program schedule

It is hoped that the student will gain an understanding of what is "real life" in a childcare facility.  Students will gain an understanding of human behaviors and develop ways in which to deal with those behaviors.  By being involved in this laboratory experience, the student may be able to decide at an early stage about the career they seek.

To receive dual credit from John A. Logan College, the student must earn an “A” or “B” in Child Care II.

 

Nutrition and Culinary Arts II provides principles of application into the hospitality industry, including nutrition, culinary, and entrepreneurial opportunities. Course content includes the following: selection, purchase, preparation, and conservation of food, dietary needs and trends, regional & international cuisine, safety and sanitation, and careers in food service industries. All of these concepts can be interpreted through laboratory experiences.

This course is designed to provide students interested in careers in food service with information and practical experiences needed for the development of food service job-related competency.

Units of study will include:

-Following safety procedures                                       -Cleaning and sanitation

-Arranging services and serving guests                                    -Preparing and serving food in quantity

-Preparing vegetables and sandwiches                         -Preparing meats, poultry, fish, and shellfish

-Good work habits

-Preparing beverages, garnishes, topping, fillings and appetizers

-Cake decorating (Purchase of cake decoration kit is required)

-Foreign foods (a study of climate, geography, culture, lifestyle, cuisine, & common menus)

Units in managing money, budgeting, selecting utensils and equipment, kitchen safety, insurance, types of business, entrepreneurship, taxes, time management as well as numerous other lessons on reading labels, nutrition and food buying. The overall intent of the course is to prepare the student with the basic skills needed to handle an entry-level job in the food service area and to enrich his/her knowledge and appreciation of well-prepared attractively served fine food.

 

This course is designed to focus on the knowledge, attitudes, and behaviors needed to participate in positive, caring, and respectful relationships in the family, community, and workplace. This project-based course uses communication, leadership and management methods to develop knowledge and behaviors necessary for individuals to become independent, contributing, and responsible participants in family, community, and career settings. Emphasis is placed on the development of techniques and strategies to assist individuals in responding to situations presented in family relationships and the workplace. The course content includes: managing responsibilities, satisfactions and stresses of work and family life; analyzing personal standards, needs, aptitudes and goals; roles and responsibilities of living independently and as a family member; demonstrating goal-setting and decision-making skills; identifying and utilizing community resources; and developing effective relationships to promote communication with others. The course provides students content to identify resources that will assist them in managing life situations.

This course is designed to assist individuals and families in achieving life satisfaction through responsible participation as adults in the homes, community, and the work place.  Various resources that will assist when dealing with life’s problems will also be utilized.

Units of study will include:

-Identification of values and goals                               -Goal-setting and decision-making skills

-Basic needs and practices that assist in coping                       -Communicating with others

-Developing effective relationships with others                       -Impact of family and career changes on others         

-Selecting and using resources to enhance individual growth and development

-Financial aspects of marriage which includes budget and installment purchasing

 

The Parenting portion of this course helps students understand the responsibilities, satisfactions and stresses of parenthood. Course content includes the following: managing and organizing parenting by applying decision-making and goal-setting skills; applying the basic principles of the parenting process; practicing health and safety standards as related to parenting; providing experiences which encourage parents and children to maximize resources; encouraging human relations skills in children/adolescents; community resource agencies and services; and evaluating impact on parenting of family and career changes.

This course is designed to expose students to the responsibilities, satisfaction, and problems of parenthood. Stress prevention and management and the work of many community agencies that help parents deal with various types of parenting crises will be emphasized.  This class includes a required four night simulation of caring for an infant.  Baby-Think-it-Over baby modules are used to simulate infant care.

Units of study will include:

-Types and styles of parenting                                          -Maximizing family resources

-Responsibilities of parenthood                                        -Human relations skills

-Basic principles of the parenting process              -Impact of career changes on family

-Preparing for parenthood                                               -Teenage parenting

-Financial aspects of parenting which include comparison of prices and role of the consumer in the               economy

Special emphasis will be placed on recognition of values, goals, standards, resources and the development of the ability to seek solutions to family living and economic problems.

 

This course is designed to provide basic knowledge and understanding of the design, development, and production of textile products. Through hands-on and project based learning experiences students will discover fiber characteristics, fabric construction methods, elements of science and design in textiles and apparel, and basic construction skills used in interior furnishings and apparel industries. This course emphasizes awareness and investigation of careers and industry trends in textiles.

The students will develop competency in the following areas:

-Selecting clothing products                                               -Appraising products for health, safety, and comfort

-Caring for clothing products                                            -Fashion and its effects on humans

-Construction techniques                                                   -Repairing and remodeling

-Pattern alterations, layouts, marketing, pinning and cutting techniques

-Communicating clothing image to others

-Jobs and careers using competency related to clothing and textiles

Learning methods to be used will include the use of lecture, laboratory experiences, class project demonstrations, field trips, handouts and study guides.

 

This project-based course focuses on the implementation and recognition of design principles in selecting, constructing, altering, and remodeling textile products. Project management skills, including efficient use of time, materials, technique, and tools are incorporated throughout the course. Topics include: engineered fabric constructions; fiber and textile trends; color theory; principles of design; fabric finishes; industry construction techniques; use of industry tools, equipment, and terminology; knowledge of resources and vendors; research and evaluation of textile products for special needs populations; impacts of technology; construction, alteration and re-design skills; and simple flat pattern design and recognition.

The student will have opportunity to develop advanced skills in the following areas:

-clothing care and repair

-pattern alterations, layouts, marking, pinning, and cutting techniques

-construction techniques

-remodeling of garments

-build competency for jobs in the related field

Learning methods to be used will include the use of lecture, laboratory experiences, individual project based learning, class demonstrations—given by the student, field trips, handouts and study guides.

 

 

Medical Terminology courses students learn how to identify medical terms by analyzing their components. These courses emphasize defining medical prefixes, root words, suffixes, and abbreviations. The primary focus is on developing both oral and written skills in the language used to communicate within health care professions.

this course is offered to students wanting to further their education in a health related field.  Medical Terminology has been designed to aid students who want to pursue a career in medicine.  Some of the topics covered include:

-Integumentary system

-Muscular/Skeletal system

-Respiratory system

 

Human body System courses provide the study of basic human physiology, especially in relationship to human health. A central theme is how the body systems work together to maintain internal balance and good health. Students use data acquisition software to monitor body functions and study body structure.

This course is offered to students wanting to further their education in a health related field.  The many topics covered include:

-Skeletal System

-Muscular System

-Respiratory System

-Cardiovascular System

 

The course should expose students to the variety of opportunities available within the health care industry (e.g., such as nursing, therapy, vision and dental care, administrative services, and lab technology) which should include classroom and community-based activities. The main purpose of this course is to assist students in further development of their self-concept and in matching personal abilities and interest to a tentative career choice. The suggested course content should provide in-depth information into health occupations careers and trends, the occupational and educational opportunities and the educational, physical, emotional and attitudinal requirements. 

The study of the health care system, medical abbreviations will be incorporated into each unit, along with information on varied health careers. Guest speakers and field trips will be utilized to enhance learning. 

Requirements: Student may be asked to provide their own transportation to and from school for field trip experiences.

 

Health Care Sciences—Workplace Experience courses provide students with work experience in the health care industry. Goals are typically set cooperatively by the student, teacher, and employer (although students are not necessarily paid). These courses may include classroom activities as well, involving further study of the field or discussion regarding experiences that students encounter in the workplace.

This course is designed to give the student job shadowing experience in varied health care settings.  Students follow a health care professional through a portion of their day, asking questions and getting answers which can help them see both the connections to what they learn in school and future career possibilities.  The mentor may supervise the student in doing simple tasks in the health care setting.  Grades are based on weekly reports, mentor evaluations, and attendance.

Requirements for Participation:  Dress code as required by the job shadowing provider. Students must be able to provide transportation to and from school job shadowing site, Immunizations/TB test.  Students will not be permitted to take this class if they have had to serve an in-school suspension or be excluded from school 1 semester prior to or the semester of the Health Occupation I.

 

The course is composed of a combination of subject matter and experiences designed to perform tasks of individuals receiving nursing services. The student learns those competencies needed to perform as a nurse assistant under the direction of the registered nurse. The units of instruction should include the role of the nurse assistant while covering general health care topics; medical terminology; patients/clients and their environment; special feeding techniques; psychological support and, in long term and terminal illness, death and dying (e.g., chronically ill, children, new mothers, and so on); and all other basic nursing skills. Topics covered typically include normal growth and development; feeding, transporting patients, hygiene, and disease prevention; basic pharmacology; first aid and CPR; observing and reporting; care of equipment and supplies; doctor, nurse, and patient relationships and roles; procedure policies; medical and professional ethics; and care of various kinds of patients. In order to have an approved nurse assistant program (one in which the students are eligible to sit for the certifying exam) the program must be approved by the Illinois Department of Public Health.

This course is designed to train students to be competent in skills necessary for the nursing assistant to function successfully in a hospital, long-term care facility, or other health care facilities.  The nursing assistant will provide services related to the comfort and welfare of the resident under direct supervision of the licensed nurse or physician.  Some topics to be covered include body mechanics, transfer techniques, basic anatomy and physiology, personal care, vital signs, rehabilitation, death, Alzheimer patient care, dying, and post-mortem care.  Cardiopulmonary resuscitation is also included.  For more information, go to www.jalc.edu or call John A. Logan College at 542-8612.

 

 

Introduction to Technology & Engineering is comprised of the following areas: Production, Transportation, Communication, Energy Utilization and Engineering Design but is not limited to these areas only. This course will cover the resources, technical processes, industrial applications, technological impact and occupations encompassed by that system.

This nine-week course is designed to inform students about the kinds of industries we have in our region and the program we offer.  It is designed to expose students to a variety of occupations and to provide minimum basic skill development that will enable students to make meaningful decisions about which career/occupation to pursue.  Experiences will start with basic employability skills needed by all workers and basic safety principles for industry.  Experiences will include:  Resources, technical processes, industrial applications and technological impact.  Units of study will include:

Power and Energy                                                             Communication

-Electricity/Electronics                                                        -Drafting/Computer Aided Design

-Alternate Energy Sources                                                 -Graphic Communications

-Solar Energy                                                                        -Internet

Manufacturing                                                                    

-Plastic Applications                                                          

-Sheet Metal                                                        

-Welding                                                               

 

This course provides experiences related to the erection, installation, and maintenance of residential buildings and related fixtures. Planned learning activities allow students to understand fundamental principles and methods, and develop technical skills related to masonry, carpentry, and finish work. Instruction includes safety principles and practices, recognition of standard lumber sizes, foundation layout methods, building concepts and procedures, local, state, and national codes, cost estimating, and blueprint reading.

This nine week introductory course will expose students to a variety of skills and competencies needed in the increasing world of construction.

Units of Study will include:

-Practice basic safety principles/procedures

-Explain and use hand/power tools and their proper uses

-Explain building concepts and procedures

-Practice layout, design and ordering materials.  (Bidding)

-Skills will be developed by the designing and production of class projects

-Career opportunities in construction/manufacturing trades.

Exposure to all of these areas will be through a series of field trips, on-site visitations, guest speakers, videos, and lab projects.  Activities will include a hands-on approach with studies enforcing any qualifications for the various job opportunities available in the construction industry.

 

This course provides learning experiences related to the erection, installation, maintenance, and repair of building structures and related utilities. Student technical skill experiences include instruction and activities in safety principles and practices, performing maintenance control functions, joining pipes, building water distribution lines and drains, installing and maintaining plumbing fixtures and systems, installing switch and outlet boxes, light fixtures, service entrances, roughing in and trimming out electrical devices and appliances, preparing foundations and footings, constructing residential chimneys and fireplaces, laying, jointing and pointing brick, and advanced building and construction methods and codes. All learning experiences are designed to allow the student to acquire job-entry skills and knowledge.

This training level course will provide the students with experiences related to erection, installation and maintenance of residential buildings and related fixtures as well as tools and equipment used in construction and building industry.

Units of study will include:

-Review of safety practices and principles                  -Masonry

-Building principles                                                     -Finish carpentry

-Footings, foundations and basement layout                -Construction Projects

-Local, state and national codes

This course is designed to equip students with basic employability skills in construction occupations.

 

Drafting—General courses, usually offered as a sequence of courses, introduce students to the technical craft of drawing illustrations to represent and/or analyze design specifications and then refine the skills necessary for this craft. Drafting—General courses use exercises from a variety of applications to provide students with the knowledge and experience to develop the ability to perform freehand sketching, lettering, geometric construction, and multiview projections and to produce various types of drawings (working, detail, assembly, schematic, perspective, and so on). Computer-aided drafting (CAD) systems (if available) are typically introduced and used to fulfill course objectives.

This one-semester course will provide learning experiences, which will enhance students with a variety of drawing and multi-media applications using 3D-studio max and Auto-Cad software.

Units of study will include:

  -Animation/Multi-Media Fundamentals                                 -Product Development and Model Building

  -Architectural Design and Drawing (Auto-Cad)                     -Layout, Designs and Specifications to Drawings

  -Character Studio Design (Cartoons)                          -Scenery and Landscape Design

  -Drafting:  Civil, Mechanical, and Industrial              -Leadership and Employability Skills

  -Graphic Arts

 

 

Cooperative Education is a capstone course designed to assist students in the development of effective skills and attitudes through practical, advanced instruction in school and on the job through cooperative education. Students are released from school for their paid cooperative education work experience and participate in 200 minutes per week of related classroom instruction. Classroom instruction focuses on providing students with job survival skills and career exploration skills related to the job and improving students' abilities to interact positively with others. For skills related to the job, refer to the skill development course sequences, the task list or related occupational skill standards of the desired occupational program. The course content includes the following broad areas of emphasis: further career education opportunities, planning for the future, job-seeking skills, personal development, human relationships, legal protection and responsibilities, economics and the job, organizations, and job termination. A qualified career and technical education coordinator is responsible for supervision. Written training agreements and individual student training plans are developed and agreed upon by the employer, student and coordinator. The coordinator, student, and employer assume compliance with federal, state, and local laws and regulations.

Interrelated Cooperative Education is designed for students interested in pursing a career in any of the career and technical education program areas.  The student will be released from school for a paid cooperative work experience.  Students participate in a related classroom instruction phase of the program for a minimum of 200 minutes per week.  Students will receive a grade for both the classroom and work experience.  Students must pass the classroom portion of the course in order to continue their work experience.

Related class instruction will include units of instruction in the following:

-Job survival skills                   .                                   -Job-related organizations

-Career exploration                                                                              -Economics and the job

-Improving work attitudes                                                        -Job termination

-Job-seeking skills                                                                   .-Job legalities and ethics

-Transition skills                                                                      -Getting alone with fellow workers

-Life skills

 

 

Dual Credit:  Both high school and college credit is earned for dual credit courses.  Dual credit classes may be taught at the high school by a qualified teacher.  Juniors or seniors must earn an “A” or “B” in the course.  Students will fill out a dual credit form during the course.  DHS has the following courses offered for dual credit:

Computer classes:  (Both of these classes must be taken to earn dual credit.)

                        Spreadsheet/Database

                        Computer Programming

Accounting II

Child Care Services II

Nursing Assistant Training

Spanish IV

Dual Enrollment:  Students enrolled in high school may also enroll in a college level course through John A. Logan College.  Tuition-free classes will no longer be allowed unless it counts as dual credit (counting as both college and high school credit).  As a result, Du Quoin High School will be allowing dual credit to be counted for a list of Du Quoin High School approved John A. Logan classes.  This change of policy does not affect dual credit courses taught by Du Quoin High School teachers at Du Quoin High School during the school day.  The following are rules and restrictions to be observed for those students wishing to take John A. Logan classes:

1. All approved John A. Logan classes taken by Du Quoin High School students will count as one high school credit.  Tuition will be waived.  Fees (usually around $30) must still be paid by the student.
2. All classes required for graduation from Du Quoin High School must be taken at Du Quoin High School.  The only exception is per the Du Quoin High School Student Handbook.  Students who have failed a required course at Du Quoin High School may receive credit for the matching class taken at John A. Logan.  This applies for a maximum of two classes.  This does not include summer school courses.
3. John A. Logan classes will be on your high school transcript. The grade for the John A. Logan courses will not be counted in a student’s official Du Quoin High School G.P.A.  John A. Logan College classes cannot be counted toward credits for the Honors Curriculum.
4. Classes taken at John A. Logan College will be counted as elective courses at Du Quoin High School. 
5. This policy does not apply to summer courses.  Any student who takes a John A. Logan summer course must pay tuition and fees.  Any credit earned in a summer course will be John A. Logan credit only. 
6. Students have the option of taking John A. Logan classes as dual enrollment classes (college credit only, no high school credit accrued).  Students who choose this option must pay tuition and fees.  Some colleges/universities do not accept college transfer classes which count as high school credit.  Students may want to check with prospective college choices to determine whether a credit will transfer if it is counted as high school credit.  If a student chooses dual enrollment, the class will transfer to most all colleges/universities.

DHS seniors may take day, evening, or online courses as their high school schedule permits.  Juniors 16 and older may take evening or on-line courses in addition to their complete high school schedule.  In order to enroll in a dual enrollment course, a student must apply to John A. Logan College and take the ASSET test.  One must score appropriately on the reading comprehension and math portions of the test.  After applying and taking the ASSET students may register in guidance.

Course Withdrawals:  Students must originate schedule changes and withdrawals with their high school guidance counselor.  Refer to the College policy on course withdrawals (located in the College Catalog under Academic Policies).

Special Notes from your guidance counselors:  When taking dual enrollment courses, students need to realize these courses are college level.  We suggest students not overload themselves.  If students are involved in sports or clubs and organizations, they probably won’t have time to take college courses.  DHS cannot guarantee the high school schedule will coordinate well with the college schedule.  The college serves students from many high schools with many different schedules.  It is suggested that high school students who plan to take dual enrollment courses go online and review John A. Logan’s policies.  Dual Credit/Dual Enrollment students must abide by John A. Logan College’s Students’ Rights and Responsibilities Handbook. 

For more information, visit the website at www.jalc.edu/dual_credit. Phone:  542-8612, Ext. 8134 and 8312.

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