CURRICULUM DOCUMENTS2o^> zoo zmm (Z) o Curriculum Documents 1. Examples of refrigerator curriculumgrade-level curriculum documents published for parents to delineate the requirements of each grade level and to outline the assessment program. LRSD has a document for each grade level, grades K-8. High school students receive a comprehensive student/parent handbook on graduation requirements and course selections. A. Kindergarten B. Grade 4 C. Grade? 2. Sample pages from the 2001-02 Student/Parent Guide to Middle School Course Selections (includes middle school definition, middle school program standards, list of grade-level requirements, advice to parents on various topics, including Pre-AP courses). 3. Sample pages from the 2001-02 Middle School (Grades 6-8) Curriculum Catalog published for principals, counselors, registrars, and department chairs or team leaders (includes District mission statement, middle school mission statement, directive to principals about the construction of the master scheduleincluding an emphasis on enrollment in Pre-AP courses, and the Placement Criteria for Pre-Advanced Placement and Advanced Placement Courses.) 4. Copy of the 2000-01 High School Student and Parent Guide to Course Selection and Graduation Requirements (the first such publication in LRSD). 5. 7/ Sample pages from the 2001-02 High School Student and Parent Guide to Graduation Requirements and Course Selections (includes letter to all LRSD high school students with advice about taking challenging courses, making no excuses for not learning, choosing a Career Focus of interest, taking all the tests seriously, and getting involved in co/extra-curricular activities and a copy of the Districts graduation policy and regulations). 6. Sample pages from the 2001-02 High School (Grades 9-12) Curriculum Catalog published for principals, counselors, registrars, and department chairs (includes Instructional Division mission, directive to principals relating to the construction of the master schedulewith emphasis on student enrollment in Pre-AP and AP courses, copies of the policy and regulations relating to Pre-AP and AP courses, and Placement Criteria for Pre-AP and AP courses). ^731 A Kindergarten Standards. Benchmarks November 1999 Dear Kindergarten Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in kindergarten. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher teacher-made tests and examinations administration of the State Benchmark examinations in grade 4 administration of the Stanford 9, a norm-referenced examination, at grade 5, and LRSD progress examinations administered at least twice a year In grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Profi- cienf level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sinrtrely, Dr. Bonnie A. Lesley, Associate Superintendent for InstructionLanguage Arts READING Recognize that print carries the message. Know where to begin and which way to go when reading (left to right and return). Recognize the difference between capital and lowercase letters. Identify and produce pairs of spoken rhyming words. Name and identify each letter of the alphabet. Associate letters with the sounds they represent. Retell the important parts of a story (including beginning, middle, and end) read by the teacher. Recognize that a sentence is a group of words expressing a complete thought. Use personal experience to make predictions and to understand what is read by the teacher. Recognize different kinds of texts: fairy tales, poems, animal books, etc. Put stories in order using pictures or diagrams. Participate in shared reading of books, poems, and songs. Choose to read familiar books. Respond through talk, art, or drama to a variety of stories and poems from many cultures. Use technology to practice reading. Check out books in the library. Recognize and appreciate the works of a single author. 9 M LISTENING/SPEAKING/VIEWING Understand different purposes for listening (information, persuasion, and enjoyment). Show respect for the speaker. Listen to and enjoy patterns, rhyming words, and phrases. Understand stories told or read aloud. Ask appropriate questions make comments after listening. Follow simple spoken directions, and give simple directions. Enjoy and respond to stories, speakers, and musical performers. Share ideas respond in discussions. Participate in shared reading, simple plays, and story retellings. Speak clearly in complete sentences and with appropriate grammar. * WRITING Understand that print is speech written down. Understand the difference between letters, words, and sentences. Follow the pattern in a predictable, repetitive book. Use pictures, talking, and role playing to develop ideas for writing. Dictate stories for others to write down, write" labels, and draw pictures to communicate. Draw or write in response to stories read by others. Participate in a teacher-led revision. Attempt to write lists, labels, letters, and stories. Develop a collection of writings. Choose to write stories, notes, etc. on his/her own. Participate with the class to write a list, thank-you note, invitations, and stories. Look with the teacher at his/her own written work to see progress. Demonstrate growing awareness of relationship between letters and sounds in writing. Use capital letters correctly in first and last name. Mathematics NUMBER SENSE Demonstrate one-to-one correspondence using manipulatives. Count to 20 and beyond. Identify numerals to 20 and beyond. Connect numerals and names to quantities. Explore counting many kinds of things. Count and create sets of a given size. Record quantities using numerals and pictures. Develop a strategy for counting and keeping track of quantities. Solve problems with many possible solutions. Manipulate objects to demonstrate addition and subtraction to and from 10. Compare quantities (larger, smaller, more than, less than). GEOMETRY Identify geometric shapes. Explore geometric shapes in our surroundings and in literature. Identify, describe, and sort shapes by likenesses and differences. Use shapes to identify, create, and extend patterns and designs. MEASUREMENT Demonstrate an understanding of more/less, big/1 ittle, full/empty, heavy/light, long/short in relationship to length, mass, and quantities. Explore and identify use for a clock, scale, thermometer, and calendar. Identify and use units of time, day, and week. Order leastto greatest. Measure using nonstandard units (cubes, teddy bear counters, etc.). sr T h" I $a0 October r r r n sr 55" I T-w >r IT r-r "b 9 7 u r 40 w s* TT I* f II DATA, PROBABILITY, AND STATISTICS Collect and record data and/or information. Develop and use language to describe and compare amounts. Interpret and record ideas using pictures, numerals, and/or graphs. ALGEBRA (PATTERNS AND RELATIONSHIPS) Recognize and describe a pattern. Create, extend, and record a pattern. Science CONNECTIONS AND APPLICATIONS Apply various thinking/problem-solving strategies to scientific issues. Explore the world of work and science-related careers. SCIENTIFIC INQUIRY Follow oral instructions. Examine the techniques of scientific inquiry: problem solving, questioning, reasoning, and creative decision making. Leam about the natural world by observing, collecting data, using tools, describing, and hypothesizing. LIFE SCIENCE Identify the five senses (tasting, smelling, hearing, seeing, touching) and use them to leam about the environment. Identify main parts ofthe human body. Identify things as living or nonliving. Explore life cycles of animals and plants. Be aware of ways that people use and misuse the environment. Understand that all living things need natural resources. PHYSICAL SCIENCE Identify physical properties such as color, shape, texture, and ability to float. Measure length (using rulers), volume (using different sized containers), and weight of objects (using scales). Observe the light spectrum passing through a prism. Observe the vibration of objects that make sounds. EARTH AND SPACE SCIENCE Understand that the day-night cycle and seasonal cycle occur in an observable pattern. Identify the factors that make up weather. Explore uses of materials taken from the earth. Explore characteristics of the sun, earth, moon, and stars. Social Studies CITIZENSHIP II Recognize George Washington as the first United States President. Recognize the White House and the United States flag. Recognize our National Anthem and the Pledge of Allegiance. Recognize the state symbol and important places in Arkansas. INTERDEPENDENCE Determine simple location and directions follow directional terms. Understand layout of the school. Recognize the shape of Arkansas and the United States. Read simple map symbols identify north and south poles on a globe. Give personal information (full name, age, family members, state, city, and county). Recognize people and places in the community. Identify common safety symbols (traffic signs, lights). Match people with the work they do. CTO Board of Education Sue Strickland, President Larry Berkley H. Baker Kurrus Dr. Katherine Mitchell Mike Daugherty Judy Magness Mike Kumpuris Dr. Leslie Gamine, Superintendent of Schools Dr. Bonnie Lesley, Associate Superintendent, Division of Instruction Ms. Patricia Price, Director of Early Childhood Education and Elementary Literacy Mr. Dennis Glasgow, Director of Mathematics and Science Ms. Marie McNeal, Director of Social Studies Special Thanks to Kris Huffman, IllustratorB 4* SRAOE Standards, Benchmarks November 1999 Dear Grade 4 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in fourth grade. We are providing you this information not only for you to be able to check frequently on your childs progress in learning, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partne rship, every student will improve his or her academic performance, and most, if not all, students will mee- the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurements will be used at the elementary school level: daily observations and frequent grading of the childs work by the classroom teacher teacher-made tests and examinations administration ofthe State Benchmark examinations in grade 4 administration ofthe Stanford 9, a norm-referenced examination, at grade 5 and LRSD progress examinations administered at least twice a year in grades K-5. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one ofthe following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Profi- cienf level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sincerely, Dr. Bonnie A. Lesley, Associate Superintendent for InstructionLanguage Arts READING Use context clues, picture cues, knowledge of sentence structure, and phonics to decode and to understand text. Expand personal vocabulary through reading. Understand that the goal of reading is to construct meaning. Recognize purpose for reading (enjoyment, information, persuasion, and investigation). Use relationships between words and sentences, sentences and paragraphs, and paragraphs and whole pieces to understand text. Use specific strategies such as analyzing, predicting, and determining important ideas to understand text. Use functional print (schedules, catalogs, directories, charts, maps, graphs, and directions) to complete tasks. Recognize features of familiar types of literature including biographies, historical and realistic fiction, narratives, tall tales, and mysteries. Select appropriate reading material from library/media centers to read independently - at least 30 books each year. Read, listen and respond to a variety of literature from diverse cultures. Read more than one work by an author. Maintain a reading portfolio (reading log, record of conferences, etc.). Use available technology to conduct research about an assigned or self-selected topic. LISTENING/SPEAKING/VIEWING Listen attentively to speakers. Confirm understanding in discussion, notes, and summaries. Follow/give oral directions, contribute to class and small group discussions, and discuss current events. Give reasons for personal opinions. Select and retell a story using descriptive language and elements of a story. Participate in group speaking activities (choral reading, plays, recitation of poetry). Read orally with expression and meaning. Work with others to solve and resolve problems. Use technology (videos, pictures, recordings, computers) to enhance and evaluate presentations and performances. Speak in complete sentences, and use clear, concise, organized language when speaking. Accept contributions of the group or teacher and set goals to improve speaking performance. Participate in discussion by taking turns respectfully when speaking and listening. Speak in complete sentences, using increasingly correct grammar. Use clear, concise, organized language when speaking and responding to questions. Demonstrate an awareness of the presence of media in daily life. OE r WRITING Write reactions to personal and school-related experiences in a variety of ways (journal, notes, descriptions, stories, etc.). Write an informational piece of at least three paragraphs on one topic using at least three sources of information. Write organized paragraphs with topic sentences with some supporting details and concluding sentences. Write stories that include well-developed story elements (character, setting, etc.), with a recognizable beginning, middle, and end, in chronological order. Follow patterns to compose a poem, play or informational text. Generate ideas for writing by brainstorming, using reference materials, books and charts. Write a personal narrative of at least three paragraphs that relate ideas, observations, and memories. Write in one or more subject areas daily. Recognize and express cultural diversity in writing of others. Access information for writing, using computer software, videos, etc. Write in a variety of forms (journals, stories, poems, letters, interviews, notes). Write for peers, parents, teachers, and community for a variety of purposes (to persuade, entertain, inform, respond, and solve problems). Develop a collection of writings. Write independently on self-selected topics. Develop a piece of writing by categorizing ideas. Work in cooperative groups to produce a written product. Accept responsibility for completing writing tasks. Edit writing for appropriate spelling, usage, mechanics, grammar, vocabulary, handwriting, and content accuracy. Refine and publish selected writing (bulletin boards, class books, oral reading, newsletter, sharing in a group, etc.). l(o Abou+ ity by 16 9 I Mathematics NUMBER SENSE Explore a variety of strategies to understand multiplication. Recognize prime numbers. Explore a variety of strategies to understand division. Understand that division notation represents a variety of situations. Identify and use factors and multiples of 100 and 1000. Read, write, and sequence numbers in the thousands. Estimate quantities to 1000. Solve addition and subtraction problems by reasoning from known relationships through thousands. Explore the relationship among halves, fourths, and eighths thirds, sixths, and twelfths. Combine fractions to make a whole. Sequence fractions. Identify equivalent fractions. Compare and combine decimals. Develop the relationship between fractions and decimals (example 0.5=72). I I GEOMETRY Use geometric perspective to draw views of three-dimensional figures. Communicate effectively about three-dimensional figures. Use coordinates to name and locate points on a grid. Use symmetry (turns and mirror images) to design patterns. Describe geometric figures in several ways. DATA, PROBABILITY, AND STATISTICS Collect and organize data using categories. Represent and analyze data. Describe and compare data using fractions. ALGEBRA (PATTERNS AND RELATIONSHIPS) Explore number patterns that represent geometric situations. Identify multiplication patterns of numbers. Use positive and negative coordinates to name and locate points on a grid. Science CONNECTIONS AND APPLICATIONS Understand that science is interwoven into the structure of all disciplines. Understand that decision making in the area of science and technology involves choices and risks. Recognize that mathematics is the basis of communication in science. Understand that tools allow tasks to be done more easily. Explore the world of work and science-related careers. SCIENTIFIC INQUIRY Follow written and oral instructions. Use problem solving, questioning, reasoning, and creative decision making. Leam about the natural world by observing, collecting data, using tools, describing, hypothesizing, and investigating. Understand that culture, experiences, and prior knowledge influence logical thinking. Understand that scientific explanations may change due to the discovery of new information. Communicate successfully with others about investigations. Use lenses and mirrors to alter light beams. Classify materials according to the way light passes through them. Combine colored light to produce new colors. LIFE SCIENCE Describe the process by which plants make food. Identify plant parts that are used as food around the world. Identify commercial plants grown in Arkansas. Describe ways that plants are used for clothing, shelter, decoration, and medicine. Describe how farming practices have changed over time. Understand that the kinds of forests and other plants in an area are determined by climate. PHYSICAL SCIENCE Construct a simple electric circuit using only a wire, bulb, and D-cell. Construct series and parallel circuits. Classify materials as conductors or insulators. Know that electricity can produce light and heat. Describe the purpose of circuit components such as switches and diodes. Demonstrate that light travels in a straight line. EARTH AND SPACE SCIENCE Diagram the rock cycle. Identify minerals by testing color, streak, and hardness of materials. Identify uses of rocks and minerals. Identify major landforms on Earth. Describe weathering, erosion, and other processes that create or change landforms. Describe the process of soil formation. Understand that much of Earths history is recorded in fossils found in rock layers. Describe the importance of oceans as a habitat for living things. Describe the importance of oceans, along with rivers and lakes, as routes of transportation. Compare and contrast salt water and fresh water. Contrast waves and currents. Locate major rivers, lakes, and oceans. Describe the characteristics of estuaries, tidal communities, and mangrove swamps. Identify resources that come from the ocean. Social Studies CITIZENSHIP Explain how Americans share in and participate in government. Develop and apply behaviors consistent with liberty, justice, and equal opportunity. Identify and distinguish areas of responsibility among major government authorities at the local, state, and national levels. List services the state and national government provide for the people. Identify examples of responsible citizenship. INTERDEPENDENCE Identify and label the 50 states and capitals in the United States. Prepare a map of U.S. regions with their major places and describe their importance. Compare and contrast regions of the United States. Distinguish between tropic, temperate, and polar climate zones. Compare times in different parts of the United States. Describe a river system and its function. Describe how people live and work in regions of the United States. Locate Arkansas and neighboring states on an outline map of the United States. Compare and contrast the geographic features of the six regions in Arkansas. Analyze the interdependence of people in various communities and regions within the United States and Arkansas (past and present). Use various resources and processes to analyze how communities in Arkansas vary in land use, vegetation, wildlife, climate, population, and architectural services. Use varied news sources to gain information and communicate current events. Determine fact/opinion and cause/effect as they relate to current events. CONTINUITY AND CHANGE Describe the changes in the United States from an agricultural to an industrial economy. Compare and contrast cities of today with cities in the past. Explain why the U.S. is called a Nation of Immigrants and determine why people migrate. Describe ways people maintain ties with the past. Explain how past history influences and affects current traditions. Analyze how changes in Arkansas natural resources influence development (decline and growth of communities, job opportunities, transportation, and tourism). Explore and explain the technological changes in the U.S. and Arkansas, such as agriculture, transportation, and communication. Analyze ways people have damaged and protected the environment. CULTURAL PERSPECTIVE Explore cultures using a variety of resources. Use a variety of resources and processes to understand and appreciate the racial, ethnic, and religious make-up of the United States. Use various resources and processes to examine and analyze cultural perspectives. SCARCITY AND CHOICE Describe the basic economic system of regions in the United States. Identify and give examples of basic economic terms, such as supply and demand, opportunity costs, trade-offs. Illustrate consumer rights and responsibilities. Distinguish between service and manufacturing jobs. Assess whether or not all people have the same needs and the same opportunities to meet them. Identify, locate and write descriptions of major industries in the United States Evaluate economic decisions. Illustrate and explain how water, soil, and forests influence the development of Arkansas. Identify and locate mineral and fossil fuel resources of Arkansas and their influence on the development of Arkansas. COOPERATION AND CONFLICT Explore conflict and cooperation within the U.S. and between the U.S. and other regions. Examine conflict and cooperation using a variety of resources. Analyze problems people in cities encounter and ways used to solve them.Board of Education Sue Strickland, President Larry Berkley H. Baker Kurrus Dr. Katherine Mitchell Mike Daugherty Judy Magness Mike Kumpuris Dr. Leslie Gamine, Superintendent of Schools Dr. Bonnie Lesley, Associate Superintendent, Division of Instruction Ms. Patricia Price, Director of Early Childhood Education and Elementary Literacy Mr. Dennis Glasgow, Director of Mathematics and Science Ms. Marie McNeal, Director of Social Studies Special Thanks to Kris Huffman, Illustrator c 7*'' GRADE Standards, Benchmarks November 1999 Dear Grade 7 Parents or Guardians: This publication includes the Little Rock School Districts newly developed curriculum content standards and grade-level benchmarks. The benchmarks describe the specific knowledge and skills that your child is expected to learn in grade 7. We are providing you this information not only for you to be able to check frequently on your child's progress in l- jaming, but also so that you can help reinforce at home what your child is learning at school. We are confident that if the school and home work together in partnership, every student will improve his or her academic performance, and most, if not all, students will meet the Districts standards. You may be interested as well in how we will know if your child is meeting the curriculum standards and benchmarks. The following measurementswill be used at the middle school level: daily observations and frequent grading of the childs work by the classroom teacher teacher-made tests and examinations administration of the State Benchmark examinations in grades 6 and 8. administration of the Stanford 9, a norm-referenced examination, at grade 7. LRSD progress examinations administered at least twice a year in grades 6-8. Performance on the State Benchmark examinations and the LRSD progress tests will be defined according to one of the following levels: Below Basic, Basic, Proficient, and Advanced. The Little Rock School Districts goal is that a minimum of 90 percent of the students will score at or above the Profi- cienf level. Schools (staff, students, and parents) are challenged to assume collective responsibility to ensure that the goal is met. We encourage you to stay in close touch with your childs teacher. If you cannot go visit the school, you may call the teacher to discuss how your child is doing. Some questions you may want to ask are as follows: 1. Is my child learning at an appropriate rate? How do you know? 2. What are my childs academic strengths? Weaknesses? 3. How can I help my child build on his or her strengths? Help in areas of weakness? If you have questions about the information in this publication, please ask your childs teacher or the principal of the school. Sil sreiy. Associate Superintendent for InstructionLanguage Arts READING Practice reading individually and in groups. Gain information from reading. Put material read into own words. Draw conclusions and make inferences in regard to reading material. Identify different purposes of reading and writing. Identify styles of authors. Identify kinds of literature and their purposes (literary^elf-expressive, persuasive, and informative). Follow written directions. Use logic to follow directions. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate new information. Use headings, italics, footnotes, and other printed features to sort and organize information. Identify and compare elements of reading such as setting and characterization. Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing. Use compare and contrast skills in reading. Understand metaphor, simile, personification, and other figurative language techniques. Use examples to support opinions and conclusions about reading material. Read graphs, tables, maps, and diagrams. V A', rC',C' dic-tion-ar-y 0 1 I WRITING Write in personal journals, logs, and in other assigned ways in both formal and informal assignments. Write in class for uninterrupted periods of time on topics from personal experiences and topics assigned in class.. Use freewriting, brainstorming, and other methods for prewriting and beginning activities. Create a first draft with a central idea and with paragraphs containing a topic sentence, supporting details, and a closing sentence. Use appropriate outlines and organizing methods to practice thinking and analyzing skills. Use appropriate skills in mechanics, spelling, and usage in writing. Proofread writing in peer groups and with teacher for information, organization, and style. Use a dictionary, thesaurus, and other resources to correct spelling, grammar, punctuation, and usage. Use internet, reference books, library materials, and personal interviews to collect information. Produce polished pieces of writing to be shared or published and collected in a writing portfolio. Use computers and technology to produce a final piece of writing. Write for different audiences. Produce and collect multiple works of writing in various forms and styles as discussed in class. LISTENING, SPEAKING, VIEWING Follow and give oral directions using logic. Speak clearly and effectively. Listen and participate in group discussions. Evaluate and analyze information gained through listening to others. Summarize and put into own words what is said by others. Read orally with expression and understanding. Classify examples of bias, propaganda, and censorship. Plan, put together, and present a visual demonstration or project which delivers a message to an audience. Make oral presentations before a group, using effective body language and speaking voice. Conduct an interview with someone to find specific infonnation. Greet and make appropriate introductions of visitors to the class. Respond appropriately to an introduction. Mathematics NUMBER Reason proportionally using ratios, rates, and percents to express comparisons. Use ratios, percents, rates, and fractions to make larger or smaller scale models. Compare, order, and solve problems using integers. Represent integers on a number line. Graph coordinates on a quadrant plane. GEOMETRY Recognize and create similar figures. Explore scale factors and the relationship between scale factor, area, and perimeter. Compare similar figures to leam about scale factors and ratios. Solve real world problem using the concept of similarity. I MEASUREMENT Develop the concept of volume as a measure of filling an object. Develop the concept of surface area as a measure of wrapping an object. Find the volume and surface area of regular and irregular solids. Compare the volumes of a cone, a sphere, and a cylinder with equal radius and height. DATA, PROBABILITY, AND STATISTICS Interpret and analyze data in graphs and tables. Use graphing calculators to create and compare tables and graphs. ALGEBRA (PATTERNS AND RELATIONSHIPS) Understand the concept of variable. Use variables to represent relationships in graphs, tables, written rules, and equations. Social Studies CITIZENSHIP Describe the difference between democracy and other forms of world governments. Compare and contrast the rights, privileges, and responsibilities of citizens in diverse political systems. Analyze the characteristics of citizenship as it relates to different countries. Identify and describe the qualities of citizenship needed to solve todays global problems and issues. INTERDEPENDENCE Use various geographic and reference materials to acquire, organize, analyze, and interpret geographic information and issues. Identify, locate, and describe physical regions, countries, and major cities of the U.S.A., Canada, Latin America. Europe, Russia, Southwest and East Asia, Africa, and Australia. Identify continents by outlines and compare and contrast physical features of continents. Describe ways people and nations interact with each other and with the environment. Read and analyze current event global issues and problems. CONTINUITY AND CHANGE Describe and analyze the impact of human changes to the environment Demonstrate an understanding of technological changes and the impacton how people live. Relate an event in history with social change. Use a variety of processes and appropriate methods and tools to explore and understand continuity and change in the global society. CULTURAL PERSPECTIVES Describe the elements and factors that distinguish cultures. Compare and contrast cultural features of regions. Identify and describe the major cultural regions of the U.S.A., Canada, Latin America, Europe, Russia, Southwest and East Asia, Africa, and Australia. Determine ways that culture influences people's perceptions of places and regions. Identify and evaluate different viewpoints regarding the use of resources. Examine the relationship between historical events and cultural development. Demonstrate a respect for different cultural perspectives. COOPERATION AND CONFLICT Examine effects of prejudice and discrimination against racial, cultural, ethnic, and religious groups of the world. Examine ways people attempt to combat world prejudice and discrimination. Identify and explain reasons for conflict within and between regions and countries. Give examples of global conflicts and cooperation. Relate competition for resources to conflict and cooperation between regions and countries. Draw conclusions about how regional differences or similarities may lead to cooperation and conflict. SCARCITY AND CHOICE Explore how factors such as technology, population growth, and resources are related to economic development of nations. Analyze the distribution of goods and resources among nations of the world. Describe major industries and businesses in the United States. Describe and compare the economic systems of the world. Use various methods, tools, and resources to understand, explain, and analyze scarcity in the world. Arkansas Studies CITIZENSHIP Identify and explain the purposes of Arkansas government Discuss and evaluate the concepts of good citizenship, and practice forms of civic participation. Explain the historical and current impact of American public policy on Arkansas' racial, religious, geographic, ethnic, economic, and linguistic diversity. Know and understand the organization, function, and operation of local, county, and state governments, and examine methods of influencing policy in a democratic government. Analyze the characteristics of effective leadership in Arkansas today and in the past. Analyze and compare opposing viewpoints in creating and effectively communicating solutions to public issues in Arkansas. Describe and analyze the use, abuse, and limits of power and authority in Arkansas. Demonstrate a sound knowledge of the geography of Arkansas as it relates to politics. SCARCITY AND CHOICE Describe the various Arkansas institutions at local, state, and national levels that make up economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations. Examine existing data and research from various viewpoints showing how technology, population growth, resource use, and environmental quality are related to economic development within the state. Describe the role that location, supply and demand, prices, incentives, and profits play in determining what is produced and distributed by Arkansas companies in a competitive market system. Propose and evaluate alternative uses of environments and resources in Arkansas. Analyze and explain how choices made with respect to scarcity in the past have profound influences on choices available today. COOPERATION AND CONFLICT Demonstrate areas of inequity and discrimination based on race, sex, age, physical condition, and socioeconomic status in Arkansas. Examine the contribution ofthe arts, literature, media, technology, and languages in fostering cooperation and in causing conflict in Arkansas. Analyze how disparities in power and economic status lead to conflict. Compare and contrast the causes and consequences of conflict within the state, the nation, and the world. Identify, explore, and analyze conflict among individuals and groups as well as various methods used to resolve conflict. Evaluate the role of technology in contributing to the creation and resolution of conflict in Arkansas. INTERDEPENDENCE Analyze how decisions and events in Arkansas and the world affect each other. Use various methods to illustrate interactions between the people of Arkansas and their environment. Relate the evidence of historical and cultural languages to the development ofthe state. Analyze and evuiuate the history, causes, consequences, and possible solutions to present-day issues and emerging global issues, such as health, security, resource distribution, economic development, and environmental quality. Understand spatial relationships and locate places on Arkansas, U.S., and world maps. Describe and evaluate the role of Arkansas in the global arena. CONTINUITY AND CHANGE Investigate the processes and evaluate the impact of change over time in Arkansas. Explore and explain the changes in developments such as technology, transportation, agriculture, and communications that affect Arkansas social and economic activity. Investigate how political events, technological changes, and cultural diffusion have affected literature, languages, and arts overtime in Arkansas. Analyze continuity and change in concepts of individual rights (race, ethnic, and gender issues) and responsibilities over time in the state. Explore, interpret, analyze, and evaluate various viewpoints within and across cultures related to events and issues. CULTURAL PERSPECTIVES Examine information and developments in Arkansas and explain how they may be viewed differently by people from diverse cultures. Analyze the historical perspectives that contribute to the development and transmission of Arkansas cultures through language, literature, the arts, architecture, traditions, beliefs, and values, Compare and contrast various cultures in Arkansas. Describe the ways family, religion, gender, ethnicity, socioeconomic status, and other group characteristics contribute to developing an appreciation of Arkansas heritage. Identify and describe the various movements or periods of significant historical change within and across cultures. Explore ways that Arkansas natural and built environments interact with culture. Analyze and demonstrate the value of both cultural diversity and cohesion within and across groups. Examine and explain belief systems underlying Arkansas traditions and laws.Science CONNECTIONS AND APPLICATIONS Understand that science is interwoven into the structure of all disciplines. Understand that decision-making in the area of science and technology involves choices and risks. Recognize that mathematics is the basis of communication in science. Understand that tools allow tasks to be done more easily. Explore the world of work and science-related careers. SCIENTIFIC INQUIRY Follow written and oral instnictions. Use problem solving, questioning, reasoning, and creative decision making. Learn about the natural world by observing, collecting data, using tools, describin'j, hypothesizing, and investigating. Understand that cultures, experiences, and prior knowledge alter logical thinking. Understand that scientific explanations may change due to the discovery of new infonnation. Communicate successfully with others about investigations. EARTH SCIENCE Describe how moving water affects the formation of the earth, both on the surface and under the ground. Distinguish between erosion and deposition. Describe how a glacier is formed. Describe how wind and water erode the surface of the earth. Explain how the Earths and Moons motions causes moon phases, eclipses, and tides. Know the reasons for the seasons. LIFE SCIENCE Describe the major characteristics and activities of monerans, protists, and fungi. Describe the ways that monerans, protists, and fungi affect other living things. Describe the characteristics all animals have in common. Classify animals using their characteristics. Explain the differences between sexual and asexual reproductions. . Draw and explain the stages in the life cycle of animals (such as egg-caterpillar-butterfly and egg-tadpole-frog). Explain how changes within animals help them survive on Earth (give specific examples). List the characteristics of plants. Describe the structure and function of roots, stems, leaves, and flowers. Describe methods of reproduction in plants. Understand how plants make food and oxygen through photosynthesis and use oxygen during respiration. Classify plants based on their characteristics. Know how the ecology of the environment is organized, such as population>community>ecosystem>biosphere. Describe how energy moves through an ecosystem (example: sun helps grass to grow, grasshoppers eat the grass, frogs eat the grasshoppers, etc.). Describe how the amount of food, water, or other environmental factors affect organisms. DUeessccnriboee hnooww doiifnfeerreennti ppliaaniutss cuhiaainiygce iInII aanil aariceaa over twimiiev.. . Identify the different types of relationships between plants and animals in an environment (such as mutualism, commensalism, parasitism). Describe the process of color vision. PHYSICAL SCIENCE Understand time, distance, and displacement form the basis for motion. Distinguish between velocity and speed. Distinguish between velocity and acceleration. Understand acceleration along curves. Calculate the acceleration of a falling object. Describe projectile motion. Describe how a satellite is a projectile in free-fall. Understand factors related to the motion of a pendulum. Describe the characteristics of waves. Identify the different types of waves (transverse and longitudinal). Explain the relationship between frequency, wavelength, and speed in a wave. Explain constructive and destructive wave interference. Describe how sound waves are fonned, transmitted, and received. . Understand the Doppler Effect (such as how the sound changes as it comes towards you or goes away from you). Describe the waves caused by earthquakes. Identify how light travels. Describe reflection and refraction of light. Compare and contrast opaque, translucent, and transparent materials. Examine the visible light spectrum. . Explain the differences between substances, elements, compounds, and mixtures. Describe the physical properties of matter. Distinguish between physical and chemical changes and properties. Understand solutions and factors that affect solubility. Describe the properties of acid and base. Explain how a reaction between an acid and a base produces a salt. Board of Education Sue Strickland, President Larry Berkley H. Baker Kurrus Dr. Katherine Mitchell Mike Daugherty Judy Magness Mike Kumpuris Dr. Leslie Gamine, Superintendent of Schools Dr. Bonnie Lesley, Associate Superintendent, Division of Instruction Ms. Suzanne Davis, Middle School Reading/Writing Workshop Specialist Mr. Dennis Glasgow, Director of Mathematics and Science Ms. Marie McNeal, Director of Social Studies Special Thanks to Kris Huffman, Illustrator 2 A Student/Parent Guide to Middle School Course Selections 2001-2002 Little Rock School District Division of Instruction 3001 S. Pulaski Little Rock, AR 72206 501/324-2000 www.lrsd.org A Student/Parent Guide to Middle School Course Selections Little Rock School District 2001-2002 What Is a Middle School? The middle school years are a transition period from elementary to high school. In the Little Rock School District, the middle schools encompass grades 6, 7, and 8. In October 1998 as we were planning for the transition in fall 1999 from junior high schools to middle schools, the Board of Education approved a set of Middle School Program Standards that defined for students, parents, staff, and community our vision of what our middle schools should become. We worked hard at both the District and individual school levels to implement as many of the standards as possible during the first year of the transition. Others were implemented in fall 2000. And others will be priorities in fall 2001. Those program standards follow: LRSD Middle School Program Standards (Adopted by the Board of Education on October 22,1998) Teaching and Learning All LRSD Middle Schools will: Align all parts of grades 6-8 academic programming with grades K-5 and 9-12 academic programming to ensure appropriate learning readiness, growth, and transition at the middle school level. Establish a district-wide set of rigorous standards for content to direct the teaching and learning of language arts/reading, mathematics, science, and social studies. Establish a district-wide set of clear and challenging standards for student performance in language arts/reading, mathematics, science, and social studies. Enrich academic learning for all students through age and skill appropriate study of visual and performing arts and foreign languages. Provide all students with health and fitness education that promotes the development of a life-long healthy lifestyle and offers a variety of recreation, personal fitness, and individual and team sport activities. Use integrated and thematic teaching as a method for helping all students to make connections across the curriculum, and in ways that make it possible for all students to: -think critically and creatively and problem solve -participate as empowered and engaged hands-on learners -make real-world connections and school-to-work applications (career education) -use technology as a tool for learning and for skills building practice -collaborate with their peers and teachers -develop socialization skills and cultural awareness through opporhmities to interact with others beyond the classroom and into the community and -demonstrate evidence of learning in a variety of ways. Assess and report individual and/or group learning in relation to the performance standards. 1 Organization and Accountability All LRSD Middle Schools will: Organize teaching staff into interdisciplinary teams that serve a common group of students of manageable size for appropriate periods of time during the school day, throughout the school year, and throughout the Middle School experience. Structure required and elective course offerings to fit the interdisciplinary team approach, as well as the learning interests, abilities, and needs of all students, including those with identified giftedness, those in need of special education services, and those in need of English-as-a-Second Language (ESL) services. Provide all students with access to interest clubs, scholar clubs, student government participation opportunities, intramural sports, and competitive athletics to provide opportunities for healthy interaction with peers and adults. Use flexible scheduling to provide appropriate periods of time for thematic teaching and learning and provide extended learning opportunities beyond the school day and the school year to enhance and support the leamin' success of all students. Ensure that adequ':.te time is provided for common planning for teams, for professional development, for interaction with specialized teaching and support services staff and student families, and for staff participation in campus-based decision-making. Commit to campus-based leadership and decision-making to chart and customize the educational course of the school, using student achievement data and proven practices. Develop opportunities for families and the community-at-large to support the school and to participate in the educational processes of the school. Governance and Resources All LRSD Middle Schools will: Ensure through an ongoing professional development program that all middle school staff are specifically prepared for middle school work and are committed to the education of all young adolescents in a culturally diverse community. Empower each middle school principal to be a leader of leaders for whom a primary task is to develop leadership in teachers. Empower all middle school teachers to perceive themselves as generalists first and specialists second, who perform multiple roles and who are committed to interdisciplinary team organization. Plan to acquire on a most-to-least needed basis all materials, including technology, and supplies necessary to provide thematic learning experiences through interdisciplinary team organization. Ensure that classroom materials and supplies are age and skill appropriate, that they directly support content and performance standards, and that they appeal to the interests of the students. Empower teams to determine how the school budget is appropriated to ensine that needs are met and goals are achieved. 2 What Are the Required Courses in the Middle School Curriculum? The Board of Education approved in October 1998 a set of required courses for each grade-level of our middle schools, as well as a set of electives that would be available at each school. As changes are made to these approved lists, they are submitted again to the Board for approval. All LRSD students are required to complete successfully the following courses: Grade 6* Reading/Writing Workshop 6 (2 periods) or Reading/Writing Workshop 6 Pre-AP (1 period) and Research and Writing 6 Pre-AP (1 period) Mathematics 6 or Mathematics 6 Pre-AP Science 6 or Science 6 Pre-AP Social Studies 6 or Social Studies 6 Pre-AP Keyboarding (1 semester) Physical Education and Health 6(1 year) Elective (1 semester) Grade 7* Reading/Writing Workshop 7 (2 periods) or Reading/Writing Workshop 7 Pre-AP (1 period) and Research and Writing 7 Pre-AP (1 period) Mathematics 7 or Mathematics 7 Pre-AP Science 7 or Science 1 Pre-AP Social Studies 7 or Social Studies 7 Pre-AP Career Orientation (1 semester) Arkansas History (1 semester) Electives (2 semesters or 1 year) Grade 8* Reading/Writing Workshop 8 (2 periods) or Reading/Writing Workshop 8 Pre-AP (1 period) and Research and Writing 8 Pre-AP (1 period) Mathematics 8 or Mathematics 8 Pre-AP or Algebra I Pre-AP Science 8 or Science 8 Pre-AP Social Studies 8 or Social Studies 8 Pre-AP Electives (4 semesters or 2 years) *Note: Special sections of the regular-level courses in English language arts, mathematics, science, and social studies are available, as determined by LPACs, for limited-English proficient students at Cloverdale Middle School and at Dunbar Magnet Middle School. Special sections of the Pre-AP courses are available for identified gifted/talented students at Dunbar Magnet Middle School. Special sections are also available, as determined by lEP teams, for special education students assigned to a Resource Room or to a Self-Contained classroom) 3 Course Standards and Benchmarks Courses in the Little Rock School District are standards-based and are aligned with those established by the Arkansas Department of Education. Course-level benchmarks define the standards for each course and are published in the 6*. 7*'^. and 8*** Grade Standards and Benchmarks that are distributed to parents during August check-in. Pre-AP Courses Pre-AP or Pre-Advanced Placement courses offered in the four core areas during middle school grades are advanced-level courses that are aligned with the requirements of the College Boards Advanced Placement courses generally available to students in grades 11-12. They also, of course, reflect the content standards that are established by the Arkansas Department of Education. The LRSD is very much committed to improving student enrollment in these advanced courses and in improving student successboth their grades in the courses and their scores on the Advanced Placement examinations. The following characteristics predict success in Pre-AP and AP courses: 1. 2. 3. 4. 5. 6. I. High-level reading comprehension and writing skills as evidenced by test scores and classroom performance Critical and creative thinking skills Self-motivation B average or above in the prerequisite course High interest in the content area Ability to perform independent study with a high degree of motivation High level of task commitment A student does not have to be identified for the GT program to take Pre-AP courses. But all GT students should be enrolled in one or more of the Pre-AP courses. It is important to note as well that students who are disabled and students who are limited-English proficient may take Pre-AP courses if they only require reasonable accommodations in order to be successful. Assessment The Little Rock School District has a comprehensive assessment system so that students themselves, their parents, teachers, other staff, and the community have the information they need to determine academic progress. The system begins, of course, with teachers daily observations of student performance as it relates to the course standards and benchmarks and then includes grades that are given for student work and performance on teacher-made examinations. The next level of assessment includes District criterion-references tests that are given at the end of quarters. These tests help staff to determine not only how individual students are performing, but also how classrooms perform in relationship to each other, how well 31 new curricula and professional development programs are being implemented, and how schools perform in comparison to each other. The tests are designed to assist staff as well in predicting student performance on the states grade 6 and 8 Benchmark examinations in literacy (reading and writing) and mathematics. Students in grades 6, 7, and 8 also take the Achievement Level Tests (ALTs) both in the fall and the spring. These tests are also closely aligned with the Districts curriculum in literacy, mathematics, and science. Staff, parents, and students can use the scores to determine individual student growth, as well as growth at the classroom and school levels and in comparison to classrooms and schools across the District. Grades 6 and 8 students take the State Benchmark examinations in literacy and mathematics in April each year. These tests are perhaps the most important ones since they are used to define the schools accountability. Student results are reported out in four performance levels: Below Basic, Basic, Proficient, and Advanced. The goal of both the state and the LRSD is that 100 percent of the students perform at the Proficient or Advanced level, so great effort is expended toward this end. Grade 7 students take the Stanford Achievement Test (ninth edition) or SAT9 in the fall. This test includes subtests in reading, language, mathematics, science, social studies, research skills, and thinking skills. Parents have access to the results of all components of the assessment system. No one measure is ever enough to define a students performance, but all of them together can be used to create a more accurate picture not necessarily of a students capacity for learning, but of how he or she is actually performing during a specific year. Parents receive report cards at the end of each nine-week quarter. The academic grade reflects what a student knows and is able to do. It is based on student performance and may include the following: participation/attendance, class assignments, homework, quizzes, tests, and projects. An interim progress report is sent home between report cards when a student is in danger of failing a course or when a grade has fallen dramatically. The following grading scale is used in middle school: A = 90100% B - 8089% C = 7079% D = 6069% and F = 59% or below. How to Earn High School Credit During Middle School I Middle school students may take high school-level courses in mathematics and foreign language. They are allowed, however, to earn high school graduation credit only for high school courses taken in grade 8such as Algebra I Pre-AP (or higher-level mathematics) and/or Level I (or higher-level) foreign language. Students who are interested in earning senior honors should note that they will be able to take more Advanced Placement courses, and thus earn more weighted grade points, if they take at least one high school mathematics course and one foreign language course while in middle school. For instance, a student who takes Algebra I Pre-AP in grade 8 32 can then complete Algebra II in grade 9, Geometry in grade 10, a pre-calculus class in grade 11, and then Advanced Placement Calculus or Statistics in grade 12. If he/she takes two high school mathematics courses while in middle school, then two Advanced Placement mathematics courses are possible. Students taking one foreign language course in middle school can take level II at grade 9, level III at grade 10, and then Advanced Placement level IV and V in grades 11 and 12. If they take two foreign language courses in middle school, then they can take three Advanced Placement language courses in grades 10, 11, and 12 (levels IV, V, and VI). Interdisciplinary Teaming I The interdisciplinary team is the heart of the middle school and requires that the same group of teachers share the same group of students housed in the same part of the building. Teams vary in size from three to six teachers representing core curriculum areas and serve students ranging from 70 to 150 in number. Teams of teachers combine their expertise and course content to integrate the disciplines and interface common areas of the curriculum. Flexibility in team organization is recommended in order to meet individual student needs. Variations in interdisciplinary teaming exist across schools. An interdisciplinary team works hard at creating small communities of learners for its group of assigned students. Teachers are able to get to know a limited number of students very well and recognize and plan for individual student learning differences. Teacher teams share a common daily team time during which they can collaborate and coordinate curriculum and instructional issues and meet together with a parent. Parents receive information from teams at the beginning of the school year that includes team procedures, instructional issues, special activities, and student expectations. Parents can request a team conference through the school office or designated teacher. Individual teacher conferences should be requested directly with the individual teacher. As teachers work together to team up with kids, real progress is made by students, both academically and behaviorally. How to Help Students Succeed Let your child know that education matters. Work with your child every day so that he or she knows that education is a top priority. Teach your child to be self-disciplined to the extent possible. Also teach him or her good social skills. These characteristics have a great deal to do with a students academic success and with his or her success in a job as an adult. Ask your child specific questions such as How did your spelling test go? or Was your science experiment fun? or What book is your group reading in the Reading and Writing Workshop? or How did you do with your mathematics project? 33 Extend your childs learning. Every waking moment is an opportunity to leam. Make sure that your child is reading and writing and that he or she sees you reading and writing. Take your child to libraries, museums, businesses, and other places that can help him or her to leam. Observe your childs emerging interests and support his or her developing that interest by checking out or buying appropriate books and magazines, by taking field trips, by asking other adults to share information or stories with him or her, and so forth. Help your child to organize his or her class materials and check their student planner regularly for homework assignments and dates of armounced tests and to ensure that your child is recording the assignments and due dates. The student planner is an organizational tool for all middle school students as well as a helpful reminder to students of when assignments are due in each class. Getting organized and time management are important but difficult developmental tasks for middle school students. Arrange for your child to have a quiet work area somewhere in the home. Provide the tools he or she needs to studysuch as paper, pens and pencils, reference materials (can be checked out of the library), and so forth. Be familiar with the LRSD Student Handbook and review it carefully with your child. Review it periodically so that the child understands the schools expectations and rules. Make sure that your child attends school every possible day. Developing good attendance and a strong work ethic are important life skills. Set limits on the amount of time your child spends watching television or playing video games. Expect your child to get adequate physical exercise and to read widely, as well as to engage socially with other children and with adults. Get to know your childs teachers and let them know you want to support your childs education. Attend parent-teacher conferences. Visit the classroom, or, even better, volunteer in the school. Do not hesitate to contact a teacher with your questions or concerns. You may meet with all your childs teachers of core subjects at one time during their common conference time. Ask the school to share your childs test score interpretations with you and your child. Ask what the teachers recommend to improve your childs performance. Make sure that you get a copy of your childs Student Achievement Improvement Plan (SAIP) if your child was not proficient or advanced in the last state Benchmark test in literacy and/or mathematics. Then do what you can to support the schools improvement plan for your child so that he or she performs at a higher level on the next test. 34 Make a point of finding out what kinds of support programs and services that your school provides for students needing additional time or assistance to achieve the curriculum standards, such as after-school tutoring and summer school. Encourage your child to participate in at least one co- or extra-curricular program either in the school, your church, or in the community. Become familiar with high school graduation requirements so that you and your child can begin planning during middle school. A copy of the Districts newly revised policy is attached, effective for students graduating in 2004 and after. Your child should make a high school graduation plan related to his/her career interests as a part of the Career Orientation course required of all grade 7 students. You will want to participate in the planning opportunity. 353 Middle School (Grades 6-8) Curriculum Catalog 2001-2002 Little Rock School District Division of Instruction 3001 S. Pulaski Little Rock, AR 72206 501/324-2000 www.lrsd.org Table of Contents Mission of Division of Instruction 1 Mission of the Middle School Program 1 LRSD Secondary Curriculum Staff 1 Policies, Regulations, and Directives 2 Credit Earning Options 3 Board Policy IKEC (Award of Credit) 4 Administrative Regulation IKEC-R3 (Credit by Examination) 5 Placement Criteria for Pre-Advanced Placement (Pre-AP) and Advanced Placement (AP) Courses National Science Foundation Cooperative Agreement LRSD Middle School Program Standards e Grade Standards, Benchmarks 7** Grade Standards, Benchmarks S* Grade Standards, Benchmarks Course Descriptions, Prerequisites, Credit Art Business Education CommunicationsMann Magnet School DanceMann Magnet DramaMann Magnet English English-as-a-Second Language 7 8 9 11 15 21 26 27 27 28 28 29 33 Family and Consumer Science 35 Foreign Languages 36 Mathematics 38 Music 41 Physical Education and Health 45 Science 47 Social Studies 51 Career and Technical Education 55 Special Education 56 Non-Credit 58 Mission for the Division of Instruction Little Rock School District The mission of the Division of Instruction is to improve the academic achievement of all students by providing leadership, standards, curriculum, instructional resources, technical assistance, professional development, and student advocacy. Middle School Program Mission Statement The mission of the Little Rock School District Middle School Program is to meet the unique needs of all young adolescents, equipping them with the knowledge and the intellectual, physical, emotional, and social skills to successfully accomplish the transition to high school. This is achieved through: a developmentally appropriate curriculum that is challenging, integrated, relevant, and exploratory specially trained, nurturing educators using varied teaching and learning approaches within a flexible organizational structure strong family and community partnerships programs and policies that foster health, wellness, and safety and a faculty advocate for every student. LRSD Secondary Education Curriculum Staff Division of Instruction Suzi Davis, Director of Secondary English Language Arts and Foreign Language Barbara Brandon, Reading/Writing Workshop Specialist Mona Briggs, English Language Arts Specialist Karen Broadnax, Supervisor of English-as-a-Second Language Programs Dennis Glasgow, Director of Mathematics and Science Rene Carson, Science Specialist Docia Jones, Mathematics Specialist Vanessa Cleaver, Director of CPMSA, NSF Project Marie McNeal, Director of Social Studies Laura Beth Arnold, Social Studies Specialist Carol Green, Director of Career and Technical Education Dr. Gary Smith, Director of Department of Exceptional Children Mable Donaldson, Supervisor of Gifted/Talented Programs Diane Rynders, Coordinator Linda Austin, Director of Planning and Development Mary Paal, Director of Safe Schools/Healthy Students Project Dr. Bonnie A. Lesley, Associate Superintendent for Instruction 1 The Middle School Curriculum Catalog Administrative Directive This Middle School Curriculum Catalog has the same importance as LRSD Administrative Directives. In other words, only the approved courses, course numbers, course abbreviations, course titles, grade placements, prerequisites, and credits are to be used in the scheduling of students into high school courses. If school personnel need additional course numbers to facilitate scheduling, they may request them from the Associate Superintendent for Instruction. In no case may a school simply add its own numbers or modify the title and abbreviations of numbers already assigned to courses. These requirements are not only necessary for the quality control and credibility of the middle school curriculum, but they are critical to data quality. No one can conduct research on course enrollments and grades unless he/she can be sure that the numbers used to conduct the search are inclusive of all the courses taught with that title. We have had numerous problems with this issue in collecting the necessary data, for instance, to make reports to the National Science Foundation. Principals Role LRSD principals are accountable for the timely, accurate, and effective construction of the master schedule and for ensuring that all students assigned to their schools are scheduled appropriately. Although the work of advising students may be delegated to the counselors and the technical tasks of inputting the necessary information to construct the master schedule may be delegated to the registrar, the principal is still the responsible person and, therefore, must monitor and review carefully and continuously. In their roles as instructional leaders, principals are expected to ensure the quality of all decisions relating to the selection of courses to be offered and taught, in the deployment of staff to teach those courses, in ensuring that staff are appropriately certified to teach assigned courses, in monitoring class loads and teacher loads, and in ensuring compliance with state and district class-size and teacher-load limits. There is perhaps nothing more important in the improvement of student achievement than the design of the master schedule, including the scheduling of students and the assignment of teachers. The LRSD has made a commitment to the middle school concept, and a major component of that concept is the assignment of students and teachers to interdisciplinary teams, which cannot occur unless the master schedule is designed appropriately. Guidelines for Decisions The following guidelines are appropriate in making decisions relating to the courses to be taught in any middle school: 1. All courses required by the District must be taught annually. English, mathematics, science, and social studies are required all three years in middle school. 2. Reading/Writing Workshop 6, 7, and 8 is a two-period course and must be taught by the same teacher in back-to-back periods. The Pre-AP level of this course include Reading/Writing Workshop 6, 7, and 8 and Research and Writing 6, 7, and 8. Although not good, these two periods do not have to be taught back-to-back if there are scheduling conflicts. 23. Pre-AP courses are major priorities for the LRSD, and all available such courses must at least be offered to the students and taught if at all possible. Our goal is that increasing numbers of our students be enrolled in one or more advanced courses each 4. 5. 6. 1. 8. 9. year. Keyboarding is a required middle-school course and optimally should be taught in grade 6 so that students acquire the necessary skills as early as possible for later applications. If, however, a parent requests it, the Keyboarding course may be delayed to grade 7 or 8 so that the student can participate in an elective. A student who masters keyboarding skills on his/her own may earn Keyboarding credit through the credit-by-examination program. Physical Education and Health constitute one full-year required course for grade 6. Physical Education is available also as an elective in grades 7 and 8. Arkansas History and Career Orientation are required in grade 7. Arkansas History is required in ADE accreditation standards, and Career Orientation is a prerequisite for the Career and Technical Education courses available in high school. This course is designed to provide students with appropriate information so that they can make wise decisions ibout their high school graduation plan. The smallest class sizes should be in regular-level Reading/Writing Workshops and mathematics since the schools accountability in the ACTAAP system depends heavily on student performance on benchmark examinations in these areas. A focus of the schools resources in these courses will align resources with what counts. Schools are strongly encouraged not to attempt to teach more than one level of any course in the same period and classroom. The only exemptions that might make sense are in foreign language courses (and no more than two levels even in those) and in some special education courses since class sizes are small there anyway and instruction is individualized. Middle schools are free to make decisions about their own exploratory curriculum (electives) from the list of approved courses that the District offers. Schools wishing to add new courses to the curriculum must propose those additions in October of each st J / year. The Board of Education must approve all new courses in the curriculum. 10. Middle school interdisciplinary teams should plan annually for a minimum of two comprehensive interdisciplinary units. In addition, the teams should as a part of their daily agenda coordinate homework assignments, vocabulary/spelling study, reading and writing across the curriculum, flexible scheduling to accommodate student needs, parent communication, and other curriculum related issues. 11. Schools should not pull students out of Reading/Writing Workshop for tutoring or special instruction in reading. Rather, they are free to offer Language Arts Plus for a third period of English language arts for those students in need of supplemental instruction. Neither should students be pulled out of their mathematics course for similar reasons. Pull-outs result in less, not more, learning for students and are not approved in the Little Rock School District. Ensuring Curriculum Integrity A major responsibility that schools have is ensuring what is called curriculum integrity. In other words, courses are what we say they are. If the course is entitled ReadingAVriting Workshop 6 Pre-AP, then regardless of the teacher, the course content is the same and students receive not only the same quality of instruction, but the same quantity. Schools sacrifice that 3integrity when students receive a semester of credit for a course that they were not even enrolled in for the foil semester due to frequent schedule changes. Careful work done in the spring semester in advising and scheduling students prevents multitudes of problems in the fall when school starts. The goal of every middle school should be to nail down the master schedule before August check-in of students so that every teacher can confidently (knowing that the class is set) teach school the very first day of school. Once school has begun, there should be only minimal class changes to balance classes and to accommodate newly enrolled students. In only the rarest of circumstances should any schedule change occur after the tenth class day. Only through careful management of registration processes can curriculum integrity be ensured. Policies, Regulations, and Directives The Middle School Curriculum Catalog contains the Middle School Curriculum requirements (approved by the Board in October 1998), Policy IKF (General Graduation Requireme its), Administrative Regulations IKF-R (General Graduation Requirements), Policy IKEC ' Award Of Credit) and Administrative Regulation IKEC-R3 (Credit By Examination). Additional Board policies and administrative regulations relating to the administration of curriculum, instruction, and/or assessment are contained in the new LRSD Board of Education Policies and Regulations manual. All staff are required to consult the latest revision of these governing documents, plus any relevant administrative directives, that are filed in the official notebooks. Almost all the policies and administrative regulations have been recently revised. It is extremely important for staff to become familiar with the new documents and to cease the use of old ones. 4Placement Criteria for Pre-Advanced Placement (Pre-AP) and Advanced Placement (AP) Courses The Little Rock School District offers Pre-AP and AP courses in several content areas: English language arts, mathematics, science, social studies, foreign language, art, and music. Students are placed in these courses based on established criteria. Pre-AP and AP courses are designed to give students experiences in college-preparatory and college-level courses. Each secondary school must identify as many students as possible who will benefit from these courses if the school and the district are to meet the challenging goals established in three critical planning documents: the LRSD Strategic Plan, the Revised Desegregation and Education Plan, and the National Science Foundation project in mathematics and science: LRSD Strategic Plan Objectives No later than the year 2003, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculiun. By 2003, the percentage of students in every identified sub-group of race and gender . .. performing at the highest quartile in reading and mathematics on standardized tests shall be at least 30%. Revised Desegregation and Education Plan Three important sections of the LRSD Revised Desegregation and Education Plan follow: Section 2/5. 2.6 LRSD shall implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barriers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses and the gifted and talented program. Section 2/5. 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging African-American students to participate in honors and enriched courses and advanced placement courses. Section 2/5. 2.6.2 LRSD shall implement programs to assist African-Americans in being successful in honors and enriched courses and advanced placement courses. Determining Placement in Pre-AP and AP Courses In determining placement in Pre-AP and AP courses, the following criteria are considered: 1. 2. 3. 4. 5. 6. 7. 8. High-level reading comprehension and writing skills as evidenced by standardized test data and classroom performance. Critical and creative thinking skills. Self-motivation. B average or above. High interest in content area. Ability to perform independent study with high degree of motivation. High level of task commitment. Placement in mathematics determined by interest and path that began in sixth grade. 27 A student does not have to meet all of these criteria however, these abilities and/or behaviors are considered in placement of students. This process helps to ensure success and proper placement of students. Important Note: A student does not have to be identified for the gifted program in order to enroll in a Pre-AP or AP course at any level. Schools are encouraged to allow open admission to all Pre-AP and AP courses and then to require attendance, good behavior, and acceptable performance (including effort, not just a minimum grade) to stay in the course, rather than to deny admission to any motivated student who wishes to try a more challenging curriculum. Students with Disabilities Please be informed that students with certain kinds of disabilities, including some 504 students, are eligible for enrollment in both Pre-AP and AP courses. A committee of AP teachers, curriculum directors, and special education supervisors have agreed that the following accommodations are reasonable for students with disabilities and that they do not compromise the integrity of the course or state guidelines. The school-level committee will determine which specific accommodations are appropriate for each individual student. The list below is not intended to suggest that any one student be afforded all the possible accommodations available. 1. 2. 3. 4. Alter assignments. Student keeps separate work folders for complete and incomplete work. Student keeps a task-completion checklist. Student may make a copy of another students notes. Student keeps an assignment notebook. Student is allowed to tape lectures and other presentations. Other Adapt tests. Student is allowed extended time to complete classroom tests. Manage behavior. Teacher clearly defines limits posts and implements rules and consequences. Teacher ensures development of a Behavior Management Plan. Teacher reports changes in behavior to parents. Adapt instruction. Student is granted preferential seating. Student has access to peer tutoring/paired working arrangements. Student is provided a study guide. Student is given directions in a variety of ways (i.e., verbal and written forms). Teacher reduces number of steps in directions (where possible). Teacher reinforces student for on-task behavior in the classroom. Teacher provides extra time for responses. Teacher provides the student an opportunity to dictate on tape or to others his/her compositions, information, and/or answers. 28 5. Adapt materials. Student is provided enlarged print materials. Student is provided an interpreter. Student is provided auditory aides. 6. Other Teacher provides space for the student to maintain an extra supply of pencils, paper, or other required supplies in the classroom. Teacher provides academic/behavior progress reports to parents. Teacher makes available an extra set of textbooks. Other Limited-English Proficient Students Students who are identified as limited-English proficient must also have equitable access to Pre- AP and AP courses. Reasonable accommodations for them must also be provided, including the use of appropriate English-as-a-second language methodologies to adapt instruction, extended time for some activities, and tutoring. Gifted/Talented Students Gifted and talented students are served in Pre-Advanced Placement courses in middle school and in the Gifted/Talented courses at Dunbar Magnet Middle School. At the high school level, gifted/talented students are placed in Pre-Advanced Placement, Advanced Placement, and other advanced courses, including the University Studies courses at Hall High School. School staff should note IHBB-R for the procedures relating to program exit. National Science Foundation Cooperative Agreement One of the most important needs identified in the LRSD grant proposal to NSF was as follows: A need exists for students to begin preparation to enter high school Advanced Placement mathematics and science courses and other upper level mathematics and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the type of skills and content knowledge that is required to be confident about their ability to succeed in these courses. The prerequisite skills and the confidence they engender are both critical elements in increasing the number of students in AP and other upper level mathematics and science courses. This is particularly true for some minorities who may not be well represented among upper classmen who are cunently enrolled in these courses. The contract that the district signed with NSF includes the following commitments: The overall mission of the program is to develop systemic approaches that will substantially increase the number of students enrolling in and successfully completing precollege science, engineering, and math courses. This increased enrollment should result in a quantifiable and long-term increase in the number of participating students who complete the college preparatory sequence of courses in secondary school, graduate, and pursue undergraduate majors in science, engineering, or mathematics. The 29 increase in the number of well-prepared high school graduates will contribute to the national agenda to increase the number of students receiving B.S. degrees in natural sciences, engineering, and academic disciplines by the year 2003. In order to achieve these goals, the current graduation rate of well-prepared high school college preparatory tract graduates must be substantially increased and, at a minimum, doubled in the next five years. In addition, all high school students must, by the end of the five-year period, be positioned to enroll in Algebra I, the primary gatekeeping course for all college preparatory science and mathematics courses by the year 2003. The specific goals of the project are as follows: Increase by 2% after Year I of the agreement the composite scores of underrepresented minority students in grades 2-11 on the SAT9. For each subsequent year of the agreement, increase by 5%. Enroll all district eighth and/or ninth grade students in Algebra I by the Year 2003. Increase the algebra success rates for all district students by 2% after Year I of the agreement 5% after Year II 5% after Year III 5% after year IV and 5% after Year V. Increase the numbers of students who enroll in geometry and trigonometry by 2% in Year I of the agreement 5% in Year II and each year thereafter. Increase the student success rates in geometry and trigonometry by 2% after Year I and 5% each year thereafter. Increase the student enrollment rates and student success rates in biology by 2% in Year 1 and 5% each year thereafter. Increase the student success rates in biology by 2% in Year I 5% each year thereafter. Increase the student success rates in chemistry from 62% in Year I of the agreement to 75% in Year V. Increase the student enrollment in physics from 17% to 30% by Year V of the agreement. Increase the numbers of students who graduate with proficiency in science and mathematics from 40% to 70% by Year V of the agreement. 30 4 A High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 Little Rock School District Division of Instruction 3001 S. Pulaski Little Rock, AR 72206 501/324-2000 www.lrsd.k12.ar.u8 Table of Contents Purpose for Guide 1 Graduation Requirements for the Class of 2002 1 Recommended Curriculum 1-2 Career and Technical Electives Business Education McClellan Business Education Marketing Education McClellan Marketing Education Family and Consumer Science Career and Technical Education Metropolitan Center 5 5-6 6 6566 6-7 Core Curriculum for Unconditional Admission 2 Courses Offered at All High Schools 7 Core Curriculum for Arkansas Challenge Scholarship Making Up Failed Courses 7 2 Course Descriptions Available 8 Difference Between a Requirement and an Elective 2 English Requirements 2 English Electives 2-3 Oral Communication Requirement 3 Communications Electives 3 Mathematics Requirements 3 Mathematics Electives 3 Science Requirements 3 Science Electives 3 Parkview Science Electives 3 Social Studies Requirements 4 Social Studies Electives 4 Fine Arts Requirement 4 Fine Arts Electives Art Electives Parkview Art Electives Drama Electives Parkview Drama Electives Music Electives Parkview Music Electives Parkview Dance Electives Health and Physical Education Requirements Physical Education Electives Technology Requirement 444 4 44 4-5 5 5 5 5 Career Focus Humanities Sciences Fine Arts Administrative Services Business Management Finance Marketing Coordinated Career Education Child Care and Guidance Management Services Food Production Management and Services Family and Consumer Sciences Education General Cooperative Education Industrial Cooperative Education JROTC (Central and Parkview) Drafting Computerized Commercial Art Auto Body/Paint Technology Automotive Technology Culinary Arts Computer-Aided Drafting Computer Graphics/Printing Technology Cosmetology Electronics Law Enforcement Fundamentals Machine Tools Medical Professions Metal Fabrication (Welding) Microcomputer Systems Technology Plumbing Radio Broadcasting Residential Construction TV Production Diesel Technology SciencesParkview Magnet Fine ArtsParkview Magnet Written CommunicationMcClellan Oral CommunicationMcClellan 88888889 9 9 9 999 9999 99 9 99 9 99 9 99 999 9 999 10 10 Visual/Product Communication McClellan Business Principles and ManagementMcClellan Economics and FinanceMcClellan Marketing and AdvertisingMcClellan 10 10 10 10 More Than One Career Focus 10 "Recommended Curriculum 10 Honors Seal 11 Arkansas Scholars Seal 11 Little Rocks High Schools Central High School 324-2300 Graduation Requirements for the Class of 2001 11 14 Ways of Earning Credit 12 Advanced Standing Agreements 12 Why Take Pre-AP and AP Courses 12 Rudy Howard, Principal 1500 Park Street 72202 J.A. Fair High School 228-3100 Cassandra Norman, Principal 13420 David O. Dodd 72210 Hall High School 671-6200 Vernon Smith, Jr., Principal 6700 H Street 72205 McClellan High School Jodie Carter, Principal 9417 Geyer Springs 72209 570-4100 I Pre-AP Courses AP Courses University StudiesHall Grade-Point Average and Rank-in-Class Grading Scales Promotion Policy ACC Graduation Requirements Second-Language Students Students with Disabilities Freshman Schedule Preparation for the PSAT/SAT/ACT High School Testing/Assessment Scholarships and Financial Aid Course Selection Sheet 13 13 13 14 15 15 15 15 15 15 16 16 16 17 Parkview Magnet High School 228-3000 Dr. Linda Brown, Principal 2501 Barrow Road 72204 Metropolitan Center 565-8465 Michael Peterson, Principal 7701 Scott Hamilton 72209 Accelerated Learning Center 570-1400 Carol Green, Director Dr. Alicia Finch, Asst. Director 7701 Scott Hamilton 72209 Alternative Learning Center Lloyd Sain, Director 800 Apperson 72202 324-2370 Notice to Students and Parents Who Speak a Language Other Than English Any parent or student who needs an oral translation of this document into his or her home language may call Ms. Karen Broadnax, ESL Supervisor, at 324-0510 for assistance. The staff at Hall High School may also be able to assist, as may staff in other middle and high schools. A Student and Parent Guide to Course Selection and Graduation Requirements Little Rock School District 2000-2001 Where Do I Start? There are more than 450 courses offered in the Little Rock School District. There are at least 14 ways to earn credit beyond the regular school day. No other school district in Arkansas can provide a curriculum with more quality or more choices. This guide is intended to assist students and parents with information for planning next years courses, a tool to make sure that students meet the graduation requirements, and with information about requirements for college admission. Your school counselor and your teachers will also, of course, be able to answer questions. What Are the Graduation Requirements for the Class of 2002? The best place to start in planning course selections is to know exactly what is required for graduation. Those students who will graduate in 2002 or beyond must meet new, enhanced graduation requirements as follows: Graduation Requirements, Class of 2002 Common Core: Each curriculum areas requirements are explained in detail in sections below. It is important for everyone to remember that students have the opportunity during the regular high school day to take 32 units eight each year for four years. Students, therefore, not only have four electives in the requirements, but they may also take eight additional courses of their choice during high school. The wide range of courses available in the Little Rock School District is provided so that students may satisfy not only their graduation requirements, but also choose courses of special interest, to explore other curriculum areas, to pursue more than one Career Focus, to take more courses within the Career Focus, and/or to strengthen areas of weakness. Whats the Recommended Curriculum? The Board of Education and the staff of the Little Rock School District wish to encourage every student to pursue as rigorous a course of study as possible: thus, the Recommended" Curriculum. English Language Arts Oral Communication Mathematics Science Social Studies Fine Arts Health Physical Education Technology Total Career Focus Electives Total Required 4 units 1 unit 3 units 3 units 3 units 1 unit /a unit /a unit 1 unit 17 units 3 units 4 units 24 units Specific courses are required in each curriculum area. For instance, students cannot take just any three units of mathematics to satisfy the requirements. The only students who must take the Recommended Curriculum are those who Students enrolling in the following courses were more likely to attend college than others: algebra and geometry, at least one year of laboratory science, and at least two years of foreign languages. If these courses are the ones that succeed in getting students to college, perhaps these are the ones high schools should require in order to reduce the differences in college going between minorities and whites. Sol Pelavin and Michael Kane, Changing the Odds: Factors Increasing Access to College. 1990, p. 38. 1 want to earn the Honors Seal on their diplomas. Others who no doubt will want to take it are those who want to be sure that they are meeting university admission requirements and/or those who want to be sure that they are meeting the requirements for the Arkansas Challenge scholarship program. Curriculum be Pre-AP or AP courses, students are also encouraged to take those courses at every opportunity. Neither is there a requirement to earn a certain grade-point average to take the Recommended Curriculum. 1 Core Curriculum for Unconditional Admission to Any Public Two-Year or Four-Year College or University in Arkansas English: Four units with emphasis on writing skills, not to include courses in oral communications, journalism, drama, or debate. Natural Science: Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or Physics. Only one unit may come from a Life Science. Mathematics: Four units, including Algebra I and II, Geometry, and an advanced math course. It is strongly recommended that students take a math course during their senior year. Social Studies: Three units, including one of American History (does not include Contemporary American History), one of World History (not to include World Cultures, World Geography, or Global Studies), and at least one-half unit of Civics or American Government (not to include courses in practical arts). Core Curriculum for Arkansas Challenge Scholarship English, Natural Science, Mathematics, and Social Studies: Same as above. Foreign Languages: Two units in one foreign language. Note: These requirements are for admission to Arkansas colleges and universities and for the Arkansas Challenge Scholarship. Students should consult their counselors if they need to know the admission requirements of private Arkansas colleges or of out-of-state colleges or universities. Although there are no requirements that any of the courses in the Recommended Note that the Recommended Curriculum has no electives. Students have, however, five opportunities to earn credits beyond the 27 recommended (32-27=5), so these five units may be seen as electives. i Recommended Curriculum LRSD Common Core 17 units as outlined above AND LRSD Career Focus above AND Social Studies Mathematics Science Foreign Language language Technology Career Focus 3 units as noted 1 additional unit 1 additional unit 1 additional unit 2 units of one I Total 1 additional unit 1 additional unit 27 units Whats the Difference Between a Requirement and an Elective? The District requires certain specific courses for each area listed both in the graduation requirements and in the Recommended Curriculum. Not only does each high school offer these required courses, but they also offer courses in each curriculum area that may be selected by students to meet Career Focus requirements or simply be selected as electives. How Do I Meet the English Requirements? Students must complete four units of credit. Acceptable courses to meet these requirements are as follows: ESL English I, ESL English I Workshop, English I, English I Workshop, English I Pre-AP, or English I Pre- AP Workshop (1) AND ESL English II, ESL English II Workshop, English II, English II Workshop, English II Pre-AP, or English II Pre- AP Workshop (1) AND I 2 ESL English III, English III, English HI Pre- AP, or English III AP (1) AND ESL English IV, English IV, English IV and the Humanities, or English IV AP(1). ESL English is English-as-a-Second Language. These courses are available at this time only at Hall High School. What English Electives Are Available to Me? Introduction to Creative Writing (1) Creative Writing and Magazine Production (1) Technical Writing (1/2) Research for the 21 Century (Hall only) (1) Multicultural Literature (1) The Bible as/in Literature (1/2) ACT Preparation: English (1/2) How Do I Meet the Oral Communication Requirement? All students are required to take Communications I (or ESL Communications I) to meet this requirement. prerequisities for Calculus before the senior year. Are There Mathematics Electives? Beyond the courses that may satisfy graduation requirements, the District offers several additional mathematics electives, as follows: Pre-Calculus Pacesetter Mathematics (1) Trigonometry/Advanced Algebra (1) Trigonometry/Advanced Algebra Pre-AP (1) Applications of Mathematics (Fair High only)(1) Calculus (1) Calculus AB AP (1) Calculus BC AP (1) ACT Preparation: Mathematics (1/2) What Are the Required Science Courses? All Little Rock School District students must take the following science courses: ESL Active Physics, Active Physics, or Physics I Pre-AP (1) AND ESL Biology, Biology I, or Biology I Pre-AP (1) AND ESL Chemistry, Chemistry I, or Chemistry I Pre-AP (1). What Other Communications Courses May I Take as Electives? Communication 11-111 (1 each) Debate l-ll-lll (1 each) Public Speaking (1/2-1) Interpersonal Skills and Group Dynamics (1/2-1) Students who were freshmen in 1998-99 may not have had the opportunity to take either Active Physics or Physics I Pre-AP. Whatever physical science course that they took that year will be allowed to substitute for the requirement. How Do I Meet the Mathematics Requirements? Three units of mathematics are required as follows: Algebra I or Algebra I Pre-AP (1) AND Concepts of Geometry, Geometry, or Geometry Pre-AP (1) AND Algebra II, Algebra II Pre-AP, Statistics, or Statistics AP (1). Algebra I Pre-AP or Geometry Pre-AP taken in grade 8 will satisfy one of the required units. It is important for all students to understand that if they wish to take Calculus in high school, they must complete Algebra I Pre- AP in grade 8or they must take both Algebra II and Geometry in one year in high school in order to complete all the What Are the Science Elective Courses? A rich elective program is available in science, as follows: Physics II AP (1) Human Anatomy and Physiology (1) Biology II AP (1) Chemistry II AP (1) Geology and Space Science (1) Environmental Science AP (1) Advanced Science/Theoretical Research Pre-AP (1) Parkview Magnet students have, in addition, the following options: Microbiology (1/2) Qualitative Analysis (1/2) Applied Statistics/Technical Writing (1/2) Environmental Health (1/2) Human Anatomy and Physiology (1/2) Organic Chemistry (1/2) 3 What Are the Required Social Studies Courses? Students may satisfy their Social Studies requirements by taking the following: ESL Civics, Civics, or Civics Pre-AP (1) AND ESL World History, World History, or World History Pre-AP AND ESL United States History, United States History, United States History AP(1). Students may substitute, especially those who transfer in from other accredited schools, United States Government for the Civics requirement. Are There Social Studies Electives? Beyond the courses that are required, the District provides the following Social Studies elective courses: United States Government (1) United States Government and Politics AP (1/2) Comparative Government and Politics AP(1/2) Global Studies (1) World Geography (1) World Geography Pre-AP (1) Human Geography AP (1) Psychology (1/2) Psychology AP (1) Sociology (1/2) European History AP (1) World Cultures (1) African/African American History (1) Economics (McClellan only) (1) Economics AP (1) Peer Helping and Facilitation (Hall only) (1) Service Learning (1/2) How May | Satisfy the Fine Arts Requirement? The requirement may be met by the students completion of any one unit from art, dance, drama, or music. All options are listed below in the list of fine arts electives. What Are the Fine Arts Electives? The following Art courses are available: Introduction to Art (1) ArtDesign (1) Graphic Design (1) Painting (1) Watercolor (1) Creative Art (1) Survey of Fine Arts: Art (1/2) Drawing l-ll (1 each) Studio Art AP (1) Art History AP (1) Parkview Magnet offers the following additional Art courses: Pottery A/B (1) Jewelry (1) Drawing III (1) Oils (1) CraftsFibers (1) Three-Dimensional Design (1) Printmaking (1/2) Art History (1) The following Drama courses are available: Drama l-ll-lll-IV (1 each) Stagecraft (1) Interpretative Communication (1) Parkview Magnet offers the following additional Drama courses: Introduction to Theatre (1) Mime (1) Classic Scene Study (1) Acting (1) Childrens Theatre (1) History of the Theatre (1) The following Music courses are available: Novice Choir (1) Choir l-ll-lll-IV (1 each) Madrigals (1) Novice Band (1) Band l-ll-lll-IV (1 each) Band Ensemble l-ll-lll-IVPercussion (1 each) Band Ensemble l-ll-lll-IVWoodwinds (1 each) Band Ensemble l-ll-lll-IVBrass (1 each) Jazz Band l-ll (1 each) Novice Orchestra (1) Orchestra l-ll-lll-IV (1 each) Survey of Fine Arts: Music (1/2) Music Appreciation (1) The Parkview Magnet curriculum includes the following additional Music courses: Cadet Band l-ll (1 each) Varsity Band (1) Concert Band l-ll-lll (1 each) Symphonic Band l-ll-lll (1 each) Instrumental Ensemble (1) Vocal Ensemble (1) Music Theory l-ll (1 each) 4 Music Theory III AP (1) Music Theory IV AP (1) Lab Singers l-ll (1 each) Parkview Magnet also teaches the following Dance courses: Dance Techniques l-ll-lll-IV (1 each) Dance Ensemble (1) History of Dance (1) Young Mens Dance (1) What Are the Health and Physical Education Requirements? Students must take the following required courses: Health and Safety (1/2) Physical Education (1/2) The one-half unit of physical education required may be waived (1) upon receipt of a statement by a licensed physician that a student is mentally or physically incapable of participating in a regular or modified physical education program or (2) when the requirement is contrary to the religious teachings of the student, as indicated in a written statement, signed by a lawful custodian of the student. Athletic practice for competition, whether scheduled during the school day or after school hours, does not earn credit. Are There Any Physical Education Electives? There is one additional one-half unit available: Physical Education IB. Only one unit of physical education may count toward satisfaction of graduation requirements. What May I Take to Satisfy the Technology Requirement? Students should note that Keyboarding is a prerequisite for technology application courses. That course is now required in the middle schools. It, therefore, does not count toward the satisfaction of the Technology requirement in high school. Students without keyboarding credit, but with keyboarding skills, may earn credit in this course through credit-by-examination. The test will include the content and skills specified for the Keyboarding course. The following options are available to satisfy the Technology requirement: Keyboarding Applications (1/2) Word Processing A and B (1/2 each) Database Management (1/2) Desktop Publishing A and B (1/2 each) Programming A and B (1/2 each) Computerized Business Applications (1) Computerized Accounting l-ll (1 each) Environmental and Spatial Technology (EAST) Lab l-ll-lll-IV (Central and McClellan only) (1 each) Internetworking Technologies l-ll (Hall only) (1 each) Enterprise Information Science I (Fair only)(1) Industrial Technology Education (Metro) (2) Computerized Commercial Art l-ll-lll (Parkview only) (1 each) Computerized Commercial Art l-ll-lll (Metro) (3 each) Computer-Aided Drafting l-ll-lll (Metro) (3 each) Computer Graphics/Printing Technology l-ll-lll (Metro) (3 each) Microcomputer Systems Technology l-ll _______(Metro) (3 each)_________________ In no case can the same course(s) satisfy technology applications requirements and/or the technology applications requirements in the Career Focus. However, if a student uses the first three units of credit in a Career and Technical Education program to satisfy the Career Focus requirement, he or she may use the second course in the series to satisfy the Technology Applications requirement. What Kinds of Electives Are Available in Career and Technical Areas? One of the strengths of the Little Rock curriculum is the diversity of courses available in Business Education, Marketing Education, Family and Consumer Science, Career and Technical Education, and the many programs offered at the Metropolitan Center. Those courses are listed below: Business Education Keyboarding (1/2) Keyboarding Applications (1/2) Introduction to Computer Technology (1/2) 5 Word Processing A and B (1/2 each) Computerized Accounting l-ll (1 each) Database Management (1/2) Spreadsheet Applications (1/2) Office Management (1) Rapid Writing A and B (1/2 each) Business Law (1) Junior Executive Training (1) Cooperative Office Education (Related) (1) Cooperative Office Education (OJT) (1) Programming A and B (1/2 each) Computerized Business Applications (1) Desktop Publishing A and B (1/2 each) Multimedia Applications in Business (1/2) Banking and Finance Principles (1/2) Banking and Finance Operations (1/2) Banking and Finance Marketing (1/2) Banking and Finance Law (1/2) McClellan High has a magnet program in Business Education. Their courses are as follows: Business Etiquette/Leadership (1/2) Introduction to Business (1/2) Economics (1) Business Finance (1) International Business (1/2) Entrepreneurship (1/2) Marketing Education Marketing Education I (1) Marketing Education I (Cooperative Education) (2) Marketing Education II (Management) (1) Marketing Education II (Management) (Cooperative Education) (2) The McClellan Magnet Program includes the following Marketing Education courses: Fashion Merchandising (1/2) Advertising (1/2) Retailing (1/2) Salesmanship (1/2) Family and Consumer Science Family and Consumer Science (1) Housing and Interior Design (1/2) Human Relations (1/2) Managing Resources (1/2) Family Dynamics (1) Food and Nutrition (1/2) Food Science (Central, Fair, Hall, and McClellan) (1/2) Child Development (1/2) Child Care and Guidance Management Services (1) Parenting (1/2) Clothing Management (1/2) Food Production Management and Services l-ll (McClellan) (1 each) Career and Technical Education The following courses are offered in the comprehensive high schools, but not all of them will be taught in any given school. Check with your counselor to determine which ones are available. I Workplace Readiness (1/2) Exploring Industrial Technology (1) Carpentry Exploration (McClellan) (1) Environmental and Spatial Technology Lab l-ll-lll-IV (Central and McClellan) (1 each) Basic Mechanical Drawing (Central and McClellan) (1) Advanced Mechanical Drafting (Central and McClellan) (1) Architectural Drafting (Central and McClellan) (1) Engineering Drafting (Central and McClellan) (1) Coordinated Career Education l-ll (Related) (1 each) Coordinated Career Education l-ll (OJT) (1 each) Industrial Cooperative Training l-ll (Related) (1 each) Industrial Cooperative Training l-ll (OJT) (1 each) General Cooperative Education (Related) (1) General Cooperative Education (OJT) (1) Computerized Commercial Art l-ll-lll (Parkview) (1 each) Plumbing (ALC/Job Corp) (3) Introduction to Medical Professions Education (ALC/Job Corp) (2) Travel and Tourism (1/2) Television Production l-ll-lll (Fair) (3 each) Cosmetology l-ll-lll (McClellan) (3 each) Enterprise Information Science I (Fair) (1) Internetworking Technologies l-ll (Hall) (1 each) I I II Metropolitan Students wishing to take courses at Metro for part of the school day should ask their counselors for registration information. ! 1 6 Metropolitan Center Programs Workplace Readiness (1/2) Child Care and Guidance Management Services (1) Exploring Industrial Technology (1) Auto Body and Paint Technology l-l (3 each) Automotive Technology l-ll-lll (3 each) Culinary Arts l-ll-lll (3 each) Computerized Commercial Art l-ll-lll (3 each) Computer-Aided Drafting/Architectural Engineering l-ll-lll (3 each) Computer Graphics/Printing Technology l-ll-lll (3 each) Cosmetology l-ll-lll (3 each) Electronics l-ll-lll (3 each) Medical Professions Education l-ll-lll (3 each) Metal FabrisationWelding l-ll-lll (3 each) Radio Brof dcasting l-II-lll (3 each) Residentie Construction l-ll-lll (3 each) Television Production l-ll-llf (3 each) Diesel Technology Services l-ll-lll (3 each) Introduction to Medical Professions Education (2) Machine Tools l-ll (3 each) Law Enforcement Fundamentals (3) Industrial Technology Education (2) Microcomputer Systems Technology l-ll (3 each) If I Fail a Course, How Can I Make It Up? Students who fail a course may make it up in any of the following ways: 1. 2. 3. 4. 5. Are All Courses Offered at All High Schools? You probably noted in the lists provided that some courses are available only at certain high schools at this time. But that still does not mean that every high school will offer and teach every course generally listed. The courses that actually appear on a high schools master schedule are determined based on required courses, on students interests, and on available staffing and other resources. In other words, if only a few students sign up for a course, it may not be taught that year. Also, if no teacher is available for a given course, it will not be taught. The number of available computers determines how many of the technology courses that a school can offer. For the most part, however, the Districts high school curriculum is available at each of the high schools. 6. 7. Most failed courses can be made up during the regular school day. There are 32 opportunities to earn credit over the four-year period (8 periods each day X 4 years), and only 24 of those are minimally required. That leaves eight slots to take electives, to pursue additional Career Focus pathways, or to make up failed courses. Students may make up failed courses in Evening High School. Students may make up failed courses in summer school. One credit can be earned each summer. Students are allowed to earn two credits toward satisfaction of graduation requirements through correspondence courses. Students may make up the following failed courses through credit-by-examination: English l-ll-lll-IV Algebra I Geometry Concepts of Geometry Civics World History United States History These examinations are available each semester. The Accelerated Learning Center, the Alternative Learning Center, and most of the high schools have PLATO computer labs which offer credit in some high school courses. We are working on the approval of some online courses that students could take to make up failed courses. Are There Descriptions Available for Courses? Yes, there are multiple copies of the High School Curriculum Catalog available in each high school and middle school. That book lists every approved course in the high school curriculum, the course description, the grade levels at which the course may be taught, the prerequisites (if any), and the credit to be awarded upon successful completion. Counselors will be happy to provide you access to this information. 7 I understand the Required Common Core and the Available Electives. What Is a Career Focus? This new requirement of at least three units of credit requires you to specify an area to focus uponeither an area that will lead you to a job or career, an area that better prepares you for university admission, or an area of special interest. In the past many students concentrated their electives in one or more areas, but too many students graduated without ever having to think about how high school could prepare them for life after graduation. They just took courses without any real purpose for doing so. The Career Focus requirement provides purpose to the choice of at least three courses. If you dont know where you are going, any plan will get you there. If you are wise, you will designate your Career Focus during the fall of your freshman yearno later. You can then take one Career Focus class each of the remaining three years of high school. If, however, you change your mind for any reason, you can change your Career Focus if you choose one that does not require prerequisites that would prevent your completion of the three courses required in the time you have left. For instance, a student could wait until his or her senior year and take one of the three-credit courses at Metro to satisfy this requirement. You could not, however, change your Career Focus from Spanish to French during your junior year and complete the three units required in French. Each is a prerequisite ofthe next. Your counselor can advise you further. The following Career Focus areas are available at this time: Humanities Three units of one foreign language or Two units of one foreign language and One unit beyond the Common Core requirements from English or Social Studies Three units beyond the Common Core requirements in communications, English, and/or journalism or Three units beyond the Common Core requirements in social studies. Sciences Two units of one foreign language and One additional unit beyond Common Core requirements in science or mathematics or Three units beyond the Common Core requirements from upper-level mathematics and/or science courses. Fine Arts Three units beyond the Common Core requirement in one of the following areas: art, dance, drama, or music. Students are also strongly encouraged to complete a minimum of two units of one foreign language. Administrative Services Three units to include Word Processing A and B (1), Office Management or Cooperative Office Education (1), and one unit from the following: Computerized Accounting l-ll (1), Computerized Business Applications (1), Desktop Publishing A and B (1), Multimedia Applications (1/2), Rapid Writing A and B (1), Workplace Readiness (1/2). Business Management Three units to include Computerized Accounting l-ll (1), Management (1) and one unit from the following: Business Law (1), Computerized Business Applications (1), Multimedia Applicatons (1/2), Word Processing A and B (1), Workplace Readiness (1/2). Finance Three units to include Banking and Finance Marketing (1/2), Banking and Finance Principles (1/2), Banking and Finance Operations (1/2), Banking and Finance Law (1/2), and Computerized Accounting I (1) or Three units to include Computerized Accounting l-ll and one unit from the following: Computerized Business Applications (1), Database Management (1/2), Spreadsheet Applications (1/2), Word Processing A (1/2), Word Processing B (1/2), Workplace Readiness (1/2) 8 Marketing Three units to include Marketing (1), Marketing Management (1) and one from the following: Advertising (1/2), Computerized Business Applications (1), Fashion Merchandising (1/2), Entrepreneurship (1/2), Multimedia Applications (1/2), Retailing (1/2), Salesmanship (1/2), Workplace Readiness (1/2) Coordinated Career Education Three units to include CCE IRelated (1), CCEOJT (1), and one unit from the following: Business Education, Marketing Education, Family and Consumer Sciences, Medical Professions Education, Trades and Industry, Workplace Readiness. Child Care and Guidance Management Services Three units to include Child Care and Guidance Management and Services (1), Child Development (1/2), Family and Consumer Science (1), and Parenting (1/2). Food Production Management and Services Three units to include Family and Consumer Science (1), Food and Nutrition (1/2), Food Production Management and Services I (1) and one-half unit from Family Dynamics (1). Food Science (1/2), Human Relations (1/2), Managing Resources (1/2), Workplace Readiness (1/2). Family and Consumer Sciences Education Three units to include Family and Consumer Science (1) and two units from the following: Child Development (1/2), Clothing Management (1/2), Family Dynamics (1), Food Science (1/2), Food and Nutrition (1/2), Housing and Interior Design (1/2), Human Relations (1/2), Managing Resources (1/2), Parenting (1/2), and Workplace Readiness (1/2). General Cooperative Education Three units to include GCE IRelated (1), GCE-OJT (1) and one unit from Business, Marketing, Family and Consumer Sciences, Medical Professions Education, or Trade and Industrial Education. Industrial Cooperative Education Three units from the following Industrial Cooperative Training l--Related (1), Industrial Cooperative Training I (1), Industrial Cooperative Training ll Related (1), Industrial Cooperative Training II (1) JROTC Three units to include JROTC I, II, III (Naval Science at Parkview and Air Force at Central only). Career and Technical Education Three units from any one of the following programs: Basic Mechanical Drawing (1), Advanced Mechanical Drawing (1), Architectural Drafting (1), Engineering Drafting (1) Computerized Commercial Art 1. II, III (3 each) Auto Body/Paint Technology I, II, III (3 each) Automotive Technology I, II, III (3 each) Culinary Arts I. II, III (3 each) Computer-Aided Drafting I, II, III (3 each) Computer Graphics/Printing Technology I, II, III (3 each) Cosmetology I, II, III (3 each) Electronics I, II, III (3 each) Law Enforcement Fundamentals (3) Machine Tools I, II (3 each) Medical Professions I, II, III (3 each) Metal Fabrication (Welding) I, II, III (3 each) Microcomputer Systems Technology I, II (3 each) Plumbing (3) Radio Broadcasting I. II. Ill (3 each) Residential Construction I, II, III (3 each) TV Production I, II, III (3 each) Diesel Technology Services I, II, III (3 each). SciencesParkview Magnet5 units Two units of biology beyond Biology I and One semester of chemistry beyond Chemistry I and Two units of German or Latin and One semester of Applied Statistics and Technical Writing and Yearly Project. Fine ArtsParkview Magnet8 units Eight units in one of the following specialty areas: dance, drama, art, or music. Students are also strongly encouraged to complete a minimum of two units of one foreign language. 9 Written CommunicationMcClellan High5 Va units Journalism I (1) and Journalism II (1) and Technical Writing (1/2) or Creative Writing (1/2) and Word Processing A (1/2) and Word Processing B (1/2) and 2 units of school-approved electives Oral CommunicationMcClellan High 5 16 units Communications I (1) and Drama I (1) and Mass Media A (1/2) and Mass Media B (1/2) and Public Speaking/Business Communications (1/2) and 2 units of school-approved electives. Visual/Product Communications McClellan High5 Vi units Advertising (1/2) and Art Design/Graphic Design (1) and Introduction to Art (1) and Painting (1) and Mass Media A (1/2) and 1 16 units of school-approved electives. Business Principles and Management McClellan High5 A units Computerized Business Applications (1) or two of the following: Word Processing A (1/2), Desktop Publishing (1/2), Database Management (1/2), Spreadsheet Applications (1/2) and Computerized Accounting I (1) and Junior Executive Training (1) and 2 16 units of school-approved electives. Economics and FinanceMcClellan High5 16 units Computerized Business Applications (1) or two of the following: Word Processing A (1/2), Desktop Publishing (1/2) Database Management (1/2), Spreadsheet Applications (1/2) and Economics (1) or Banking and Finance Principles (1/2) and Banking and Finance Operations (1/2) and Junior Executive Training (1) and 2 16 units of school-approved electives. Marketing and AdvertisingMcClellan High5 16 units Advertising (1/2) and Fashion Merchandising (1/2) and Marketing (1) and Marketing Management (1) and 2 /s units of school-approved electives other Career Focus pathways may be added from time to time. We anticipate, for instance, that before school begins in fall 2000, there may be approved Career Focus areas for future teachers (Teachers of Tomorrow) and for the International Studies magnet program at Central High School. In addition, several Career and Technical areas may be added. Ask your counselor if you are interested in any of these options. May I Take More Than One Career Focus? Absolutely! You have enough electives in the required program and enough opportunity to take courses beyond the required 24 units to complete a total of four or five Career Focus pathways. You have 15 credit opportunities beyond the 17 required in the Common Core. Students do not, therefore, have to choose between band and journalism or between debate and choir, for instance. So Far You Have Outlined the Minimum Requirements for Graduation. I am Interested in the Specifics of the Recommended Curriculum. What Are the Courses that Are Recommended? To complete the Recommended Common Core and Career Focus, students must complete the following additional courses beyond the requirements outlined previously * One additional unit of social studies. * One additional unit of advanced mathematics. The three units required for the LRSD Common Core must include Algebra I, Geometry, and Algebra II in order to satisfy prerequisites of advanced courses. Seniors are strongly encouraged to take a mathematics course during their senior year. * One additional unit from science. * Two units of one foreign language, one unit of which may be completed in grade 8. * One additional unit of technology applications. * One additional unit in the selected Career Focus area. 10 These seven additional courses, added to the 17 in the required Common Core and the three in the required Career Focus, make the total number of units in the Recommended Curriculum to be 27with no electives. Students in the magnet programs must complete more than the minimum, depending upon the number of magnet courses required. If I Want to Earn the Honors Seal on My Diploma, What Do I Have to Do? The requirement for the classes of 2001 and 2002 is only that the student complete a 3.5 grade-point average in the college preparatory curriculum. three years of science, three years of mathematics, three years of social studies, and four years of English). These courses are all included in the new requirements for graduation for Little Rock School District students, effective for the class of 2002. 4. To complete high school in eight consecutive semesters. Effective for the class of 2003, the student who wishes to earn the honors seal must do all the following: Students achieving all of these specific goals are designated as Arkansas Scholars and recognized at a banquet during their senior year. Also, participating local employers agree to recognize the Arkansas Scholars designation on students transcripts and to treat it as a factor in employment decisions. a. b. c. Complete the 27 units of the Recommended Common Core and Career Focus AND Successfully complete a minimum of six Pre-Advanced Place This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.