This document provides information for rising 9th grade students transitioning to Monticello High School. It outlines the transition activities taking place from December to August. These include a curriculum expo in December, Health Science Academy applications due in January, meeting with 8th grade counselors from January to March to register for classes, and a parent-student orientation in August. The document then reviews graduation requirements, the course registration process, teacher recommendations, typical 9th grade schedules, and elective pathways and clubs available at Monticello High School.
The document provides an overview of Parkdale High School's mission, goals, and initiatives for the upcoming school year. It discusses improving academic performance, increasing graduation rates, developing a 9th grade academy, using data to drive decisions, and creating a culture of continuous learning and feedback. It also reviews survey results on school climate and outlines plans to enhance performance management.
This document outlines the goals and components of the 9th Grade Academy at Perth Amboy High School. The Academy aims to ease the transition to high school for 9th graders and address issues like high non-promotion rates. It establishes small learning communities led by teacher teams. Components include dedicated counselors and administrators, targeted academic support, and professional development for teachers on teaming strategies and developing a sense of belonging for freshman. The goal is to improve student performance and reduce dropout rates through a structured and personalized learning environment.
This document outlines the standard and advanced diploma requirements for students entering 9th grade in 2011-2012 and beyond. It provides details on required credits and verified credits for specific subject areas. It also gives examples of typical 9th grade course schedules and elective options. It emphasizes the importance of homework, attendance, and making wise choices. It lists important upcoming dates and action items for rising 9th grade students and their parents.
This document outlines the course requirements and typical schedule for 9th grade students at West Potomac High School. It details the requirements to earn a Standard Diploma or Advanced Studies Diploma including the number of standard and verified credits needed in each subject area. It provides information about math, world language, and elective course options for 9th grade and recommendations for determining the appropriate level of course rigor. The document highlights important dates and provides tips for students to help them succeed in high school.
This document provides an overview of James River High School for parents attending the 2011 Parents' Night. It introduces the principal, assistant principal, and front office staff. It discusses the transition to high school, the registration process, types of diplomas offered, graduation requirements, and course offerings in key subject areas like English, math, science, and social studies. The document outlines course levels, prerequisites, and opportunities for advanced coursework. It addresses topics like schedule changes, grade classifications, and GPA calculation.
The document outlines the administration and counseling staff of a high school. It then lists the counselors and their assigned student caseloads by last name. The rest of the document provides information about graduation requirements, endorsement options, course credits needed, state testing requirements and awarding of credits.
The document outlines the administration and counseling staff of a high school. It then lists the counselors and their assigned student caseloads by last name. The rest of the document provides information about graduation requirements, endorsement options, course credits needed, state testing requirements and awarding of credits.
This document provides information about course selection and scheduling for students at Frisco High School. It discusses the block schedule format, graduation requirements, course levels including Pre-AP and AP, end-of-course exams, calculating GPA and class rank, athletic and extracurricular opportunities, and the course selection process. Students are guided to fill out a course request sheet by the given deadline in order to facilitate teacher hiring and schedule building for the upcoming school year.
The document provides an overview of Parkdale High School's mission, goals, and initiatives for the upcoming school year. It discusses improving academic performance, increasing graduation rates, developing a 9th grade academy, using data to drive decisions, and creating a culture of continuous learning and feedback. It also reviews survey results on school climate and outlines plans to enhance performance management.
This document outlines the goals and components of the 9th Grade Academy at Perth Amboy High School. The Academy aims to ease the transition to high school for 9th graders and address issues like high non-promotion rates. It establishes small learning communities led by teacher teams. Components include dedicated counselors and administrators, targeted academic support, and professional development for teachers on teaming strategies and developing a sense of belonging for freshman. The goal is to improve student performance and reduce dropout rates through a structured and personalized learning environment.
This document outlines the standard and advanced diploma requirements for students entering 9th grade in 2011-2012 and beyond. It provides details on required credits and verified credits for specific subject areas. It also gives examples of typical 9th grade course schedules and elective options. It emphasizes the importance of homework, attendance, and making wise choices. It lists important upcoming dates and action items for rising 9th grade students and their parents.
This document outlines the course requirements and typical schedule for 9th grade students at West Potomac High School. It details the requirements to earn a Standard Diploma or Advanced Studies Diploma including the number of standard and verified credits needed in each subject area. It provides information about math, world language, and elective course options for 9th grade and recommendations for determining the appropriate level of course rigor. The document highlights important dates and provides tips for students to help them succeed in high school.
This document provides an overview of James River High School for parents attending the 2011 Parents' Night. It introduces the principal, assistant principal, and front office staff. It discusses the transition to high school, the registration process, types of diplomas offered, graduation requirements, and course offerings in key subject areas like English, math, science, and social studies. The document outlines course levels, prerequisites, and opportunities for advanced coursework. It addresses topics like schedule changes, grade classifications, and GPA calculation.
The document outlines the administration and counseling staff of a high school. It then lists the counselors and their assigned student caseloads by last name. The rest of the document provides information about graduation requirements, endorsement options, course credits needed, state testing requirements and awarding of credits.
The document outlines the administration and counseling staff of a high school. It then lists the counselors and their assigned student caseloads by last name. The rest of the document provides information about graduation requirements, endorsement options, course credits needed, state testing requirements and awarding of credits.
This document provides information about course selection and scheduling for students at Frisco High School. It discusses the block schedule format, graduation requirements, course levels including Pre-AP and AP, end-of-course exams, calculating GPA and class rank, athletic and extracurricular opportunities, and the course selection process. Students are guided to fill out a course request sheet by the given deadline in order to facilitate teacher hiring and schedule building for the upcoming school year.
Hyss 2013 15_mar_sec 2 mtp_for school websitehyssittrainer
This document provides information about the academic programs and pathways for students in Secondary 2. It outlines:
1) The school's academic support programs including form teacher meetings, remedial classes, common tests, and co-curricular activities.
2) The streaming process and criteria for Express, Normal Academic, and Normal Technical streams.
3) The post-secondary education pathways and admission requirements for Junior College, Millennia Institute, Polytechnic, and Institute of Technical Education.
Hyss 2013 15_mar_sec 2 mtp_for school website[2]hyssittrainer
The document provides information about the school programs and subjects offered at Secondary Two level. It discusses the form teacher-student interaction time, structured remedial classes, weekly common tests, and the Sec 2 signature programme. It also outlines the criteria for different post-secondary education paths including junior colleges, Millenia Institute, polytechnics, and subject combination options for the Sec 3 Express, Normal Academic, and Normal Technical streams.
This document provides an overview of the academic program at South Hadley Public Schools for parents of incoming students. It summarizes the mission statement, changes to graduation requirements, the Advanced Placement initiative, MCAS requirements, the course selection process, and updates from academic departments. Parents are encouraged to review course options and requirements and discuss their child's four-year academic plan with guidance counselors.
Hyss 2013 15_mar_sec 2 mtp_for school website[3]hyssittrainer
The document provides information about the school programs and activities for Secondary Two students, including form teacher-student interaction time, structured remedial classes, weekly common tests, and the EL and signature programs. It also discusses the streaming exercise for subjects and education pathways after secondary school. Key dates for the Sec 2 streaming exercise are provided.
This document outlines the high school graduation requirements for North Carolina public schools. It provides the course and credit requirements for students depending on which year they entered 9th grade. Generally, students must complete 22 credits including 4 credits of English, 4 credits of math, 3 credits of science, 4 credits of social studies, 1 credit of health/PE, and 6 credits of electives. It also details the requirements for the Future Ready Core course of study and the Future Ready Occupational course of study. School counselors can assist students in understanding the requirements needed for graduation.
The document provides information about MIA History, including its founding in 1985 and accreditation process. It highlights MIA's focus on developing students' personal interests and potential through an outstanding faculty using creative teaching strategies. Statistics show MIA students perform well academically, achieving high ACT scores and enrolling in top universities with many receiving scholarships. The document then provides details on MIA's new graduation requirements, early graduation requirements, sample college requirements, and checklists for students in their freshman through senior years to help prepare for college.
King George International Business College - Canada Tesol Centre offers intensive IELTS preparation programs ranging from 4 to 12 weeks. The programs provide full-time instruction to help students improve their IELTS exam results. Students receive immediate feedback, university counseling, and individual speaking test practice. The academic and general training modules prepare students for college or immigration purposes. Completion certificates are awarded for each 4-week period upon attending at least 85% of classes.
Brian kayser classroom spaces, writing, and udlbkayser
This document summarizes Brian Kayser's approach to creating an inclusive classroom environment using principles of Universal Design for Learning (UDL). Some key points:
- He removed desks and added comfortable seating to encourage collaboration and choice.
- Students use various technologies like Google Docs, blogs, comics tools and video/audio recording to demonstrate their learning in different ways.
- Projects encourage sharing work through blogs, Ustream broadcasts and pen pals to give students authentic audiences.
Three little pigs, Marvin, Browny, and Piglet, each build houses to escape from a hungry wolf. Marvin builds his house from straw, which the wolf easily blows down. Browny builds his from sticks, which also gets blown down. Piglet builds his brick house, which withstands the wolf's attempts to enter. Eventually, Piglet outsmarts and traps the wolf, rescuing his brothers. They rebuild stronger brick houses and live happily ever after.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Three little pigs, Marvin, Brownie, and Piglet, each build houses to escape their poor mother. Marvin builds his house of straw, which is blown down by the Big Bad Wolf. Brownie builds his of sticks, suffering the same fate. Only Piglet's brick house stands strong against the Wolf. Through his clever tricks, Piglet eventually defeats the Wolf and rescues his brothers, allowing the three pigs to live happily ever after in their brick homes.
Three little pigs, Marvin, Brownie, and Piglet, each build houses out of different materials to escape from a hungry wolf. Marvin's house of straw and Brownie's house of sticks are easily blown down by the wolf. However, Piglet's brick house stands strong against the wolf's blows. Through his clever tricks, Piglet is able to outwit the wolf and rescue his brothers, and they all rebuild safe houses of brick.
After World War II, the U.S. economy was strong with many jobs and consumer demand for American products. More people pursued higher education as the G.I. Bill provided benefits to veterans and the economy demanded more skilled workers. The Baby Boom led to a surge in births between 1943 to 1960. Major infrastructure projects like the Interstate Highway System and advances in civil rights expanded opportunities for women and minorities in the postwar period.
Learning and Experiencing World War II Part 2bkayser
Auschwitz was a Nazi concentration camp in Poland from 1940 to 1945 where an estimated 1.1 million people were murdered, including men, women, and children who were Jewish, Gypsies, homosexuals, intellectuals, and others. Many also died from starvation, disease, and mistreatment at the camp.
The document discusses D-Day stories and contains links to pages about a B-26 bomber, Cherbourg, France, Normandy beaches, and a D8 bombsight that were involved in the Allied invasion of Normandy on June 6, 1944.
Abraham Lincoln believed keeping the Union together was more important than punishing the South after the Civil War. Robert E. Lee later became president of Washington College and advocated for reconciliation between the North and South. Frederick Douglass fought for civil liberties, human rights, and voting rights for freed slaves through his powerful voice.
Hyss 2013 15_mar_sec 2 mtp_for school websitehyssittrainer
This document provides information about the academic programs and pathways for students in Secondary 2. It outlines:
1) The school's academic support programs including form teacher meetings, remedial classes, common tests, and co-curricular activities.
2) The streaming process and criteria for Express, Normal Academic, and Normal Technical streams.
3) The post-secondary education pathways and admission requirements for Junior College, Millennia Institute, Polytechnic, and Institute of Technical Education.
Hyss 2013 15_mar_sec 2 mtp_for school website[2]hyssittrainer
The document provides information about the school programs and subjects offered at Secondary Two level. It discusses the form teacher-student interaction time, structured remedial classes, weekly common tests, and the Sec 2 signature programme. It also outlines the criteria for different post-secondary education paths including junior colleges, Millenia Institute, polytechnics, and subject combination options for the Sec 3 Express, Normal Academic, and Normal Technical streams.
This document provides an overview of the academic program at South Hadley Public Schools for parents of incoming students. It summarizes the mission statement, changes to graduation requirements, the Advanced Placement initiative, MCAS requirements, the course selection process, and updates from academic departments. Parents are encouraged to review course options and requirements and discuss their child's four-year academic plan with guidance counselors.
Hyss 2013 15_mar_sec 2 mtp_for school website[3]hyssittrainer
The document provides information about the school programs and activities for Secondary Two students, including form teacher-student interaction time, structured remedial classes, weekly common tests, and the EL and signature programs. It also discusses the streaming exercise for subjects and education pathways after secondary school. Key dates for the Sec 2 streaming exercise are provided.
This document outlines the high school graduation requirements for North Carolina public schools. It provides the course and credit requirements for students depending on which year they entered 9th grade. Generally, students must complete 22 credits including 4 credits of English, 4 credits of math, 3 credits of science, 4 credits of social studies, 1 credit of health/PE, and 6 credits of electives. It also details the requirements for the Future Ready Core course of study and the Future Ready Occupational course of study. School counselors can assist students in understanding the requirements needed for graduation.
The document provides information about MIA History, including its founding in 1985 and accreditation process. It highlights MIA's focus on developing students' personal interests and potential through an outstanding faculty using creative teaching strategies. Statistics show MIA students perform well academically, achieving high ACT scores and enrolling in top universities with many receiving scholarships. The document then provides details on MIA's new graduation requirements, early graduation requirements, sample college requirements, and checklists for students in their freshman through senior years to help prepare for college.
King George International Business College - Canada Tesol Centre offers intensive IELTS preparation programs ranging from 4 to 12 weeks. The programs provide full-time instruction to help students improve their IELTS exam results. Students receive immediate feedback, university counseling, and individual speaking test practice. The academic and general training modules prepare students for college or immigration purposes. Completion certificates are awarded for each 4-week period upon attending at least 85% of classes.
Brian kayser classroom spaces, writing, and udlbkayser
This document summarizes Brian Kayser's approach to creating an inclusive classroom environment using principles of Universal Design for Learning (UDL). Some key points:
- He removed desks and added comfortable seating to encourage collaboration and choice.
- Students use various technologies like Google Docs, blogs, comics tools and video/audio recording to demonstrate their learning in different ways.
- Projects encourage sharing work through blogs, Ustream broadcasts and pen pals to give students authentic audiences.
Three little pigs, Marvin, Browny, and Piglet, each build houses to escape from a hungry wolf. Marvin builds his house from straw, which the wolf easily blows down. Browny builds his from sticks, which also gets blown down. Piglet builds his brick house, which withstands the wolf's attempts to enter. Eventually, Piglet outsmarts and traps the wolf, rescuing his brothers. They rebuild stronger brick houses and live happily ever after.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Three little pigs, Marvin, Brownie, and Piglet, each build houses to escape their poor mother. Marvin builds his house of straw, which is blown down by the Big Bad Wolf. Brownie builds his of sticks, suffering the same fate. Only Piglet's brick house stands strong against the Wolf. Through his clever tricks, Piglet eventually defeats the Wolf and rescues his brothers, allowing the three pigs to live happily ever after in their brick homes.
Three little pigs, Marvin, Brownie, and Piglet, each build houses out of different materials to escape from a hungry wolf. Marvin's house of straw and Brownie's house of sticks are easily blown down by the wolf. However, Piglet's brick house stands strong against the wolf's blows. Through his clever tricks, Piglet is able to outwit the wolf and rescue his brothers, and they all rebuild safe houses of brick.
After World War II, the U.S. economy was strong with many jobs and consumer demand for American products. More people pursued higher education as the G.I. Bill provided benefits to veterans and the economy demanded more skilled workers. The Baby Boom led to a surge in births between 1943 to 1960. Major infrastructure projects like the Interstate Highway System and advances in civil rights expanded opportunities for women and minorities in the postwar period.
Learning and Experiencing World War II Part 2bkayser
Auschwitz was a Nazi concentration camp in Poland from 1940 to 1945 where an estimated 1.1 million people were murdered, including men, women, and children who were Jewish, Gypsies, homosexuals, intellectuals, and others. Many also died from starvation, disease, and mistreatment at the camp.
The document discusses D-Day stories and contains links to pages about a B-26 bomber, Cherbourg, France, Normandy beaches, and a D8 bombsight that were involved in the Allied invasion of Normandy on June 6, 1944.
Abraham Lincoln believed keeping the Union together was more important than punishing the South after the Civil War. Robert E. Lee later became president of Washington College and advocated for reconciliation between the North and South. Frederick Douglass fought for civil liberties, human rights, and voting rights for freed slaves through his powerful voice.
Jane Addams was a political activist and social reformer in the late 19th/early 20th century. She is known for founding Hull House in Chicago in 1889, which helped immigrants and children through social services and education programs. The document discusses Jane Addams' background and accomplishments, including winning the Nobel Peace Prize, as well as messages from friends concerned with the well-being of children and workers.
This 3-line document lists amendments to the U.S. Constitution but provides no details about them. It references the 13th, 14th, and 15th Amendments, but gives no information on what each amendment covers or what it changed.
The document discusses words derived from the Latin root "ten" which means to hold or keep. It provides examples of how each word relates to containing, continuing, entertaining or obtaining something and keeping it within limits, across time, or as one's own. The words discussed are contain, continue, entertain, entertainer, obtain, and obtained.
1. Welcome to Monticello High School
Rising 9th Grade Transition Lesson
www.k12albemarle.org/monticello
2. Overview of 9th Grade Transition
Activities
Today: meet your high school counselor and learn more about
Today
Monticello High School
Dec 18th: Curriculum Expo at 7:00 at MHS
Jan 18th: Health Science Academy applications are due
Jan-March 15st: meet with your 8th grade counselor to talk about
teacher recommendations and register for 9th grade classes
Apr 16th: visit Monticello High School
August: parent-student orientation night at MHS
August
3. Goals For Today
Introduce the Guide to High School Credit Courses
Review diploma types, graduation requirements and
verified credits
Understand the importance of a career plan
Understand the registration process and teacher
recommendations
4. Review of the Guide to High
School Credit Courses
Guide to High School Credit Courses- booklet
containing all of the class descriptions and a valuable
tool in helping you figure out what courses/course
levels to choose.
Please ensure you take time to review the Guide to
High School Credit Courses prior to meeting with
your school counselor. It can be found on the
Albemarle County Public Schools website and you will
be given a copy by your 8th grade counselor.
5. Review of Graduation
Requirements
Diploma types and credit requirements
• Standard diploma: 22 credits and 6 SOLs (verified credits)
• Advanced diploma: 26 credits and 9 SOLs (verified credits)
What is a credit?
• Passing a course equals one credit.
What is a verified credit?
• Passing both the course and the end of course SOL.
• Example: Pass Algebra 1 class and pass Algebra 1 SOL
Every student should have a 4-year plan!!!
6. Standard Diploma
Subject Area Standard Verified
Credits Credits
English 4 2
Math 3 1
Science 3 1
History & Social Science 3 1
Health & Physical Education 2
World Language, Fine Art or Career and 2
Technical Education
Economics/Personal Finance 1
Electives 4
Student Selected Tests 1
Total 22 6
7. Advanced Studies Diploma
Subject Area Standard Verified
Credits Credits
English 4 2
Math 4 2
Science 4 2
History & Social Science 4 2
Health & Physical Education 2
World Language 3
Fine Arts or Career and Technical Education 1
Economics/Personal Finance 1
Electives 3
Student Selected Tests 1
Total 26 9
8. 4- Year Plan
Grade Diploma English Social Studies Math Science Health/PEElec World Lang/ Electives Verified
Type tive Elective Credits
Middle Advanced
School Diploma
6-8 Fine Art/:
Advanced English 9 *World History I *Algebra I *Earth Science Health I ___________
9 *Geometry *Biology Phys Ed I Econ &
*Algebra II Personal
Standard English 9 *World History I *Algebra I *Earth Science Health I ___Finance___
Fundamental Phys Ed I 3 other
Skills electives:
Advanced English 10 *World History *Geometry *Biology Health II ____________
10 II *Algebra II *Chemistry Phys Ed II ____________
Math Analysis ____________
_
Standard English 10 *World History Alg Funct. Data *Biology Health II *** Standard
II *Geometry Phys Ed II Diploma
*Algebra I Sequence 1:
____________
Advanced *English 11 *US/VA History *Algebra II *Chemistry Sequence 2:
11 (2 SOLs) Math Analysis Physics Internship/Coo ____________
College Alg/Trig Ecology p 4 other
Standard *English 11 *US/VA History Alg Funct. Data *Chemistry electives:
(2 SOLs) *Algebra II Physics ____________
*Geometry Ecology ____________
Animal Stud ____________
Advanced English 12 US/VA Gov’t. Math Analysis Physics ____________
12 AP Math or Dual AP Sci. *** 1 of the 6
Enrollment Math __________ electives must
College Alg/Trig be a Fine Art or
CTE
____________
_
Standard English 12 US/VA Gov’t. Additional Math Additional Sci Econ &
(opt.): (opt.): Personal ______
____________ __________ ___Finance___ _
*Algebra II Total
*Geometry
Alg Funct. Data
9. Registration Process and Teacher
Recommendations
Your teachers will make recommendations for
your courses and levels
It is very important that you follow your
teacher recommendations
SOLs do have an impact on your class
schedule, so do your best
THE RECOMMENDATIONS ARE NOT A
COPY OF YOUR SCHEDULE!
10. Registration Process and Teacher
Recommendations
Teachers make recommendations for courses and course levels. These
recommendations are reviewed during the registration meeting.
Standard level is offered as a college preparatory/school-to-work
program. This level provides a broad base of knowledge and emphasizes
realistic application of concepts.
Academic/Advanced level is offered as a college preparatory/school-to-
work program. Students in this level class are engaged in a rigorous
curriculum designed to stimulate and encourage academic growth and
performance.
Honors level is designed for students demonstrating exceptional
aptitude and achievement in the discipline, and a desire to pursue the
curriculum beyond the Academic /Advanced level of study. Honors
students are expected to be self-motivated, independent learners able
to engage in self-instruction through independent reading, projects, and
research.
11. Typical 9th Grade Schedule
English
Math
History
Science
Health I /PE I (one 9 weeks of each)
World Language (depending upon diploma type)
Elective
Elective
12. Monticello High School Schedule
Monday Friday
Tuesday Wednesday Thursday
Mentorship Mentorship Mentorship Mentorship Mentorship
(8:55-9:00am) (8:55-9:00am) (8:55-9:00am) (8:55-9:00am) (8:55-9:00am)
Mustang Morning Mustang Morning Mustang Morning Mustang Morning Mustang Morning
(9:05-9:30am) (9:05-9:30am) (9:05-9:30am) (9:05-9:30am) (9:05-9:30am)
Period 1A, 1B Period 1A, 1B Period 1A, 1B Period 1A, 1B Period 1A
(semester courses) (semester courses) (semester courses) (semester courses) (9:35-10:18am)
or Period 1A or Period 1B or Period 1A or Period 1B
(yearlong courses) (yearlong courses) (yearlong courses) (yearlong courses) Period 1B
(9:35-11:00am) (9:35-11:00am) (9:35-11:00am) (9:35-11:00am) (10:23-11:00am)
Period 2A, 2B Period 2A, 2B Period 2A, 2B Period 2A, 2B Period 2A
(semester courses) (semester courses) (semester courses) (semester courses) (11:05am-11:45am)
or Period 2A or Period 2B or Period 2A or Period 2B
(yearlong courses) (yearlong courses) (yearlong courses) (yearlong courses) Period 2B
(11:05am-1:00pm) (11:05am-1:00pm) (11:05am-1:00pm) (11:05am-1:00pm) (12:20pm-1:00pm)
L1: 11:00am-11:30am L1: 11:00am-11:30am L1: 11:00am-11:30am L1: 11:00am-11:30am L1: 11:00am-11:30am
L2: 11:45am-12:15pm L2: 11:45am-12:15pm L2: 11:45am-12:15pm L2: 11:45am-12:15pm L2: 11:45am-12:15pm
L3: 12:30pm-1:00pm L3: 12:30pm-1:00pm L3: 12:30pm-1:00pm L3: 12:30pm-11:00pm L3: 12:30pm-1:00pm
Period 3A, 3B Period 3A, 3B Period 3A, 3B Period 3A, 3B Period 3A
(semester courses) (semester courses) (semester courses) (semester courses) (1:05-1:43pm)
or Period 3A or Period 3B or Period 3A or Period 3B
(yearlong courses) (yearlong courses) (yearlong courses) (yearlong courses) Period 3B
(1:05-2:25pm) (1:05-2:25pm) (1:05-2:25pm) (1:05-2:25pm) (1:48-2:25pm)
Period 4A, 4B Period 4A, 4B Period 4A, 4B Period 4A, 4B Period 4A
(semester courses) (semester courses) (semester courses) (semester courses) (2:30-3:08pm)
or Period 4A Or Period 4B or Period 4A or Period 4B
(yearlong courses) (yearlong courses) (yearlong courses) (yearlong courses) Period 4B
(2:30-3:50pm) (2:30-3:50pm) (2:30-3:50pm) (2:30-3:50pm) (3:13-3:50pm)
13. MONTICELLO HIGH SCHOOL
9th GRADE ELECTIVES CAREER PATHWAYS
2013-2014
Please refer to the Program of Studies for complete listings, descriptions, and prerequisites.
ART, AV, COMMUNICATION, & HUMANITIES BUSINESS, FINANCE, MARKETING, & HOSPITALITY & TOURISM SERVICES
African-American Lit. INFORMATION TECHNOLOGY Culinary Arts I
Art I-IV This pathway includes these Career Clusters: Principles of Business & Marketing
Basics of Tech Theater Business Management & Administration World Languages: see below for list of languages
Chorus I – IV Finance HEALTH SERVICES
Concert Band Information Technology Culinary Arts I
Creative Writing I, II Marketing, Sales, & Service Health & Medical Sciences I, II
Debate ½ cr. Business Management Medical Terminology
Design, Multi-Media & Web Tech. I, II Computer Info Systems I, II Mediation Training I (½ cr.)
Drama I – IV Computer Science I, II World Languages: see below for list of languages
Humanities I – III Design, Multi-Media & Web Tech. I, II LEGAL, PROTECTIVE, EDUCATION &
Improv Comedy Digital Imaging Technology I, HUMAN SERVICES
Intro to Film and Basic Visual Studies Office Specialist I, II, III This pathway includes these Career Clusters:
Jazz Band I – IV (zero period) Principles of Business & Marketing Education & Training
Journalism I – IV Smart Money Management/Economics Human Services
Marching Band Yearbook I– IV Law, Public Safety, Corrections & Security
Multimedia Crafts I – IV World Languages: see below for list of languages Government & Public Administration
Percussion Ensemble ENGINEERING, TECHNOLOGY, SCIENCE, Air Force Junior ROTC I-IV , ROTC Drill, and ROTC
Photography I – III & NATURAL RESOURCES Raiders
Speech & Communication Air Force Junior ROTC I –IV Computer Info. Systems I, II
Stage Band I – IV (zero period) Computer Science I, II Debate
String Ensemble I – IV Design, Multi-Media & Web Tech. I, II Health & Medical Sciences I, II
TV Production I, II, III Geospatial Technology Mediation Training I (½ cr.) & II (1 cr.)
Film and Video Editing Green Energy Design Principles of Business & Marketing
Vocal Jazz Ensemble Green Energy Technology Speech & Communication ½ cr.
Wind Ensemble (Audition) Materials & Processes Technology World Languages: see below for list of languages
Women’s Ensemble-Advanced (Audition) Math, Engineering & Science Academy (see below)
Yearbook I - IV Technical Drawing
World Languages: see below for list of languages World Languages: see below for list of languages
ADDITIONAL ELECTIVES, ENRICHMENT, & CAREER EXPERIENCES
World Languages: French, Spanish, Russian, Chinese, Latin, German, Japanese
Air Force Junior ROTC I – IV and ROTC Drill (zero period)
Math, Engineering and Science Academy at Albemarle High School-must enroll at AHS (see your school counselor for information and application procedure)
Health and Medical Sciences Academy at Monticello High School-must enroll at MoHS (see your school counselor for information and application procedure)
AVID- admission criteria apply
Leadership 1 cr. I – IV
ESOL -admission criteria apply
Smart Money Management/Economics
Summer Camps (CATEC) –Architecture and Construction: sessions for rising 8th-10 th ;Culinary Arts and Cosmetology (rising 8th-10th)
14. New Program at MHS!
Health and Medical Sciences Academy
(page 10 of the course guide)
Apply by Jan 18th – The website for the Academy is
www.k12albemarle.org/hmsa Applications are available with your
counselor but it is recommended that you apply online at the
website listed above.
Students accepted into the program will have the following
specialized (designed to prep students for a Health/Medical field
career) classes in their schedule English, Science, History, Latin,
Health and Medical Science
15. Clubs at Monticello High School
ACE—engineering activities
Animal Rights Club-activities supporting the rights of animals
Big Brother Big Sister Club—upperclassmen mentoring underclassmen and helping with transition
activities
Celtic/Blue Grass/Fiddle Club—traditonal celtic music/dance exploration and appreciation
Chemistry -Experience chemistry beyond what is taught in the classroom
Chess/Strategy- compete and improve your skills.
Debate- hone your research, argumentation, and presentation skills
Environthon— study and practice in preparartion for a competition based on science and problem solving
skills
FCA (student sponsored)- offers students a forum for discussion of faith based topics
Fencing-Promote fencing for competition and for fun.
Garden Club– learn how to grow your own fruits and vegetables
Key Club-opportunities to perform service, build character and develop leadership.
Model UN(United Nations)-students step into shoes of ambassadors from UN member states to debate
current issues on the organization’s agenda.
Otaku—appreciation and exploration of Japanese Anime
Recycling- Raise awareness of conservation and recycling efforts at MHS.
SHOUT(Students, Hopes, Outcries, United, Together)-S.H.O.U.T is a club that supports school clubs
(social) activities year round.
Student Rationalists dedicated to the study of reason as it applies to current world events
TOMS Shoes---fundraising and activities in support of providing the impoverished with footwear
Volleyball game, set, match! Improve your game make new friends…
16. Sports at Monticello High School
Cheerleading Wrestling
Cross Country Baseball
Field Hockey Softball
Football Outdoor Track
Girls Volleyball Girls Soccer
Golf Boys Soccer
Girls Basketball Girls Tennis
Boys Basketball Boys Tennis
Indoor Track Girls Lacrosse
Swimming Boys Lacrosse
School Counselor will go through the program of studies. Review the table of contents and how the POS is organized. Explain that all three county high school courses are listed in the POS and our students should only refer to those classes that have MoHS listed.