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 Ms. Kelly Jimpson, 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 Schalmont Middle School, Two Sabre Drive, Schenectady, New York 12306. Her telephone number is (518) 355-6110, extension 2075. 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. Kelly Jimpson, Section 504 Coordinator, Schalmont Middle School, Two Sabre Drive, Schenectady, New York. Her telephone number is (518) 355-6110, extension 2080.

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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.