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2021-2022 UHS Course Catalog
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This is a graphic of the Logo for University High School, part of Ferndale Public Schools, in partnership with Wayne State University.

2021-22 Course Catalogue

Ferndale Public Schools Mission

To provide all our students with quality educational programs
while promoting the values of diversity and responsible citizenship.

University High School Mission & Vision

UHS Vision Statement

We are a rigorous, innovative college preparatory school, with a curriculum organized around college preparedness and careers for the 21st century. UHS offers students a dynamic learning environment where multiple modes of instructional strategies are used to prepare students to meet the ever-growing challenges of college and the professional world. UHS has a 9-16 vision, where we measure our success by the percentage of students we graduate from college. The UHS staff strives to create a culture where students learn to be self-motivated learners and are respectful, professional, and invested in their education. Students and teachers work together to create a safe and caring learning environment.

UHS Mission Statement

The mission of University High School is to provide a physically and emotionally safe environment where students become prepared for success in college and 21st century careers.


About University High School

University High School is a four year public high school with a rigorous college prep curriculum. UHS is in partnership with Wayne State University and is focused on college success for all students.

College Prep Curriculum: A Commitment to Rigor

College Learning

Average class size: 28

Student/Teacher ratio: 25:1

Total Professional teaching staff: 21+ 5 support positions

Maximum School Size: 550 students

Administrative Team

David Gardner - Principal

Julie Patterson - Assistant Principal

Office Staff

Michele Sibula – Secretary

Patti Skop – Secretary

Counseling Staff & College Support Team

Patricia Tootikian-Hachigian – Counselor

Kirsten Riley-Social Worker

Gena Clay – Restorative Practice Coach

Eric Royal – College Success Advisor

Joshua Nicks – Student Support Coach

University High School Behavior Expectations

At University High School, our behavior is professional behavior.

To that end we remember that:

Ferndale Public Schools Attendance Policy

School Attendance Policy

It is imperative that students be in attendance each school day in order not to miss a significant portion of their education. Important learning results from active participation in classroom and other school activities that cannot be replaced by individual study.

The school is also concerned about helping students develop a high quality work ethic that will be a significant factor in their success with future employers. One of the most important work habits that employers look for in hiring and promoting a worker is dependability in coming to work every day and on time. This is a habit the School wants to help students develop as early as possible in their school careers.


Truancy

Unexcused absence from school (truancy) is not acceptable. Students who are truant will be expected to make up all schoolwork missed in order to receive credit. After 10 days of truancy in any grading period, a student will be considered a “habitual truant” which can result in:

Excused Absences

Students may be excused from school for one of the following reasons and will be provided an opportunity to make up missed schoolwork and/or tests:

Students with a health condition that causes repeated absence are to provide the school office with an explanation of the condition from a registered physician.

Parents must provide an explanation for their child’s absence by no later than 48 hours after the absence. They are to call the school office (Attendance Office at the High School) and explain the reason for the absence. If the absence can be foreseen and the “good cause” is approved by the Principal, the parent should arrange to discuss the matter as many days as possible before the absence will occur, so that arrangements can be made to assist the student in making up the missed school work.


Students who are excusably absent for more than 10 days in a grading period, regardless of the reasons, will be considered “frequently absent.” If there is a pattern of frequent absence for “illness,” the parents will be required to provide a statement from a physician describing the health condition that is causing the frequent illness and the treatment that is being provided to rectify the condition. Without such a statement, the student’s permanent attendance record will indicate “frequent unexplained illness.”

During the next grading period, “frequently-absent” students will be placed on “attendance watch” to monitor whether or not the pattern continues. If it continues, students may be denied opportunities to participate in non-curricular school activities and events, and notations will be made on their transcripts concerning frequent absence from school. Such a report may be provided to postsecondary institutions and/or possible employers.

Unexcused Absences

Any student who is absent from school for all or any part of the day without a legitimate excuse shall be considered truant and the student and parents will be subject to the truancy laws of the State.

If students under the age of 16 are truant for more than ten (10) consecutive or fifteen (15) total days of truancy during a semester, they will be considered “habitual” truants and will be reported to the proper authorities.

Notification of Absence

If students are going to be absent, parents/guardians must contact the school within 48 hours of the absence and provide an explanation. If prior contact is not possible, the parents should provide a written excuse or phone call as soon as possible. When no excuse is provided, the absence will be unexcused and the student will be considered truant. If the absence of a student appears to be questionable or excessive, the school staff will try to help parents improve their child’s attendance.

The skipping of classes or any part of the school day will result in students not being permitted to make up classwork. Disciplinary action will follow.


Suspension from School

Absence from school due to suspension shall be considered an authorized absence, neither excused nor unexcused.

A suspended student will be responsible for making up school work lost due to suspension. It is recommended that a student complete missed assignments during the suspension and turn them in to the teacher upon returning to school. Assignments may be obtained from the teacher (in the High School, the Assistant Principal) beginning with the first day of a suspension. Make up of missed tests may be scheduled when the student returns to school.

The student will be given credit for properly completed assignments and a grade on any made-up tests.

Vacations during the School Year

Parents are encouraged not to take their child out of school for vacations. When a family vacation must be scheduled during the school year, the parents should discuss the matter with the Principal and the student’s teacher(s) ahead of time to make necessary arrangements. It may be possible for the student to receive certain assignments that are to be completed during the trip.


Graduation Requirements

English Language Arts

4 credits

Mathematics

4 credits

Science

3 credits

Social Studies

3 credits

World Languages

2 credits

Health

0.5 credits

Physical Education

0.5 credits

College Preparation

2 credits

Digital Media/Art

1 credits

Computer Education

1 credits

Electives

3 credits

Total

24 credits

Graduation Recognition

Students who graduate with a cumulative grade point 3.25-3.49 will be recognized as Cum Laude.

 Students who graduate with a cumulative grade point 3.50-3.74 will be recognized as Summa Cum Laude.

Students who graduate with a cumulative grade point 3.75-4.0 will be recognized as Magna Cum Laude.


Grading systems

Standard Grading Scale

A = 4.0

100%-90%

B = 3.0

89%-80%

C = 2.0

79%-70%

D = 1.0

69%-60%

E = 0.0

Below 60%

G = Pass

60% and up

H = Fail

Below 60%

W = Withdraw

Only given with counselor approval

* In the College Preparatory Class, a grade of 69% or below is considered an E.

Standards-Based Grading Scale

Letter Grade

Percent

A+

99.0-100%

A

93.8-98.9%

A-

87.5-93.7%

B+

81.3-87.4%

B

75.0-81.2%

B-

68.8-74.9%

C+

62.5-68.7%

C

50.0-62.4%

C-

43.8-49.9%

D+

37.5-43.7%

D

31.3-37.4%

D-

25.0-31.2%

E

0-24.9%

Special Programs

ACE

ACE – The Accelerated College Experience is offered through Oakland Community College. Students earn a free associates degree. The ACE program is available for Juniors.

C2 Pipeline

C2 Pipeline – Our afterschool enrichment program provides free food, supervision and enrichment activities for all grade levels.

OSTC

OSTC – Oakland Skills Technical Campus offers vocational and technical programs and is available by application for Juniors and Seniors.

Dual enrollment

Parents desiring dual enrollment for their child should schedule an appointment with a counselor or administrator to work out a plan of work for their child. 

Center for Advanced Studies and the Arts (CASA)

Students at University High School can opt to attend the Center for Advanced Studies and the Arts to take advanced placement classes that are not offered at University High School. The following criteria must be met in order for a student to attend CASA:

Parents desiring CASA enrollment for their child should schedule an appointment with a counselor or administrator to work out a plan of work for their child. 

Course Placement

All freshmen entering University High School begin their course of study with Biology, English 9, Algebra I, US History, PE/Health, Computer Applications, and College Preparatory Course 1. 

Students will begin their language study with Spanish 1 in 10th grade, unless placement is achieved into a higher-level Spanish based on a placement test taken in the first week of school.


Standard Career Plan

Below is a standard career plan for a UHS Student:

9th Grade

10th Grade

11th Grade

12th Grade

CPC 9

CPC 10

CPC 11

CPC 12

English 9

English 10

English 11

Senior Composition

Extended Algebra 1A,1B

Extended Algebra 1C,1D

Algebra II

Geometry

Algebra

Geometry

Algebra II

Math Elective (Precalculus or College Algebra)

US History

World History

Economics & Civics

Global Issues & Elective 

or History of Detroit)

Biology

Chemistry

Conceptual Physics

Science Elective (Forensics or Sports Science)

Phys Ed & Health

Spanish 1

Spanish 2

Elective

Computer Applications

Art Elective

(Digital Media or Art)

Elective

Elective

* Note, required classes above are in bold type

Students who begin their studies at University High School after the first semester of their freshman year will be placed in classes based on their high school transcript from their previous school.

English Department

Department Mission

The mission of the University High School English Department is to help students become effective readers and writers through the study of a variety of literary genres. Students will gain a deeper understanding of literary styles and stories, as well as gain exposure to a variety of different cultures. Students will write extensively and become proficient in the four main writing genres.

Available English Courses & Credits

English 9-1

.5 credits

English 9-2

.5 credits

English 9-2 honors

.5 credits

ELA Intervention 9-1

.5 credits

ELA Intervention 9-2

.5 credits

English 10-1

.5 credits

English 10-2

.5 credits

English 10-1 honors

.5 credits

English 10-2 honors

.5 credits

English 11-1

.5 credits

English 11-2

.5 credits

English 11-1 honors

.5 credits

English 11-2 honors

.5 credits

English 12-1

.5 credits

English 12-2

.5 credits

Advanced Placement Literature and Composition 12-1

.5 credits

Advanced Placement Literature and Composition 12-2

.5 credits

Credits Required for Graduation: 4.0 

Course Descriptions

English 9-1 and 9-2

Length: One semester each        

Prerequisites: None

Suggested Courses: None

Required for graduation or elective: Required for Graduation

The English 9-1 introduces students to the study of literature and writing through the examination of a variety of literary genres and writing styles following the Common Core State Standards for English Language Arts. The course begins with a Launching Unit focused on personal narrative and creating a writing community. The narrative reading and literary essay units focus on the skills of reading strategies, characterization, motivation, and literary analysis. Students will then move on to the independent reading unit, where they will self-select a text, track their own reading progress, and learn to set reading goals. In the research editorial unit, students will learn to craft an editorial to support a claim(s) in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

English 9-2 Honors

Length: One semester        

Prerequisites: Passing grade in English 9-1 and Teacher Recommendation

Suggested Courses: None

Required for graduation or elective: Required for Graduation

The English 9-1: Literature and Composition course introduces students to the study of literature and writing through the examination of a variety of literary genres and writing styles following the Common Core State Standards for English Language Arts. The course begins with a Launching Unit focused on personal narrative and creating a writing community. The narrative reading and literary essay units focus on the skills of reading strategies, characterization, motivation, and literary analysis. Students will then move on to the independent reading unit, where they will self-select a text, track their own reading progress, and learn to set reading goals. In the research editorial unit, students will learn to craft an editorial to support a claim(s) in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. In addition, the honors section of English 9-2 includes a study of Shakespeare’s Romeo and Juliet, additional independent reading responsibilities, and a higher level of rigor for all assignments and assessments in preparation for Advanced Placement course work in the senior year.

Strategic Reading 9-1 and 9-2

Length: One semester each        

Prerequisites: None

Suggested Courses: None

Required for graduation or elective: Elective

Strategic Reading is intended to support students in English Language Arts to help them improve both their reading and writing skills in an authentic, differentiated way. The course will be based on two key elements: reading apprenticeship to build reading skills while honoring student choice and voice and writing workshop to help individualize writing interventions and supports based on each students’ needs. A cornerstone of the course will be independent reading which will allow for differentiation and reflection by each student on their identity as a reader. The course will also include units designed to support reading and writing across the curriculum including science and history.

English 10-1 and 10-2

Length: Two semesters        

Prerequisites: Passing grade in English 9-1 & 9-2

Suggested Courses: None

Required for graduation or elective: Required for Graduation

The English 10 course is designed for students who have successfully completed the English 9-1 and 9-2 coursework. Students will utilize Common Core curriculum beginning with establishing a reader’s/writer’s notebook, analyzing a novel and writing a literary analysis essay, beginning narrative reading and analysis along with reading various slave narratives and creating a multi-genre project. Students will then move to a nonfiction independent reading unit, informational reading and writing units and an argument study. Students will also study how American literary and cultural identities are formed through the reading of immigrant literature through short stories, poetry, and novels.

English 10-1 Honors and 10-2 Honors

Length: Two semesters        

Prerequisites: Passing grade in English 9-1 and 9-2 and Teacher Recommendation

Suggested Courses: None

Required for graduation or elective: Required for Graduation

The English 10 Honors course is designed for students who have successfully completed the English 9-1H and 9-2H Honors courses. To stay in the honors class, students must complete a summer reading project before returning to school in the fall. Students will utilize Common Core curriculum beginning with establishing a reader’s/writer’s notebook, analyzing a novel and writing a literary analysis essay, beginning narrative reading and analysis along with reading various slave narratives and creating a multi-genre project. Students will then move to a nonfiction independent reading unit, informational reading and writing units, and an argument study. Students will also study how American literary and cultural identities are formed through the reading of immigrant literature through short stories, poetry, and novels. The honors curriculum will follow the standard of the English 10-1 and 10-2 curriculum with the addition of two novels, a full slave narrative piece, and various shorter works.

English 11-1 and 11-2

Length: One semester each        

Prerequisites: Passing grade in English 9 & 10

Suggested Courses: None

Required for graduation or elective: Required for Graduation

The English 11 course is designed for students who have successfully completed the English 10 courses.  In this course, students will be asked to learn collaboratively in a writing and reading community and further their study of the Common Core State Standards for English Language Arts. This course begins with examining how identities are created and influenced by examining both themselves and other memoirists. Students will continue analyzing character identity and practicing reading strategies by selecting their own creative non-fiction novel. In the following narrative reading unit and literary essay unit, students will focus on characteristics of satire pieces and the implications of their historical, cultural, literary context. Lastly, students study foundational documents in the informational reading and writing units, reflecting on their historical concepts and current significance. This course requires that students complete vocabulary and grammar exercises, as well as focus on a variety of written genres, specifically the expository and narrative forms.

English 11-1 Honors and 11-2 Honors

Length: One semester each        

Prerequisites: Passing grade in English 10 and Teacher Recommendation

Suggested Courses: None

Required for graduation or elective: Required for Graduation

The Honors World Literature 11-1 course is designed for students who have successfully completed the Honors American Literature 10-1 and 10-2 courses, or have been recommended for the honors section by his/her American Literature 10-2 instructor. To stay in the honors class, students must complete a summer reading project before returning to school in the fall. The year begins with the study of culture-as-it-could-be through a study of students’ summer reading science fiction novels. This course then focuses on the study of literature and cultures around the world and a study of the different literary styles that emerge as a result of an author’s cultural context. The first semester of this course focuses on a study of the culture of self and narrative writing, the culture of women around the world and using the feminist lens in literary analysis, and an exploration of cultural conflict and cultural resilience through the study of the Holocaust. Students will read a variety of stories, novels, and poetry in their study of world literature. This course also requires that students engage in online discussion boards and complete at least one essay, oral presentation, and group project per unit. 

The Honors World Literature 11-2 course is designed for students who have successfully completed the Honors World Literature 11-1 course. This course continues the first semester study of cultures around the world and the ways in which literature is shaped by an author’s context. The course begins with a research essay on a topic from the Holocaust, a continuation of the cultural conflict unit study. Students will write a five-to-seven page research paper using in-text citations and an MLA works cited page. Students will also present their findings in a presentation form. Students will then explore cultural conflict in Africa and imperialism in literature. Students will end the year with a exploring the concept of the tragic hero through a study of Greek and Shakespearean tragedy. Students will continue to read a variety of stories, novels, and poetry in their study of world literature. This course also requires that students engage in online discussion boards and complete at least one essay, oral presentation, and group project per unit.

Senior Composition 12-1 & 12-2

Length: One semester each        

Prerequisites: Passing grade in English 9, 10, 11

Suggested Courses: None

Required for graduation or elective: Required for Graduation

The Senior Composition 12-1 course is designed for students who have successfully completed an eleventh grade English course. The senior composition format is writing intensive and focused on student centered topics. Students will write four essays per unit covering varying topics using the four types of writing: narrative, expository, descriptive, and persuasive. The topics will be teacher generated but student centered and vary depending on student demographic and current events. There will also be extensive teacher, peer, and personal evaluation and revision of each composition. Students will work closely with a selected group throughout the course with whom they will share their biweekly writing assignments. One person from the group will be selected to read aloud each class session and provide feedback. The goal is for students to be extremely well versed in prewriting, drafting, and revision by the close of the course. There will be a narrative text with each of the first three units that discusses a specific theme and will be the subject of class and group discussions as well as Socratic seminars and debates. Finally students will complete daily grammar and sentence structure lessons from the Killgallon text that will be kept in a journal. By the close of the course each student will submit one revised composition of the twelve assigned to be combined in a class composition book.

The Senior Composition 12-2 course is designed for students who have successfully completed Senior Composition 12-1 or Advanced Placement Literature and Composition 12-1. Students will consider their study of the written form from the 12-1 course and will continue to write four essays per unit using the four types of writing: narrative, expository, descriptive, and persuasive. There will be extensive teacher, peer, and personal evaluation and revision of each composition. The course will culminate in a multimedia movie project and written essay assignment, dedicated to the final revision of one of the students’ twelve composition assignments that will be submitted for the bound class composition book. Students will complete an extensive multi-media/movie project that tells a narrated documentary style story. The subject of the documentary will be chosen at the students’ discretion but must be approved by instructor. The final composition submission and the multi-media/movie project will make up the final assignments for the unit and the course. Finally students will complete daily grammar and sentence structure lessons from the Killgallon text that will be kept in a journal. 

Advanced Placement Literature and Composition 12-1 (AP)

Length: One semester        

Prerequisites: Passing grade in Honors World Literature and Teacher Recommendation

Suggested Courses: None

Required for graduation or elective: Required for Graduation

The Advanced Placement Literature and Composition 12-1 course is designed for students who have successfully completed the Honors World Literature 11-1 and 11-2 courses, or have been recommended for the course by his/her African World Literature 11-2 instructor. To stay in the AP class, students must complete two summer reading projects before returning to school in the fall. The Advanced Placement Literature and Composition course is designed to enhance students’ understanding of a variety of genres of literature and to teach them to address literature from literal, analytical, and critical perspectives. The course goal is to encourage students to become careful readers and analysts of literature. The AP course also focuses particularly on the evaluation of literature by helping students learn to carefully examine writer’s use of diction, syntax, tone, style, rhetoric, and voice, while at the same time helping students to form and develop their own voice in composition. Students will study a variety of literary genres from the 16th to the 21st centuries (e.g. Tragedy and its Evolution, Poetry, Short Fiction, Modern Novels, Existentialism, Naturalism, Comedy). Students will be introduced to various modes of literary criticism and will be required to work with these types of criticism in writing. For each text, students will be asked to read thoroughly and critically, examine the author’s use of literary techniques, and examine the text’s place in historical literary tradition. Finally, students in this course are required to participate in online discussion boards and blogs to prepare for online learning at the university level. 

Advanced Placement Literature and Composition 12-2 (AP)

Length: One semester        

Prerequisites: Passing grade in AP Literature 12-1

Suggested Courses: None

Required for graduation or elective: Required for Graduation

The Advanced Placement Literature and Composition 12-2 course is designed for students who have successfully completed the Advanced Placement Literature and Composition 12-1 course. This semester-long course is a continuation of the studies from AP Literature and Composition 12-1, with a specific focus on preparation for the Advanced Placement Literature examination in May, which students can take for college credit. This semester focuses primarily on comedy, tragedy, and an intensive study of poetry from a variety of genres and time periods. Students will be required to complete a number of in-class and out-of-class literary analysis essays, as well as a culminating research essay on a literary topic of their choice. Students will continue to be required to participate in online discussion boards and blogs in preparation for online learning at the university level. 


Mathematics Department

Department Mission

The mission of the University High School Mathematics Department is to provide an educational experience in mathematics that prepares students for successful roles in post-secondary education. This is accomplished through teachers’ commitments to excellent teaching, a well-designed curriculum, and a supportive environment for all to ensure our students take pride and ownership in their education with a high level of accuracy, quality,and responsibility.

UHS Mathematics Courses:

Extended Algebra 1A

0.5 credits

Extended Algebra 1B

0.5 credits

Extended Algebra 1C

0.5 credits

Extended Algebra 1D

0.5 credits

Algebra 1A

0.5 credits

Algebra 1B

0.5 credits

Algebra 1B honors

0.5 credits

Geometry 1

0.5 credits

Geometry 2

0.5 credits

Geometry 1 honors

0.5 credits

Geometry 2 honors

0.5 credits

Algebra 2A

0.5 credits

Algebra 2B

0.5 credits

Algebra 2A honors

0.5 credits

Algebra 2B honors

0.5 credits

Pre-Calculus A

0.5 credits

Pre-Calculus B

0.5 credits

Intro to College Algebra 1

0.5 credits

Intro to College Algebra 2

0.5 credits

Course Descriptions

Extended Algebra 1A and 1B

Length: One semester each

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required

This course and Extended Algebra 2A & 2B cover all material and practices of Algebra 1A and 1B extended over a 2-year period. Building off the notions of function first introduced in middle school, Algebra I begins with a general exploration of functions and tools that students use to study specific functions in more depth throughout the course. Students model linear, exponential, quadratic, and polynomial functions. In the process of modeling, students use tables, graphs, and equations to solve problems like compounding interest, and projectile motion. The course concludes with a culminating unit on bivariate statistics where students not only study categorical data but also use scatter plots and their knowledge of functions to fit functions to data. As in all mathematics courses, the Standards for Mathematical Practice are the “processes and proficiencies” by which all other mathematics standards are taught.

Extended Algebra 1C & 1D

Length: One semester each

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required

This course and Extended Algebra 1A & 1B cover all material and practices of Algebra 1A and 1B extended over a 2-year period. Building off the notions of function first introduced in middle school, Algebra I begins with a general exploration of functions and tools that students use to study specific functions in more depth throughout the course. Students model linear, exponential, quadratic, and polynomial functions. In the process of modeling, students use tables, graphs, and equations to solve problems like compounding interest, and projectile motion. The course concludes with a culminating unit on bivariate statistics where students not only study categorical data but also use scatter plots and their knowledge of functions to fit functions to data. As in all mathematics courses, the Standards for Mathematical Practice are the “processes and proficiencies” by which all other mathematics standards are taught.

Algebra 1A & 1B

Length: One semester each

Prerequisites: Pre-Algebra or equivalent 8th grade Math

Suggested courses: None

Required for graduation or elective: Required

Building off the notions of function first introduced in middle school, Algebra I begins with a general exploration of functions and tools that students use to study specific functions in more depth throughout the course. Students model linear, exponential, quadratic, and polynomial functions. In the process of modeling, students use tables, graphs, and equations to solve problems like compounding interest, and projectile motion. The course concludes with a culminating unit on bivariate statistics where students not only study categorical data but also use scatter plots and their knowledge of functions to fit functions to data. As in all mathematics courses, the Standards for Mathematical Practice are the “processes and proficiencies” by which all other mathematics standards are taught.

Geometry A & B

Length: One semester each

Prerequisites: Algebra 1A and 1B recommended

Suggested courses: None

Required for graduation or elective: Required

High School Geometry affords students opportunities to build facility with reasoning and proof and use geometric methods to model the world around them. The course begins with explorations that acquaint students with definitions, constructions, and features of geometric language (e.g., if/then statements) that they use throughout the course. They engage with familiar coordinate contexts (e.g., slope, perimeter) to prove geometric theorems algebraically. Next, students study transformations that, along with the first unit, lay a foundation for proof and reasoning that is developed and applied contextually in subsequent units on triangles, quadrilaterals and circles. Students also use ideas of transformations to define trigonometric ratios which, with the Pythagorean theorem, are used to solve for unknown angles and side lengths. The culminating unit provides students an opportunity to apply geometric concepts in modeling three dimensional figures.

Algebra 2A & B

Length: One semester each

Prerequisites: Algebra 1A & Algebra 1B recommended

Suggested courses: None

Required for graduation or elective: Required

The study of functions that began in eighth grade and Algebra I continues in Algebra II, as students connect familiar linear and exponential functions to make sense of sequences and series. In addition, students are introduced to functions that have new features like limiting end behaviors, asymptotes, amplitude, and periodicity (i.e., rational, logarithmic, and trigonometric functions). Quadratic functions and conic sections provide a context for students to work with complex numbers, examine new features like the focus and directrix, and make connections between algebraic and geometric representations.

Students also engage in a more mathematically sophisticated study of statistics and probability that began in middle school. Students continue to summarize, represent, and interpret one variable statistics. In addition, they make inferences and justify conclusions from surveys, experiments, and observational studies. They work with independent and conditional probability, use rules to compute probabilities, and use probability to evaluate outcomes of decisions.


Pre-Calculus A & B

Length: One semester each

Prerequisites: Algebra 2B

Suggested courses: None

Required for graduation or elective: Required

Course Description: Precalculus combines the trigonometric, geometric, and algebraic techniques needed to prepare students for the study of calculus, and strengthens students’ conceptual understanding of problems and mathematical reasoning in solving problems. Facility with these topics is especially important for students intending to study calculus, physics, and other sciences, and/or engineering in college.

For this Precalculus course, instructional time will focus on four critical areas: (1) extend work with complex numbers; (2) expand understanding of logarithms and exponential functions; (3) use characteristics of polynomial and rational functions to sketch graphs of those functions; and (4) perform operations with vectors.

College Algebra A & B

Length: One semester each

Prerequisites: Algebra 2A & B recommended

Suggested courses: None

Required for graduation or elective: Required

This course is a functional approach to algebra that incorporates the use of appropriate technology, it is designed to prepare students for their first year of post-secondary math. Emphasis will be placed on the study of functions, and their graphs, inequalities, and linear, quadratic, piece-wise defined, rational, polynomial, exponential, and logarithmic functions. Appropriate applications will be included.


Science Department

Department mission statement

We aim to have students develop their critical thinking skills. We want all students to be able to defend their ideas using evidence and reasoning. We strive to adequately prepare students for success in science courses, in the college setting.

Credits Required for Graduation: 3.0

Available Science Courses & Credits

Biology 1

0.5 credits

Biology 2

0.5 credits

Chemistry 1

0.5 credits

Chemistry 2

0.5 credits

Conceptual Physics 1

0.5 credits

Conceptual Physics 2

0.5 credits

Forensics 1

0.5 credits

Forensics 2

0.5 credits

Sports Science 1

0.5 credits

Sports Science 2

0.5 credits

Innovative Vehicle Design (IVD) 1

0.5 credits

Innovative Vehicle Design (IVD) 2

0.5 credits


Course Descriptions

Biology Course Description (1A & B)

Length: Year-long

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation

The Biology course covers two semesters. The course begins with a detailed review of math and graphing skills needed in science, as well as the scientific method. Other topics covered throughout the year are cells (structure and function), Photosynthesis and Cellular Respiration, Mitosis and Meiosis, DNA, Genetics, Ecology and Evolution. The course includes lab work that emphasizes skills that are used in science and the real-world (such as problem solving). Students read a variety of articles and short stories to gain skill in understanding different types of writing. The second semester includes the writing of a research paper. The students are taken through the steps of scientific research and write a formal paper in APA style. A second semester Honors course is available based on teacher recommendation.

Chemistry Course Description (1A & B)

Length: Year-long

Prerequisites: None

Suggested courses: Biology 1A and 1B

Required for graduation or elective: Required 

The chemistry course spans two semesters and covers topics including the nature of matter, properties of matter, significant figures, the scientific model, S/I conversions, the periodic table, atomic structure, mol conversions, mol calculations, electron configuration, trends in the periodic table, chemical bonding, molecular geometry, chemical names and formulas, oxidation numbers, chemical equations, empirical formulas, chemical reactions, stoichiometry, acid/base chemistry, oxidation reduction reactions and a host of other topics.


Conceptual Physics Course Description (1A & B)

Length: Year-long

Prerequisites: None

Suggested courses: Chemistry 1A & 1B

Required for graduation or elective: Recommended for graduation (or Physics)

Like Physics, Conceptual Physics is a science class that focuses on understanding the world around us and how entities behave and interact. The first semester focuses on kinematics which is the study of motion. During the second semester we will consider what causes motion (dynamics) along with a mix of other physics topics including energy, momentum, and collisions.

Throughout physics, the goal is to apply the math and science learned in class to real life situations. We will analyze a variety of scenarios including race cars, roller coasters, space stations, high speed collisions, and more. Through this analysis we will strive to answer questions such as: “How do roller coasters work?”; “How far can you shoot a potato cannon?”; “Could race cars drive upside down in a tunnel?”; “Why do you only hear bass (deep sounds) when a car pulls up next to you?”; “Why are digital music and video better?”; and others.

It is recommended that all students at UHS take either Physics or Conceptual Physics. Conceptual Physics is the less rigorous and challenging of the two. It is intended for students who may not be strong in math or science and are NOT planning to pursue a career involving math, science or technology. The class progresses at a slower pace and requires less skill in math.

Students may not take both physics and conceptual physics because much of the coursework and many of the concepts would be duplicated.


Forensics Course Description (1 & 2)

Length: Year-long

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Elective

This is a year long course though the two semesters do not need to be taken in order. The course examines how science and the law work together. Both physical and biological aspects of Forensic Science are explored. Topics covered include: Fingerprints, Trace Evidence, Handwriting Analysis, Firearm and Toolmarks, DNA Analysis, Serology, Toxicology and Crime Scene Processing. This class is filled with labs and in class work. Labs are done on every topic. Case studies are read and examined to see how techniques discussed are used to solve real crimes.

Sport Science Description (1 & 2)

Length: Year-long

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Elective

Sport Science looks at the role science plays in a variety of sports. The course integrates concepts from physics, biology and chemistry as it delves into how the human body works as a machine along with different equipment to allow someone to be successful in their athletic pursuits. Throughout the course students will learn about how the different systems of the body contribute to movement. They will learn how physics can explain what efficient movement looks like. And they will look at how engineering and medicine both help keep athletes safe during a variety of events.

Innovative Vehicle Design 1 & 2 

Length: Year-long

Prerequisites: Teacher recommendation

Suggested courses: None

Required for graduation or elective: Elective

IVD (Innovative Vehicle Design) has been one of the most visible and successful programs of our school. The goal is to create a transportation idea and take it from the design board to the test track, within one school year. The results of this student driven process are then measured against other teams (local and national) to determine category champions. The success of the program has spurred even greater change among the club and its members.

Social Studies Department

Department Mission

It is necessary to prepare our students for successful, post-secondary, educational experiences. They will need to acquire academic and character traits which will help them be successful college students. We accept as essential our role to model and develop the knowledge, skills and dispositions that will result in graduates who are responsible citizens, problem solvers, and lifelong learners, across the five disciplines of Social Studies (Civics, Economics, Geography, Government, and History).

Credits Required for Graduation: 3.0

Available Social Studies Courses & Credits:

(USHG) U.S. History since 1877

1.0 credits

(WHG) World History

1.0 credits

(C) Civics

0.5 credits

(E) Economics

0.5 credits

(WHG) Global Issues

0.5 credits

(USHG) History of Detroit

0.5 credits

(USHG) AP US History A B

1.0 credits

Michigan Merit Curriculum Credits are awarded along four content areas. The letter designations shown before each course indicates where credits are applied: Civics (C), Economics (E), World History & Geography (WHG), U.S. History and Geography (USHG).


Course Descriptions

U.S. History since 1877

Length: Year-long course

Prerequisites: None

Suggested course:        None

Required for graduation or elective: Required for graduation

The course is the organized study of the significant people and events that make up American history during this time period. Moreover, during this course, the students will make a determined inquiry into why these events and people are significant. Through inquiry, these historical people and events in our history attain relevance for the students, and thereby facilitate their broader understandings. The constant change which hallmarks the growth of our country makes this a fresh and exciting course for young minds.

World History

Length: Year-long course

Prerequisites: None

Suggested course:        None

Required for graduation or elective: Required for graduation

This class examines the development of mankind over many areas and regions of the Earth. Examining these interactions between man and earth, striving to meet the basic needs that ensure man’s survival, serves to illustrate the commonality of our many cultures. It is worthwhile noting the obvious differences or specialized needs of these cultures as they interact.


Civics        

Length: Semester-long course

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation

Civics is the study of the rights and duties of citizenship. This is an especially important subject in the United States, where citizens' participation has been essential in maintaining our system of government, since the founding of the country more than 200 years ago.

Economics

Length: Semester-long course

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation

The Economics course will introduce students to economic theory, vocabulary, different types of economies, the American economic system, the circular flow model, and other economic information. This course will apply information to current events and economic situations happening in our city, state, country, and world. 

Global Issues

Length: Semester-long course

Prerequisites: None

Suggested course:        None

Required for graduation or elective: Elective

This course draws student attention towards the issues that impact people in both the United States and the rest of the world’s population. Environmental sustainability, health, peace, terrorism, and human rights are issues that focus sharply on contemporary events that affect lives locally and globally.


History of Detroit

Length: Semester-long course

Prerequisites: None

Suggested course:        None

Required for graduation or elective: Elective

This course will examine our local history in the context of making comparisons to national trends. The story of Detroit’s development, from a village to an industrial power, can be contrasted with the struggles elsewhere in the United States. Focusing on specific events that are investigated in class and then comparing Detroit’s evolution to other cities will allow us to recognize patterns in civilizations. Our combined prior knowledge, as local citizens, will help us to achieve deeper understandings.

AP U. S. History A B

AP U.S. History is a college-level introductory course which examines the nation’s political, diplomatic, intellectual, cultural, social, and economic history from 1491 to present. Students are challenged to see American history through a variety of historical themes while developing thinking skills that will help them contextualize specific periods of American history. A college level textbook is supplemented by primary and secondary sources throughout this course.

Length: One semester each

Prerequisites: Junior or Senior

Suggested courses: none

Required for graduation or elective: elective

Spanish Department

Department Mission

To promote diversity and responsible citizenship by introducing our students to the Spanish language and culture 

Credits Required for Graduation:                 2.0

Available Spanish Courses & Credits

Spanish 1A

0.5 credits

Spanish 1B

0.5 credits

Spanish 2A

0.5 credits

Spanish 2B

0.5 credits

Honors Spanish 2A

0.5 credits

Honors Spanish 2B

0.5 credits

Credits Required for Graduation:                 2.0

Course Descriptions

Spanish 1A

Length: Semester

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation

The Spanish 1 high school curriculum introduces students to the Spanish language and culture. To develop language proficiency students communicate verbally and in writing through familiar topics focusing on themselves and the world in which they live which includes family, school, and friends. Students broaden their cultural knowledge by exploring the regions of the world where Spanish is spoken. Through new information and insights into cultures, customs and traditions of the Spanish-speaking world, students begin to demonstrate respect for other cultures and begin to recognize differences and similarities between their own culture and other cultures. 


Spanish 1B

Length: Semester

Prerequisites: Passing Grade in Spanish 1A

Suggested courses: None

Required for graduation or elective: Required for graduation

This course is designed for students who have successfully completed Spanish 1A or its equivalent. This course continues to introduce students to the Spanish language and culture. To develop language proficiency students communicate verbally and in writing through familiar topics focusing on themselves and the world in which they live which includes family, school, and friends. Students broaden their cultural knowledge by exploring the regions of the world where Spanish is spoken. Through new information and insights into cultures, customs and traditions of the Spanish-speaking world, students begin to demonstrate respect for other cultures and begin to recognize differences and similarities between their own culture and other cultures. 

Spanish 2A

Length: Semester

Prerequisites: Passing grade in Spanish 1A and 1B or teacher recommendation

Suggested courses: None

Required for graduation or elective: Required for graduation

The Spanish 2 high school course is designed for students who have successfully completed Spanish 1 or its equivalent. Students review and expand their knowledge of Spanish language and culture on topics focusing on: people and places in the community, school, home, ordering food, transportation, taking care of health concerns, workplaces and professions, and leisure activities. Students expand their cultural understanding through comparing and contrasting their life in Ferndale and life in Spain and Mexico. As students broaden and deepen their insights into culture and language, they learn to demonstrate respect for other cultures.

Spanish 2B

Length: Semester

Prerequisites: Passing grade in Spanish 2A

Suggested courses: None

Required for graduation or elective: Required for graduation

The Spanish 2B high school course is designed for students who have successfully completed Spanish 1 and Spanish 2A or their equivalent. Students review and expand their knowledge of Spanish language and culture on topics focusing on: people and places in the community, school, home, ordering food, transportation, taking care of health concerns, workplaces and professions, and leisure activities. Students expand their cultural understanding through comparing and contrasting their life in Ferndale and life in Spain and Mexico. As students broaden and deepen their insights into culture and language, they learn to demonstrate respect for other cultures.

Honors Spanish 2A

Length: Semester

Prerequisites: Passing grade in Spanish 1A & 1B and Teacher recommendation

Suggested courses: None

Required for graduation or elective: Required for graduation

The Honors Spanish 2A high school course is designed for students who excelled in Spanish 1 or its equivalent. Students review and expand their knowledge of Spanish language and culture on topics focusing on: people and places in the community, school, home, ordering food, transportation, taking care of health concerns, workplaces and professions, and leisure activities. Students expand their cultural understanding through comparing and contrasting their life in Ferndale and life in Spain and Mexico. As students broaden and deepen their insights into culture and language, they learn to demonstrate respect for other cultures.

Honors Spanish 2B

Length: Semester

Prerequisites: Passing grade in Honors Spanish 2A and Teacher recommendation

Suggested courses: None

Required for graduation or elective: Required for graduation

The Honors Spanish 2B high school course is designed for students who successfully completed Honors Spanish 2A. Students review and expand their knowledge of Spanish language and culture on topics focusing on: people and places in the community, school, home, ordering food, transportation, taking care of health concerns, workplaces and professions, and leisure activities. Students expand their cultural understanding through comparing and contrasting their life in Ferndale and life in Spain and Mexico. As students broaden and deepen their insights into culture and language, they learn to demonstrate respect for other cultures.


Physical Education & Health Department

Department Mission

The physical education department at University High School will work toward every student understanding that there are many different ways to lead a healthy, active lifestyle.

Credits Required for Graduation: 1.0 (.5 Physical Education and .5 Health)

Available Physical Education/Health Courses & Credits

Health

0.5 credits

Physical Education

0.5 credits

Exercise Fitness 1

0.5 credits

Exercise Fitness 2

0.5 credits

Course Descriptions

Physical Education

Length: Semester

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation

The physical education classes at University High School are designed to expose our students to many activities that they can transfer to a lifetime of activity. Approximately thirty minutes of each class will be spent in a weight room learning the proper way to use free weights, machines, and body weight to improve strength, endurance, and flexibility. Approximately thirty minutes will be spent on team building skills that do not involve sports. These activities will encourage students to work together toward a common goal. The rest of the class time will be spent on team sports. The students are expected to understand the rules and basic skills of the sports that are covered.


Health

Length: Semester

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation

Health class examines the fundamental principles essential to positive holistic living. Current issues and topics from all major areas of health education, including physical, mental, and social well-being. Connections from our world are examined through the scope of the classroom, in order to gain a greater understanding of the human body and how to increase total health.

Exercise Fitness I

Length: Semester

Prerequisites: Passing grade in Physical Education

Suggested courses: None

Required for graduation or elective: Elective course

This class continues to expose our students to many activities that they can transfer to a lifetime of activity. Approximately thirty minutes of each class will be spent in a weight room using free weights, machines, and body weight to improve strength, endurance, and flexibility. Approximately thirty minutes will be spent on team building skills that do not involve sports. These activities will encourage students to work together toward a common goal. The rest of the class time will be spent on team sports. The students are expected to understand the rules and skills of the sports that are covered.

Exercise Fitness II

Length: Semester

Prerequisites: Passing Grade in Exercise Fitness I

Suggested courses: None

Required for graduation or elective: Elective course

This class is a continuation of Exercise Fitness 1. Students are exposed to many activities that they can transfer to a lifetime of activity. Approximately thirty minutes of each class will be spent in a weight room using free weights, machines, and body weight to improve strength, endurance, and flexibility. Approximately thirty minutes will be spent on team building skills that do not involve sports. These activities will encourage students to work together toward a common goal. The rest of the class time will be spent on team sports. The students are expected to understand the rules and skills of the sports that are covered.

Business, Marketing, & Technology Department

Department Mission

To prepare students for college and career success in the Business, Marketing, and Technology career pathways.

Credits Required for Graduation: 2.0

Available Business, Marketing,and Technology Courses

Computer Applications I

0.5 credits

Computer Applications II

0.5 credits

Digital Media I

0.5 credits

Digital Media II

0.5 credits

Sports and Entertainment Marketing

0.5 credits

Hospitality and Tourism Marketing

0.5 credits

Personal Finance I

0.5 credits

Personal Finance II

0.5 credits

Marketing Management I

0.5 credits

Marketing Management II

0.5 credits

Entrepreneurship I

0.5 credits

Entrepreneurship II

0.5 credits

Credits Required for Graduation: 2.0

Course Descriptions

Computer Applications I

Length:Semester

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Recommended

This course is designed for students in their freshman /sophomore years without computer credit. The goal of this class is to teach basic computer literacy skills necessary for high school success. Students will learn email basics, basic keyboarding and the entire Google platform. Digital citizenship will also be explored in detail as well as online safety and social networking.

Computer Applications II

Length: Semester

Prerequisites: Computer Applications I

Suggested courses: None

Required for graduation or elective: Recommended

This course is designed for students in their freshman /sophomore years without computer credit. The goal of this class is to teach basic computer literacy skills necessary for high school success. Students will continue learning the Google Platform focusing on Google Sheets, Slides, Drawing, Forms, and Pages. Basic programming concepts will also be introduced along with digital citizenship, online safety, and social networking.

Digital Media I

Length: Semester

Prerequisites: Computer Applications I-II

Suggested courses: None

Required for graduation or elective: Required for graduation or Art

This course is intended to be taken in the sophomore/ junior year. Visual literacy is becoming increasingly essential in this digital era. Digital Media class is designed to supply students with the tools needed to create dynamic media such HTML web pages. Students will explore the origins of the Internet and the World Wide Web.  Students will also create audio podcasts using software such as Audacity. Students will create and edit sound and develop voice-overs. This is a project based class.

Students will also be introduced to basic HTML programming and webpage creation. Each student will create a functional HTML webpage. Students will also be learning advanced presentation skills. Technology current events will be explored in detail.

Digital Media II

Length: Semester

Prerequisites: Digital Media I

Suggested courses: None

Required for graduation or elective: Required for graduation or Art

This course is intended to be taken in the sophomore year or in the junior year for students who were new to UHS as sophomores. This class is a continuation from Digital Media I where students were exposed to audio podcasting and web design. This course will introduce video creation and production and advanced HTML skills. Basic graphic design skills will also be covered. Students will collaborate often and develop digital media individually and as a group.  Students will use all skills learned to create video/movies productions. This is a project based class.

Personal Finance I and II

Length: One semester each

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Elective

This course prepares students for moving out of their parents’ house and into the real world. Personal finance teaches students how to manage their finances to build personal wealth. Topics such as investing, saving, budgeting, understanding credit, and handling student loans will be covered. Students will also learn about paying taxes, buying insurance, banking, saving for retirement, and buying a house. This class may be the most useful class you’ll ever take!


Marketing Management I and II

Length: One semester each

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Elective

This is an advanced course requiring DECA membership. Students will complete a full 30 page DECA project and presentation throughout the school year. This class is intended for Seniors and must be recommended by the DECA Advisor. 

Entrepreneurship I and II

Length: One semester each

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Elective

This course provides students with an opportunity to explore the foundations of entrepreneurship that will benefit students in their professional lives whether they ultimately decide to become entrepreneurs or not. The course uses a project-based learning format that encourages critical thinking, problem solving, time-management, reasoning with evidence, and clear communication of ideas - all skills that are essential to success in college and career. For students who wish to become Entrepreneurs, this course will guide them through developing ideas and writing a business plan to secure financing for that business. In semester two, this course guides students through creating and executing a marketing plan for their small business including promotional and advertising activities.  


Additional Electives - Course Descriptions

Creative Writing

Creative Writing will allow the English student with an interest in writing to experiment with personal expression and short creative forms such as descriptions, narratives, dialogues, character sketches, and poetry. Students will also be required to read independently and to write two major book reviews. In addition, students must be willing to share their work with classmates and the teacher. Students will be expected to come to class prepared and willing to write every day. A writing portfolio will be compiled of major writing assignments and students will utilize the workshop model when drafting, revising, and publishing.

Length: Semester

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Elective

Leadership 

This elective course is designed to provide growth, enrichment, and leadership opportunities to high achievers at University High School. This course incorporates standards from Science, ELA, Social Studies, Math, Technology, and Career Readiness to enrich and broaden the skills and abilities of our high achievers. The goal of the course is to meet the needs of our best and brightest and give them additional opportunities to develop outside of core academic classroom. The course incorporates leadership training, project-based learning, individual research and exploration, and field-based opportunities to expand students’ horizons and push them to their fullest potential. This multi-age course is repeatable for credit. Faculty recommendation and grade point average minimums are required for enrollment.

Length: 2 Semesters

Prerequisites: None Placement by Teacher List

Suggested courses: None

Required for graduation or elective: Elective

Psychology

Psychology is an elective class that studies behavior and the human mind. Themes taught include history and research methods, social psychology, biological bases of behavior, sensation and perception, states of consciousness, learning and memory, cognition, motivation, emotion, health and stress, development, personality theory, and abnormal psychological disorders and treatments.

Length: Semester

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Elective

Public Speaking A and B 

Public Speaking is designed to develop effective presentational skills, critical thinking and astute listening. Skill areas stressed are developing and organizing speech content, effective delivery of presentations, critical thinking, and active listening.

Length: 2 Semesters

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Elective

Sociology

Sociology focuses on the systematic understanding of social interaction, social organization, social institutions, and social change. Sociology course is designed to introduce students to the sociological study of society.

Length: Semester

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Elective


World Religion

World Religion is designed to acquaint students with the major religious traditions of the world, and to the academic discipline of religious studies. The religions studied are Judaism, Christianity, Islam, Hinduism, Buddhism, Confucianism, and Taoism.

Length: Semester

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Elective

Art Foundations I & II

Art - Art Foundations is a great class to take if you want to try a little bit of every media. Students will have an opportunity to work with drawing, painting, and more. This course encourages care in the creative process, experimentation, and growth. Students will get a chance to make art, as well as look at it to try to

discover meaning.

Length: Year-long Course

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation or Digital Media


College Preparatory Class (CPC)

Class Mission

The CPC class at University High School will prepare students for success in college with a focus on study skills and high-stakes assessment preparation skills.

Credits Required for Graduation: 2.0

Students who enter University High School after the first semester of their freshman year may have college preparatory class credits waived through consultation with a counselor/administrator. 

Available CPC Courses & Credits

College Prep 1

0.25 credits

College Prep 2

0.25 credits

College Prep 3

0.25 credits

College Prep 4

0.25 credits

College Prep 5

0.25 credits

College Prep 6

0.25 credits

Mastery Project 1

0.25 credits

Mastery Project 2

0.25 credits


Course Descriptions

College Prep 1 & 2

Length: Year-long

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation

The College Prep Class (CPC) is designed to prepare students for success in college. In the first year of CPC, students develop study skills crucial to success in high school and beyond. Students will focus on soft skills development and personal responsibility. Students are also introduced to persuasive writing and complete practice essays throughout the year. Social-Emotional Learning concepts, goal setting, and advising are also part of this course.

College Prep 3 & 4

Length: Year-long

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation

The College Prep Class (CPC) is designed to prepare students for success in college. In the second year of CPC, students are introduced to general test-taking strategies. Specific strategies for each SAT subject area are also covered. Students gain experience with the SAT test via practice tests and strategy-specific test sets. Students also enhance their persuasive writing abilities throughout the year. Social-Emotional learning, advising, and mentoring are also incorporated into the CPC course.


College Prep 5 & 6

Length: Year-long

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation

The College Prep Class (CPC) is designed to prepare students for success in college. In the third year of CPC, students enhance their test-taking strategies and learn additional specific test strategies. Specific strategies for each SAT subject area are practiced.  Students gain experience with the SAT test via practice tests and strategy-specific test sets. Students also enhance their persuasive writing abilities throughout the year. After the winter testing for juniors, students then focus on college entrance, college and scholarship searches, and preparation for senior year.

Senior Mastery

Length: Year-long

Prerequisites: None

Suggested courses: None

Required for graduation or elective: Required for graduation

Mastery is designed to prepare students for success in college.  Students also enhance their persuasive writing abilities throughout the year. Students focus on college entrance, college and scholarship searches, and the culmination of senior year. Additionally, students conference with their teachers weekly on grade performance and set goals to accomplish. To assist in accomplishing these goals, biweekly opportunities are given for students to travel to the necessary teachers in order for re-teaching material, additional practices, and makeup assignments.

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