Schalmont Senior High School
1 Sabre Drive
Schenectady, New York 12306
Phone: (518)355-6255

TABLE OF CONTENTS

 

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FORWARD

The materials within this booklet have been written to give students and their parents a brief overview of the course offerings at Schalmont High School. Preceding the course descriptions is a section on diploma requirements, areas of special interests, major sequences, and a listing of all courses.

Planning a course of studies is one of the most important phases of a student’s entire educational program. Students are, therefore, encouraged to work with their parents and counselors to plan a program of studies within which they will be both challenged and successful.

Students begin to plan their high school program while in the eighth grade with the middle school counselors. The students will continue planning their program with the high school counselors. The guidance counselors maintain a complete set of records on each student and they are the best source of assistance for planning an appropriate course of study. Parents are encouraged to call for an appointment if any question arises regarding the planning of their child’s high school program.

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NON-DISCRIMINATION NOTICE
Title IX of the Education Amendments of 1972

The Schalmont Central School District does not discriminate on the basis of race, color, or national origin in the employment and educational opportunities it offers, including vocational educational opportunities.

Also, as required by Title IX of the Education Amendments of 1972, the Schalmont Central Schools, Schenectady, New York, does not discriminate on the basis of sex in the educational programs or activities which it provides (including vocational program), appointment of employees, employment pay and benefits, counseling services for students, access by students to educational programs, course offerings, textbooks and student activities.

The district official responsible for the coordination of activities relating to nondiscrimination on the basis of sex is Mrs. Susan Cook, Title IX Coordinator. She will provide information including information on complaint procedures, to any student or employee who feels that her or his rights under Title IX may have been violated by the district or its officials. Her office is in the Schalmont Central School District Office, 401 Duanesburg Rd., Schenectady, New York 12306. Her telephone number is (518) 355-9200, x4013. In addition, any student or employee may make an inquiry or a complaint directly to the Federal Office for Civil Rights.

Section 504 of the Rehabilitation Act of 1973

The Schalmont Central School district, Schenectady, New York, hereby gives notice that it does not discriminate on the basis of handicap in violation of Section 504 of the Rehabilitation Act of 1973. The district further gives notice that it does not discriminate on the basis of handicap in admission or access to its programs and activities, including vocational education programs. No person shall be denied employment solely because of any physical, mental or medical impairment which is unrelated to the person’s ability to engage in the activities involved in the job for which application has been made.

Inquiries concerning this policy may be referred to Ms. Joanne VanGenderen, Section 504 Coordinator, Schalmont Central School District Office, 401 Duanesburg Rd., Schenectady, New York 12306. Her telephone number is (518) 355-9200, x4019.

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REQUIREMENTS FOR GRADUATION
STUDENTS ENTERING GRADE 9 IN 1999 and 2000
(Classes of 2003 and 2004)

*Note: A student who completes a five-unit sequence in Occupational Education, Art or Music may be exempt from the second language requirement.

Beginning with the Class of 2000, students will face more stringent requirements for graduation. These students are expected to meet the requirements outlined above as well as the following:

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GRADUATION REQUIREMENTS BEGINNING WITH THE CLASS OF 2005 AND THEREAFTER
REGENTS AND ADVANCED REGENTS

REGENTS EXAMINATION REQUIREMENTS
Students must earn a minimum grade of 65% on ALL of the following Regents Exams to graduate with the various diplomas.

*Note: A student who completes a five-unit sequence in Occupational Education, Art or Music may earn an Advanced Regents Diploma and be exempt from the second language requirement.

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MATHEMATICS SEQUENCES

9th Grade       10th Grade       11th Grade      12th Grade

Math A 1        Math A 2       Applied Math Concepts

          
Math B 1        Math B 2

Math A      Math A/B     Math B Pre Calculus

Math A/B     Honors Math B     Honors Pre Calculus      Calculus Honors


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AREAS OF SPECIAL INTEREST

PROMOTION
To provide students with enough units for graduation, each student is required to take five subjects plus physical education each year. In addition the following requirements for grade placement have been established.

ACCELERATED GRADUATION
Students who wish to complete their graduation requirements in less than four years must plan their program accordingly. The request to accelerate graduation should be made in writing, early in the high school program to the Guidance Counselor.

TRACKING
Many of the subjects are offered on a heterogeneous grouping. However, some grade levels and subjects are divided into ability groupings called track levels. The track levels at the high school are as follows:

REGENTS LEVEL
Regents level courses are designed for the students with average or above average ability. These courses must meet a N.Y.S. syllabus and terminate with a statewide Regents exam at the conclusion of the course.

COLLEGE PLANNING
Students interested in attending a four-year college should plan to take at least three to four years of Regents math and Regents science, three years of a second language and four years of Regents English and Social Studies

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HONORS

These courses are enriched beyond the curriculum subscribed by the N.Y.S. Regents syllabus. Students are recommended for the honors level by teachers and counselors from either the Middle or High School programs. Other criteria used will include student performance on standardized tests, and locally prepared exams.

 

COURSES OF STUDY

Art
Studio in Art
Studio in Drawing & Painting I, II & III
Studio in Sculpture I, II & III
Advertising Art I & II
Advanced Art (SUNY)

Business
Introduction to Occupations
Introduction to Economics of Work
Accounting I
Keyboarding ½ Year
Business Communications ½ Year
Principles of Marketing
Business Law
Business Analysis/Business Computer Applications

Computer Science
Computer Science IA
Computer Science I, II
Computer Science III

Technology
Design & Drawing for Production
Cisco Networking I & II

English
English 9
English 10
English 11
SUPA English
English 12
Reading and Writing Lab (AIS)
English 11 Lab
English/Social Studies 9 Lab

Health Education
Health

Family and Consumer Sciences (Home Economics)
Chefs
Advanced Chefs
International Foods
Human Development
Child Development
Child Psychology
A Crash Course in Raising Children (Parenting)
Single Survival
Introduction to Occupations
School-to-Work
Diversified Co-op Ed
CEIP

Mathematics
Academic Intervention Services Lab (AIS)
Math A1
Math A2
Math Lab A1
Math Lab A2
Math B1
Math B2
Math A
Math A/B
Math B
Course IIIB
Pre-Calculus
Math A/B Honors
Math B Honors
Pre Calculus Honors
Calculus (Advanced Placement)
Applied Math Concepts

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Occupational Education
School-to-Work
Diversified Co-op Ed
CEIP

Second Language
French I, II, III, IV, V
Spanish I, II, III, IV, V

Physical Education
P.E. 9, 10, 11, 12

Science
Physical Setting Earth Science
Physical Setting Earth Science Lab
Living Environment II
Living Environment II H
Living Environment II Lab
Physical Setting Chemistry II
Physical Setting Chemistry II H
Applied Chemistry
Physical Setting Chemistry Lab
Physical Setting Physics R
Physical Setting Physics Lab
Applied Physics
Environmental Studies I & II

Music
Concert Band
Wind Ensemble
Chorus
Concert Choir
Music Theory

Social Studies
Social Studies 9
Social Studies 10
Social Studies 10 Lab
American Studies 11
Social Studies 11 Lab

Economics
Effective Participation in Government
Public Affairs 101 (SUPA)
Economics (SUPA)

Vocational Studies (BOCES)
Auto Services Heating & Refrigeration I, II
Auto Body Refinishing Computer Technician
Auto Body Collision Network Technician
Auto Trades Tech I, II Child Care I, II
Automotive Tech Prep Child Care Tech. Prep.
Automotive Tech. (AYES) Occupational Health
Building Trades I, II Cosmetology 1A
Food Services Occupational Science
Cosmetology I, II Occupational Math
Data Entry Intro. to Occupations A, B
Diesel Mechanics I, II Nurse Assistant I, II
Electrical Trades I, II Computer Aided Design I, II
Health & Inst. Services Pub. Priv. Securities
Computer Info. Process. I, II Multi Occupational
Culinary Arts I, II Vo-Tec RCT Math
Culinary Arts Tech. Prep. Vo-Tec RCT Science
Plants Plus Horticulture Vo-Tec RCT Global Studies
Lic. Practical Nursing I, II Vo-Tec RCT U.S. History
Botanical Services Vo-Tec RCT Reading
Welding/Metal I, II Vo-Tec RCT Writing
Fashion Design & Merch. 1, 2

New Visions
NV English Honors
NV Intro. to Medical Science
NV Economics Honors
NV Money & Capital Marketing
NV Criminal Justice
NV Physical Education
NV Government Honors
NV Legal Careers Practicum
NV Health Policy and Careers
NV Marketing

Communications
AP U.S. Government & Politics
NV Financial Management
Legal Speaking Presentations

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SUPA-Syracuse University Project Advance

What is Project Advance?
Project Advance (SUPA), a cooperative program between Syracuse University and participating school districts, allows high school seniors to take regular college courses in their own schools at low cost. The program enables high school students to rise to the challenge of college work through enrollment in introductory freshman-level courses prior to full-time college study. Project Advance also serves other important purposes: it provides in-service training for high school instructors and a continuing forum for communication between educators from high school and university settings; and, as an agency of the University’s Center for Instructional Development. Project Advance conducts extensive ongoing research and evaluation as part of its efforts to improve instruction.

The courses are regular offerings in the schools and colleges of Syracuse University and are taught by carefully selected high school faculty who are trained in special workshops by SU faculty members. If qualified, high school faculty are designated adjunct instructors of the University, and under supervision of SU faculty members, teach University courses as part of their regular teaching loads. Most high school faculty have graduate degrees and five years of teaching experience in the subject areas they teach through Project Advance. Project Advance staff members assist participating students and faculty in maintaining a bridge between the high schools and the University.

Grades for course work taken through Project Advance are earned in one or two semesters of class assignments and tests. As a result of their experience, Project Advance students earn a Syracuse University transcript for college credits successfully completed.

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COURSE DESCRIPTIONS

ART
Art courses are available for students with an interest in majoring in Art, as well as for those students desiring to take one or two introductory courses in the field. Art majors may also include one unit of Mechanical Drawing. Mechanical Drawing I, II, III, IV. (See Industrial Arts for Mechanical Drawing course descriptions).

Studio in Art
Prerequisite – None 1 Year-1 Credit
Recommended Level-All
Recommended Grade-9-12

Studio in Art is a comprehensive full year course that includes are production (making art in various forms), art history and art criticism. Students will explore techniques used in various forms of drawing, painting, sculpture and design. This course may be used to satisfy the art/music requirement.

Studio in Drawing and Painting I
Prerequisite-Studio Art 1 Year-1 Credit
Recommended Level-All
Recommended Grade 10-12

Drawing and Painting is a comprehensive in depth study of two dimensional art forms. Students will explore a variety of techniques in both drawing and painting media. Various artists and art movements will be discussed in relationship to students’ projects.

Studio in Drawing and Painting II
Prerequisite 1 Year-1 Credit
1. Studio Art Recommended Level-All
2. Studio in Drawing and Painting I Recommended Grade 11-12

Students in Drawing and Painting II will explore more advanced techniques and materials related to two-dimensional art forms.

Studio in Sculpture
Prerequisite-Studio Art 1 Year – 1 Credit
Recommended Level - All
Recommended Grade – 10-12

Students will explore three-dimensional art forms and work with a variety of media: clay, plaster, wood, metal, and stone. Students will learn to construct, mold, model and manipulate various materials into a completed art work. Artists of the past and present will be discussed as they relate to various projects.

Studio in Sculpture II
Prerequisite 1 Year – 1 Credit
1. Studio Art Recommended Level - All
2. Studio in Sculpture I Recommended Grade – 11, 12

Students in Sculpture II will explore more advanced techniques and materials related to three-dimensional art forms.

Advertising Art
Prerequisite – Studio Art 1 Year – 1 Credit
Recommended Grade - 10-12

This is an advanced course designed to help students develop a knowledge and understanding of the esthetic principles and skills involved in advertising design. The course covers the development of advertising, its function, and the production processes involved. Advertising design is explored as it appears in magazines, bill boards, and packaging.

Advertising Art II
Prerequisite – Studio in Art 1 Year – 1 Credit
Advertising Art I Recommended Grade – 11, 12

Students in Advertising Art II will explore more advanced techniques and materials related to advertising art.

COURSE WILL RUN WHEN MINIMUM CLASS SIZE REQUIREMENTS HAVE BEEN MET.

SUNY Art Course
Prerequisite- Studio in Art 1 Year – 1 Credit
85 average or high in Recommended Level - Advanced
Drawing & Painting I Recommended Grade – 11, 12

Drawing 105A is a college level course offered through the University in the High School Program run by the State University at Albany. Drawing 105A is a fundamental drawing course taught through basic observation of the still-life, landscape and figure. A wide range of drawing materials will be explored as well as such concepts of space, perspective, light and shadow, foreshortening and proportion. This is a year long course in which students can earn 3 college credits towards any unit of the SUNY system. No guarantee can be offered, but many other colleges should accept such credits earned with at least a “C”. The fee is $90. Fee reductions based on documented need are also offered, with qualified students paying only $25. Students will be responsible for a large portion of their materials (sketchbooks, drawing tools, etc.).

THIS COURSE WILL RUN EVERY OTHER YEAR.

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COMPUTER SCIENCE

The Computer Science Department offers a series of courses. All students who are thinking of a career in science, math, engineering and computer science should plan on taking at least Computer Science I and II. All ninth graders entering Schalmont in September1990 or later will be required to pass at least one computer science course.

Computer Science I
Prerequisite – None ½ Year – ½ Credit
Recommended Grade 10, 11, 12

This is a beginning level computer course designed to introduce students to computers. The curriculum includes an introduction to each of the following: Word processing, spreadsheet, database, desktop publishing, input - output devices, basic programming and Internet. It is designed for the student who is planning on achieving a school diploma. The only prerequisite is successful completion of a ninth grade math course. This course is taught in the Computer Lab and uses Microsoft Office, Microsoft Excel and Quick Basic. Students will be expected to complete a series of lab assignments and display a high level of competence with computers. (This course meets the requirement for computer literacy.)

Computer Science II
Prerequisite-Successful ½ year- ½ credit
completion of Computer Recommended Grade - 10-11-12
Science I

This course is a programming course in Pascal. This course is taught in the Computer Lab using Borland Pascal. The emphasis is on problem solving in mathematics. Topics include: variables, procedures, functions, arrays, sorts, graphics. (Meets requirement for computer literacy.)

Computer Science III
Prerequisite – Successful 1 Year – 1 Credit
Completion of Computer Recommended Grade 11-12
Science I and II

This course is advanced programming in Java ++. This course is taught in the Distance Learning Lab using BlueJay. Topics include advanced programming: static/dynamic variables, pointer variables, linked lists, graphics, artificial intelligence, binary search, sort routines, recursion, stacks, queues, and trees. (Meets requirement for computer literacy.)
Advanced Placement Exam eligibility in 2003-3004.

Cisco 1 and Cisco 2
Prerequisite – Successful completion 2 Years – 2 Credits
of Computer Science I and Recommended Grade - 11-12
Computer Science II

The Cisco Networking Academy teaches Networking fundamentals. Topics include wiring and termination of Cat 4 UTP, Fiber Optic, Coax cable, and networking device configuration. The Cisco Networking Academy is a web based course where students will take online exams. After successful completion of the Cisco Networking Academy, students have an opportunity to take the CCNA Exam and become a Cisco Certified Network Associate. This course is a part of the Cisco Certified Networking Academy. Curriculum and objectives are explained in full detail at htt:\\Cisco.Netacad.Net

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ENGLISH

INTRODUCTION
Students must take four years of English as a requirement for graduation. The English Department plans each course to help meet the objectives of a positive language arts curriculum which stresses the four elements of reading, writing, listening and speaking. The skills developed parallel the four English Language Arts Standards established by the State Education Department, Bureau of English and Reading. The four standards are:

STANDARD 1 - Students will listen, speak, read, and write for information and understanding.
STANDARD 2 – Students will listen, speak, read and write for literary response and expression.
STANDARD 3 – Students will listen, speak, read and write for critical analysis and evaluation.
STANDARD 4 – Students will listen, speak, read and write for social interaction.

ENGLISH 9
English 9 classes are made up of students with mixed ability levels. The stress is on cooperative learning within structured groups, remedial help for those students needing additional assistance, and enriched activities for appropriate students. Through the study of various forms of literature, writing, and vocabulary, students develop their language skills. Students work with their Social Studies teachers on cross-curricular projects; the course is portfolio assessed and features authentic assessment which includes solo and group activities, original and research components to projects selected by the individual students. The use of the computer is stressed for preparing written work.

ENGLISH 10
Students in English 10 study fiction, non-fiction, drama, and poetry; build vocabulary; practice research techniques and literary criticism; and develop writing skills with a focus on specific qualities for assessment. This is a full year course that focuses on the development of skills in listening, speaking, reading and writing. Goals for all students include the following:

• to foster self-expression and to develop expertise in communications and thinking skills through the practice of public speaking and listening
• to heighten self-awareness and appreciation of the world and people around us through the study of literature
• to encourage experimentation and manipulation with style, and increase understanding of the conventions of standard written English through the process of writing.

All of the units completed in English 10 address the NYS Standards and help to prepare students for the New York State Regents Examination in English, which is taken at the conclusion of the junior year. Final assessment is completed through ongoing portfolio pieces. Students in English 10 also have the unique opportunity to take the PLAN, a preliminary ACT exam, which includes an interest inventory for future use in the English 11 career seminar.

ENGLISH 11
The emphasis of the eleventh grade English curriculum is on critical reading and critical writing. American Literature serves as the focal point, and the year is divided into thematic units, which allow students to accept more personal responsibility for completion of projects. Help is also given in preparing for the future, with a seminar in career development and occupational studies, which also includes further information on School-to-Work, a program in which all students are eligible to participate. Students also work to master skills enabling them to succeed in the national standardized tests such as the ACT and SAT I and II. The course is portfolio assessed. All eleventh grade students must take and pass the Regents English Comprehensive exam, a six-hour test given on two days. This test consists of four tasks, each of which requires an essay response. The passing of this examination is a requisite for graduation from high school. A lab for additional writing practice is required for students who scored a 3 or less on the ELA 8 English exam.

ENGLISH 12
Students in grade 12 have two options for English: they may select a senior elective combination, or college credited Syracuse University Project Advance (SUPA). Senior electives are semester-length courses in science fiction, film studies, drama, British literature, creative writing, and humanities. In the first several weeks of both courses, all seniors will complete a senior folder, including an updated resume, and updated activity sheet, an autobiographical sketch, and a practice college essay, which includes both a cover letter and a follow-up letter.

SYRACUSE UNIVERSITY PROJECT ADVANCE
Two one-semester courses make up the English offering for Project Advance. Students wishing to take the Project Advance program must meet some minimal requirements: they should have successfully completed English 11, have passed the English Regents exam with at least an 85, and have at least a “B” average in English and the recommendation of their teacher.

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COURSE DESCRIPTIONS FOR SYRACUSE UNIVERSITY PROJECT ADVANCE
WRT 105-Writing Studio 1 (3 credits)
Writing Studio 1 is the first of two English courses offered through the Writing Program at Syracuse University. It is required of all students in one semester of their freshman year. Studio 1 pays particular attention to writing formal academic persuasive papers; a variety of techniques are used, including reading logs, peer readings, dialogic journals, response papers, and formal research papers in which students use original data. Students confer with the teacher on an individual basis, revise frequently, and read from a variety of texts. The course is organized into three units: Unit I focuses on personal experience, Unit II focuses on research writing, and Unit III focuses on how language is used to convey meaning. Project Advance requires that all papers done outside of class be typed or word-processed.

English and Textual Studies – ETS 141 – From Language to Discourse (3 credits)
ETS 141 presents students with many different forms of reading, and makes students aware that their understanding and appreciation of what they read may vary from culture to culture and from time period to time period. The focus of the course is on literary theory, and students investigate what it means to “read” a text through several different literary schools – ex., feminist, structuralist, new historicist, deconstructionist, myth-archetypist, etc.

Participation in Project Advance requires that interested students meet criteria which include at least an 85 on the English Comprehensive Regents exam, a recommendation from their English 11 teacher, and an average of 85 or higher in their English 10 and English 11 courses. In addition, these are tuition-bearing courses; tuition is set by Syracuse University, which awards the course credit for those students earning at least a “C” grade for the course. Students who complete the course earn credits toward a B.A. degree; Project Advance credits are accepted by over 600 colleges and universities.

Reading/Writing Lab
Section 100.2 [ee] of the Commissioner’s Regulations requires school districts to provide Academic Intervention Services to students who score below the State performance level on State Assessments and/or who are at risk of not achieving the State learning standards. The Reading/Writing Lab is set up to provide Academic Intervention Services for students with difficulty in reading and writing as assessed by their ELA 8 score (1’s and 2’s on a 1-4 scale). Students in the lab work on basic writing skills and reading strategies, and focus on vocabulary and study skills. Parents of AIS students will be notified in writing if their child is enrolled in the AIS program.

Independent Study/Elective Directed Reading
This course is designed for students who seek to expand their reading in fiction and non-fiction. Participants meet at the beginning of the semester with the instructor. A student also identifies a project that he/she wants to work on. Books are selected by the student from a number of approved bibliographies and/or as approved by the instructor. This class is worth one-half credit. It cannot be substituted for an English class.

Students read selected works and write about certain topics weekly. This one page, written response may be handed in or e-mailed to the instructor. For a minimum grade of C, students must read five books of at least one hundred pages or more, write the weekly responses, meet with the instructor monthly and hand in a satisfactory project. At least three of the books read must be from one of the approved bibliographies. The quality and quantity of the books read, depth of insight in weekly writings, attendance at monthly meetings and final project determine grades above a C.

A student has the opportunity in Directed Readings to design his/her own course through book selection and in the creation of her final project. Over the years, students have completed a variety of projects including plays, poetry web pages and the traditional paper.

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SECOND LANGUAGES

The Second Language Program is offered in grades 9 through 12. We strive toward the following goals:

• Keep the second language alive by using it in the classroom
• Teach our students to understand, speak, read and write a second language
• Encourage our students to continue the study of a second language long enough to attain proficiency in the four skills.
• Promote among our students an understanding and appreciation of the value system and behavior patterns of the people whose language they are studying.
• STUDENTS PURSUING A REGENTS DIPLOMA MUST TAKE THREE YEARS OF A LANUAGE AND PASS THE REGENTS COMPREHENSIVE EXAMINATION IN THAT LANGUAGE.

Second language training is advisable for the student who might want to attend a two or four year college, receive vocational or technical training, or develop skills which will enhance his/her life experiences through travel, communications or knowledge of other cultures.

All students having ability and willing to work hard are encouraged to enroll in a second language. A second language can be helpful in obtaining a job or in increasing salary opportunities. All things being equal, the prospective employee with knowledge of a second language often is the one chosen.

French Level I
Prerequisite-None 1 Year-1 Credit
Recommended Level-H, R, S
Recommended Grade-9-12

Basic dialogues and patterns of French are drilled to develop a degree of fluency and a mastery of basic grammatical concepts. Elementary reading and writing are introduced. Cultural aspects of the language and the French-speaking peoples are explored. Special emphasis is on listening comprehension and conversational skills.

French Level II
Prerequisite-French I 1 Year- 1 Credit
Recommended Level I-H,R,S
Recommended Grade-9-12

The student will acquire skills to speak and to understand simple conversations dealing with general topics. Time will be devoted to dialogues and exercises which will increase the student’s ability to communicate and to understand the spoken and written language. Knowledge of structure will increase as the year progresses. Field trips, cultural events, and audiovisual aids contribute to a better appreciation of areas studied.

French Level III
Prerequisite-French II 1 Year- 1 Credit
Recommended Level-H,R,S
Recommended Grade-10-12

As the year progresses, the student is able to speak ideas with minimal help from the teacher. Reading will involve passages in the text and supplementary materials including a brief review of French culture and history.

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French Level IV
Prerequisite-Comprehensive 1 Year-3 Units of College Credit
Regents Examination in French
and permission of the instructor

Primary emphasis of course is on grammar review, readings, contemporary French civilizations, writing and conversation. Readings will include short stories, plays, newspaper and magazine articles as well as one full length work.

This course is designed to give talented high school students an opportunity to earn college credit in French. Successful completion of the course will render credit as SUNYA or, can also be transferred to other colleges.

For a Regents diploma, a fourth unit in a second language added to the three unit second language core requirement fulfills a three-unit sequence.

French Level V
Prerequisite-French IV 1 Year –3 Units of College Credit
and teacher recommendation

Level V represents the second semester of the course begun in Level IV. The primary focus of the course is on the study of French literature as well as the development of French conversation and composition at a higher and more intensive level than in French IV. Successful completion of the course will enable the students to earn three additional credits a SUNYA or can be transferred to other colleges.

Spanish Level I
Prerequisite-None 1 Year- 1 Credit
Recommended Level-H,R,S
Recommended Grade-9-12

Basic dialogues and patterns of Spanish are drilled to develop a degree of fluency and a mastery of basic grammatical concepts. Elementary reading and writing are introduced. Cultural aspects of the language and the Spanish-speaking peoples are explored. Special emphasis is on listening comprehension and conversational skills.

Spanish Level II
Prerequisite-Spanish I 1 Year-1 Credit
Recommended Level-H,R,S
Recommended Grade-9-12

Emphasis is still on audio-lingual approach to develop language skills. Longer reading passages are introduced. More writing is emphasized now on answering questions related to reading passages as well as free questions based on vocabulary dealing with school, family, sports, etc. There is a review of basic grammar structures and introduction to more complex grammar patterns with a continued study of cultural concerns via use of slides, filmstrips and readings.

Spanish Level III
Prerequisite-Spanish II 1 Year- 1 Credit
Recommended Level-H,R,S
Recommended Grade-10-12

This course consists of mastering all language skills with an emphasis on auditory and reading comprehension. A review of all grammatical structures with liberated writing in guided composition work and visual and auditory dialogue is also included. There will be continued study of cultural material dialogue in the foreign language.

Spanish Level IV
Prerequisite 1 Year-3 Units of College Credit
Comprehensive Regents
Examination in Spanish and permission of the instructor

Primary emphasis of course is on grammar review, readings, contemporary Hispanic civilization, writing and conversation. Readings will include short stories, plays newspaper and magazine articles as well as one full length work. This course is designed to give talented high school students an opportunity to earn college credit in Spanish. Successful completion of the course will render credit at SUNYA or can also be transferred to other colleges.

For a Regents diploma, a fourth unit in a second language added to the three unit second language core requirement fulfills a three-unit sequence.

Spanish Level V
Prerequisite 1 Year-3 Units of College Credit
Spanish IV and
teacher recommendation

Level V represents the second semester of the course begun in Level IV. The primary focus of the course is on the study of Spanish literature as well as the development of Spanish conversation and composition at a higher and more intensive level than in Spanish IV. Successful completion of the course will enable the student to earn three additional credits at SUNYA or can be transferred to other colleges.

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HEALTH
Health
Prerequisite-None 1/2 Year- ½ Credit
Recommended Level-R,S
Recommended Grade-10-12

This required course is designed to cover the critical areas of Health. The topics that we cover are (but not limited to): nutrition, alcohol, tobacco and other drugs, relationships, non-communicable and communicable diseases, human sexuality, injury prevention, stress management and mental health. The course focuses on the consequences of harmful behaviors that relate to young adults.

PHYSICAL EDUCATION
All students are required by the New York State Education Department to take physical education while in high school. The course is offered every other day.

P.E. 9-10
Prerequisite-None 1 Year- ½ Credit
Recommended Level-Mixed
Recommended Grade-9-10

In addition to physical fitness tests, the course includes activities such as touch football, soccer, basketball, weight training, volleyball, archery, tennis, softball, cross country, team handball and racquetball, and novelty games.

P.E. 11-12
Prerequisite- P.E. 9-10 1 Year- ½ Credit
Recommended Level-Mixed
Recommended Grade-11-12

In addition to physical fitness tests, the course may include activities that are offered in the 9-10 program plus handball, badminton, golf, speedball and dance. Class size and composition will determine what activities are selected by the teacher for inclusion in the curriculum.

Alternative Physical Education Program
In extenuating circumstances, students in grades 10-12 may participate in programs other than the regular instructional program and still receive physical education credit to meet graduation requirements.

The Alternative Program is available by application only and the student must meet the following requirement:

Have no physical education failures from previous years that must be made up.

The student must, previous to or within one week of the beginning of each quarter, obtain complete and return an Alternative Program Contract form to the Director of Physical Education. It is important that student, parent, and instructor sign the contract agreeing to its terms.

A failing grade will be assigned for each respective quarter that the student:

Drops out of the alternative activity before the end of the quarter.
Lacks the responsibility to keep the Alternative Program Attendance Record up to date with the instructor and to return it to the District Coordinator of Physical Education by the last day of the indicated quarter.
To determine if a desired activity would be acceptable, please see the District Coordinator of Physical Education before applying.

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MATHEMATICS

Academic Intervention Services Lab (AIS)
Any 9th grader who has failed the Math 8 State Exit Exam with a score of 1 (one) or 2 (two) will be assigned to this lab in addition to regular math class. The lab meets one period every four days for concentrated, individualized remediation, and is mandated by State Education Department regulations.

Math A1
Prerequisite – 8th Grade Mathematics 1 Year - 1 Credit

Math A1 is the first year of A two-year program. These students will pursue a Regents level course at a slower pace. All topics contained in the first half of the Math A syllabus are covered. Students will take Math A2 if they successfully complete Math A1. At the end of Math A2 they will take the Math A Regents Exam, which is required for graduation.

Math A2
Prerequisite – Math A1 1 Year – 1 Credit

Math A2 is the second course in a two-year sequence, preparing students for the Math A Regents exam in June. It is designed for the student who needs more instructional time in order to meet New York State graduation requirements in math. In addition to reviewing topics from Math A1, topics include coordinate geometry, trigonometry, quadratic functions, locus, transformational geometry, probability and statistics.

Math Lab A1 - No Credit
Any student enrolled in Math A1 will be assigned to this lab in addition to regular math class. The lab meets one period every 4 (four) days for concentrated, individualized remediation. The work done in the lab accounts for 10% of the student’s quarterly grade in Math A1.

Math Lab A2- No Credit
Any student enrolled in Math A2 or who has failed the Math A Regents exam will be assigned to this lab. (See Math Lab A1 description.)

Math B1
Prerequisite – Math A/B 1 Year – 1 Credit

This is the first year of a two-year course designed to lead to the Regents Math B Exam. Topics include rational expressions, complex number, linear regressions, relations and functions, transformational geometry and geometric proofs. Students will take a local final at the end of the year.

Math B2
Prerequisite – Math B1 1 Year – 1 Credit

Math B2 is the second year of a two-year course covering the entire Math B curriculum. It is designed for the student who wishes to earn an advanced Regents diploma and needs more instructional time to do so. Students will take a local final exam at the end of the course and will have the option of taking the Math B Regents Exam beginning in June 2004.

Math A
Prerequisite – 85+ Average 1 Year – 1 Credit
in 8th Grade Math

Math A is the first year of two-year program. It is designed for students interested in college preparatory mathematics. The course content includes algebra, geometry, logic, coordinate geometry, probability and statistics. Students will take a local final exam in June. The Math A Regents Exam will be taken at the end of Math A/B.

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Math A/B
Prerequisite – 80+ Average in 1 Year – 1 Credit

Math A
Math A/B is the second course in the three-year Regents sequence in mathematics. Topics covered include logic, math systems, Euclidian geometry, analytic geometry, quadratic equations, probability, permutations, and combinations. Students take the Math A Regents Exam in June.

Math B
Prerequisite – 85+ Average in 1 Year – 1 Credit
Math A/B

Math B is the third course in the three-year Regents sequence in math. Topics covered include complex numbers, relations and functions, circular functions (trigonometry), transformational geometry, probability, and statistics. Students take the Math B Regents Exam beginning in January 2005

Pre-Calculus
Prerequisite – Math B 1 Year – 1 Credit

This course prepares students for a basic level calculus course in college. Topics include analytic geometry, advanced algebra and trigonometry, polynomial functions, the complex number system, conic sections, and graphing polar equations. The graphing calculator is used extensively, and a local final exam is given in June. Any student who maintains an overall average of 88 for the year, with a minimum grade of 80 during the fourth quarter, may be exempted from the final exam.

Math A/B Honors
Prerequisite – 92 Average in 1 Year – 1 Credit
Math A Honors

Math A/B H is the honors level Regents course and the entire Math A/B syllabus is presented. Topics will be covered in greater depth and more abstract topics may be introduced involving quadratic equations and functions, special products and factoring, and higher level Euclidean proofs. Students take the Math A Regents exam in June.

Math B Honors
Prerequisite – Math A/B Honors 1 Year – 1 Credit

Same description as Math B, except that topics will be covered in more depth and additional topics may include special products and factoring, sectors and segments of circles, and graphing inverse trigonometric functions.

Pre-Calculus Honors
Prerequisite – Math B Honors or 1 Year – 1 Credit
Pre-Calculus

This course is the prerequisite for those students planning on taking A.P. Calculus in their senior year. Topics include analytic geometry, advanced algebra, matrix algebra, techniques of graphing, transcendental and algebraic functions, the complex number system, sequences and series, limits and an introduction to calculus.

Calculus (Advanced Placement Calculus)
Prerequisite – Pre-Calculus Honors 1 Year – 1 Credit

This course includes all topics from the AB Calculus course and selected topics from the BC course published by the College Entrance Examination Board. Students take the Advanced Placement Exam (AB) in May. Many students receive college credit after their scores are evaluated by their chosen college. Topics include derivatives and integrals of polynomials, algebraic, exponential, logarithmic and trigonometric functions, and limits. Application problems include graphing, velocity, acceleration, related rates, maximum and minimum values, mean value, areas, volumes, growth and decay, and work. After the exam in May, students study topics from advanced integration.

Applied Math B Concepts
Prerequisite - Math A2 1 year - 1 credit

This course is the final course in a three-year sequence, including Math A1 and Math A2; it is designed for the student who wishes to take only three years of mathematics. Topics include graphics calculator applications (exponential growth, regression equations, statistics), rational expressions, trigonometry, applied quadratic functions, volume functions and revenue functions. Students take a local final exam in June.

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SCIENCE

Science Courses Offered at Schalmont High School

• Physical Setting/Earth Science
• Living Environment II, IIH
• Physical Setting/Chemistry II, IIH
• Physical Setting/Applied Chemistry
• Physical Setting/Physics
• Physical Setting/Applied Physics
• Physical Setting/Applied Environmental Studies I & II

All of the above science courses except for the Applied Science have a separate lab. Earth Science and Living Environment meet 2 out of the 4 day cycle and Chemistry and Physics meet 1 out of the 4 day cycle.

Physical Setting/Earth Science
Prerequisite – Middle School Program 1 Year – 1 Credit

This course is an inquiry-based investigation of planet Earth. It includes the study of geology, meteorology, astronomy, oceanography and environmental awareness. The course involves not only the understanding of concepts, but also the process of science and the use of tools for gathering and analyzing scientific information. The laboratory component is an integral part of this course. Students will use mathematical analysis, scientific inquiry, and engineering design as appropriate, to pose questions, seek answers and develop solutions. This is a Regents level course that fulfills one year of the required three years of science needed for graduation. This course is intended for 9th grade students.

Physical Setting/Earth Science Lab
This laboratory class must be taken by all students enrolled in Earth Science even if the student is repeating the course. The course meets every other day and is scheduled in addition to the lecture part of the course. Students must successfully complete the equivalent of 30 laboratory exercises in order to take the New York State Regents exam in Earth Science. The grade for this part of the course is averaged into the quarter grade for Earth Science.

Living Environment II, IIH
Prerequisite - Physical Setting 1 Year-1 Credit
Earth Science Recommended Grade - 10

Living Environment is a mandatory course that all students must pass in order to graduate. The course is intended for 10th grade students. The Living Environment course focuses on understanding and mastery of scientific concepts, principles, and theories pertaining to the living environment and recognizing the historical development of ideas in biological science.

The key topics discussed are: unity and diversity among living things and their interactions with the environment, genetics, evolution, reproduction and development, equilibrium and ecology.

The laboratory component is an integral part of the course and is scheduled in addition to the lecture.

An honors program is offered for those students recommended by their 9th grade science teacher, which is an enrichment of the living environment course.

Living Environment II, IIH Lab
The lab is required for all students taking Living Environment. Any pupil enrolled in this program must complete the lab requirements. The students will use mathematical analysis, scientific inquiry, and engineering and design, to pose questions, seek answers and develop solutions. The student is required to complete a minimum of 30 lab experiments in a satisfactory manner in order to take the New York State Regents Exam in Living Environment. The grade for the laboratory part of the course will be averaged into the quarter class grade.
 

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Physical Setting/Chemistry II, IIH
Prerequisite-Living Environment 1 Year-1 Credit
and passed Course Math A Recommended Grade – 11-12

This is a Regents level course whose curriculum was adopted by the New York State Board of Regents. Students will explain properties of matter in terms of the arrangement of atoms and the energy that composes it. Topics of study include: trends on the Periodic Table of the Elements, Chemical Bonds and Reactions, Organic and Nuclear Chemistry. The curriculum focuses not only on important concepts, but also on the scientists who were responsible for discovering them.

Physical Setting/Chemistry II, IIH Lab
Laboratory investigations explain science as a process of inquiry and investigation to explain natural phenomenon, providing guidelines and methods for designing and conducting experiments. The student must successfully complete 30 lab exercises to qualify for the New York State Regents exam in Chemistry. The grade for the laboratory part of the course will be averaged into the quarter class grade.

Physical Setting/Applied Chemistry
Prerequisite – Living Environment 1 Year – 1 Credit
Recommended Level – S
Recommended Grade – 11-12

In this course, students will obtain sufficient chemical knowledge and skills to solve problems and make decisions pertaining to chemically related personal and societal issues and concerns. The course follows a hands-on approach to mastering the chemical skills. This course serves as the students three years of science in fulfillment of the science requirement for a Regents diploma.

Physical Setting/Physics
Prerequisite-Passed Living 1 Year-1 Credit
Environment Course Recommended Grade - 11-12
Completed or at least be Recommended for Science
Enrolled in Math A/B Majors
Concurrently taking Physics Lab

This course covers the topics of Mechanics, Energy, Wave Phenomena, Electricity and Magnetism and Modern Physics. The key ideas of “Energy exists in many forms and when these forms change energy is conserved,” and “Energy and matter interact through forces that result in changes in motion.” Allow students to provide explanations using real world situations, inquiry-based laboratory experiences, creative problem solving, reasoning and informed decision making. Students are encouraged to elaborate on the conceptual cross linkages that interconnect many of the other Physical Setting key ideas to each other and to mathematics, science and technology.

Physical Setting/Physics Lab
The laboratory component of the course is an integral part of the course incorporating analysis, inquiry design, engineering design and information systems. Physics lab is required for all students taking Physics. Any pupil enrolled in the course must complete the lab requirements. The student is required to complete a minimum of 30 laboratory experiments in a satisfactory manner in order to qualify for the New York State Regents exam in Physics. The laboratory grade will be averaged into the quarter grade for the course.

Physical Setting/Applied Physics
Prerequisite – Passed Living 1 Year – 1 Credit
Environment Course Recommended Grade 11 – 12

The theoretical application of physics is emphasized in this hands on approach to mastering the skills of this fundamental science. The student will investigate how physics applies to the real world, their personal interests and the correlation of physics and other disciplines. This course serves as the student’s three years of science in fulfillment of the science requirement for a Regents diploma.

Science Elective – Environmental Studies I, II
Prerequisite: passing grade in 1 Year – 1 Credit
Earth Science and Living Environment Recommended Grade – 11, 12

The purpose of these courses is to offer students an alternative way to meet the third year science requirement for graduation. These courses will be designed as a project based/hands on approach to environmental science dealing with issues such as: greenhouse effect, global warming, air and water quality, ozone depletion, natural resource management, environmental policy and legislation, biodiversity, ecology, human impacts. These courses can be taught by any certified science department member. Each course will be a half-year elective. Students must take both courses to meet the third year of science for graduation.

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MUSIC

The music department offers all students an opportunity for a rounded and useful music education. The department strives to develop musical excellence through a three-fold progression. The program includes the teaching and development of technical music skills. The appreciation of all types of music literature as well as individual performing experience through participation in a musical organization rounds out the program. All students enrolled in Music Performance courses must adhere to the Music Department Attendance Policy as stated in the Student Handbook. Performing groups can meet the Regents Action Plan requirements in art of music.

Concert Band
Prerequisite-Previous 1 Year-1 Credit
Band Experience Recommended Grade-9-12

This course will involve the study, preparation and performance of music in the band repertoire. Students will be required to spend additional outside school time in preparation for this course. All students will be required to take a weekly instruction period in school or with an approved private music instructor outside of school. Also, students will be required to adhere to the music policy given to each student at the beginning of each year. The course meets daily for one period.

Wind Ensemble
Prerequisite-By Audition Only 1 Year-1 Credit
Recommended level-H,R
Recommended grade-9-12

Students will perform music more challenging than concert band. This will be a select ensemble numbering no more than 45. Requirements for credit are the same as Concert Band.

Marching Band
Prerequisite-Students in Band 1 Year-0 Credit
Proper must be enrolled in Concert Recommended level-H,R,S
Band or Wind Ensemble Recommended grade-9-12

Marching Band consists of the following units: Flags, Rifles (known as the auxiliary units) and the Band Proper. The auxiliary units will be enrolled in this course by try-outs held the previous spring. An audition may be required of students in the Band Proper to meet the needs and limitations imposed by instrumentation. Outside preparation and intense weekly drills are required for this course. Participation in all events, as outlined in the attendance policy, is expected.

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Jazz Ensemble
Prerequisite-Be Enrolled 1 Year-0 Credit
in Concert Band or Wind Recommended Level – H, R, S
Ensemble and successfully Recommended Grade – 9 – 12
Complete a separate audition
if necessary

This course will involve the study, preparation, and performance of jazz repertoire. The music to be studied will be taken from all periods of jazz, which will enable the student to become acquainted with different forms and sounds of jazz. Students will be required to prepare outside of school for the course, and must demonstrate continued progress in order to remain in the course. The course will meet weekly, in the evening, for a period of two and one-half hours, from January to the end of the year

Chorus
Prerequisite-None 1 Year-1 Credit
Recommended level-All
Recommended grade-9-12

This course will involve the study, preparation, and performance of music in the choral repertoire. The objective of chorus is the development of strong singing skills, as well as the ability to become a good music reader and musician. Rehearsals consist of instruction in individual and group voice production, interpretation of all musical selections, and the study of pertinent music theory applications. Many different styles of music are studied and performed, culminating in four evening concerts that are scheduled throughout the school year.

Concert Choir
Prerequisite – By audition only 1 Year-1 Credit
Recommended level-All
Recommended grade-10-12

Students in Chorus may audition at the end of each school year for a position in this select choir. Students accepted must demonstrate exceptional musical abilities and knowledge, and possess a strong work ethic. This choir is smaller than the Chorus, which allows for a more in-depth study of all musical selections. All students will be required to take a weekly vocal lesson in school, or may study privately on a weekly basis with an approved private music instructor. Students participating in this group are eligible to apply for positions in exciting extracurricular choir opportunities, such as the Melodies of Christmas Choir, Area All-State Choir, and All-State Choir.

Music Theory
Prerequisite-None 1 Year-1 Credit
Recommended level-H,R,S
Recommended grade-10-12

This course is designed to help students master all of the essential aspects of music. Course content includes the study of the following: rhythm, pitch, key signatures, scales, intervals, chords, melody and harmony. These elements are studied in four different ways: by sight recognition, listening, by sight-reading, and by performing. At the completion of this class, students will be able to “dissect” any musical composition, as well as write their own music. Also included in this class is a brief overview of music history, beginning in the Middle Ages and proceeding through the 20th century. No previous musical background or talent is necessary for the completion of this class. This class is recommended for any student interested in pursuing a career in music, who anticipates taking music classes in college, or who simply enjoys listening to or performing music.

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SOCIAL STUDIES

Upon completion of the social studies program, the student will be a person who can demonstrate the ability to make rational and informed decisions about economic, social, and political questions confronting himself or herself, the society, and the interdependent world. Such decisions will draw upon the lessons of history and the social sciences.

Social Studies 9 – Global History I
Social Studies 9 is part of the S.U.P.E.R. D.E.S.S.E.R.T. program, a ninth grade English and Social Studies program unique to Schalmont High School. Classes in this program are made up of mixed ability levels where a team approach to instruction is used. The program involves cross curriculum projects, stress on cooperative learning within structured groups, a lab period where there is an emphasis on skill development, and extended block periods of instruction two days a week. Students take a “local” exam in June based upon the ninth grade Global History curriculum.

9th Grade Social Studies and English Lab – (P.I.T.)
As part of the S.U.P.E.R. D.E.S.S.E.R.T. program, all 9th grade students are required to enroll in the Social Studies and English Lab known as P.I.T. In this lab students are introduced to skills that are needed to succeed in both subject areas throughout High School. Many of the topics addressed in this lab focus specifically on the New York Learning Standards established by the State Education Department. Because of the content of the lab, it also functions as an A.I.S. lab period for students who scored a 1 or 2 on the 8th grade English and Social Studies assessments.

Social Studies 10 – Global History II
The Regents examination given at the end of the 10th grade, encompasses two years’ work. It will require that all students have some mastery over the five social studies standards, common themes that recur across time and place, and eight historical eras. Students should also have a general knowledge of the similarities and differences of the people and events across political boundaries and time. Upon completion of the 9th/10th grade sequence, the student will be able to demonstrate knowledge of:

1. The major historical, geographical, societal, political and economic forces and events that have shaped the global community and individual nations.
2. The causes and effects of cultural diversity and cultural diffusion.
3. The political and economic interdependence of major nations and cultures in relation to other nations and cultures.
4. The means used by various nations and cultures to deal with human needs and human rights.
5. The economic significance of various nations and cultures studied.
6. The development of Western civilization in its intellectual, artistic, political and economic aspects.
7. The development of religious beliefs and value systems in the cultures and nations studied.
8. The influence of technology at various stages in history and in the various nations and cultures studied.
9. The influence of decisions and conditions in the past upon present international issues and problems.

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SKILLS OBJECTIVES
Upon completion of the 9th/10th grade sequence, the student will be able to demonstrate (in addition to previously identified abilities):

• The ability to use research and analytical skills to secure data from various disciplines and to use relevant information to draw inferences, conclusions and generalizations about other cultures.
• The ability to use speaking and writing skills to articulate a persuasive point of view.
• The ability to utilize knowledge and insights gained to participate in democratic decision-making and to work effectively with others of differing view and cultures.
• The ability to perceive and identify the transnational consequences of personal and group decisions within and among nations.

10th Grade Global History Regents Prep Lab
The purpose of this lab is to focus on content and the skills needed for students to successfully complete the Global History Regents Examination requirements. All students who completed Global History I (ninth grade) with an average below 85 will be recommended for this lab. As part of the state mandated A.I.S. program, 11th grade students who fail the Global History Regents will also be placed in this lab until they successfully complete the required examination.

Social Studies Grade 11 – American Studies
Regents examinations given at the end of the 11th grade will require that all students have some mastery and understanding of the basic structure, function and operation of the American government and have a good knowledge and values base rooted in historical tradition as well as contemporaneous society. Upon the completion of the 11th grade course in United States history and government, the student will be able to demonstrate knowledge of:

• The major historical events and people who contributed to our cultural heritage.
• The Constitution and its principles as persistent themes in the historical development of the American nation and peoples.
• Technological developments and their impact on the development of the United States and its economic and social well being.
• The impact that the various waves of immigration and internal migration have had upon the development of cultural diversity and unity in the United States and the contributions which various racial and ethnic groups have made the American culture.
• An understanding of the workings of the national government through historical applications.
• The deeply-rooted democratic values of the United States, and how they have changed over time.
• The important role which the United States plays in world affairs, and how that role has expanded over time.
• The relation between events, ideas and the formation of public policy in the United States.

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11th Grade American Studies Lab
The purpose of this lab is to focus on content and the skills needed for students to successfully complete the American Studies Regents Examination requirements. All students who completed Global History II (tenth grade) with an average below 85 will be recommended for this lab. As part of the state mandated A.I.S. program, 12th grade students who fail the American History Regents will also be placed in this lab until they successfully complete the required examination.

Participation in Government – Grade 12
One semester of the grade twelve program is a course in Participation in Government. The course emphasized the interaction between citizens and government at all levels: local, state and federal. The development of student participation in the processes of government is encouraged. Participation in Government is a performance based course with a portfolio assessment.

Economics - Grade 12
One semester of the grade twelve program is a course in economics and decision making. This course includes the basic economic concepts and understandings which all persons need to function effectively and intelligently as citizens and participants in the economy of the United States and the world.

Economics 203 (Project Advance) – 3 College Credit Hours
Prerequisite: Teacher recommendation
And a minimum cumulative
Social Studies GPA of 90%
Students must register for both SUPA Economics and Public Affairs

Economics 203 (Economic Ideas and Issues), is an introduction to mainstream economic thought designed for students with liberal arts interest.

The goals of this course are to introduce students to the ideas that form the foundation of modern western (Neo Classical) economic thought, to examine the basic framework (the model) that economists have guilt on this foundation, and to show how this model is applied to current issues facing individuals and society.

The course begins with a presentation of the scientific method, which is then used to analyze the question: How do individuals and societies make choices when they are faced with scarcity? Beginning with the individual in the simplest of situations, a one-person society, the course moves step by step to develop a model of a complex society based on division of labor and exchange through markets. The process takes students from the microeconomic to the macroeconomic level, emphasizing the connection between these two perspectives. Students examine the benefits, as well as the problems, inherent in a market-oriented economy. The course prepares students to analyze and understand the on-going economic policy debate between interventionists and non-interventionists.

Economics 203 covers the following topics:

• The Subject and Method of Economics
• An Analysis of a Simple Society and the Forces that Give Rise to Complexity.
• The Neo Classical General Competitive Equilibrium of a Complex Society – Exchange Under Perfect Competition.
• Relaxing our “Nice” Assumption – General Equilibrium Analysis
• Conclusion of Our Analysis of the Microeconomic Model
• Introduction to Macroeconomics
• Building the Basic Macroeconomic Model
• Putting the Basic Macroeconomic Model to Work: Analyzing Macroeconomic Shocks and Macroeconomic Adjustments
• Macroeconomic Policy – The Tools and the Debate
• The State of Neo Classical Theory

Public Affairs 101-Introduction to the Analysis of Public Policy (Project Advance)-3 College Credit Hours
Prerequisite: Teacher recommendation
And a minimum cumulative
Social Studies GPA of 90%
Students must register for both SUPA Economics and Public Affairs

Public Affairs 101 (Introduction to the Analysis of Public Policy), is designed to provide students with basic research, communication, and decision making skills used in public policy analysis. In addition, students are required to read and analyze articles in The New York Times on local, state, and international public policy issues. The instructor determines which public policy issues are chosen for study throughout the semester. The content coverage of the course, while important, is secondary to the development of a range of applied social science skills that help the student make more informed choices as a citizen, worker, and consumer.

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OCCUPATIONAL EDUCATION

Students planning to major in Occupational Education (Business, home Economics, Technology, Vocational Education) are required to take one unit of Introduction to Occupations. One half of this course consists of the two required modules – Personal Resource Management and the Working Citizen. The other half is taken in the area of Business, Home Economics or Technology as indicated on the chart below. A combination of the required modules and any of the elective courses listed below may be used as one unit toward a sequence in Business, Home Economics or Technology. The descriptions of the elective segments of Introduction to Occupations are listed under the individual department course offerings.

Beginning with the Class of 1992, students may not earn more than one three unit sequence in Business, Home Economics or Technology. They may, however, choose a five unit extended sequence or a five unit integrated sequence from these subject areas.

Introduction to Occupations
Required Modules
Personal Resource Management, 10 weeks
Working Citizen, 10 weeks

Business
Introduction to Economics of Work, 10 weeks
Introduction to Keeping Business Records, 10 weeks

Home Economics
Foods and Nutrition or Human Development

Personal Resource Management
Prerequisite – None 10 weeks – ¼ Credit
Recommended Level – All
Recommended Grade – 9-12

Personal Resource Management is a required module for all occupational education students. It is organized into three topics dealing with interrelationships among resources and needs, wants, goals, and lifestyles and on the managerial aspects of assessing, enriching and using personal financial resources to ensure a responsible, participatory and fulfilled personal and work life.

Working Citizen
Prerequisite – None 10 weeks – ¼ Credit
Recommended Level – all
Recommended Grade – 9-12

The working Citizen module is a required module divided into five topics. These vary in length and instructional time and deal with a spectrum of considerations when choosing personal employment. The purpose of the Working Citizen module is to introduce students to the realities of the working world. Each topic focuses upon a specific area of information and personal development that help the individual integrate his/her role within the workplace and the home.

Introduction to the Economics of Work
Prerequisite – None 10 Weeks – ¼ Credit
Recommended Level – All
Recommended Grade – 9-12

This module is designed to make the student aware of the role of the worker and consumer in our economic system. Content of this module builds on basic economic concepts and applies them to various components of our market economy, including the interrelationship of government and private enterprise.

Introduction to Keeping Business Records
Prerequisite – None 10 Weeks – ¼ Credit
Recommended Level – All
Recommended Grade – 9-12

This module is designed to assist students in calculating personal and business finances. The module make students aware of the relationship of the academics (mathematics) to occupational courses and personal life. It provides students with the most basic concepts of record keeping. Emphasis will be on the importance of accurate records, and students will learn the job responsibilities of record keepers and bookkeepers.

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BUSINESS /MARKETING EDUCATION COURSES

Keyboarding
Prerequisite – None ½ Year – ½ Credit
Recommended Grade 9-12

A valuable course for everyone. The rapid growth of technology and the expanded use of computers have greatly increased the need for keyboarding skills. This course will teach the touch typing method, covering both alphabetic and numeric keys for personal use. Formatting of reports, letters, and other forms of communication that will help the student as he/she prepares papers and essays for high school and college will also be covered.

Communications
Prerequisite-Keyboarding recommended ½ Year – ½ Credit
but not required Recommended Grade – 9-12

This course will greatly improve writing and communication skills. The course is directed at the development of nonverbal, verbal and written communication. It will teach students how to communicate with others to solve real-world problems that they will face on the job, in school, or simply in their everyday lives. Listening and reading skills are also developed, as well as proficiency in English mechanics.

Law for Business and Personal Use
Prerequisite – None 1 Year – 1 Credit
Recommended Grade – 11-12

Learn about the criminal justice system and how it all began. Emphasis is on law as individuals may encounter it in business, occupational, or personal life. By studying true situations and cases, learn how business and personal law impacts the personal lives of young people and adults as well. Modules include Ethics in Law, Tort or Civil Law, Criminal Law, the Court System, Personal Injury Law, Insurance, Contracts, Real Property, Laws of Minors, and Family Law. Mock trials will be conducted during this course.

Accounting I
Prerequisite – None 1 Year – 1 Credit
Recommended Grade 11-12

A full year course designed to provide students with a basic understanding of double entry accounting. Course content includes the entire accounting cycle with emphasis on sole proprietorship and the steps in the accounting process through the trial balance. A lesson on maintaining and balancing a personal checkbook and debit card is also included. Students will learn to keep accounts by hand and on the computer.

Principles of Marketing
Prerequisite – None 1 Year – 1 Credit
Recommended Grade 10-12

This course introduces students to the important role that marketing plays in our economic system. Content revolves around the basic marketing function. Sell, promotion, pricing, purchasing, product, service, and idea planning and distribution are covered. Projects are developed to give students hands-on experience in using these functions. A fantasy football team franchise is developed by the students as a group project. Actual NFL statistics are used. Stadiums are designed and developed and team names are chosen as the teams compete against each other.

Business Analysis/Business Computer Applications (BA/BCA)
Prerequisite – None 1 Year 1 Credit
Recommended Grade 10-12

BA/BCA will provide students with the background concepts and attitudes essential for understanding and working in the field of business. The curriculum is designed to give the students knowledge of the every day functions of business and the interrelationships of these functions. The course covers the framework of business, common business functions, universal business functions, and business computer applications such as word processing, database, spreadsheets, and graphics that are used in business. The school store is run by the BA/BCA students as a real life, hands-on project.

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FAMILY AND CONSUMER SCIENCES SEQUENCES

The mission of the Family and Consumer Science Department is to help students become competent, self-reliant, confident and caring individuals while managing their personal lives, family and careers.

Students may earn three unit sequences in the areas of Culinary Arts or Human Services and Family Studies. A five unit sequence may be earned by combining the three units of Family and Consumer Science with two units of business. The department chairperson must approve these interdisciplinary sequences.

Culinary Arts Cluster
This option is designed for students who wish to pursue careers as nutritionists, dietitians, fitness counselors, cooks, chefs, or any of the other positions available in the food service industry. Students who complete the Culinary Arts Cluster and maintain a predetermined GPA in each course will earn course credit at Schenectady County Community College and SUNY Cobleskill.

 
Schenectady County Community College
Students who are interested in pursuing careers in Culinary Arts, Hotel and Restaurant Management, Food Sales and Distribution, or Travel and Tourism may receive 3 credits for the required course TAT 121 Introduction to the Hospitality Industry. Students will receive this credit if they successfully complete the requirements for Chefs, and Advanced Chefs, and either Gourmet Foods or International Foods with a 75 or better in each course.

SUNY Cobleskill
Students interested in pursuing careers in Culinary Arts or Restaurant Management may receive 3 credits for the course CAHT 111 Basic Food Preparation. Students will receive this credit if they successfully complete the requirements for Chefs and Advanced Chefs with an 85 or better in each course. Students must also secure a letter of recommendation from the Schalmont Culinary Program Instructor. This letter of recommendation must accompany the student’s application to SUNY Cobleskill.

Human Services and Family Studies Cluster
This option is designed for students who wish to pursue careers in education or human services such as teachers, nurses, counselors, psychologists and child care givers among other careers within this industry. Students who complete courses within the Human Services and Family Studies Cluster and maintain a predetermined GPA in each course will earn course credit at Schenectady County Community College and SUNY Cobleskill.

Schenectady County Community College
Students interested in pursuing a career in Early Childhood Education or Education in general, and who are beginning their college studies at SCCC may earn 3 credits for the required course ECH 121 Introduction to Early Childhood. Students will receive this credit if they successfully complete the requirements for Child Development and Child Psychology with a 75 or better in each course.

SUNY Cobleskill
Students interested in pursuing a career in Early Childhood or Education in general and who are beginning their college studies at SUNY Cobleskill, may earn 3 credits for the ECHD 101 Basics of Early Childhood. Students will receive this credit if they successfully complete the requirements for Child Development and Child Psychology with an 85 or better. Within the first semester at SUNY Cobleskill, the student must schedule an appointment with the Chair of the Early Childhood Division for a review of his/her transcript.

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Culinary Arts Cluster
Chefs (FN1)
Prerequisite – None ½ Year – ½ Credit
Recommended Level – All
Recommended Grade – 10, 11, 12

This valuable and fun course teaches life skills to students who love cooking and eating. It is a lab oriented course where students expand their basic food and nutrition knowledge, learn meal management skills and practice food preparation techniques for a wide variety of foods.

Advanced Chefs
Prerequisite – Chefs ½ Year – ½ Credit
Recommended Level – All
Recommended Grade – 10, 11, 12

Advanced Chefs is an excellent class for students who have completed Chefs and would like to expand their food preparation skills. This lab oriented course exposes students to more advanced food preparation techniques as well as trends in food presentation for marketing.

Gourmet Foods
Prerequisite – Chefs ½ Year – ½ Credit
Recommended Level – All
Recommended Grade – 10, 11, 12

This course is designed to provide students with more lab practice with complex food preparation techniques. Topics include, but are not limited to, soups, salads, entrees, pastries, and beverages. Emphasis is placed on garnishing to make the dishes appealing to the eye.

International Foods
Prerequisite – Chefs ½ Year – ½ Credit
Recommended Level – All
Recommended Grade – 10, 11, 12

In this lab oriented course students will explore the impact of culture, geography, and climate on the food choices and customs of different regions of the world. Students prepare and sample specialty recipes from each region.

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Human Services and Family Studies Cluster
Human Development Core (HF1)
Prerequisite – None ½ Year – ½ Credit
Recommended Level – All
Recommended Grade – 10, 11, 12

This course is designed to help students better understand who they are and clarify their goals for the future. Students will explore the many issues they face on a daily basis and investigate the choices and challenges open to them as they deal with these issues. Video presentations, guest speakers and class discussions make up a large portion of this course.

Child Development (HF2)
Prerequisite – None ½ Year – ½ Credit
Recommended Level – All
Recommended Grade 10, 11, 12

In this “hands-on” course, students explore the development of a child and the challenges that may arise during each stage. Factors that influence the development of the unborn child are also studied. Video presentations, guest speakers, field trips and group work are integral parts of this course. Students are provided with the opportunity to care for an “electronic baby” during this course. This course is recommended for students interested in careers in education, nursing, counseling, or human services.

Child Psychology (HF-3) ½ Year – ½ Credit
Recommended Grade – 10-12

This course offers students an opportunity to gain an understanding of children of all ages and themselves as individuals. The physical, emotional, intellectual and social development of the child and the child with special needs are studied. Students will explore the major theorists and their models for child development. Students will acquire the skills and understanding needed to provide a healthy, nurturing environment for children. Video presentations, field trips, community service and group work are integral parts of this course. This course is recommended for students interested in careers in education, nursing, psychology, social work, and others that involve working with children. This is a Distance Learning course.

A Crash Course in Raising Children
Prerequisite – None ½ Year – ½ Credit
Recommended Level – All
Recommended Grade – 10, 11, 12

This reality-based course gives students a more realistic view of what it is like to raise a child in today’s society. Students “become” parents for the duration of the course. Students examine their goals related to their personal life and parenting, choose a partner, plan a marriage and make all of the decisions that parents make when raising children. Humor, realistic situations, lecture, videos, and research are essential components of this class. Students are provided with the opportunity to care for an “electronic baby” during this course. This course satisfies the New York State parenting education requirement set by the Commissioner of Education Part 100 Regulations.

Single Survival (FHT – 2-88)
Prerequisite – None ½ Year – ½ Credit
Recommended Level – all
Recommended Grade – 11-12

In this course students will discover the answers to many of the questions facing them as they transition into the next phase of their lives. Topics include purchasing cars and insurance, apartment hunting, how to prepare and live on a budget, and college life as well as other topics related to adult life.

Introduction to Occupations
Prerequisite – None ½ Year – ½ Credit
Recommended Level – All
Recommended Grade – 10, 11, 12

This course is designed to introduce students to the world of work and their place in it. Students explore career interests, interviewing tips, developing a resume, and earning an income. Students also learn the intricacies of owning and operating a business. This course is required for those students attending Vo-Tec.

 

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SCHOOL-TO-WORK

School-to-Work
Prerequisite - See credit below
Recommended Level - All
Recommended Grade – 9-12

The New York State Career Plan requires opportunities linking school and workbased learning. Among these programs are the options below. Students need prior approval from their guidance counselors and parents. Transportation is necessary to the work/training sites. This course satisfies the State School-to-Work initiative and Career Development and Occupational Studies Standard.

Diversified Co-op Ed
Students will be provided opportunities to learn and perform occupational skills on their jobs. These programs are designed to permit students to develop and demonstrate their skills at a paid supervised work site where business partners and schools have developed training plans. High school credit is given based on the amount of hours spent at the work site.
(150 hours = ½ Credit)

CEIP
The Career Exploration Internship Program (CEIP) is an experiential-based learning environment designed to assist students with understanding the linkages between school and work. Students will complete an internship with business partners throughout the county and receive high school credit based on the amount of hours spent interning at the site. (150 hours = ½ credit)

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OCCUPATIONAL EDUCATION

Occupational courses are offered to Schalmont students through the local Board of Cooperative Education Services (BOCES). When students enroll in occupational education courses, they remain Schalmont students. They are at Schalmont High School for half of the day. They receive credit for BOCES course work and they receive Schalmont High School Diplomas. It is important that students observe deadline dates for applying. Course descriptions are available for each of the occupational courses in the Guidance Center . The following is a list of occupational courses by Occupational Center :

ALBANY CENTER

• Auto Services Heating & Refrigeration I, II
• Auto Body Refinishing Computer Technician
• Auto Body Collision Network Technician
• Auto Trades Tech I, II Child Care I, II
• Automotive Tech Prep Child Care Tech. Prep.
• Automotive Tech. (AYES) Occupational Health
• Building Trades I, II Cosmetology 1A
• Food Services Occupational Science
• Cosmetology I, II Occupational Math
• Data Entry Intro. to Occupations A, B
• Diesel Mechanics I, II Nurse Assistant I, II
• Electrical Trades I, II Computer Aided Design I, II
• Health & Inst. Services Pub. Priv. Securities
• Computer Info. Process. I, II Multi Occupational
• Culinary Arts I, II Vo-Tec RCT Math
• Culinary Arts Tech. Prep. Vo-Tec RCT Science
• Plants Plus Horticulture Vo-Tec RCT Global Studies
• Lic. Practical Nursing I, II Vo-Tec RCT U.S. History
• Botanical Services Vo-Tec RCT Reading
• Welding/Metal I, II Vo-Tec RCT Writing
• Fashion Design & Merch. 1, 2