WASHINGTONVILLE HIGH SCHOOL COURSE OFFERINGS

Course	Length	Grade
English 9 SP	40 weeks 1 unit	9
English 9 Co-Teach	40 weeks 1 unit	9
English 9 Regents	40 weeks 1 unit	9
English 9 Enriched	40 weeks 1 unit	9

English 9 is a required course for all freshmen and is the first in a four-year sequence. It is designed to continue developing students’ literacy skills (reading, writing, listening and speaking) as defined by the NYS Next Generation Learning Standards.

Prerequisite: Passing English 9

English 10 is a required course for all sophomores and is the second in a four-year sequence. It is designed to continue developing students’ literacy skills (reading, writing, listening and speaking) as defined by the NYS Next Generation Learning Standards.

Prerequisite: Passing English 10

English 11 is a required course for all juniors and is the third in a four-year sequence. It is designed to continue developing students’ literacy skills (reading, writing, listening and speaking) as defined by the NYS Next Generation Learning Standards. Students are required to pass the ELA Regents in order to graduate and will have the opportunity to take the exam in January and June during this course.

English 12 is for students who wish to continue applying the tools, techniques and materials of literary scholarship. The class will strengthen communication skills by engaging students in a variety of listening, speaking, critical thinking, reading and writing activities. Students will develop these skills through the use of several genres of literature as well as a variety of writing
modes.

Shakespeare is a class for students who want to be creative! We read plays about revenge, manipulation, madness, tragedy, romance, and history. In addition to reading, we will write short plays, create characters, and illustrate costumes, sceneries, and props. We will write creative monologues and poetry all related to Shakespeare’s techniques. At various times we will perform and create video recordings of plays. If you want to enjoy the greatest literature of all time and immerse yourself in the readings with creative activities, this class is for you!

Journalism is for students who wish to be acquainted with magazine and newspaper feature writing, editorial and opinion writing, surveys, and advertising. This interactive, product driven course will encourage real-world writing and thinking skills. Students will assist in the writing, editing, and publishing aspect of original newspapers and magazines using various computer programs. Students must work well independently as well as cooperatively in a small group setting. Students will conduct original research including a series of interviews for articles. Students will also explore career opportunities in the field of journalism. Vocabulary, style, libel and ethics units will round out the course.

Creative Writing is for students who wish to write fiction and non-fiction, prose and poetry. In this structured course, students will strive to improve their writing skills through guided exercises and modeling. Students will read literature and non-fiction for both discussion of style and form and inspiration for original work. Public speaking is required and will include monologue, dialogue and formal speeches. The creative thinker/writer who is disciplined enough to work independently and meet deadlines will find success in this class. The final assessment will be a portfolio.

For students who wish to explore theories from literature, film, radio, television, video games and new media to reveal the changing face of communications and storytelling in the 21st
century. We will analyze cultural and historical artifacts to investigate the relationship between media and reality and how we interact with information and each other through various social media. The aim is to bring together the major aspects of study of language arts via critical reading, writing, and academic research. Students will study a collection of topical reading assignments, hold class discussions, and participate in a variety of research projects, culminating in the creation of their own media in response to their findings.

For students who wish to explore the power of laughter in literature. This course will examine the power of laughter to add levity to our lives, as well as to grapple with some of the most serious social and personal matters we face. Importantly, this art form is currently under scrutiny; therefore, significant consideration will be given to what is and what is not funny, as well as the contexts that create such distinction. After all, as a means of exposing human folly, comedy is nothing new. Forms to be considered range from slapstick to parody and caricature, to satire and dark humor. Texts under study will include traditional written works as well as film, television, stand-up performances, political cartoons and memes.

The Evolution of the Hero is for students who love the classic adventure story and wish to explore how the hero has evolved over the course of human history. This course will ask students to study a number of works from ancient mythology, to comic heroes, to movie adventures and the many incarnations of contemporary heroes in modern texts. As students read and explore these texts they will make informed opinions and analyze the role of the hero, and how that role has evolved over the course of societal history. Students will engage in discussions, work both independently and collaboratively, and fine tune their research skills. (This course is pending BOE approval for 2023-2024).

For students who wish to explore the complex narratives in graphic novels. Students will explore what defines a graphic novel and how text and images juxtapose to present meaning. Students will study different genres of graphic novels to analyze the traits of different categories of literature. Each unit will focus on a different genre: Fiction, Creative Nonfiction, Adaptations, and Non-Fiction. One unit will be an independent study, allowing students the freedom to explore this type of novel. The class will culminate in students co-authoring their own class graphic novel through drafting and storyboarding. (This course is pending BOE approval for 2023-2024).

Prerequisite: Recommendation English Department
Weighting: This course is weighted by a factor of 1.10 SUPA English is a college-level course that has two components.

WRT 105 (Writing Studio I) – is an analytically-based writing course where students will compose a variety of texts as a process (inventing, drafting, revising, editing) that takes place over time and that addresses diverse audiences and rhetorical contexts. Students will learn critical techniques of reading through engagement with texts that raise issues of diversity and community.
ETS 181 (Class & Literary Texts) – will allow students to gain an expanded understanding of textuality, the world as a text (which may include film, television programs, public spaces, buildings, clothing, the internet, etc), and will apply the language and methods of the discursive practice of textual criticism. Students will gain a sense of how context shapes the production and reception of texts (that “truth” is a social construction and that culture shapes meaning). Although SUPA English is not a required course, it does satisfy the NYS requirement for English 12. Students are responsible for the tuition fee ($115 per credit payable to Syracuse University). Upon successful completion of the course, students will receive six credits from Syracuse University, which may transfer to most colleges and universities. It is the responsibility of the student to consult with potential colleges/ universities regarding their policy for accepting SUPA credits.

Global 1 is a required 9th-grade course that follows the NYS 9-12 Social Studies Frameworks. In addition to the Next Generation Standards for Literacy in History and Social Studies, students will develop the following skills: gathering, interpreting and using evidence; chronological reasoning and causation; comparison and contextualization; geographic reasoning; economics and economic systems; and civic participation. Topics of study are: development of civilization; belief systems; classical civilizations; rise of transregional trade networks; political powers and achievements; social and cultural growth and conflict; the Ottoman Empire and the Ming Dynasty pre-1600; Africa and the Americas pre-1600; transformation of Western Europe and Russia; and interactions and disruptions. Although these topics and skills will not be specifically tested on the Global 2 Regents in 10th grade, they do provide foundational support for 10th grade social studies. Students must pass this course for graduation.

Prerequisite: Passing of Global Studies 1

Global 2 is a required course that is a continuation of the chronological study of Global History begun in Global History 1. It examines 19th century and 20th century events and developments in Europe, Asia, Africa and Latin America and the inter-relationship and impact of these. At the conclusion of this course, students will take the Global History Regents.

Prerequisite: Passing of Global Studies 1 and 2

US History is a required course taken at the 11th grade level. It follows a chronological approach to US history. Recognition and study of basic constitutional issues and the application of constitutional principles to both historical and contemporary life are major themes. At the conclusion of this course, students will take the Regents exam.

 Prerequisite: 90 GPA Recommendation by the Social Studies Department
Weighting: This course is weighted by a factor of 1.10

This course is for juniors who wish to study US History at the college level and is being offered through SUNY Orange College in the High School program. This six-credit college course focuses on the political, intellectual, economic and cultural development of the United States from earliest settlements to the twentieth century. Students will investigate the major events, personalities, and themes of the past, developing their skills in reading, writing, thinking, and research at the college level. Students must have at least a 90 GPA to enroll. Upon successful completion of the course, students will earn six credits from SUNY Orange, which may transfer to other colleges and universities. It is the student's responsibility to consult with potential colleges/universities regarding their policy for accepting SUNY Orange credits. Students are responsible for the tuition fee to SUNY Orange (approximately $39 per credit). Students will also take the US History & Government Regents at the conclusion of the course as part of their graduation requirements.

Prerequisite: Passing of US History

This is a required course for all seniors. The Economics component is designed to provide students with the economic knowledge and skills to function as informed citizens. Attention is given to concepts of scarcity, supply and demand, international trade, inflation, national debt and trade deficits. The primary purpose of the Participation in Government component is to facilitate and encourage the development of civic-minded individuals capable of effectively fulfilling the "office of citizen".

Prerequisite: 85 GPA and recommendation by Social Studies Department
Weighting: This course is weighted by a factor of 1.10

This is a college-level introductory economics course focusing on the effects of various forces on the aggregate economy. We begin with an overview of microeconomic concepts and then
move on to macroeconomics, where we discuss macroeconomic theories and policies. The course is geared towards knowledge and skills acquisition plus application to real world situations. Students will be expected to perform at the level of a college freshman. They will undertake extensive independent activities and participate in class seminar discussions. Although Marist College Macroeconomics is not a required course, it does satisfy the NYS requirement for Economics. Students are responsible for the tuition fee (approximately $330 for three credits payable to Marist College). Upon successful completion of the course, students will earn three credits from Marist College, which may transfer to other colleges and universities. It is the student’s responsibility to consult with potential colleges/universities
regarding their policy for accepting Marist College credits.

Prerequisite: High achievement in US History, and recommendation of Social Studies Department
Weighting: This course is weighted by a factor of 1.10

SUPA Public Affairs 101 is a college-level course based on the academic standards and curriculum for Syracuse University's freshman Public Affairs course. It is designed to provide students with research, decision-making and communication skills used in public policy analysis. Although SUPA PA 101 is not a required course, it does satisfy the NYS requirement for Government. Students are responsible for the tuition fee ($115 per credit payable to Syracuse University). Upon successful completion of the course, students will earn three credits from Syracuse University, which may transfer to other colleges and universities. It is the student’s responsibility to consult with potential colleges/universities regarding their policy for accepting SUPA credits.

Throughout American history, sports have had an impact on the development of society and culture. This class is designed to explore those connections so students will gain an appreciation for how the relationship between sports and our country has dealt with many culturally relevant issues such as nationalism, discrimination, intolerance, gender equity, economics, etc. This is an elective course and does not satisfy NYS requirements for social studies.

Prerequisite: Passing Global History Regents and United States History Regents or be concurrently enrolled in a United States History Course.

This is a 40-week course open to juniors and seniors as an elective to help students answer a wide range of questions concerning human behavior. The course study begins with the topics of learning, perception, and memory. The psychology portion will end with a study of “normal” and “abnormal” personality development. This topic emphasizes student involvement in the process of self-understanding. As the course begins to explore the discipline of Sociology students will explore three units of study. “The Social Self: The Individual”, involves an in-depth self-revelation study. Unit two, “The Social Self” The Group, analyzes the effects of groups on individual behavior and investigates social mobility in American Society. The final unit, “Case studies in Social Psychology”, analyzes the problems of violence in American life, the biomedical revolution and futurism. This is an elective course and does not satisfy NYS requirements for social studies.

Prerequisite: Passing the Global History Regents and United States History Regents or be concurrently enrolled in a United States History Course.

This course will focus on those rights or freedoms that every human being deserves. Unfortunately, throughout history, and even today, the rights of many people have been violated or taken away. The Universal Declaration of Human Rights will be used as a guideline to examine how the decisions of ordinary people shape an age and ultimately a history itself. More importantly students will encounter models that help them move from thought to judgment to participation, by confronting the moral questions inherent in an examination of a particular history. Historical examples and cases will be presented from both the United States of America and the world. More importantly, students will acquire the tools to understand how the past relates to their own lives and how to make a difference. This is an elective course and does not satisfy NYS requirements for social studies.

Prerequisite: Passing the Global History Regents and United States History Regents or be concurrently enrolled in a United States History Course.
Weight: This course is weighted by a factor of 1.10

The criminal justice course examines the law in the United States with an emphasis on laws in New York State. A general overview of the criminal justice system is the main objective of the course. The nature and causes of crime and crime victims will be presented. The role of police officers, prosecutor, defense attorney, judge, jury and probation officers will be thoroughly examined. The course will also include an in-depth probe of plea bargaining, the bail system, defendant’s rights and jury duty. Students are eligible to earn three (3) college credits through Marist College if they have a GPA of 85 or higher, which may be transferrable to other colleges/universities. These students will be responsible for paying Marist College tuition and fees (approximately $300 for three credits). It is the student’s responsibility to consult with potential colleges/universities regarding their policy for accepting Marist College credits. This is an elective course and does not satisfy NYS requirements for social studies.

This course examines shifts in mass media and its influence on American political, social and economic culture from the 1950’s to present day. The course will focus on numerous sources of mass media including news programming, literature, newspapers, television, documentaries, music, motion pictures and radio. Various aspects and perspectives on social trends and their impact on American society will be explored. Emphasis will be placed on generational differences and shifts as we consider historical context and reliability as well as the exploration of cause/effect relationship and turning points. This is an elective course and does not satisfy NYS requirements for social studies.

Prerequisite: Successfully passing Algebra Self-contained course and state assessment, recommendation of Algebra SP teacher and annual CSE meeting.

In this course students will learn and apply fundamental mathematical concepts such as basic order of operations, real numbers, percent, measurement, calculator usage, fractions, decimals, problem solving, ratios, and proportions to situations as they occur in “daily life.” Topics will include taxes, personal finance (budgeting), purchasing, finance, fitness, housing, insurance, transportation and investment. This course features examples in a problem-solving format that allows students to  use mathematical skills in consumer situations. The primary  goal of this math course is to develop student abilities to make rational and informed decisions to lead successful lives in an  interdependent world.

Prerequisite: Completion of Algebra 1 and passing Regents exam

Tech Math emphasizes the interconnections among mathematics, engineering, technology, science, and the  humanities, to prepare students to become creative problem-solvers, effective communicators, and tomorrow’s leaders  through a rigorous, specialized curriculum which is based on  the principles of project-based learning and collaborative partnerships. Students engage in real-world, hands-on projects based on authentic applications of New York State Next Generation Mathematics Learning Standards.

Prerequisite: Grade 8 mathematics

This course has been aligned to the New York State Next  Generation Mathematics Learning Standards adopted by the New York State Education Department. The Standards will be  brought to life by integrating labs and projects that  demonstrate an application of the content. Through repeated  reasoning, students develop fluency in writing, interpreting,  and translating between various forms of linear equations and  inequalities and make conjectures about the form that a linear equation might take in a solution to a problem. They reason  abstractly and quantitatively by choosing and interpreting  units in the context of creating equations in two variables to  represent relationships between quantities. Students develop  a set of tools for understanding and interpreting variability in  data, and begin to make more informed decisions from data.  They work with data distributions of various shapes, centers,  and spreads. They explore many examples of functions and  their graphs, focusing on the contrast between linear and  exponential functions. They interpret functions given  graphically, numerically, symbolically, and verbally; translate  between representations; and understand the limitations of  various representations.

Prerequisite: Grade 8 mathematics

This course has been aligned to the New York State Next
Generation Mathematics Learning Standards adopted by the  New York State Education Department. Students will continue  to study the Standards listed in the Part 1 course. The content  will be spiraled and built upon in this course and success in Part 1 will enhance but not preclude the ability to be successful in Part 2. This course ends with a required New York State Regents Exam.

Prerequisite: Passed Algebra course but failed Regents exam

This course will be offered to students who have earned credit for Algebra 1 but have not passed the Algebra 1 regents exam. Students will concentrate on strengthening the skills and concepts necessary to successfully pass the Algebra 1 regents exam.

Prerequisite: Passing the Algebra 1 course and Regents exam. (Recommended for students with a score of 75 or better)

This course has been aligned to the New York State Next Generation Mathematics Learning Standards adopted by the New York State Education Department. Geometry is intended to be the second course in mathematics for high school students. This course ends with a required Regents exam. Students will explore and prove congruence and similarity of geometric figures. Integrating synthetic, transformational and coordinate approaches to geometry, students will justify geometric relationships and properties of geometric figures. Student will use the traditional tools of compass and straightedge as well as dynamic geometry software to assist in their investigations. This course is meant to lead students to an understanding that reasoning and proof are fundamental aspects of mathematics. If a student is seeking a Regents Diploma with Advanced Designation, the state requires passing the Geometry Regents exam as one of the three required math exams.

Prerequisite: Passing Algebra 1 course and Regents exam (Recommended for students with a score below 75)

This course will provide students with the opportunity to visualize and apply geometric concepts. The projects and coursework will help students discover the importance of geometry in architecture, sports, art, construction and indirect measurement techniques. Logic will be used to support students’ ability to develop formal and informal proofs  throughout the course. This course will also prepare students for the SAT and college placement exams.

Prerequisite: Passing the Algebra 1 Regents exam with a 85 or better.
Weighting: This course is weighted by a factor of 1.05.

This course has been aligned to the New York State Next Generation Mathematics Learning Standards adopted by the New York State Education Department. This course will cover all of the topics of the New York State Geometry course and several of the topics will be explored in depth. This rigorous course will help students who are interested in pursuing advanced placement courses during their high school career. This course ends with a required New York State Regents exam.

Prerequisite: Passing the Geometry course and/or Regents exam. (recommended for students with a score of 80 or better)

This course has been aligned to the New York State Next Generation Mathematics Learning Standards adopted by the New York State Education Department. This course is the capstone course of the three units of credit required for a  Regents diploma with advanced designation. Within this course, the number system will be extended to include the  imaginary and complex numbers. The families of functions to  be studied will include polynomial, absolute value, radical, trigonometric, exponential and logarithmic functions. Other  topics of study include data analysis, probability, regression, arithmetic and geometric sequences, binomial probability,  right triangle trigonometry that includes circular functions and trigonometric identities. This course ends with a required New York State Regents exam.

Prerequisite: Passing one of the Geometry courses

This course can be viewed as a passport to higher level mathematics. Students will work with manipulating various functions (linear, quadratic, polynomial, exponential, logarithmic, trigonometric) and applying them to real life situations. For example, students will study the math behind motion in sports, tidal waves, earthquakes and rollercoasters. This course will also prepare students for the SAT and college placement exams.

Prerequisite: Passing the Geometry Regents exam with an 85 or better.
Weighting: This course is weighted by a factor of 1.05.

This course has been aligned to the New York State Next Generation Mathematics Learning Standards adopted by the New York State Education Department. This course will cover all of the topics of the New York State Algebra 2 course and several of the topics will be explored in depth. This rigorous course will help students who are interested in pursuing advanced placement courses during their high school career. This course ends with a required New York State Regents exam.

Prerequisite: Passing the Algebra 2 course and Regents exam.
There is no weighting for this course.

This course includes work in polynomial and rational functions, complex numbers, trigonometry, conics, and introduction to limits and continuity. The focus in trigonometry is on radians and working without a calculator. The completion of this course prepares students for AP Calculus AB or for Statistics.

Prerequisite: Passing the Algebra 2 Regents with at least an 85 and the Algebra 2 course with at least a 90 average.
Weighting: This course is weighted by a factor of 1.05.

This course is an in-depth introduction to the Calculus. It includes polar coordinates and complex numbers, vectors, partial fractions, limits and continuity, and finding derivatives. There will be enrichment whenever applicable to the topic. The completion of this course prepares students for AP Calculus AB or AP Calculus BC.

Prerequisite: Completing Algebra 2 (passing Regents not required) or Int. Algebra/ Trigonometry

This course is offered for students who have struggled with the Regents sequence and are not prepared for the rigor of a Calc-Prep course. The approach of this course uses functions with the content based in real-world contexts. Guided discovery learning is implemented with the expectation of student understanding as opposed to student memorization and the use of the graphing calculator is required. The concept of function and function behaviors are presented in a discovery format and are later applied to teach more traditional algebra topics at a college level.
 

Prerequisite: Passing Calc-Prep Math with an 80 or better.
Weighting: This course in weighted by a factor of 1.10

The topics of this course include analytic geometry, differentiation and integration on algebraic, logarithmic, trigonometric and exponential functions with applications. Use of graphing calculator is mandatory. The Advanced Placement Examination of the College Board is a part of this course. Students are responsible for the AP exam fee (currently $89). Based on the exam score, a student may be eligible to receive college credits. It is the responsibility of the student to consult with potential colleges/universities regarding their policy for accepting AP credits.

Prerequisite: Passing Calc-Prep/ Enriched Math or 95 or better in Calc prep
Weighting: This course in weighted by a factor of 1.10

The Calculus BC course is designed to represent college-level mathematics and is considerably more extensive than the Calculus AB course. The full year course includes the calculus functions, with such topics as sequences, series, parametric and polar equations, integration by parts and many other topics
not studied in the AB course. The use of a graphing calculator is mandatory. The Advanced Placement examination of the College Board is part of this course. Students taking the BC exam will be given the AB test grade along with their BC grade. Students are responsible for the AP exam fee (currently $89). Based on the exam score, a student may be eligible to receive college credits. It is the responsibility of the student to consult with potential colleges/universities regarding their policy for
accepting AP credits.

Prerequisite: Passing Algebra 2 course & Regents exam. GPA > 85
Weighting: This course is weighted by a factor of 1.10

This course will introduce the student to the basics of statistics. Topics covered will include: the nature of data, graphical representation of data, calculation of basic descriptive statistics, the normal distribution and confidence intervals. The basics of probability theory will also be covered. The course will extensively utilize technology through the use of personal computer applications. Upon successful completion students are able to earn 3 college credits (approximately $39 per credit) through SUNY Orange as long as they meet the SUNY Orange requirements.

Prerequisite: None

This course is aligned to the New York State Regents core curriculum and is generally taken by students in the 9th or 10th grade as part of their three credit science requirement. This is a rigorous experience-centered course, including the following topics: Astronomy, Meteorology, and Geology. Students will learn how to forecast the weather, interpret clues about Earth’s history preserved in the rocks, model Earth’s internal & external features & processes, account for the impacts of Humanity on the environment and recognize Earth’s place in the universe. A minimum of 1200 laboratory minutes with approved laboratory reports must be completed to be admitted to the Regents exam for this course. A performance lab exam is administered prior to the written portion of the Regents exam and is approximately 15% of the total Regents score. All students are required to take the Regents exam at the end of the course.

Prerequisites: Passing Living Environment in eighth grade or ninth grade at mastery level of 85 or better.
Weighting: This course is weighted by a factor of 1.05

This course is aligned to the New York State Regents core curriculum and is generally taken by students in the 9th or 10th grade as part of their three credit science requirement. This is a vigorous and rigorous experience-centered course, including the following topics: Astronomy, Meteorology and Geology. Students will learn how to forecast the weather, interpret clues about Earth’s history preserved in the rocks, model Earth’s internal & external features & processes, account for the impacts of Humanity on the environment and recognize Earth’s place in the universe. Other enrichment activities are included beyond the regular Regents level course. Enriched level students are expected to reason, interpret and apply learned principles at a more sophisticated level. A minimum of 1200 laboratory minutes with satisfactory laboratory reports must be completed to be admitted to the Regents exam for this course. A performance lab exam is administered prior to the written portion of the Regents exam and is approximately 15% of the total Regents score. All students are required to take the Regents exam at the end of the course.
 

Prerequisite: None

This is a college preparatory course and is generally taken by students in the 8th or 9th grade as part of their three credit science requirement. This course follows the New York State Regents guidelines which includes the following topics: unity and diversity among living things, maintenance in living things, human physiology, reproduction and development, genetics, evolution and ecology. In addition, extended areas in human physiology, reproduction and ecology will be included. A minimum of 1200 laboratory minutes with approved laboratory reports must be completed to be admitted to the Regents exam for this course. All students are required to take the Regents exam at the end of the course.

Prerequisite: Regents competency in Science – Physical Setting and The Living Environment

This course is designed for students in grades 11 and 12 who have an interest in science and can be used to complete the third credit of the New York State Science requirement. It will provide a study of the fundamental principles of chemistry necessary to understand chemically related societal issues and to solve problems, make decisions and take appropriate action regarding such issues. The course will include a historical component to give context to scientific advancements in environmental science. A laboratory component with concrete experience will be included throughout this course. The quarterly exams for this course are prepared locally. Students will complete a research project each quarter.

Prerequisite: Passing Algebra 1

This course follows the New York State core curriculum in Physical Setting: Chemistry consisting of a rigorous presentation of basic chemical principles. During the laboratory period, students experience the use of common laboratory chemicals and equipment in both inquiry based and verification experiences. A minimum of 1200 laboratory minutes with approved laboratory reports must be completed to be admitted to the Regents exam for this course. All students are required to take the Regents exam at the end of the course.

Prerequisite: A final average of 85 or better in Living Environment: Biology and Algebra, work ethic, reading level will also be considered. (Algebra 1 Regents score of 80 or better)
Weighting: This course is weighted by a factor of 1.05

This course contains the full content of the New York State core curriculum in Physical Setting: Chemistry (including all extended areas). The content is skills and applications based with an emphasis on the theory behind the principles. The students will be expected to use reasoning to interpret information and make inferences from learned chemical principles. Students are expected to be able to manipulate algebraic equations and have an understanding of fundamental number concepts. A minimum of 1200 laboratory minutes with approved laboratory reports must be completed to be admitted to the Regents exam for this course. All students are required to take the Regents exam at the end of the course.

Prerequisite: Passing Algebra 1

The course follows the New York State Syllabus in Physical Setting: Physics consisting of a rigorous presentation of basic principles of physics. The major areas of concentration are mechanics, wave phenomena, electricity, magnetism and modern physics. A minimum of 1200 laboratory minutes with
approved laboratory reports must be completed to be admitted to the Regents exam for this course. All students are required to take the Regents exam at the end of the course.

Prerequisite: Completed Physical Setting: Earth Science and Living Environment: Biology, and either
Physical Setting: Chemistry or Environmental Chemistry

Marine Biology/Oceanography is a unique course developed by the Washingtonville HS Science Department. This is a multi-disciplinary course which investigates ocean phenomena using established science such as Physics, Astronomy, Biology and Chemistry. During the Marine Biology semester, students will study the biotic aspect of the marine environment including marine life from microscopic plankton to giant squid. Students will investigate the important relationship between abiotic and biotic interactions with human population and current issues that are important to survival of species and the overall health of the oceans. During the Oceanography semester, students will research Humanity’s progression of understanding of the oceans, discover the physical & chemical properties of water,
engineer a cargo vessel and use remote sensing technology with computer modeling to discover wonders on the ocean floor. A featured project guides students through an investigation of our nearest arm of the Atlantic Ocean called the Hudson River Tidal Estuary.

Prerequisite: Successful completion of the three state mathematics courses and two Regents science courses. Living Environment Regents grade of 85 or better. Students must be concurrently enrolled in Chemistry Regents course or have completed it prior to this course.
Weighting: This course is weighted by a factor of 1.10

This eight credit college course via CCHS at SUNY Orange is a study of structure and function of biological molecules and the cell. The transformation of energy through the enzyme-regulated chemical reactions of cellular respiration and photosynthesis. As well as the mechanisms and regulation of cellular reproduction, meiosis, inheritance and Mendelian genetics, protein synthesis and gene regulation. Student will apply the scientific method to answer a biological question by making observations, developing hypotheses, designing experiments, making measurements and collecting data, employing several mathematical skills. These two courses joined together offer the equivalent of the former Advanced Placement Biology course. Upon successful completion of these courses, students will earn eight credits through SUNY Orange (approximately $39 per credit). Lab hours are included in the course work. Semester grades are reported to SUNY Orange and appear on college transcripts as college transfer credits.

Prerequisite: Successful completion of the three state mathematics courses offered and two Regents science courses. Students need to be concurrently enrolled in Calculus Prep Math or higher.

Weighting: This course is weighted by a factor of 1.10

AP Physics is an algebra based, introductory college-level Physics course. Students cultivate their understanding of Physics through inquiry-based investigations as they explore a variety of topic including: Kinematics, Dynamics, Circular Motion & Gravitation, Energy, Momentum, Simple Harmonic Motion and Torque & Rotational Motion 

Prerequisite: Successful completion of Algebra and both Physical Setting: Earth Science and Living
Environment: Biology and either Physical Setting: Chemistry or Environmental Chemistry
Weighting: This course is weighted by a factor of 1.10

The goal of this course is to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world. Students will identify and analyze environmental problems both natural and man-made, evaluate the relative risks associated with these problems and examine alternative solutions for resolving and/or preventing them. The course focus is on the ‘real science’ behind the environmental problems and issues. Laboratory and field study are an important element of the course. The final grade will be based upon the average of each marking period, a mid-term exam, a final laboratory average and a final grade. Each student will be prepared for the Advanced Placement Examination of the College Board which will be given in May. Students are responsible for the AP exam fee (currently $89). Based on the exam score, a student may be eligible to receive college credits. It is the responsibility of the student to consult with potential colleges/universities regarding their policy for accepting AP credits.

Prerequisite: A final average of 90 or better in Regents Chemistry and a final average of 90 or better in Algebra 2

The AP Chemistry course provides students with a college-level foundation to support future advanced coursework in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore content such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. Each student will be prepared for the Advanced Placement Examination of the College Board which will be given in May. Students are responsible for the AP exam fee (currently $89). Based on the exam score, a student may be eligible to receive college credits. It is the responsibility of the student to consult with potential colleges/universities regarding their policy for accepting AP credits.

Prerequisite: Successful completion of Algebra and both Physical Setting: Earth Science and Living
Environment: Biology and either Physical Setting: Chemistry or Environmental Chemistry
Weighting: This course is weighted by a factor of 1.10

Forensic Science is a one semester course taught at Syracuse University which is available to seniors in the Washingtonville High School. High school students will be able to receive college credit after successful completion of course and paying Syracuse’s reduced tuition fees ($115 per credit payable to Syracuse University). This course focuses upon the application of scientific methods and techniques to crime and law. This course is intended to provide an introduction to understanding the science behind crime detection. Scientific methods specifically relevant to crime detection and analysis will be presented with emphasis placed upon the techniques used in evaluating physical evidence. Topics include blood analysis, organic and inorganic evidence analysis, microscope investigation, hair analysis, DNA, drug chemistry and toxicology, fiber comparisons, paints, glass compositions and fragmentation, fingerprints, soil comparisons, arson investigation and other topics. Laboratory
exercises will include techniques commonly employed in forensic investigations.

Prerequisite: Successful completion of Living Environment and/or Earth Science

The program involves a multi-year approach, with each year focused upon the exploration of different aspects of scientific inquiry and discovery. University credit (URP 150/250) is provided for students who have successfully completed the first year of the program and are enrolled in a second and third year (4 credits per year). Students will typically begin the program in their sophomore years. Each year of the program is focused upon different broad themes in exploring scientific research. These themes progress from an in-depth examination of the scientific method itself through the completion of a significant research experience for the student. These themes may be considered as exploring the “basic tools of scientific research and discovery”, the “process of scientific research” and the “results of
scientific research”.

Learning Goals:
The fundamental goal of the program is to encourage students to encounter scientific disciplines in a first-hand fashion through both a deeper exploration of the fundamental process of science discovery itself and through carefully guided research projects in which they are full participants. Specific goals of the program include:

• To Identify and foster talented, interested and motivated students focused on science research leading to science-based careers;
• To provide students an accurate and detailed understanding of what constitutes high-quality research and how to distinguish this from pseudoscientific work;
• To provide students with the basic tools required to conduct research such as:
• An ability to read, understand and discuss work reported in the primary scientific literature;
• An understanding of how to frame an important scientific question into a testable hypothesis;
• An ability to design and evaluate an experimental research plan to test a hypothesis;
• An ability to work effectively as part of a team in problem-solving;
• A basic understanding of statistical methods for research;
• To provide opportunities for students to design, develop, execute, complete, and communicate high-quality research projects;
• To promote independent and critical thinking;
• To provide College credit for science research work.

The typical program consists of several years of involvement (optionally starting in the sophomore high school year) such as:

Year 1 (Typically sophomore year):
“Basic Tools of Scientific Research and Discovery”. Basic Concepts: what is scientific research, what is the scientific method, understanding basic research tools, discerning real science v. pseudoscience, how to pose a valid scientific question, how to read critically a scientific paper, how a research paper is constructed, development of student communication and presentation skills (talks, posters, etc.), how to collect data and keep an appropriate notebook/journal, understanding the stylistic considerations of scientific communication (e.g., citations, paper sections and format, etc.), fundamentals of basic statistical analysis, and others. 

Year 2 (Typically junior year):
“Process of Scientific Research”. Basic Concepts: How to define, develop and refine a detailed scientific research project, how to complete background literature searching, how to prepare a research proposal with a plan of investigation, how to identify/locate a mentor or research instructor (extramural
or intramural), how a research project is begun and continues in experimental work. Some students may profitably identify their mentors early in this process. Four college credits from Syracuse
University are offered at $115.00 per credit hour.

As a result, students are expected to:

• Identify a research project and prepare a detailed plan for execution;
• Gain experience presenting, both orally and in writing;
• Gain experience presenting critical reviews of papers in the scientific literature relevant to the research;
• Conduct hands-on research experimentation.

Year 3 (Typically senior year):
“Results of Scientific Research”. Basic Concepts: continuing a project towards completion of the research experimentation and evolution of project, how to compile, analyze and interpret data from experiments, how to write up research in standard scientific format (depends on field but consistent with papers published in the field), and how to present research at symposium or similar meeting. Four college credits from Syracuse University are offered at $115.00 per credit hour.

As a result, students are expected to:

• Complete a significant research project including the collection, analysis and interpretation of primary experimental data;
• Present project in a public forum;
• Prepare a manuscript in a fashion suitable for publication in a journal appropriate to their field of inquiry.

Prerequisite: None (French 1 is only offered at the Middle School level)

This course is open to students in grades 9-12. Level I French is the beginning of practical control of the four language skills (understanding, speaking, reading and writing). The course is an introduction to the knowledge of the fundamentals of French structure in a communicative context, as well as French culture. Pronunciation and vocabulary habits are developed so that by
the end of the year the student will be able to have and understand LIMITED conversation in French. This ability will usually be limited to the vocabulary range of the text, and New York State foreign language syllabus topics. One credit of LOTE is a minimum graduation requirement unless exempt by the CSE.

Prerequisite: Successful Completion of Level I French

This course is open to students in grades 9-12. Level II French concentrates on the use of the French language to approach real language behavior. The course consists of reconfirming familiarity with structures and vocabulary in a communicative context, as well as expanding these areas of language development. Oral competence and reading skills are maintained and further developed. Writing skills are progressively developed, plus cultural awareness. By the end of the course, students should be able to have and understand a basic conversation in French, usually limited to the vocabulary range of the text, and the New York State Syllabus topics.

Prerequisite: Successful Completion of Level II French

This course is open to students in grades 9-12. Level III French is an intense review of the skills acquired in Level I and II with an emphasis on structure, vocabulary, and free conversational expression. The student will learn to think and express himself in French. Communication skills and cultural insights will be discovered. A cultivation of self-awareness - what we are, how we are unique, and yet alike - will be discussed. The New York State
Regents examination equivalent will be administered at the end of the course. The four skills of language acquisition will be tested: listening comprehension, reading, writing, and speaking
in French.

Prerequisite: Successful Completion of Level III French with a minimum of an 85. This course is weighted by a factor of 1.10.

Advanced French Grammar will continue the four-skill approach of listening, speaking, reading and writing. Students will be given abundant opportunity for oral practice; they will be asked
to talk about themselves, their interests, feelings, and activities, or to role-play real-life situations they are likely to share with French speaking persons both at home and abroad. Activities and exercises are designed to lead to the conscious control of the French language. The course is part of the University in the High School program through SUNY Albany. Four college credits may be earned and a tuition fee is charged for the college credits. The current tuition fee is approximately $190.00.

Prerequisite: Successful Completion of Advanced French Grammar and Teacher Recommendation.
Weighting: This course is weighted by a factor of 1.10

Language proficiency in the four areas of pedagogical skills will be emphasized. The emphasis will be grammar, but the knowledge of French literature will be integral. The course is also
part of the University in the High School program through SUNY Albany. Four college credits may be earned. A tuition charge will apply for the college credits. The current tuition fee is approximately $190.00

Prerequisite: None

This course is open to students in grades 9-12. Level I Spanish is the beginning of practical control of the four language skills (understanding, speaking, reading and writing). The course
is an introduction to knowledge of the fundamentals of Spanish structure in a communicative context, as well as Spanish culture. Pronunciation and vocabulary habits are developed so that by the end of the year the student will be able to have and understand LIMITED conversation in Spanish. This ability will usually be limited to the vocabulary range of the text, and the New York State Syllabus topics. One credit of LOTE is a minimum graduation requirement unless exempt by the CSE.

Prerequisite: Successful Completion of Level I Spanish

This course is open to students in grades 9-12. Level II Spanish concentrates on the use of the Spanish language to approach real language behavior. The course consists of reconfirming
familiarity with structures and vocabulary in a communicative context, as well as expanding these areas of language development. Oral competence and reading skills are maintained and further developed. Writing skills are progressively developed, plus cultural awareness. By the end of the course students should be able to have and understand a basic conversation in Spanish, usually limited to the vocabulary range of the text, and the New York State Syllabus topics.

Prerequisite: Successful Completion of Level II Spanish

This course is open to students in grades 9-12. Level III Spanish is an intense review of the skills acquired in Level I and II with an emphasis on structure, vocabulary and free conversational expression. The student will learn to think and express himself in the foreign language. Communication skills and cultural insights will be developed. The pleasure of reading in a foreign language will be discovered. A cultivation of self-awareness - what we are,
how we are unique, and yet alike - will be discussed. The LOTE (Language Other Than English) exam that replicates past New York State Regents examinations will be administered at the end of this course. The four skills of language acquisition will be tested: listening comprehension, reading, writing, and speaking in the foreign language.

Prerequisite: Successful Completion of Level III Spanish with a minimum of an 85. This course will receive a weighting of 1.10

This course is designed to continue the development of the student’s ability to communicate in the language through a four-skill approach of listening, speaking, reading, and writing. The sequence includes a review and further study of pronunciation, grammar, and vocabulary. The course builds on pre-existing vocabulary and grammar and stresses communication through exposure to authentic materials and in-depth grammar review. Materials concerned with culture, civilization, literature, contemporary issues, and everyday situations constitute the subject matter for communication. Classroom discussion revolves around readings that reflect
the culture of Spain, Latin America, and Latinos in the U.S. Classics of Spanish and Latin America Literature, including short stories, poetry and plays will be explored. This course is part of the University in the High School program through SUNY Albany. Upon successful completion, students will be eligible to receive four college credits. If the course is taken for credit, a fee (the current tuition fee is approximately $190.00) will be paid directly to SUNY Albany.

Prerequisite: Successful Completion of Advanced Spanish Grammar and Teacher Recommendation. This course is weighted by a factor of 1.10

Language proficiency in the four areas of pedagogical skills will be emphasized. The emphasis will be grammar and reading. The course is part of the University in the High School program through SUNY Albany. Four college credits may be earned. The current tuition fee is approximately $190.00.

Course	Length	Grade
Spanish for Native/Heritage Speakers	40 weeks 1 unit	9, 10, 11, 12

Prerequisite: Teacher recommendation and placement

This is a basic course for students whose prior experience with Spanish is in informal contexts such as at home or with family/friends but who have limited practice at developing speaking, reading, or writing skills. The student's pronunciation may be near-native and the student may have fairly good listening comprehension skills but the student needs to expand their Spanish vocabulary, improve their basic reading and writing skills, and advance their ability to use high frequency grammatical structures. Students must possess high verbal fluency.

Prerequisite: Must be finished with Regents foreign language requirement. This course will receive a weighting of 1.10

The purpose of this course is to provide an introduction to speaking and understanding Italian through the development of the four basic foreign language skills: listening, speaking, reading and writing in an active and practical way. The course will allow the student to acquire an understanding of both language and culture of contemporary Italy. Upon conclusion of the course, the student should be able to comprehend basic spoken Italian and to communicate as well in spoken and written form. Students will read and write short dialogues and passages, which offer a realistic portrayal of contemporary Italian life. In doing so, several teaching and learning strategies will be adopted in order to make the study of this second language both interesting and rewarding. Students may be able to obtain college credit through Marist College for this course if they meet the eligibility requirements outlined by the college ($100 per credit).

Prerequisite: None

This course is designed to give a real-world emphasis on real-world situations and applications. It focuses on the student’s role as a citizen, and consumer and active member in the business
world. It examines career decisions including work laws and responsibilities. The money management section of the course is designed to introduce the students to pay, benefits, working conditions, federal income tax, budgets, financial records, and checking accounts. Next, the students will explore financial security by examining savings, and explore investing in stocks, bonds, mutual funds and real estate. Students will examine the world of credit; records, laws, responsibilities and costs. The decision making process will be studied, along with the decision to rent/buy a home and/or car. Finally, students will develop an
understanding of consumer rights and responsibilities including consumer protection and dispute resolution.

Prerequisite: 85% average or permission from chairperson.
This course is weighted by a factor of 1.10

This course provides a solid foundation in basic accounting concepts and methodology of financial of financial accounting. This includes the accounting rules and procedures used by the
financial accountant in preparing external financial reports. Emphasis is placed on the chart of accounts, the accounting cycle, the statement of cash flow, the income statement, and the
balance sheet. This course provides the students with an understanding of financial accounting in a corporate environment, the methods used to perform analysis of the financial statements, and insights into the financial accounting decision-making process. Students may receive high school credit or four college credits through SUNY Orange upon the
completion of the course. Students are responsible for all fees associated with this course. This class is open to juniors or seniors. The SUNY Orange CCHSP tuition for Academic Year 2022-2023 will be $39 per credit.

Prerequisite: None

This course serves to examine the laws that affect our daily lives. The course focuses on criminal and civil law and the court systems that enforce the laws. In addition, the student will be introduced to the several elements relating to contracts including negotiation, forms, and breach. Other topics will include consumer law. Renting or owning a home, money and the law, credit and debt. Students will examine laws in the workplace and laws involved in starting a business.

Prerequisite: None

Computer Applications is a one-semester hands-on business course designed to introduce skills required in the technology-based workplace. This includes netiquette, digital citizenship, file
management, computer science topics, coding, and evaluating hardware and software. It also provides a strong foundation for utilizing Google Workspace and Microsoft 365. Thus, helping
students communicate in a paperless environment by becoming familiar with word processing, spreadsheet, presentation, web design, HTML, and other cloud-based applications. At the end of the course, students are equipped with 21st Century Skills that support critical thinking, analysis, communication, problem-solving, and collaboration in school, at home, and at work.

Prerequisite: None

This course is recommended for both academic and business students. It is designed to develop the basic competencies necessary for entry-level proficiency in a variety of marketing job
clusters or as a basic foundation course for students planning to major in business in college. The student of marketing will progress from the operation of a business to the more complex
skills within marketing research, production, distribution, retailing and promotional activities. Recommended for students in planning on pursuing a career in business directly out of high
school and those students planning on attending a two or four-year university with plans to study and area of business.

Prerequisite: Career & Financial Management

Work-based learning (WBL) collaboratively engages employers and schools in providing structured learning experiences for students. The experiences focus on assisting students to develop broad, transferable skills for postsecondary education and the workplace. It provides students with the opportunity to apply knowledge and skills learned in the classroom to real world situations. Work site learning occurs away from school in a business or community organization.

Work Based Learning Programs Paid/Unpaid Worksite Hours
Career Exploration Internship Program (CEIP)
Unpaid 108 hours = 1 unit
Career Exploration Internship Program (CEIP)
Unpaid 54 hours = 1⁄2 unit
General Exploration Internship Program (GEWEP)
Paid 300 hours = 1 unit
General Exploration Internship Program (GEWEP)
Paid 150 hours = 1⁄2 unit

Prerequisite: None

Students will learn the elements of nutritional meal planning and preparation. They will also explore foods of different cultures. Through food labs and the use of government issued dietary
guidelines, students will utilize basic cooking skills to successfully prepare delicious and nutritious recipes. 

Prerequisite: None

The majority of people in our society become parents or they may be involved in a career where they have to deal with children. This course is centered upon choices individuals must make in relation to parenting. The economics, social, educational and physical conditions which influence parenting are identified and implications explored. The physical, emotional, intellectual and social development of the infant, toddler and preschooler will be studied. Along with; daily care, guidance, discipline and other parenting/care-giver skills.

Prerequisite: None

The Global and Gourmet Foods I course introduces students to the ways in which the culture and traditions of countries  influence food choices. Students will identify and prepare foods
from various countries to compare cuisines; ingredients used, and preferred cooking methods. Students will also examine the issues and conditions which affect the availability and quality of
food in the global market. Current issues related to global nutrition from production through consumption will be explored. Through this investigation, students will understand and appreciate diverse cultures. Students will have the opportunity to examine the wide variety of career paths in the global and gourmet foods fields and identify the knowledge and skills necessary for success within these fields.

Computer Science Essentials (CSE) is designed to be a full year course. The course is an excellent entry point for new computer science learners. All students will have opportunities for creative expression and exploration in topics of personal interest, whether it be through app development or connecting computing with the physical world. CSE introduces students to
coding fundamentals through an approachable, block-based programming language where they will have early success in creating usable apps. Students will transition to programming environments that reinforce coding fundamentals by displaying block programming and text-based programming side by side. Students will learn the poser of text-based programming when they are introduced to Python programming language. This course engages students in computational thinking practices and collaborative strategies, as well as industry- standard tools authentic to how computer science professionals work. Students will learn about professional opportunities in computer science and how computing can be an integral part of all careers today.

Engineering Essentials is a full-year course designed to be a high school student’s first exposure to the PLTW engineering program and is appropriate for students in grades 9-12. Students will explore the work of engineers and their role in the design and development of solutions to real- world problems. The course introduces students to engineering concepts that are applicable across multiple engineering disciplines and empowers them to build technical skills through the use of a variety of engineering tools. Students learn and apply the engineering design process to develop mechanical, electronic, process and logistical solutions to relevant problems. Students will advance from completing structured activities to solving open-ended projects and problems that provide opportunities to develop planning and technical documentation skills, as well as in-demand, transportable skills. Students will work both individually and collaboratively on activities, projects, and problems to create solutions using common engineering design and development protocols.

Prerequisite – Successful completion of Computer Science Essentials

Cybersecurity is a full-year course. The design of the course exposes high school students to the ever growing and far reaching field of cybersecurity. Cybersecurity strongly connects to the National Cybersecurity Workforce Framework. This framework identifies standards developed by numerous academic, industry, and government organizations.  Cybersecurity gives students a broad exposure to the many aspects of digital and information security, while encouraging socially responsible choices and ethical behavior. Students explore the many educational and career paths available to cybersecurity experts as well as other careers that compromise the field of information security.

Topics:
Unit 1 – Personal Security
Unit 2 – System Security
Unit 3- Network Security
Unit 4- Applied Cybersecurity

Prerequisite – Students are required to have successfully completed the introductory computer science course – Computer Science Essentials

In Computer Science Principles, students will analyze computing innovations and the impacts they have on our lives. They will use abstraction and algorithmic thinking to solve problems and create value for others. Develop, analyze, implement, and test programs developed for a purpose. Learn to uncover patterns in data, protect data, and explore how the internet connects the world in which we live. Students will learn the fundamentals of coding, data processing, data security, and automating tasks. Students will develop the in-demand computer science skills critical to thrive in any of today and tomorrow’s careers. Each unit focuses on one or more computer science-specific career paths. The Computer Science Principles curriculum is aligned with the College board AP Computer Science Principles exam requirements. As a result, students would be eligible to take the AP exam if they choose.

Computer Science Principles:
1. Creative Computing for all
2. Every Bit of the Internet
3. Little Data to Big Data
4. Solving complex Problems

Prerequisite – Students are required to have successfully completed the introductory engineering course – Engineering Essentials

Principles of Engineering is a foundation course of the high school engineering pathway. This survey course exposes students to some of the major concepts that they will encounter in a postsecondary engineering course of study. Students will explore a wide range engineering topics, including mechanisms, the strength of materials and structures, automation and kinematics. Students will be solving rigorous and relevant design problems using engineering and science concepts within a collaborative learning environment. Students will also learn how to document their work and communicate their solutions to their peers and members of the professional community.

Principles of Engineering Units:
1. Energy and Power
2. Materials and Structures
3. Control Systems
4. Statistics and Kinematics

Prerequisite: None

This course is the study of the production of goods through manufacturing (factory – built) methods and processes. Students will look at how the different methods of manufacturing have
impacted society, the economy, and the environment. Projects will be made in a mass production style (factory) implementing the methods and processes that they have learned. Students will be grade on the products they make along with the paperwork that accompanies it, and tests and quizzes.

Prerequisite: None

This course is the study of electrical theory. Ohm’s law, series and parallel circuits, AC vs. DC electricity, alternative sources of energy, residential wiring, and basic electronics, circuit schematics. Students will learn about and use several different components such as (resistors, PNP/NPN transistors, diodes, capacitors, LEDs, 555 timer chips). Robotics will also be looked
at and how these circuits and components can be used to build and control them. Students will be evaluated on the completion of the modules and test / quizzes.

Prerequisite: None

This course is a detailed study of residential/commercial structures and how they are designed, built, and function. All students will utilize the Versa-CAD computer based drawing program to design and construct a complete set of working plans for a residential home, shopping mall and structural bridge. Students will explore the accurate and current  information pertaining to building codes and requirements. This is a very exciting and popular course for all students interested in pursuing a future in engineering, architecture, drafting, and technical related fields. All work is completed in class; no homework or tests are required. Student averages are based
on the required computer generated drawings.

Prerequisite: None

This Couse is the study of skills and processes that are related to the construction of a residential structure. Modules include planning, materials, leveling the site, foundation layout, framing (floor/ wall/ roof), roofing, siding, and finish carpentry. Students will learn how to draw building plans and construct a scale model home. Students will be evaluated on the completion of the modules and test / quizzes.

Prerequisite: None

This course utilizes CAD “Computer Aided Drawing” to assist students in various design activity problems. Students will learn how to communicate problem solving ideas while exploring all seven constants of a design activity brief. Student work will include but, not be limited to the following: Basic Versa-CAD program applications, pictorial drawings, section and auxiliary drawings. This course may be used by any student, in any sequence to meet the one unit of Art or Music requirement for graduation. It may also be used in a Technology or Art sequence. This is a “creative and fun” course which is well suited and recommended for all pre-engineering and technical students. All work is completed in class; no homework or tests are required. Student averages are based on the required computer generated drawings.

Prerequisite: None

This course is the study of the understanding and basic concepts and principle of transportation systems. Students will look at how transportation has impacted society, the economy, and the
environment. Students will learn about different methods of transportation in land, air, marine, and space transportation through hands on modules. Modules will include and are not limited to CO2 cars, rubber band powered gliders, and vacuum powered car, hallway gliders, water bottle rockets, four stroke engine, and two stroke engines. Students will be evaluated on the completion of the modules and test / quizzes.

Prerequisite: 11th grade or special permission from instructor

This course introduces students to the study of video games as an interactive storytelling medium that extends outwards into a wider gaming industry and surrounding creative environment. Students will play and analyze video games while reading complementary sources in literature, games studies, cultural studies, and technology in order to explore the history and trends of our diverse and developing relationships to gaming. Not only this, but the course will also offer students the opportunity to create their own game element designs, participate in the production of esports competitive events, and engage in multi-platform public-facing content creation for our class and our school’s varsity esports teams. Built for students interested in the diverse career possibilities afforded by gaming and esports, students will “apply” for various positions in collaborative projects in four different pathways. As students learn the language and landscape of game design, and create original works of their own, our creative teams will construct new assets and build web-based content around them. Both creating and playing games draws on a number of disciplines, such as art and animation, music and sound design, creative writing, public speaking, and more, so course projects will embrace and enhance the systems and connections between these areas. The course will place special emphasis on accessible industry tools and strategies used by colleges and professionals in the gaming and esports world to develop innovative and compelling narratives and play experiences. No previous coding experience is necessary. Video Games and Esports Production puts the magic behind the screen into the hands of students.

Digital Narrative and World Building:
Explore how interactive digital storytelling works and how to create fun, immersive player experiences
● Gaming history and technical innovations
● Critical thinking through games
● Character, player, environment, mechanics, and lore
● Introduction to interactive 3d: beyond gaming

Game Design and Development:
Employ and experiment with the tools and production methods of industry professionals and independent artists to create original games
● Game design principles
● Games development process
● Systems thinking in games and esports
● Mobile gaming development
● Virtual Reality and Augmented Reality toolkits

Games Media and Content Creation:
Explore the ways we write and talk about games and the new media trends it espouses
● Game reviews and journalism
● Livestreaming (OBS StreamLabs), shoutcasting, and audience engagement
● Informational and argumentative writing and web video production

Esports Careers and Entrepreneurship:
Explore and practice within different avenues and choices available as one paves their way through the gaming and esports world
● Project management: propose, design, organize, coordinate and implement gaming and esports content
● Social media and community building; branding, promotion, and sponsorship
● Professional communications, decision-making, and teamwork

Prerequisite: None

This is a core course used as a preparatory base for success in the other Art electives. Students learn the basics involved in using the elements of art and principles of design to create portfolio
ready drawings, paintings, multimedia works and sculptures. Students will also learn about design, creativity, expression, aesthetics, art appreciation, art criticism and art writing.

Prerequisite: None

This course will cover all aspects of still life, perspective, landscape, portrait and the human figure. Students will explore these topics using graphite, ink, tempera, watercolor, pastel and
acrylic paint. The main focus of this course will be to provide the student with a better awareness of their skills in drawing and painting while developing several pieces of art. Creativity, craftsmanship, aesthetics and appreciation of works of art will be the driving force in all work created.

Prerequisite: None

Sculpture class is a 3-dimensional approach to design and problem solving through the use of various techniques, materials and media. Students will explore relief, kinetic and figure. Students can potentially work with a variety of materials that include cardboard, paper-mache, wire, wood, plaster, paint and found/recycled materials. Projects will range from small pieces to larger freestanding forms. Throughout the course, students will learn to analyze, discuss and critique a variety of three-dimensional pieces from various time periods, cultures and artists.

Prerequisite: None

This course will introduce students to tools, techniques, and concepts that will inspire functional and sculptural works of art made from clay. Students will be taught the fundamental principles of three-dimensional design, clay hand-building techniques, 'throwing' on the pottery wheel, as well as how to paint, stain and glaze their projects. Students will learn to analyze and discuss a variety of ceramic and other three-dimensional works of art from different cultures and time periods.

Prerequisite: Clay

This is an advanced level course for students who have taken the introductory Clay course. This class is designed to allow advanced ceramic students to work on developing a personal
expression in clay through advanced hand-building, wheel throwing, and surface techniques. Students will be introduced to a series of contemporary ceramic artists and potters, which will
serve as inspiration for students to design and direct their own projects with guidance from the instructor. Each student will be expected to maintain a journal/sketchbook in which they plan,
organize, and reflect upon their work. Students will also be expected to develop a complete portfolio of ceramic work by the end of the year and to digitize this portfolio for presentation to
the class. Students will participate throughout the year in peer and instructor review and critiques, as well as a portfolio critique at the end of the course.

Prerequisite: None

This course introduces students to digital photography and its application in areas such as fine arts, journalism, illustration, and commercial arts. Students will use digital cameras, scanners,
and traditional film along with computer applications such as Adobe Photoshop and Lightroom to make images for both print and web-based presentations. This course is offered in conjunction with Orange Community College (CCHPS - Community College in the High School Program), offering high-achieving juniors and seniors the opportunity to earn six college credits while attending this class (approximately $39 per credit).

Prerequisite: None

This introductory course will explore the various tools, techniques and digital applications that are used in digital media art including: digital photography and digital photo editing, advertising design and commercial art, filmmaking and video editing, motion graphic animation, and other computer based art. Students will have the opportunity to learn new skills
and techniques while creating digital artwork modeled after real-world digital media industry projects. Multimedia programs introduced in the course include Adobe Photoshop, Final Cut
Pro, Apple Motion, and more! Students interested in digital arts & graphic design who are looking to develop their knowledge, and/or explore their interest in a numerous areas of digital
media are encouraged to take this course.

Prerequisite: None

Figure Drawing is an introductory course that is designed to teach students the foundations of drawing the figure. Students will develop their figure drawing skills by participating in class
critiques and drawing realistic anatomy from live clothed models. Students will get to experience using various media such as pencil, pen, wax pencil, colored pencil, charcoal, pastels. Students will learn drawing techniques such as sighting lines, proportion, positive and negative shapes, form, structure, composition, texture, value gradation, gesture drawing, and
tonal modeling.

Prerequisite: None

The chair you are sitting on, the pen in your hand, the phone in your pocket... All of these everyday objects were designed by artists to fulfill the consumers needs, wants, and interests. This course will introduce students to skills needed to bring their three dimensional ideas to life through 3D modeling, and 3D printing. Students will develop to the skills, techniques, and
thinking processes used by professionals in the 3D modeling and 3D printing industries through research, exploration, and experimentation. Projects involving object, and character modeling will emphasize aesthetic concepts so students merge with the ability to create well designed 3D models, and be familiar with the basics of polygonal modeling, and digital sculpting. Students interested in 3D modeling, 3D printing, sculpture, digital art, and other related topics are encouraged to take this course.

Prerequisite: None

This introductory course will explore the world of visual storytelling and develop students’ skills in visualizing and creating unique illustrations and animations. Students will learn how to combine their imagination with real-life visual references to create artwork modeled after real-world digital media industry projects. Programs introduced in this course include Adobe Illustrator and Procreate for computer illustration, and Adobe Animate for computer animation. Students interested in graphic design, comic book design, character animation and other related topics are encouraged to take this course.

Prerequisite: Intro to Digital Media Art or Digital Photography

Filmmaking is study in digital film, including screenplay development, storyboarding, film history, and digital recording/editing. Students will explore the process of creating their own full-length films, while integrating special effect work and soundtrack development with classic story telling using applications such as Apple’s Final Cut Pro and Celtx. At the conclusion of the course, students will set up and maintain their own internet YouTube/Vimeo channels in order to publish and share their work. Further, students will have the opportunity to showcase their work in our annual student film festival.

Prerequisite: Studio Art/ Drawing and Painting, approval by the instructor

The artistic journey is a never-ending path of introspection, experimentation, discovery and growth. Artists are always concerned with getting better. We are all at different points on that journey however. In this advanced course, students will identify their own creative goals and build the skills necessary to attain those goals. Though the course will include some direct instruction by the teacher, most of the learning will be driven by the student’s themselves. Students will be expected to do their own research and sketchbook practice independently in order to develop the skills that they personally need.

Prerequisite: None - Enrollment is concurrent with English 12/Journalism

This combined Art/English class will earn students two credits. Students must enroll in and attend both courses. This course is designed not only to introduce students to the basics of
journalism and media writing, but also to introduce them to the design and execution aspects of modern-day media outlets. This course will offer students the opportunity to participate in the
creation of a school newspaper, website, podcast, yearbook, and ultimately, the maintenance of a Facebook page, Twitter account, a bi-weekly video newscast to be broadcast throughout the school. This course is skills-based, and allows students to work with real outlets and produce real work to benefit the school, the district, and the community. Ultimately, the course is meant to expand the students’ relationship with the community at large and with the technology the district provides, while keeping up with the expanding realm of multimedia communication.

Prerequisite: Successful Completion of core Art course work.

This level of course work is to be only considered after the successful completion of the core art courses of Studio in Art, Drawing and Painting, and Sculpture. This level of course work
should explore an area of the Art field in a more in depth manner than our elective program may cover. The student will need to develop a course outline with a faculty member and must be approved by the Department Chairperson. Syllabus requirements are available upon request.

Prerequisites: Studio Art, Drawing & Painting, Sculpture, Computer Graphic Design, Digital Video Editing, Digital Photography, Animation

Creating and preparing a digital art portfolio for college consideration.

Prerequisite: Permission of the instructor

Open to instrumentalists who have achieved the skills necessary to perform the basic band literature. The band will study and  perform music at levels IV and V as defined by the New York State School Music Association (NYSSMA). The course meets alternate days throughout the year. Separate band lessons are scheduled on a rotating basis.

Prerequisite: Permission of the instructor based on assessment skills in Concert Band

This band will study and perform a more advanced level of music than the Concert Band. Enrollment is based upon student skill level and balanced instrumentation. Students will perform music at levels V and VI as defined by the New York State Music Association (NYSSMA). The course meets on alternate days through the year with separate lessons scheduled on a rotating basis.

Prerequisite: Permission of the instructor

This High School Chorus is open to singers of all ability levels. This chorus studies and performs a wide variety of music from the standard choral repertoire. The High School Chorus performs at least two formal evening concerts, and on occasion, outside of the school. The course meets on alternate days throughout the year with scheduled lessons given on a rotating basis.

Prerequisite: High School Chorus AND must be auditioned and recommended by the instructor

This Select Chorus studies and performs advanced-level High School Chorus music. Students will perform music at level V and VI as defined by the New York State School Music Association (NYSSMA). Students accepted to the Select Chorus will have prior knowledge of sight-reading and solfeggio, and will demonstrate ability to sing independent parts alone and with a group through audition. This course meets on alternate days throughout the year with scheduled lessons on a rotating basis.

Prerequisite: None

The main focus of this class will be how to create music through the use of digital music production software. Classwork will include recording live music, using notation software, mixing, and editing sounds, and producing student compositions. This course will be available to all 9th – 12th graders and without any necessary prerequisites. Lessons will be both student centered and student driven; beginning at the students ability and experience level and branching out and forward. Through varying instructional practices, individual, and group projects, students will learn all aspects of music production ranging from simple programming skills to full size compositions. Students will also learn basic piano, guitar and music theory skills. All of these skills will be helpful towards creating successful
music productions. Grading will be based on projects, daily objectives, and participation.

Prerequisite: High School Chorus AND must be auditioned and recommended by the instructor

This Select Chorus will study and perform advanced-level treble voiced High School Chorus music. Students will perform music at level V and VI as defined by the New York State School Music Association (NYSSMA). Students accepted to the Select Chorus will have prior knowledge of sight singing and solfeggio, and will demonstrate ability to sing independent parts alone and with a group through audition. This course meets on alternate days throughout the year with scheduled lessons on a rotating basis.

Appearance Academy:

-Cosmetology

-Esthetics

 

Construction Academy:

-Carpentry

-Electrical Construction

-HVAC/Plumbing

-Welding

 

Culinary Academy:

-Culinary Food Trades

 

Education Academy:

-Early Childhood Development & Care

-Education and Management

 

Environmental Academy:

-Animal Science (Vet. Asst.)

-Heavy Equipment

 

Health Careers Academy:

-Allied Health Assistant

-Dental Careers

-Emergency Medical Services

-Exercise Science & Personal Training

-Nursing Assistant

-Pharmacy Technician

-Principles of Health OCC

 

Security Academy:

-Fire Science

-Law Enforcement

 

STEM Academy:

-Computer Networking

-Computer Programming/Video Game Dev

-Engineering Design & Architecture

-Mechatronics & Robotics Engineer

 

Transportation Academy:

-Auto Body/Restoration

-Automotive Technology

-Aviation

 

Transitional Programs:

- Work Place Learning

 

Visual Academy:

-Digital Design & Advertising

-Digital Film & Post Production

-Fashion & Interior Design

Prerequisite: None

This is a 1unit course required by N.Y.S. for graduation. The curriculum follows N.Y.S. guidelines and meets the new learning standards as set forth by the Education Department. Objectives include providing accurate information, the development of healthy attitudes and behaviors, promoting positive decision making, awareness of employment opportunities and encouraging students to begin a lifelong process of choosing and enjoying a healthy life style. Major units include mental health, drug abuse, nutrition, diseases and disorders, sexuality,
parenting education, first aid and current health issues.

Course Offerings

PHYSICAL EDUCATION GRADUATION REQUIREMENT

All students must participate and receive a passing grade in one Physical Education experience during each of their four years in High School. 9th and 10th grade students will be required to participate in a swimming unit each year. Life Guarding can be taken in place of the regular Physical Education experience. All students will be scheduled for either fall or spring and will meet for 90 minutes on an every other day basis. Any student requiring an Adaptive program will be scheduled on an individual basis within their assigned section. Grades are based upon class participation, rubric score, and written assignments.

This course is required for every student in grades 9-12. Swimming is a required unit for 9th and 10th grade. A variety of units are provided to give students the experiences in personal fitness, individual sports, team sports, swimming, CPR, N.Y.S coaching courses and dance. Grades are based upon class participation, rubric score, and written assignments.

Prerequisite: By application and teacher selection. Applicants must have a 90 or higher average in previous Physical Education courses. Students should also be involved competitive athletics either in school or in an out of school organization.

This course will satisfy the NYS requirements for coaches, including Philosophy of Coaching and health science for coaches. Students who successfully complete the course will be partially certified and will need to complete other requirements before being able to apply for a coaching position. These courses provide permanent certificates that students will not have to repeat in college or later when they apply for coaching positions.

Adapted Physical Education

This course will, in most cases, be provided within the regular Physical Education setting. The individuals requiring these adaptations will have their program modified to meet their specific disability or limiting physical condition. 

 

PURPOSE: The purpose of the American Red Cross Lifeguarding course is to provide entry-level lifeguarding participants with the knowledge and skills to prevent, recognize and respond to aquatic emergencies, injuries and sudden illnesses until emergency medical services (EMS) personnel take over

PREREQUISITES:

1. Must be 15 years old on or before the final scheduled session of this course.
2. Swim 300 yards continuously demonstrating breath control and rhythmic breathing. Candidates may swim using the front crawl, breaststroke or a combination of both but swimming on the back or side is not allowed. Swim googles may be used.
3. Tread water for 2 minutes using only the legs. Candidates should place their hands under the armpits.
4. Complete a timed event within 1 minute, 40 seconds.
   - Starting in the water, swim 20 yards. The face may be in or out of the water. Swim goggles are not allowed.
   - Surface dive, feet-first or head-first, to a depth of 7 to 10 feet to retrieve a 10 pound object.
   - Return to the surface and swim 20 yards on the back to return to the starting point with both hands holding the objects and keeping the face at or near the surface so they are able to get a breath. Candidates should not swim the distance under water. Exit the water without using a ladder or steps.

Waterfront Lifeguarding:

Purpose: The purpose of the Waterfront Skills module is to teach lifeguards the skills and knowledge needed to prevent and respond to emergencies in non-surf, open water areas found at a public parks, resorts, summer camps and campgrounds.

Certification Prerequisites:

Candidates must have a current American Red Cross certificate for Lifeguarding/First Aid/CPR/AED.

Skill Prerequisites:

1. Must be 15 years old on or before the final schedule of this module.
2. Swim 550 yards continuously demonstrating breath control and rhythmic breathing. Candidates may swim using the front crawl, breaststroke or a combination of both but swimming on the back or side is not allowed. Swim goggles are allowed. 
3. Tread water for 2 minutes using only the legs. Candidates should place their hands under the armpits.
4. Complete a time event within 1 minute, 40 seconds.
   - Starting in the water, swim 20 yards. The face may be in or out of the water. Swim googles are not allowed.
   - Surface dive, feet-first, to a depth of 7 to 1 feet to retrieve a 10-pound object.
   - Return to the surface and swim 20 yards to return to the starting point with both hands holding the object and keeping the face at or near the surface so they are able to get a breath. Candidates should not swim the distance under water.
   - Exit the water without using a ladder or steps.
5. Swim 5 yards, submerge and retrieve three dive rings placed 5 yards apart in 4 to 7 feet of water, resurface and continue to swim another 5 yards to complete skill sequence.

Colonel Michael Brockway
Army Instructor

Mission: To motivate young people to be better Citizens.

Scope: The JROTC program is a cooperative effort on the part of the United States Army and Washingtonville Central School District to provide secondary school students the opportunity for total development. The program prepares high school cadets for responsible leadership roles while making them aware of their rights, responsibilities and privileges as American citizens. The program is a stimulus for promoting graduation from high school and it provides instruction and rewarding opportunities which will benefit the cadet, community and nation.

The student cadets are organized into a Cadet Battalion with its own Chain of Command. Cadets are promoted through the ranks to fulfill the roles of Noncommissioned officers and Commissioned officers. The program also offers cadets the chance to join the Drill Team and Color Guard, which competes against JROTC units from throughout NY, PA, NJ, CT, MA and RI in drill competitions.

Grading is subjective-based through the use of a Program of Instruction compiled by the U.S. Army Cadet Command, and objective-based through Instructor evaluation of cadet motivation, deportment and spirit of cooperation (team work). Team-building skills and leadership development are emphasized.

STUDENTS MAY USE THE COURSES DESCRIBED HERE TO FULFILL ONE OF THE REQUIRED THREE UNIT SEQUENCES.

NOTE: 

1. The JROTC classes are offered as credit electives and carry no military obligation or commitment to the military whatsoever. However, based on Instructor recommendation, students who enlist in the Armed Forces may begin at a higher rank and pay grade. 

2. Because of the need to maintain military discipline, cadets who do not show a willingness to comply with orders of the Instructors and/or the Chain of Command, to include the weekly wear of the uniform, may be dismissed at anytime throughout the year.

Course Descriptions: 

Prerequisite: None

This first year course in citizenship and leadership concentrates on "Followership" by emphasizing civic values, disciplinary standards, and ethics. The cadet entry experience incorporates an "accelerated promotion" program as an incentive for meritable cadets who become actively involved as participants in JROTC activities. Subjects include Leadership Labs of Drill and Ceremonies, Physical Training and Cadet Challenge, Citizenship, History of the Nation and of ROTC, Map Reading, Communication, First Aid, Drug Abuse Prevention, Human Relations, Current Events, Basic School Skills Review, and selected optional subjects including spontaneous and planned events. Participation on the drill team as an extra-curricular activity is encouraged (Oct-May). Cadets may earn a Junior Varsity letter for active participation in the drill team or color guard team. A 4-7 day summer camp in late June or July is also available for interested cadets.

Prerequisite: LET I

In this second year, emphasis changes from “followership” to “leadership” as the cadets learn those techniques necessary to become confident small unit leaders. Topics covered in LET I are reviewed and expanded upon. Participation on the extra-curricular drill teams may earn cadets a Junior Varsity or Varsity letter. A 4-7 day summer camp in late June or July is also available for interested cadets. 

Prerequisite: LET II

This third course concentrates on the participant's individual leadership skills. Some of the highest cadet noncommissioned officer positions and many of the junior cadet officer positions will be filled by cadets allowing for a smooth transition to the fourth year's senior status of command and staff. Management of resources and time is emphasized. Participation on the extra-curricular drill team may earn cadets a Junior Varsity or Varsity letter. A 4-7 day summer camp in late June or July is also available for interested cadets. 

Prerequisite: LET III

In this fourth year culminating course, the highest cadet officers administer and lead the Corps of Cadets. They will serve as leaders, role models and assistant instructors. Topics include Psychology of Leadership, Small and Large Unit Leadership Problems, Command and Staff, and Military Technical Skills. Participation on the extra-curricular drill team may earn cadets a Junior Varsity or Varsity letter.

Washingtonville High School is proud to have a long history of providing courses that challenge students to perform at their highest levels. These courses are designed to provide the challenge to students who desire to go beyond the scope of Regents-level study. Students who enroll in these courses have demonstrated high achievement in the subject and exemplary abilities in the following areas: critical thinking skills, reading comprehension, written and verbal communication skills, work ethic, class participation, and team work.

There are several types of challenging courses for students: 

• Enriched - courses that are offered on grade level and provide study that is more in-depth and at a faster pace. These courses are weighted by 5%.
• Enriched/Accelerated – enriched courses that are offered to students a year ahead of grade level. These courses are weighted by 5%.
• Advanced Placement (AP) - courses are considered college level and the curriculum is audited and approved by the CollegeBoard. Students must pay for and take the AP exam in May. Success on this exam may provide college credit depending upon the score and the school the student will be attending. It is the responsibility of the student to consult with potential colleges regarding their policy for accepting AP credits. These courses are weighted by 10%. 
• College-level – courses that are offered in partnership with specific colleges. Tuition payable to the college by the student is required. Upon successful completion, the student will earn college credits and receive a transcript from the designated college. These credits may be transferrable to other colleges/universities depending upon the school the student ultimately attends. It is the responsibility of the student to consult with potential colleges regarding their policy for accepting these credits. These courses are weighted by 10%.

There are several advantages to taking college-level and AP courses. College-level study better prepares the student for the academic demands of college. Studies show students who take and pass these courses are more successful in college. These courses strengthen the student’s application to college because successful completion shows that the student is willing to challenge her or himself. In addition, the credits that are accepted by the school the student attends may reduce the courses the student will be required to take at that school. Again, it is the student’s responsibility to consult with potential colleges regarding their policies for accepting credits.

Criteria for Placement 

The areas listed below are used to determine if placement is appropriate for a particular student. The goal is to match a student’s abilities with the best opportunity for success and growth. There is no minimum criterion because a holistic picture of each student is used to determine appropriate placement. Previous enrollment in an enriched course does not automatically guarantee placement.

1. Student's average in the particular subject area
2. Student’s overall Grade Point Average 
3. Student’s performance on recent New York State assessments 
4. Student’s performance on standardized tests 
5. Teachers’ evaluation including reading and writing skills, work ethic, motivation, general interest in the subject area

If you would like to be considered for enrollment in one or more of these courses, please notify your guidance counselor by the end of March. If you have any specific questions concerning the courses, please contact the appropriate department supervisor:

Mr. Bill Ormiston
Supervisor of English and Social Studies, 7-12
497-4000 x 24592
Click here to email

Mrs. Katrina Kiernan
Supervisor of Math and Science, 7-12
497-4000 x 24593
Click here to email

Notification Process The guidance office will forward the student requests to the respective department supervisors, who will determine the final placements. Students who are not placed in an enriched course next year are still eligible for consideration in the following year.

The following is a list of enriched, accelerated or college-level courses offered in each subject area.

English
English 9 Enriched
English 10 Enriched
English 11 Enriched
SUPA Writing/Literary Text

Math
Algebra 2 Enriched
Geometry Enriched
Calculus Prep Enriched
AP Calculus AB
AP Calculus BC
Intro to Statistics****

Social Studies
Global 1 Enriched
Global 2 Enriched
AP US History
College Macroeconomics
SUPA Public Affairs
Criminal Justice **

Science
Earth Science Enriched
Chemistry Enriched
AP Chemistry
AP Environmental Science
College Physics ****
College Biology ****
SUPA Forensic Science

World Languages
French 4***
French 5***
Spanish 4***
Spanish 5***
Elementary Italian **

** Marist College    *** SUNY Albany    **** SUNY Orange    SUPA – Syracuse University Project Advance

Minimum Graduation Requirements for Students Entering 9th Grade after September 2019

* Student must take 1 unit of Regent level Math and pass the Algebra Assessment Exam. The additional units of Math may be attained below the regents level.

** Student must take 2 units of Regents level Science and pass one Regents exam. The third unit of Science may be attained below regents level.

LOCAL, REGENTS AND ADVANCED DIPLOMA TESTING AND GRADUATION REQUIREMENTS

For students entering 9th grade beginning September 2018 Diploma Requirements

##Students with Disabilities

The NYSED has safety net provisions for students with Disabilities (IEP, 504, Declass) to earn grades lower than 65 in order to receive a local diploma.  A SACC Credential may be granted by the Committee on Special Education for student who are eligible.

Testing Requirements (link from nysed)

** Students may substitute 5 credits in the Arts or in Career and Technical Education in place of the three credit foreign language requirement. Career and Technical Education is defined as high school or vocational technical courses in Business, Technology or Consumer and Family Services.

+"With Honors Endorsement" is based on AVERAGE of 90 on the required exams for that diploma.

Final grades as applied to overall grade point average for all courses given in the high school that are designated as Accelerated/Enriched (A/E) or Enriched (E) are weighted by a factor of 1.05. Final grades as applied to overall grade point average for Advanced Spanish Grammar (SUNY Albany) and Advanced French Grammar (SUNY Albany) are weighted by a factor of 1.10. Similarly, Final grades as applied to overall grade point average for courses designated as Advanced Placement (AP), Syracuse University Project Advance (S.U.P.A.) Marist College or SUNY Orange are weighted at a factor of 1.10.