1 | Diploma Types - Tri-County requires 40 credits to graduate | *See tabs at top of page for course listings by department | |||||
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2 | Core 40 | Core 40 with Academic Honors | Core 40 with Technical Honors | General | |||
3 | English | English 9 | English 9 | English 9 | English 9 | ||
4 | English 10 | English 10 | English 10 | English 10 | |||
5 | English 11 | English 11 | English 11 | English 11 | |||
6 | English 12 | English 12 | English 12 | English 12 | |||
7 | 8 Credits | 8 Credits | 8 Credits | 8 Credits | |||
8 | |||||||
9 | Math | Algebra 1 | Algebra 1 | Algebra 1 | Algebra 1 | ||
10 | Geometry | Geometry | Geometry | 2 Math or Quantitative Reasoning credits | |||
11 | Algebra II | Algebra II | Algebra II | ||||
12 | 2 Additional Math Credits | ||||||
13 | 6 Credits | 8 Credits | 6 Credits | 4 Credits (2 Earned Jr. or Sr. Year) | |||
14 | |||||||
15 | Science | Biology | Biology | Biology | Biology | ||
16 | Chemistry/Physics | Chemistry/Physics | Chemistry/Physics | 2 Additional Science Credits | |||
17 | 2 Additional Science Credits | 2 Additional Science Credits | 2 Additional Science Credits | ||||
18 | 6 Credits | 6 Credits | 6 Credits | 4 Credits | |||
19 | |||||||
20 | Social Studies | US History | US History | US History | US History | ||
21 | Government (1 credit) | Government (1 credit) | Government (1 credit) | Government | |||
22 | Economics (1 credit) | Economics (1 credit) | Economics (1 credit) | 1 Additional Social Studies credit | |||
23 | Geography or World History | Geography or World History | Geography or World History | ||||
24 | 6 Credits | 6 Credits | 6 Credits | 4 Credits | |||
25 | |||||||
26 | Additional | ||||||
27 | PE 1 and PE 2 | PE 1 and PE 2 | PE 1 and PE 2 | PE 1 and PE 2 | |||
28 | Health | Health | Health | Health | |||
29 | 4 Credits | 4 Credits | 4 Credits | 4 Credits | |||
30 | |||||||
31 | Electives | 10 Elective Credits | 2 Fine Arts Credits | Earn 6 credits in the college and Career Pathway and one of the following: a) Pathway designated industry-based certification or credential, or b) Pathway dual credits from the lists of priority courses resulting in 6 transcripted college credits | 16 Elective Credits | ||
32 | 6-8 Credits of a World Language: a) 6 Credits of one world language b) 4 Credits of one world language and 4 credits of a second world language | Complete any one of the following: a) Any one of the options a.-c. of the Core 40 with Academic Honors b) Earn the following scores or higher on WorkKeys; Reading for Information-Level 6, Applied Mathematics-Level 6, and Locating Information-Level 5. c) Earn the following minimum score(s) on Accuplacer: Writing 80, Reading 90, Math 75 d) Earn the following minimum score(s) on Compass; Algebra 66, Writing 70, Reading 80 | |||||
33 | ONE of the following: a) 4 credits in AP courses with AP exams b) 6 college credits from the DOE approved list c) combination of one AP course/exam and 3 college credits from the DOE approved list. | ||||||
34 | Total Required Credits | 40 Credits | 47 Credits | 47 Credits | 40 Credits | ||
35 | Notes: | Students must take a math or quantitative reasoning course each year in high school and eight of their math credits must be earned in grades 9-12 | Students must take a math or quantitative reasoning course each year in high school and eight of their math credits must be earned in grades 9-12 | Must petition for a General diploma after junior year. General diplomas will not be accepted at most 4 year colleges, but can still attend Ivy Tech or Vincennes. |
1 | Agriculture | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
3 | Principles of Agriculture 8009** | 7117 | 8th-12th | 2 | This covers the diversity of the agricultural industry and agribusiness concepts. Students will develop an understanding of the role of agriculyture in the United States and globally. Students will explore Agriculture, Food, and Natural Resource (AFNR) environmental management systems. Topics covered in the course range from animals, plants, food, natural resources, ag power, structures and technology, and agribusiness. Participation in FFA and SAE will be an integral part of this course. | Agri 100-if HS | Require all 8th graders to take but if in HS and have not had, must take if a next levels course is taken | |
4 | Agribusiness Management 8035 | 5002 | 12th | 2 | Agribusiness Management provides foundation concepts in agricultural business. It is a two semester course that introduces students to the principles of business organization and management from a local and global perspective, with the utilization of technology. Concepts covered in the course include accounting and record keeping, business planning and management, food and fiber, forms of business, finance, management, sales and marketing, careers, and leadership development. Students will demonstrate principles and techniques for planning, development, application and management of agribusiness systems through a supervised agriculture experience | AGRI 102 | Qualifies as a quantitative reasoning course. Capstone for all Ag pathways | |
5 | Animal Science 8000 | 5008 | 9th-12th | Principles of AG | 2 | Animal Science is a two-semester course that provides students with an overview of the animal agriculture industry. Students participate in a large variety of activities and laboratory work including real and simulated animal sicence experiences and projects. All areas that the students study may be applied to both large and small animals. Topics to be covered: History and trends in animal agriculture, laws and practices relating to animal agriculture, comparative anatomy and physiology of animals, biosecurity threats and interventions relating to animal and human safety, nutrition, reporduction, careers, leadership, and supervised agriculture experiences relating to animal agriculture. | AGRI 103 | Fulfills a science course requirement for all diplomas |
6 | Food Science 8070 | 5102 | 10th-12th | Principles of AG | 2 | Food Science provides students with an overview of food science and the role it plays in the securing of a safe, nutritious, and adequate food supply. A project-based approach is utilized in this course, along with laboratory, team building, and problem solving activities to enhance student learning. Students are introduced to the following areas of horticulture science: food processing, food chemistry and physics, nutrition, food microbiology, preservation, packaging and labeling, food commodities, food regulations, issues and careers in the food science industry. | AGRI 104 | Fulfils a Life Science or Physical Science requirement for the General Diploma |
7 | Agriculture Power, Structure, and Technology 8061 | 5088 | 9th-12th | Principles of AG | 2 | Agriculture Power, Structure and Technology is a two semester, up to six credits, lab intensive course in which students develop an understanding of basic principles of tool selection, operation, maintenance, and management of agricultural equipment in concert with the utilization of technology. Topics covered include: engines. | AGRI 106 | emphasis on engines and wood construction |
8 | Precision Agriculture 8014 | 7116 | 10th-12th | Principles of AG | 2 | Precision Agriculture describes the purpose and concepts of precision agriculture and precision farming through classroom and lab-based instruction. It involves understanding and operation of the various precision agriculture tools including GPS, GIS, and VRT. Students will learn how to collect data, analyze data and use the information to make decisions. Provides an understanding and justifications that demonstrate the economic and environmental benefits of precision agriculture. The Precision Agriculture course also incorporates the use of UAVs. Students will demonstrate UAV competency and handling in order to achieve the Part 107 UAS certification. | PAET 100 PAET 107 | Students will demonstrate UAV competency and handling in order to achieve the Part 107 UAS certification. |
9 | Crop Management 8018 | 7113 | 10th-12th | Principles of AG | 2 | Crop Management will provide an understanding of plant nutrient requirements and how to provide for those needs to achieve efficient crop production through classroom and lab-based instruction. Students will understand proper fertilizer materials, application methods and techniques. Instruction on soil analysis by demonstrating proper soil testing techniques which will be used to create fertility plans for proposed crops. Integrated pest management and the evaluation of various pest controls with minimal impact on the environment will also be an emphasis of the course. | AGRI 117 AGRI 217 | Can be taken concurrently with Principles of Ag Fulfills science credit |
10 | Natural Resources Management 8081 | 5180 | 10th-12th | Offered 2024-2025 Will be offered 2026-2027 | 2 | Natural Resources is a two semester course that provides students with a background in environmental science and conservation. Course work includes hands-on learning activities that encourage students to investigate areas of environmental concern. Students are introduced to the following areas of natural resources: soils, the water cycle, air quality, outdoor recreation, forestry, minerals, interrelationships between humans and natural systems, wetlands, wildlife, safety, careers, leadership, and supervised agricultural experience programs. | AGRI 115 | Fulfills science credit |
11 | Advanced Life Science: Animals 8005 | 5070 | 11th-12th | Principles of AG, Biology | 2 | Advanced Life Science: Animals is a two-semester course that provides students with opportunities to participate in a variety of activities including laboratory work. Students will explore concepts related to history and trends in animal agriculture as related to animal welfare, husbandry, diseases and parasites, laws and practices relating to handling, housing, environmental impact, global sustainable practices of animal agriculture, genetics, breeding practices, biotechnology uses, and comparative knowledge of anatomy and physiology of animals used in animal agriculture. | AGRI 107 | Fulfills a science course requirement for all diplomas; Qualifies as a quantitative reasoning course |
12 | Advanced Life Science: Foods 8012 | 5072 | 11th-12th | Principles of AG, Biology | 2 | Advanced Life Science: Foods is a course that provides students with opportunities to participate in a variety of activities including laboratory work. This is a standards-based, interdisciplinary science course that integrates biology, chemistry, and microbiology in the context of foods and the global food industry. Students enrolled in this course formulate, design, and carry out food-base laboratory and field investigations as an essential course component. Students understand how biology, chemistry, and physics principles apply to the composition of foods, the nutrition of foods, food and food product development, food processing, food safety and sanitation, food packaging, and food storage. Students 219 Indiana Department of Education High School Course Titles and Descriptions: 2023-2024 completing this course will be able to apply the principles of scientific inquiry to solve problems related to biology, physics, and chemistry in the context of highly advanced industry applications of foods. | AGRI 108 | |
13 | Sustainable Energy 8082 | 5229 | 11th-12th | Principles of AG Not being offered 2024-2025 | 2 | Sustainable Energy Alternatives broadens a student’s understanding of environmentally friendly energies. In this course students will use a combination of classroom, laboratory, and field experiences to analyze, critique, and design alternative energy systems. Class content and activities center on renewability and sustainability for our planet. Topics covered in this course include the following types of alternative energies: solar, wind, geothermal, biomass and emerging technologies. Leadership development, supervised agricultural experience, and career exploration opportunities in the field. Sustainable energy is also included. | AGRI 119 | Fulfills a science course requirement for all diplomas |
14 | Landscape and Turf Management 8059 | 7115 | 10th-12th | Principles of Ag | 2 | Landscape and Turf Management is a two semester course that provides the student with an overview of the many career opportunities in the diverse field of landscape and turf management. Students are introduced to the procedures used in the planning and design of a landscape using current technology practices, the principles and procedures involved with landscape construction, the determination of maintenance schedules, communications, and management skills necessary in landscaping operations, and the care and use of equipment utilized by landscapers. Upon completion of the program, students have the opportunity to become Indiana Landscape Industry Certified through a state approved program | AGRI 164 | |
15 | Horticultural Science 8046 | 5132 | 10th-12th | Principles of Ag | 2 | Coursework includes hands-on activities that encourage students to investigate areas of horticulture as it relates to the biology and technology involved in the production, processing, and marketing of horticultural plants and products. Students are introduced to the following areas of horticulture science: reproduction and propagation of plants, plant growth, growth-media, management practices for field and greenhouse production, marketing concepts, production of plants of local interest, greenhouse management, floral design, and pest management. Students participate in a variety of activities including extensive laboratory work usually in a school greenhouse. | AGRI 116 | Fills a life science or physical science for general diploma |
16 | ** Principles of Agriculture is required for all agriculture classes. | |||||||
17 |
1 | Art | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
3 | ||||||||
4 | Intro to 2-D Art 3135 | 4000 | 9th-12th | 1 | Introduction to Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources. | Fulfills a Fine arts Credit | ||
5 | Intro to 3-D Art 3180 | 4002 | 9th-12th | 1 | Introduction to Three-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources. | Fulfills a Fine arts Credit | ||
6 | Advanced 3-D Art 3181 | 4006 | 9th-12th | Intro to 3-D Art | 1 | Students in this course build on the sequential learning experiences of Introduction to Three-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. | Fulfills a Fine arts Credit | |
7 | Advanced 2-D art 3136 | 4004 | 9th-12th | Introduction to 2-D art | 1 | Students in this course builds on the sequential learning experiences of Introduction to Two-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. | Fulfills a Fine arts Credit | |
8 | Drawing 3141 | 4060 | 9th-12th | 1 | Students create drawings utilizing processes such as sketching, rendering, contour, gesture, and perspective drawing and use a variety of media such as pencil, chalk, pastels, charcoal, and pen and ink. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. | Fulfills a Fine arts Credit | ||
9 | Ceramics I 3100 | 4040 | 9th-12th | 1 | Students create works of art in clay utilizing the processes of hand building, molds, wheel throwing, slip and glaze techniques, and the firing processes. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. | Fulfills a Fine arts Credit | ||
10 | Ceramics II 3105 | 4040 | 9th-12th | Ceramics I | 1 | Continue using and creating hand building methods, and begin to learn about wheel throwing. Continue to learn about the place ceramics holds in our culture and history. Begin to focus on more individual exploration and goals in the medium of clay. | Fulfills a Fine arts Credit | |
11 | Photography 3142 | 4062 | 9th-12th | 1 | Students learn basic digital photography camera modes and composition techniques for indoor/outdoor photography. They will use creative techniques during photo shoots and on Adobe Photoshop and Lightroom. They will also learn basic portraiture using studio lighting and will build a quality photography portfolio. | Fulfills a Fine arts Credit | ||
12 | Digital Design I, II 3115 | 4082 | 9th-12th | Must have Ditital Design I before you take II | 1 | They incorporate desktop publishing, multimedia, digitized imagery, computer animation, and web design. Students reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. | Fulfills a Fine arts Credit Work outside of class is required. | |
13 | Fiber Arts 3143 | 4046 | 9th-12th | 1 | Students create fiber art works utilizing processes such as loom and off-loom construction, dyeing, coiling, and stitchery. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. | Fulfills a Fine arts Credit | ||
14 | Technical Theatre 3926 | 4244 | 9th-12th | 1 | Students enrolled in Technical Theatre actively engage in the process of designing, building, managing, and implementing the technical aspects of a production. These activities should incorporate elements of theatre history, culture, analysis, response, creative process, and integrated studies. | Fulfills a Fine arts Credit | ||
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16 | *All art courses count towards the 2 Fine Arts credits required for an Academic Honors diploma. | |||||||
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18 |
1 | Business/Marketing/Information Technology | |||||||
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2 | Class | State Numbers | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
3 | ||||||||
4 | Introduction to Accounting 1109 | 4524 | 10th-12th | Principles of Business Management | 2 | Accounting Fundamentals introduces the language of business using Generally Accepted Accounting Principles (GAAP) and procedures for proprietorships and partnerships using double-entry accounting. Emphasis is placed on accounting principles as they relate to both manual and automated financial systems. This course involves understanding, analyzing, and recording business transactions and preparing, analyzing, and interpreting financial reports as a basis for decision-making. | Called Accounting Fundamentals in new state's course description book | |
5 | Advanced Accounting 1111 | 4522 | 11th-12th | Principles of Business Management AND Introduction to Accounting | 2 | Advanced Accounting expands on the Generally Accepted Accounting Principles (GAAP) and procedures for various forms of business ownership using double-entry accounting covered in Accounting Fundamentals, including an emphasis on payroll accounting. Topics covered include calculating gross pay, withholdings, net pay, direct deposits, journalizing payroll transactions and preparing individual earnings records and payroll registers. Emphasis is placed on applying Generally Accepted Accounting Principles through hands-on practice with popular commercial accounting software packages that are currently used in business. | Qualifies as a quantitative reasoning course | |
6 | Principles of Business Management 1133 | 4562 | 9th-12th | 2 | Principles of Business Management examines business ownership, organization principles and problems, management, control facilities, administration, financial management, and development practices of business enterprises. This course will also emphasize the identification and practice of the appropriate use of technology to communicate and solve business problems and aid in decision making. Attention will be given to developing business communication, problem-solving, and decision-making skills using spreadsheets, word processing, data management, and presentation software. | |||
7 | Principles of Computing 1101 | 7183 | 9th-12th | 2 | The course will begin by exploring trends of computing and the necessary skills to implement information systems. Topics include operating systems, database technology, cybersecurity, cloud implementations and other concepts associated with applying the principles of good information management to the organization. Students will also have the opportunity to utilize basic programming skills to develop scripts designed to solve problems. Students will learn about algorithms, logic development and flowcharting. | Counts as a quantitative Reasoning Course Counts as a science credit | ||
8 | Topics in Computer Science 1139 | 7351 | 10th-12th | Principles of Computing | 2 | Students will use foundational knowledge from 7183 Principles of Computing to study the areas of data science, artificial intelligence, app/game development, and security. Students will utilize knowledge related to these areas and programming skills to develop solutions to authentic problems. | Counts as a quantitative Reasoning Course Counts as a science credit | |
9 | Computer Science 1141 | 7352 | 10th-12th | Principles of Computing | 2 | Topics include data types, control structures, functions, arrays, files, and the mechanics of running, testing, and debugging. The course also offers an introduction to the historical and social context of computing and an overview of computer science as a discipline. | Counts as a quantitative Reasoning Course Counts as a science credit | |
10 | Personal Financial Responsibility 1117 | 4540 | 11th-12th | 1 | This course helps students build skills in financial responsibility and decision making; analyze personal standards, needs, wants, and goals; identify sources of income, saving and investing; understand banking, budgeting, record-keeping and managing risk, insurance and credit card debt. | Qualifies as a quantitative reasoning course | ||
11 | Advanced Digital Applications and Responsibility 1105 | 4528 | 10th-12th | Digital Applications and Responsibility | 1 | Students develop skills related to word processing, spreadsheets, presentations, and communications software. We will do Microsoft Office User Specialist Certification. If 3 of the certifications are passed, the student may qualify for Technical Honors Diploma. | Allows you to fill Bucket 3 with industry certification | |
12 | Principles of Marketing 1119 | 5914 | 10th-12th | Principles of Business Management | 2 | Emphasis is placed oral and written communications, mathematical applications, problem-solving, and critical thinking skills as they relate to advertising/promotion/selling, distribution, financing, marketing-information management, pricing, and product/service management. | Known as Marketing Fundamentals in new state course description book | |
13 | Management Fundamentals 1142 | 7143 | 10th-12th | Principles of Business Management | 2 | Management Fundamentals describes the functions of managers, including the management of activities and personnel. Describes the judicial system and the nature and sources of law affecting business. Studies contracts, sales contracts with emphasis on Uniform Commercial Code Applications, remedies for breach of contract and tort liabilities. Examines legal aspects of property ownership, structures of business ownership, and agency relationships. | ||
14 | Principles of Business Operations and Technology 1144 | 7153 | 9th-11th | 2 | The Principles of Business Operations and Technology course will prepare students to plan, organize, direct, and control the functions and processes of a firm or organization and be successful in a work environment. Students are provided opportunities to develop attitudes and apply skills and knowledge in the areas of High School Course Titles and Descriptions 2022-2023 273 business, management, Microsoft office, and finance. Individual experiences will be based upon the student’s career and educational goals. | Principles course for a new pathway | ||
15 | Business Office Communications 1143 | 7144 | Principles of Business Operations and Technology but can be taken at the same time | 2 | The Business Office Communications course emphasizes the analysis of communication to direct the choice of oral and written methods and techniques. It includes practice in writing a variety of messages used to communicate in business and industry with an emphasis on the potential impact of the message on the receiver as a basis for planning and delivering effective business communications. Through projects and the development of messages students will develop their knowledge and skills for the use of Microsoft Word and Microsoft PowerPoint. | 2nd course in a new pathway | ||
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1 | Engineering/Tech Ed | ||||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes | |
3 | |||||||||
4 | Introduction to Engineering Design 8578 | 4802 | 9th-12th | 2 | Introduction to Engineering Design is a fundamental pre-engineering course where students become familiar with the engineering design process. Students work both individually and in teams to design solutions to a variety of problems using industry standard sketches and current 3D design and modeling software to represent and communicate solutions. Students apply their knowledge through hands-on projects and document their work with the use of an engineering notebook. Students begin with completing structured activities and move to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills. Ethical issues related to professional practice and product development are also presented. This course aligns with the PLTW Introduction to Engineering Design curriculum. | DESN 101 | |||
5 | Principles of Engineering 8581 | 5644 | 10th-12th | Introduction to Engineering Design | 2 | Principles of Engineering is a course that focuses on the process of applying engineering, technological, scientific and mathematical principles in the design, production, and operation of products, structures, and systems. This is a hands-on course designed to provide students interested in engineering careers to explore experiences related to specialized fields such as civil, mechanical, and materials engineering. Students will engage in research, development, planning, design, production, and project management to simulate a career in engineering. The topics of ethics and the impacts of engineering decisions are also addressed. Classroom activities are organized to allow students to work in teams and use modern technological processes, computers, CAD software, and production systems in developing and presenting solutions to engineering problems. Schools may use the PLTW curriculum to meet the standards for this course. This course aligns with the PLTW Principles of Engineering curriculum. | DESN 104 | Fulfills a science course requirement for all diplomas | |
6 | Warehouse Operations and Material Handling 8586 | 5602 | 11th-12th | 2 | Warehouse Operations and Materials Handling introduces the physical components of finished product handling. The focus is on the methods, mechanical equipment, systems and related controls used to achieve these functions. Topics covered include product receiving, storage methods, order picking, inventory control, lean concepts, packaging, and palletizing. Operating and maintaining material handling equipment in a safe and efficient manner in an industrial setting is stressed. The course applies these concepts to develop a work environment that promotes continuous improvement, eliminates waste, reduces operating cost, improves quality, and achieves measurable improvement in customer satisfaction. | ||||
7 | Manufacturing Principles and Design 8513 | 7202 | 10th-12th | Introdution to Engineering Design & Mechanical and Architectural Design | 2 | Manufacturing Principles and Design will challenge students will use 2D and 3D CAD skills to explore topics related to manufacturing principles and design. Students will gain an understanding of solid modeling and parametric solid modeling and use 3D printers to create industry part prints. Additionally, students will compare manufacturing practices like Lean Manufacturing, design and program CNC processes, and use metrology tools and practices to evaluate an object. | DESN 195 | Counts as a quantitative reasoning course | |
8 | Mechanical and Architectural Design 8516 | 7196 | 10th-12th | Introduction to Engineering Design | 2 | Mechanical and Architectural Design provides students with a basic understanding of creating working drawings related to manufacturing detailing and assembly as well as a survey of Architectural design focused on the creative design of buildings. Topics include fastening devices, thread symbols and nomenclature, surface texture symbols, classes of fits, and the use of parts lists, title blocks and revision blocks. From an Architecture perspective, this course covers problems of site analysis, facilities programming, space planning, conceptual design, proper use of materials, and selection of structure and construction techniques. | DESN 105 | ||
9 | Civil Engineering and Architecture 8542 | 5650 | Introduction to Engineering Design | 2 | Civil Engineering and Architecture introduces students to the fundamental design and development aspects of civil engineering and architectural planning activities. Application and design principles will be used in conjunction with mathematical and scientific knowledge. Computer software programs should allow students opportunities to design, simulate, and evaluate the construction of buildings and communities. During the planning and design phases, instructional emphasis should be placed on related transportation, water resource, and environmental issues. Activities should include the preparation of cost estimates as well as a review of regulatory procedures that would affect the project design. | Qualifies as a quantitative reasoning course | |||
10 | BIM Architecture 8514 | 7197 | 10th-12th | Introduction to Engineering Design | 2 | BIM Architecture will introduce students to Building Information Modeling (BIM) which is an intelligent 3D model-based process that gives architecture, engineering, and construction professionals the insight and tools to better plan, design, and construct buildings. Students will deepen their skills in 3D CAD and learn to use BIM software to capture and analyze concepts and to prepare client presentations for Commercial Construction. | DESN 115 | Qualifies as a quantitative reasoning course | |
11 | Computer Integrated Manufacturing 8517 | 5534 | 10th-12th | Introduction to Engineering Design | 2 | Computer Integrated Manufacturing is a course that applies principles of rapid prototyping, robotics, and automation. This course builds upon the computer solid modeling skills developed in Introduction of Engineering Design. Students will use computer controlled rapid prototyping and CNC equipment to solve problems by constructing actual models of their three-dimensional designs. Students will also be introduced to the fundamentals of robotics and how this equipment is used in an automated manufacturing environment. | Qualifies as a quantitative reasoning course | ||
12 | Engineering Design and Development 8518 | 5698 | 12 | Intro to Engineering, Principles of Engineering, and one more specialty course | 2 | Engineering Design and Development is an engineering research course in which students work in teams to research, design, test, and construct a solution to an open-ended engineering problem. The product development life cycle and a design process are used to guide the team to reach a solution to the problem. The team and/or individual(s) communicates their solution to a panel of stakeholders at the conclusion of the course. As the capstone course in the Engineering Pathway, EDD engages students in critical thinking, problem-solving, time management, and teamwork skills. This course aligns with the PLTW Engineering Design and Development curriculum. Use of the PLTW curriculum may require additional training and membership in the PLTW network | |||
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14 | **DESN 101/113 is required in order to order the 3 dual credits in DESN 104 | ||||||||
15 |
1 | Welding Technology | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
3 | ||||||||
4 | Principles of Welding Technology 4147 | 7110 | 9th-12th | 2 | Principles of Welding Technology includes classroom and laboratory experiences that develop a variety of skills in oxy-fuel cutting and basic welding. This course is designed for individuals who intend to make a career as a Welder, Technician, Designer, Researcher, or Engineer. Emphasis is placed on safety at all times. OSHA standards and guidelines endorsed by the American Welding Society (AWS) are used. Instructional activities emphasize properties of metals, safety issues, blueprint reading, electrical principles, welding symbols, and mechanical drawing through projects and exercises that teach students how to weld and be prepared for postsecondary and career success. | WELD 100 | ||
5 | Shielded Metal Arc Welding 4148 | 7111 | 10th-12th | Principles of Welding | 2 | Shielded Metal Arc Welding involves the theory and application of the Shielded Metal Arc Welding process. Process theory will include basic electricity, power sources, electrode selection, and all aspects pertaining to equipment operation and maintenance. Laboratory welds will be performed in basic weld joints with a variety of electrodes in the flat, horizontal and vertical positions. Emphasis will be placed on developing the basic skills necessary to comply with AWS industry standards. | WELD 108 | |
6 | Gas Welding Processes 4149 | 7101 | 10th-12th | Principles of Welding | 2 | This will include all settings, adjustments and maintenance needed to weld with a wire feed system. Instruction on both short-arc and spray-arc transfer methods will be covered. Tee, lap, and open groove joints will be done in all positions with solid, fluxcore, and aluminum wire. Test plates will be made for progress evaluation. Schools may choose to offer the course as a comprehensive MIG Welding course or a combination of introductory MIG and TIG Welding operations. | WELD 207 | |
7 | Welding Technology Capstone 4152 | 7226 | 11th-12th | Principles of Welding | 2 | The Welding Technology Capstone course builds upon the knowledge and skills developed in Welding Fundamentals, Shielded Metal Arc Welding, and Gas Metal Arc Welding by developing advanced welding skills in Gas Tungsten Arc Welding (TIG), Pipe Welding, and Fabrication. As a capstone course, students should have the opportunity to apply their knowledge and use skills through an intensive work-based learning experience. | ||
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1 | Family & Consumer Sciences | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
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4 | Principles of Culinary 4046 | 7173 | 9th-12th | 2 | Principles of Culinary and Hospitality is designed to develop an understanding of the hospitality industry and career opportunities, and responsibilities in the food service and lodging industry. Introduces procedures for decision making which affects operation management, products, labor, and revenue. Additionally, students will learn the fundamentals of food preparation, basic principles of sanitation, service procedures, and safety practices in the food service industry including proper operation techniques for equipment. | HOSP 101-fall HOSP 102-spring | ||
5 | Nutrition 4048 | 7171 | 10th-12th | Principles of Culinary and Hospitality | 2 | Nutrition students will learn the characteristics, functions and food sources of the major nutrient groups and how to maximize nutrient retention in food preparation and storage. Students will be made aware of nutrient needs throughout the life cycle and to apply those principles to menu planning and food preparation. This course will engage students in hands-on learning of nutritional concepts such as preparing nutrient dense meals or examining nutritional needs of student athletes. | HOSP 104 | |
6 | Culinary Arts 4050 | 7169 | 10th-12th | Principles of Culinary and Hospitality | 2 | Culinary Arts teaches students how to prepare the four major stocks, the five mother sauces (in addition to smaller sauces) and various soups. Additional emphasis is placed on the further development of the classical cooking methods. This course will also present the fundamentals of baking science including terminology, ingredients, weights and measures, and proper use and care of equipment. Students will produce yeast goods, pies, cakes, cookies, and quick breads. | HOSP 103 - fall HOSP 105 - spring | |
7 | Principles of Teaching 4047 | 7161 | 9th-12th | 2 | This course provides a general introduction to the field of teaching. Students will explore educational careers, teaching preparation, and professional expectations as well as requirements for teacher certification. Current trends and issues in education will be examined. A minimum 20 hour classroom observation experience is required for successful completion of this course. | EDUC 101 | ||
8 | Child and Adolescent Development 4049 | 7157 | 10th-12th | Principles of Teaching but can take at the same time. | 2 | Child and Adolescent Development examines the physical, social, emotional, cognitive, and moral development of the child from birth through adolescence with a focus on the middle years through adolescence. Basic theories of child development, biological and environmental foundations of development, and the study of children through observation and interviewing techniques are explored. The influence of parents, peers, the school environment, culture and the media are discussed. An observation experience up to 20 hours may be required for completion of this course. This course has been approved to be offered for dual credit. Students pursuing this course for dual credit are still required to meet the minimum prerequisites for the course and pass the course with a C or better in order for dual credit to be awarded. | EDUC 121 | |
9 | Teaching and Learning 4051 | 7162 | 10th-12th | Principles of Teaching | 2 | Teaching and Learning provides students the opportunity to apply many of the concepts that they have learned throughout the Education Professions pathway. In addition to a focus on best practices, this course will provide an introduction to the role that technology plays in the modern classroom. Through hands-on experience with educational software, utility packages, and commonly used microcomputer hardware, students will analyze ways to integrate technology as a tool for instruction, evaluation, and management. |
1 | Family & Consumer Sciences | |||||||
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4 | Principles of Healthcare 4139 | 7168 | 9th-12th | 1 | Principles of Healthcare content includes skills common to specific health career topics such as patient nursing care, dental care, animal care, medical laboratory, public health, and an introduction to healthcare systems. Lab experiences are organized and planned around the activities associated with the student’s career objectives. | Elective | ||
5 | Health Careers/Medical Terminology 4130 | 5274 | 10th-12th | Principles of Healthcare (can take at the same time) | 1 | Medical Terminology prepares students with language skills necessary for effective, independent use of health and medical reference materials. It includes the study of health and medical abbreviations, symbols, and Greek and Latin word part meanings, all taught within the context of body systems. This course builds skills in pronouncing, spelling, and defining new words encountered in verbal and written information in the healthcare industry. Students have the opportunity to acquire essential skills for accurate and logical communication, and interpretation of medical records. Emphasis is on forming a foundation of a medical vocabulary including appropriate and accurate meaning, spelling, and pronunciation of medical terms, abbreviations, signs, and symbols | Elective | |
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4 | Principles of Auto Services TR803 | 7213 | 11th-12th | 1 | This course is designed for students who want to work on, manage, or own a farm or in an agriculture-related business. Students will learn about careers in agribusiness as well the planning, management, marketing, and responsibilities that go into an agriculture business. | Automotive Pathway Taught at Benton Central. | ||
5 | Brake Systems TR804 | 7205 | 11th-12th | Principles of Auto Service (can be taken at the same time) | 1 | Brake Systems teaches theory, service, and repair of automotive braking systems. This course provides an overview of various mechanical brake systems used on today’s automobiles. This course will emphasize professional diagnosis and repair methods for brake systems. | ||
6 | Steering and Suspensions TR805 | 7212 | 11th-12th | Principles of Auto Service (can be taken at the same time) | 1 | This course takes an in-depth look at engine performance, including concepts in the diagnosis and repair of ignition, fuel, emission and related computer networks. This course presents engine theory and operation and studies the various engine designs utilized today. This course also takes an in-depth look at engine performance, including advanced concepts in the diagnosis and repair of ignition, fuel, emission and related computer networks. This course presents engine theory and operation and studies the various engine designs utilized today. | ||
7 | Principles of Construction Trades TR806 | 7130 | 11th-12th | 1 | Principles of Construction Trades prepares students with the basic skills needed to continue in a construction trade field. Topics will include an introduction to the types and uses for common hand and power tools, learn the types and basic terminology associated with construction drawings, and basic safety. Additionally students will study the roles of individuals and companies within the construction industry and reinforce mathematical and communication skills necessary to be successful in the construction field. | Construction Pathway Taught at Benton Central. | ||
8 | Construction Trades: General Carpentry TR807 | 7123 | 11th-12th | Principles of Construction Trades | 1 | Construction Trades: General Carpentry builds upon the skills learned in the Principles of Construction Trades and examines the basics of framing. This includes studying the procedures for laying out and constructing floor systems, wall systems, ceiling joist and roof framing, and basic stair layout. Additionally, students will be introduced to building envelope systems. | ||
9 | Construction Trades: Frame & Finish TR808 | 7122 | 11th-12th | Principles of Construction Trades | 1 | Construction Trades: Framing and Finishing prepares students with advanced framing skills along with interior and exterior finishing techniques. Topics include roofing applications, thermal and moisture protection, exterior finishing, cold-formed steel framing, drywall installation and finishing, doors and door hardware, suspended ceilings, window, door, floor, and ceiling trim, and cabinet installation. | ||
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1 | English/Language Arts | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
3 | English 9 2100 | 1002 | 9th | 2 | A study of language, literature, composition, and oral communication, focusing on literature within an appropriate level of complexity for this grade band. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance in classic and contemporary literature balanced with nonfiction. Students write responses to literature, expository (informative), narrative, and argumentative/persuasive compositions, and sustained research assignments. Students deliver grade-appropriate oral presentations with attention to audience and purpose and access, analyze, and evaluate online information. | |||
4 | Accelerated English 9 2105 | 1002 | 9th | Approved application and teacher recommendation | 2 | Same as English 9 except goes deeper into the subject areas. Helps prepare students for college. | ||
5 | English 10 2110 | 1004 | 10th | 2 | English 10, an integrated English course based on the Indiana Academic Standards for English/Language Arts in Grades 9- 10, is a study of language, literature, composition, and oral communication, focusing on literature with an appropriate level of complexity for this grade band. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance in classic and contemporary literature balanced with nonfiction. Students write responses to literature, expository (informative) and argumentative/persuasive compositions, and sustained research assignments. | |||
6 | Accelerated English 10 2115 | 1004 | 10th | English 9, approved application with teacher recommendation | 2 | Accelerated English 10 is a study of grammar, literature, oral communication, and composition as outlined in the English 10 description. Students in Accelerated English 10 are expected to produce more work than students in English 10 and that work must be of a higher quality. These students are to be responsible learners and active participants as the course material is covered more quickly. Students in the accelerated course must meet and maintain all standards as outlined in the Accelerated English 10 application. | ||
7 | English 11 2120 | 1006 | 11th | 2 | Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance appropriate in classic and contemporary literature balanced with nonfiction. Students write narratives, responses to literature, academic essays (e.g. analytical, persuasive, expository, summary), and more sustained research assignments incorporating visual information in the form of pictures, graphs, charts and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information. | |||
8 | English 11 Honors 2145 | 1006 | 11th | English 9 & 10, approved application with teacher recommendation | 2 | Students in English 11 Honors are expected to produce more work than students in English 11 and that work must be of a higher quality. These students are to be responsible learners and active participants as the course material is covered more quickly. Students in the academic course must meet and maintain all standards as outlined in the English 11 Honors application. | Red Grading Scale | |
9 | English 12 2130 | 1008 | 12th | 2 | English 12 is a study of language, literature, composition, and oral communication focusing on an exploration of point of view or perspective across a wide variety of genres. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural significance in classic and contemporary literature balanced with nonfiction. Students write narratives, responses to literature, academic essays (e.g. analytical, persuasive, expository, summary), and more sustained research assignments incorporating visual information in the form of pictures, graphs, charts, and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information. | |||
10 | W131 Reading, Writing, and Inquiry 2137 | 1124 | 12th | Approved application with teacher recommendation. Must have one year of honors or accelerated. | 1 | W131 is a college course in academic writing that attempts to integrate critical reading, thinking, and writing about phenomena and issues in our culture. Students are asked to discuss in depth and write about these issues as well as to examine the different analytical frameworks and assumptions of various authors. W131 aims to show students how the use of sources, agreement and disagreement, and personal response can be made to serve independent, purposeful, and well-supported analytical writing. Students will master the skills of summary, critique, analysis, synthesis, research, and documentation. The course offers instruction and practice in reading, writing, and critical thinking skills required in college. | 3 Credits - IU NorthWest | White Grade Scale |
11 | L202 Literary Interpretation 2136 | 1124 | 12th | Approved application with teacher recommendation. Must have one year of honors or accelerated. | 1 | The course develops critical skills essential to participation in the interpretive process. Through class discussion and focused writing assignments, students will explore the premises and motives of literary analysis and critical methods associated with historical, generic, and/or cultural concerns. | 3 Credits - IU NorthWest | White Grade Scale |
12 | English as New Language 2103 | 1012 | 9th-12th | Based on teacher recommendation from test scores | 2 | is the study of language, literature, composition and oral communication for English learners (ELs) so that they improve their proficiency in listening, speaking, reading, writing and comprehension of Standard English. Students study English vocabulary used in fictional texts and content-area texts, speak and write English so that they can function within the regular school setting and an English-speaking society, and deliver oral presentations appropriate to their respective levels of English proficiency. | ||
13 | Expository Writing 2104 | 1094 | 11, 12 | English 9 and 10 | 1 | Expository Writing, a course based on the Indiana Academic Standards for English/ Language Arts, is a study and application of the various types of informational writing intended for a variety of different audiences. Using the writing process, students demonstrate a command of vocabulary, English language conventions, research and organizational skills, an awareness of the audience, the purpose for writing, and style. Course can be offered in conjunction with a literature course, or schools may embed Indiana Academic Standards for English/Language Arts reading standards within curriculum. | Fulfills and English/Language Arts requirement for all diplomas | |
14 | Creative Writing 2200 | 1092 | 11, 12 | English 9 and 10 | 1 | Creative Writing, a course based on the Indiana Academic Standards for English/Language Arts, is a study and application of the rhetorical writing strategies for prose and poetry. Using the writing process, students demonstrate a command of vocabulary, the nuances of language and vocabulary, English language conventions, an awareness of the audience, the purposes for writing, and the style of their own writing. Course can be offered in conjunction with a literature course, or schools may embed Indiana Academic Standards for English/Language Arts reading standards within curriculum. | Fulfills and English/Language Arts requirement for all diplomas | |
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16 | **8 credits of English is required for all diploma types. | |||||||
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1 | Health & PE | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
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4 | Physical Education I 4501 | 3542 | 9th | 1 | Physical Education I focuses on instructional strategies through a planned, sequential, and comprehensive physical education curriculum which provides students with opportunities to actively participate in at least four of the following: team sports; dual sport activities; individual physical activities; outdoor pursuits; self-defense and martial arts; aquatics; gymnastics; and dance, all of which are within the framework of the skills, knowledge, and confidence needed by the student for a lifetime of healthful physical activity and fitness. Ongoing assessment includes both written and performance-based skill evaluation. | 2 Credits of PE I & II are required for all diplomas | ||
5 | Physical Education II 4501 | 3544 | 9th | 1 | Physical Education II focuses on instructional strategies through a planned, sequential, and comprehensive physical education curriculum which provides students with opportunities to actively participate in four of the following areas that were not included in Physical Education I: team sports; dual sport activities; individual physical activities; outdoor pursuits; self-defense and martial arts; aquatics; gymnastics; and dance, all of which are within the framework of the skills, knowledge and confidence needed by the student for a lifetime of healthful physical activity and fitness. Ongoing assessment includes both written and performance-based skill evaluation. | |||
6 | Elective Physical Education I & II 4510 | 3560 | 10th-12th | Physical Education I and II | 2 | The goal of a physically educated student is to maintain appropriate levels of cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Elective Physical Education promotes lifetime sport and recreational activities and provides an opportunity for an in-depth study in one or more specific areas. A minimum of two of the following activities should be included: team sports; dual sports activities; individual physical activities; and outdoor pursuits. | Maximum of 6 credits | |
7 | Elective Physical Education Outdoor Pursuits 4522 | 3560 | 10th-12th | Physical Education I and II | 2 | Outdoor Pursuits is a course that will focus on NASP (National Archery in the Schools Program), Scholastic 3D Archery, Canoeing, Kayaking, and Hunter’s Education. Students must have a strong work ethic and have a passion for these sports. A possible archery team could be put together for local and state competitions. | ||
8 | Elective Physical Education: Advanced Swimming and Lifeguard Training 4521 | 3560 | 10th-12th | Physical Education I and II | 2 | Advanced Swimming and Lifeguarding Training is a well-rounded course that focuses on stroke refinement, fitness swimming, personal water safety, lifelong fitness as well as life saving techniques, skills and knowledge needed to be a professional lifeguard. The course will also allow students an opportunity to earn certification from the American Red Cross in lifeguarding training, first aid, professional rescuer CPR, and AED. This course will permit a student to become a lifeguard and will also allow for re-certification. | ||
9 | Elective Physical Education V/VI Weight Training 4520 | 3560 | 10th-12th | Physical Education I and II | 2 | The student will study the minor muscular system, the skeletal system, and the different lifting and training methods. The students will lift on specific days of the week. On other days they will perform a sports activity. Body measurements, speed, strength, and agility tests will be noted and evaluated throughout the course. Circuit training, strength training, and power lifting will be the lifting techniques practiced, along with declining increments, negative increments, and ladder workouts. | ||
10 | Health and Wellness 4570 | 3506 | 9th-12th | 1 | Course content includes the major content areas in a planned, sequential, comprehensive health education curriculum as expressed in the Indiana Health Education Proficiency Guide: (1) Growth and Development; (2) Mental and Emotional Health: (3) Community and Environmental Health; (4) Nutrition; (5) Family Life Education; (6) Consumer Health; (7) Personal Health; (8) Alcohol, Tobacco, and Other Drugs Education; (9) Intentional and Unintentional Injury; and (10) Health Promotion and Disease Prevention. | Required for all diplomas |
1 | Math | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
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4 | Algebra Lab 6036 | 2516 | 9th | Middle school math teacher or previous algebra I teacher recommendation only | 2 | Algebra I Lab is a mathematics support course for Algebra I. Algebra I Lab is taken while students are concurrently enrolled in Algebra I. This course provides students with additional time to build the foundations necessary for high school math courses, while concurrently having access to rigorous, grade-level appropriate courses. The five critical areas of Algebra I Lab align with the critical areas of Algebra I: Relationships between Quantities and Reasoning with Equations; Linear and Exponential Relationships; Descriptive Statistics; Expressions and Equations; and Quadratic Functions and Modeling. However, whereas Algebra I contains exclusively grade-level content, Algebra I Lab combines standards from high school courses with foundational standards from the middle grades. | Should also be enrolled in Algebra 1. Counts as a Math course for General diploma or an elective for other diplomas. | |
5 | Algebra I 6040 | 2520 | 9th-12th | 2 | Algebra I formalizes and extends the mathematics students learned in the middle grades. Algebra I is made up of six strands: Real Numbers and Expressions; Functions; Linear Equations, Inequalities, and Functions; Systems of Equations and Inequalities; Quadratic and Exponential Equations and Functions; and Data Analysis and Statistics. These critical areas deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend. Students will also engage in methods for analyzing, solving, and using quadratic functions. The eight Process Standards for Mathematics apply throughout the course. Together with the content standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. | Algebra I is required for all diploma types | ||
6 | Geometry 6045 | 2532 | 10th-12th | Algebra I | 2 | Topics Include: Tools of Geometry, Reasoning and Proof, Parallel and Perpendicular Lines, Congruent Triangles, Relationships in Triangles, Quadrilaterals, Proportions and Similarity, Right Triangles and Trigonometry, Transformations and Symmetry, Circles, Areas of Polygons, Surface Area and Volume. | ||
7 | Geometry-Honors 6047 | 2532 | 9th-12th | Algebra I with an A- or higher and teacher recommendation | 2 | Topics Include: Tools of Geometry, Reasoning and Proof, Parallel and Perpendicular Lines, Congruent Triangles, Relationships in Triangles, Quadrilaterals, Proportions and Similarity, Right Triangles and Trigonometry, Transformations and Symmetry, Circles, Areas of Polygons, Surface Area and Volume. All topics looked at in greater depth than Geometry. | ||
8 | Algebra II 6050 | 2522 | 9th-12th | Algebra I | 2 | Topics Include: Graphing, analyzing, and solving various types of functions including: absolute value, quadratics, polynomials, rational, radical, exponential, and logarithmic. | ||
9 | Algebra II-Honors 6051 | 2522 | 9th-12th | Algebra I with an A- or higher and Geometry Honors with a B+ or higher and teacher recommendation | 2 | Topics Include: Graphing, analyzing, and solving various types of functions including: absolute value, quadratics, polynomials, rational, radical, exponential, and logarithmic. All topics looked at in greater depth than Algebra II. | ||
10 | Analytical Algebra II 6053 | 2524 | 9th-12th | Algebra I | 2 | Analytical Algebra II builds on previous work with linear, quadratic and exponential functions and extends to include polynomial, rational, radical, logarithmic, and other functions. Data analysis, statistics, and probability content should be included throughout the course, as students collect and use univariate and bivariate data to create and interpret mathematical models. Additionally, Analytical Algebra II should focus on the application of mathematics in various disciplines including business, finance, science, CTE, and social sciences using technology to model real-world problems with various functions, using and translating between multiple representations. The eight Process Standards for Mathematics apply throughout the course. Together with the content standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course is not recommended for students interested in pursuing a STEM degree at a four-year institution; this course does not prepare students for Precalculus: Algebra / Precalculus Trigonometry. | Parent consent form must be signed notifying the parent and the student that enrollment in this class could affect their ability to attend certain post-secondary educational institutions. | |
11 | Pre-Calc:Trig 6058 | 2566 | 10th-12th | Algebra II and Geometry | 1 | Pre-Calculus: Trigonometry provides students with the skills and understandings that are necessary for advanced manipulation of angles and measurement. Trigonometry provides the foundation for common periodic functions that are encountered in many disciplines, including music, engineering, medicine, finance, and nearly all other STEM disciplines. Trigonometry consists of six strands: Unit Circle; Triangles; Periodic Functions; Identities; Polar Coordinates and Complex Numbers; and Vectors. Students will advance their understanding of imaginary numbers through an investigation of complex numbers and polar coordinates. A strong understanding of complex and imaginary numbers is a necessity for fields such as engineering and computer programming. The eight Process Standards for Mathematics apply throughout the course. Together with the content standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. | ||
12 | Pre-Calculus: Algebra 6057 | 2564 | 10th-12th | Algebra II and Geometry | 1 | Topics Include: Characteristics of functions in general while exploring polynomial, exponential and logarithmic functions in greater detail. Students are introduced to Trigonometry first through the geometry of triangles then to periodic functions and analytic geometry. Students will also advance their understanding of complex numbers using the polar coordinate system. | ||
13 | AP Calculus AB 6060 | 2562 | 11th-12th | Pre-Calculus: Algebra and Pre-Calculus: Trig | 2 | Topics Include: The topics of functions, limits, derivatives, and integration. This course will utilize technology to assist and interpret results obtained from written work, and establish the applications of its content. | ||
14 | College-Entrance Preparation 6054 | 0532 | 11th | English 9, 10, Algebra I and Geometry | 2 | College-Entrance Preparation utilizes individual student score reports from the PSAT or other formative assessments to prepare students for college readiness assessments such as Indiana’s Graduation Qualifying Exam, the SAT. Based on individual student score reports, students should receive targeted instruction to strengthen their foundations in critical reading, writing, and mathematics. Being “college ready” means being prepared for any post-secondary education or training experience, including readiness for study at two-year and four-year institutions leading to a post-secondary credential (i.e., a certificate, license, Associate’s or bachelor’s degree). A college-ready student has the necessary English and mathematics skills to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework. | This is not a math credit, it is an elective credit | |
15 | Quantitative Reasoning 6052 | 2550 | 12th | 2 | Quantitative Reasoning is a mathematics course focused on the study of numeracy, ratio and proportional reasoning, modeling, probabilistic reasoning to assess risk, and statistics. Students build knowledge of and confidence with basic mathematical/analytical concepts and operations required for problem solving, decision making, and economic productivity in real-world applications and prepare for an increasingly information-based society in which the ability to use and critically evaluate information, especially numerical information, is essential. Technology, such as computers and graphing calculators, should be used frequently. This higher-level mathematics course is designed to align with college-level quantitative reasoning courses for dual secondary/college credit. The eight Process Standards for Mathematics apply throughout the course. Together with the content standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. | filfills math requirement for all diplomas | ||
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18 | **Algebra I, Geometry, and Algebra II are required for Core 40 diploma. Additional 2 math credits for Academic Honors. | |||||||
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21 | **Algebra I plus 2 additional math or quantitative reasoning courses is required for a General diploma | |||||||
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1 | Music | |||||||
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4 | Beginning Concert Band 3900 | 4160 | 9th-12th | Participation in band the previous year with director permission | 2 | Beginning Concert Band is based on the Indiana Academic Standards for High School Instrumental Music. Students taking this course are provided with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Ensemble and solo activities are designed to develop elements of musicianship including tone production, technical skills, intonation, music reading skills, listening skills, analyzing music, studying historically significant styles of literature, and integration of other applicable disciplines. Experiences include improvising, conducting, playing by ear, and sight-reading. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances | Some after-school, evening and weekend time is required and expected to attend all scheduled rehearsals and performances | |
5 | Intermediate Concert Band 3901 | 4168 | 9th-12th | Participation in band the previous year with director permission | 2 | Intermediate Concert Band is based on the Indiana Academic Standards for High School Instrumental Music. This course includes a balanced comprehensive study of music that develops skills in the psychomotor, cognitive, and affective domains. Ensemble and solo activities are designed to develop elements of musicianship including tone production, technical skills, intonation, music reading skills, listening skills, analyzing music, studying historically significant styles of literature, and integration of other applicable disciplines. Students study a varied repertoire of developmentally appropriate concert band literature and develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances | ||
6 | Advanced Concert Band 3902 | 4170 | 9th-12th | Participation in band the previous year with director permission | 2 | This course provides students with a balanced comprehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains.Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom which includes marching band. | ||
7 | Electronic Music 3940 | 4202 | 9th-12th | None | 1 | Electronic Music is based on the Indiana Academic Standards for High School Music Technology. Students taking this course are provided with a wide variety of activities and experiences to develop skills in using electronic media and current technology to perform, create, and respond to music. | Fulfills fine arts credit | |
8 | Technical Theatre 3926 | 4244 | 9th-12th | 1 | Technical Theatre is based on the Indiana Academic Standards for Theatre. Students enrolled in Technical Theatre actively engage in the process of designing, building, managing, and implementing the technical aspects of a production. These activities should incorporate elements of theatre history, culture, analysis, response, creative process, and integrated studies. Additionally, students explore career opportunities in the theatre, attend and critique High School Course Titles and Descriptions 2022-2023 93 theatrical productions, and recognize the responsibilities and the importance of individual theatre patrons in their community. | Fulfills fine arts credit | ||
9 | Music History & Appreciation 3920 | 4206 | 9th-12th | 1-2 | Music History and Appreciation is based on the Indiana Academic Standards for Music and standards for this specific course. Students receive instruction designed to explore music and major musical styles and periods through understanding music in relation to both Western and Non-Western history and culture. Activities include analyzing and describing music; evaluating music and music performances; and understanding relationships between music and the other arts, as well as disciplines outside of the arts. | Fulfills fine arts credit | ||
10 | Beginning Chorus 3930 | 4182 | 9th-12th | 2 | Chorus classes provide opportunities for performing, creating, and responding to music. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom. | Scheduled performance outside the school day | ||
11 | Advanced Chorus 3910 | 4188 | 11th-12th | Beginning and Intermediate Chorus | 2 | This class includes the study of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Chorus classes provide opportunities for performing, creating, and responding to music. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom. | Scheduled performance outside the school day | |
12 | Intermediate Chorus 3915 | 4186 | 10th-12th | Beginning Chorus | 2 | This class includes the study of quality repertoire in the diverse styles of choral literature appropriate in difficulty and range for the students. Chorus classes provide opportunities for performing, creating, and responding to music. Students develop the ability to understand and convey the composer's intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and musical goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom. | Scheduled performance outside the school day | |
13 | *All music courses count towards the 2 Fine Arts credits required for an Academic Honors diploma. | |||||||
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15 | ***Marching Band is required for all band members. Requires summer and after school participation. | |||||||
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17 | ***All on this page fulfill fine arts credit. |
1 | Science | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
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4 | Biology 5005 | 3024 | 9th-12th | 2 | Biology I incorporates high school Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts to help students gain a three dimensional understanding of Biology topics. Disciplinary Core Ideas for this course include From Molecules to Organisms, Ecosystems, Heredity and Biological Evolution. Instruction focuses on the observation of phenomena to develop an understanding of how scientific knowledge is acquired. | Biology is required for all diploma types | ||
5 | AP Biology 5015 | 3020 | 11th-12th | Biology I and Chemistry I | 2 | AP Biology is a course based on the content established and copyrighted by the College Board. The course is not intended to be used as a dual credit course. The major themes of the course include: The process of evolution drives the diversity and unity of life, Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis, Living systems store, retrieve, transmit and respond to information essential to life processes, Biological systems interact, and these systems and their interactions possess complex properties. | Qualifies as a quantitative reasoning course. | |
6 | Integrated Chemistry-Physics 5050 | 3108 | 10th-12th | Algebra I | 2 | Integrated Chemistry and Physics incorporates high school Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts to help students gain a three-dimensional understanding of Chemistry and Physics topics. Disciplinary Core Ideas for this course include Matter and its Interactions, Forces, Energy, and Waves and their Applications in Technologies for Information Transfer. Instruction focuses on the observation of phenomena to develop an understanding of how scientific knowledge is acquired. | Qualifies as a quantitative reasoning course. Fulfills a Pysical science course requirement for all diplomas. | |
7 | Chemistry I 5020 | 3064 | 10th-12th | A C or higher average in Algebra I | 2 | Chemistry I incorporates high school Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts to help students gain a three dimensional understanding of Chemistry topics. Disciplinary Core Ideas for this course include Matter and its Interactions and Energy. Instruction focuses on the observation of phenomena to develop an understanding of how scientific knowledge is acquired. | Qualifies as a quantitative reasoning course. | |
8 | Chemistry II 5025 | 3066 | 11th-12th | Chemistry I & Algebra II | 2 | Chemistry II is an extended laboratory, field, and literature investigations-based course. Students enrolled in Chemistry II examine the chemical reactions of matter in living and nonliving materials. Based on the unifying themes of chemistry and the application of physical and mathematical models of the interactions of matter, students use the methods of scientific inquiry to answer chemical questions and solve problems concerning personal needs and community issues related to chemistry. | Qualifies as a quantitative reasoning course. | |
9 | Physics 5040 | 3084 | 11th-12th | Algebra II (Need Trigonometry to be successful) | 2 | Physics is a mathematical study of the physical world. You will learn about mechanics, light, sound, electricity and magnetism. This course has a project component; each quarter you will make one physical project that demonstrates mastery of what we learn in the classroom ex. catapult, water rocket, musical instrument ...). | Qualifies as a quantitative reasoning course. | |
10 | Anatomy & Physiology 5000 | 5276 | 11th-12th | Biology I | 2 | Anatomy & Physiology is a course in which students investigate concepts related to Health Science, with emphasis on interdependence of systems and contributions of each system to the maintenance of a healthy body. It introduces students to the cell, which is the basic structural and functional unit of all organisms, and covers tissues, integumentary, skeletal, muscular, and nervous systems as an integrated unit. Through instruction, including laboratory activities, students apply concepts associated with Human Anatomy & Physiology. | Filfills Science course requirement for all diplomas |
1 | Special Services | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
3 | Applied Business Math AC1100 | 4512 | 9th-12th | 1 per sem. Max 4 | A solid understanding of application of money management skills, navigating industry specific technology and apps, establishing and managing budgets, and maintaining inventory for products and other necessary skills that provides the foundation for students interested in careers in business related fields and everyday life. The content includes basic mathematical operations related to accounting, banking and finance, marketing, management, and retail. Instructional strategies should include simulations, guest speakers, tours, Internet research, and business experiences. | 2026-2027 | ||
4 | Applied Personal Financial Responsibility AC1101 | 4540 | 9th-12th | 1 per sem. Max 2 | This course is designed for students who want to work on, manage, or own a farm or in an agriculture-related business. Students will learn about careers in agribusiness as well the planning, management, marketing, and responsibilities that go into an agriculture business. | 2023-2024 | ||
5 | Applied Adult Roles and Responsibilities AC4000 | 5330 | 9th-12th | 1 per sem. Max 2 | This course builds knowledge, skills, attitudes, and behaviors that students will need as they complete high school and prepare to take the next steps toward adulthood in today’s society. The course includes the study of interpersonal standards, lifespan roles and responsibilities, individual and family resource management, and financial responsibility and resources. A project-based approach that utilizes higher order thinking, communication, leadership, management processes, and fundamentals to college and career success is recommended in order to integrate these topics into the study of adult roles and responsibilities. Direct, concrete mathematics and language arts proficiencies will be applied. Service learning and other authentic applications are strongly recommended. This course provides the foundation for continuing and postsecondary education in all career areas related to individual and family life. | |||
6 | Applied Interpersonal Relationships AC4001 | 5364 | 9th-12th | 1 per sem. Max 2 | Applied Interpersonal Relationships is an introductory course that is relevant for students interested in careers that involve interacting with people and for everyday life relationships. This course addresses knowledge and skills needed for positive and productive relationships in career, community, and family settings. Major course topics include communication skills; leadership, self-determination, teamwork, and collaboration; conflict prevention, resolution, and management; building and maintaining relationships; and individual needs and characteristics and their impacts on relationships. A project or community based approach is recommended in order to apply these topics of interpersonal relationships. This course provides a foundation for all careers and everyday life relationships that involve interacting with people both inside and outside of a business/organization, including team members, clients, patients, customers, the general public, family and friends. | |||
7 | Applied Nutrition and Wellness AC4002 | 5342 | 9th-12th | 1 per sem. Max 2 | This is a nutrition class that introduces students to only the basics of food preparation so Indiana Department of Education High School Course Titles & Descriptions 80 they can become self- sufficient in accessing healthy and nutritious foods. Major course topics include nutrition principles and applications; influences on nutrition and wellness; food preparation, safety, and sanitation; and science, technology, and careers in nutrition and wellness. A project-based approach that utilizes higher order thinking, communication, leadership, self-determination, and management processes, and fundamentals to college and career success is recommended in order to integrate these topics into the study of nutrition, food, and wellness. Food preparation experiences are a required component. Direct, concrete mathematics and language arts proficiencies will be applied. | Counts as an employability requirement | ||
8 | Applied Preparing for College and Careers AC4003 | 5394 | 9th-12th | 1 per sem. Max 2 | The focus of the course is the impact of today’s choices on tomorrow’s possibilities. Topics to be addressed include twenty-first century life and career skills; higher order thinking, communication, leadership, and management processes; exploration of personal aptitudes, interests, values, and goals; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills; transferring school skills to life and work; and managing personal resources. This course includes reviewing the 16 national career clusters and Indiana's College and Career Pathways, in depth investigation of one or more pathways, reviewing graduation plans, developing career plans, and developing personal and career portfolios. | Counts as an employability requirement | ||
9 | Applied Interdisciplinary Cooperative Education AC9006 | 5902 | 11th-12th | Maximum of 6 units | Time allocations vary by student needs, interests and goals. But include a combination of work-based learning and school-based instruction. Additionally, all state and federal laws and regulations related to student employment and cooperative education must be followed. The following two components must be included as part of the Interdisciplinary Cooperative Education course. Related Instruction, that is classroom- or site- based, shall be organized and planned around the activities associated with the student’s individual job and career objectives; and shall be taught during the same semesters as the student is receiving on-the-job training. Student performance should be monitored to determine progress in (a) general occupational competencies, (b) specific occupational competencies, and (c) specific job competencies. On-the-Job Training is the actual work experience in an occupation in any one of the Indiana College and Career Pathways that relates directly to the student’s career objectives. | Counts as an employability requirement | ||
10 | Applied English 9 AC2100 | 1002 | 9th-10th | Maximum of 4 units | is a study of language, literature, composition, and communication, focusing on literature and nonfiction within an appropriate level of complexity for each individual student. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to a variety of texts. Students form responses to literature, expository (informative), narrative, and argumentative/persuasive compositions, and research tasks when appropriate. | |||
11 | Applied English 10 AC2101 | 1004 | 9th-10th | Maximum of 4 units | is a study of language, literature, composition, and communication, focusing on literature and nonfiction within an appropriate level of complexity for each individual student. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to a variety of texts. Students form responses to literature, expository (informative), narrative, and argumentative/persuasive compositions, and research tasks when appropriate. Students deliver ability appropriate presentations with attention to audience and purpose and access, analyze, and evaluate online information. | |||
12 | Applied English 11 AC2102 | 1006 | 11th-12th | Maximum of 4 units | This course is a study of language, literature, composition, and communication focusing on literature with an appropriate level of complexity for each individual student. Students analyze, compare and evaluate a variety of classic and contemporary literature and nonfiction texts, including those of historical or cultural significance. Students write narratives, responses to literature, academic responses (e.g. analytical, persuasive, expository, summary), and research tasks when appropriate. | |||
13 | Applied English 12AC2103 | 1008 | 11th-12th | Maximum of 4 units | This course is a study of language, literature, composition, and communication focusing on literature with an appropriate level of complexity for each individual student. Students analyze, compare and evaluate a variety of classic and contemporary literature and nonfiction texts, including those of historical or cultural significance. Students write narratives, responses to literature, academic responses (e.g. analytical, persuasive, expository, summary), and research tasks when appropriate. Students analyze and create visual information in the form of pictures, graphs, charts and tables. | |||
14 | Applied Algebra I AC6000 | 2520 | 9th-12th | Maximum of 4 units | Applied Algebra I formalizes and extends the mathematics students learned in the middle grades. Algebra I is made up of 4 strands: Numbers Sense, Expressions and Computation; Linear Equations, Inequalities, and Functions; Systems of Equations and Inequalities; and Quadratic and Exponential Equations and Functions. The strands are further developed by focusing on the content of the Algebra content connectors. | 2025-2026 | ||
15 | Applied Algebra I Lab AC6001 | 2516 | 9th-12th | Maximum of 4 units | Algebra I Lab should be taken while students are concurrently enrolled in a math course or have met the math requirements for the certificate of completion. This course provides students with additional time to build the foundations necessary for high school math courses and work on specific, individualized math skills, while concurrently having access to rigorous, grade-level appropriate courses. The five critical areas align with the critical areas of Math: Number Sense, Computation, Data Analysis, Geometry, Measurement and Algebraic Thinking. | |||
16 | Applied Geometry AC6002 | 2532 | 9th-12th | Maximum of 4 units | These critical areas comprise the Geometry course: Points, Lines, Angles, and Planes; Triangles; Quadrilaterals and Other Polygons; Circles; Transformations; and Three- dimensional Solids. The eight Process Standards for Mathematics apply throughout the course. Together with the content standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. | 2024-2025 | ||
17 | Applied Basic Skills Development AC3000 | 500 | 11th-12th | Maximum of 8 units | Applied Basic Skills Development is a multidisciplinary course that provides students continuing opportunities to develop basic skills including: (1) reading, (2) writing, (3) listening, (4) speaking, (5) mathematical computation, (6) note taking, (7) study and organizational skills, and (8) problem-solving skills, (9) employability skills, which are essential for high school achievement and post-secondary outcomes. Determination of the skills to be emphasized in this course is based on Indiana’s standards and Content Connectors, individual school corporation general curriculum plans, and the student’s Individualized Education Programs (IEP) or other individualized plans. Skills selected for developmental work provide students with the ability to continue to learn in a range of different life situations and may be applied using instructional practices related to community based instruction. | Counts as an employability requirement | ||
18 | Applied Career Information and Exploration AC3001 | 522 | 9th-12th | Maximum of 4 units | Applied Career Information and Exploration provides students with opportunities to learn about themselves including interests, strengths and needed supports while exploring various traditional and nontraditional occupations and careers. Students develop skills in: (1) employability, (2) understanding the economic process, and (3) career decision making and planning. Opportunities are provided for students to observe and participate in various job situations through opportunities such as community based instruction, internships, mock interviews, and guest speakers. | Counts as an employability requirement | ||
19 | Applied Physical Education AC4501 | |||||||
20 | Applied Elective Physical Education AC4500 | 3560 | 9th-12th | Maximum of 8 units | The goal of a physically educated student is to maintain appropriate levels of cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Elective Physical Education promotes lifetime sport and recreational activities and provides an opportunity for an in-depth study in one or more specific areas. This course includes the study of physical development concepts and principles of sport and exercise as well as opportunities to develop or refine skills and attitudes that promote lifelong fitness. | |||
21 | Applied Biology I AC5000 | 3024 | 9th-12th | Maximum of 4 units | Applied Biology I is a course based on the following core topics: cellular chemistry, structure and reproduction; matter cycles and energy transfer; interdependence of organisms; molecular basis of heredity; genetics and evolution. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures. | 2024-2025 | ||
22 | Applied Life Science AC5001 | 3030 | 9th-12th | Maximum of 2 units | Applied Life Science is an introduction to biology course. Students develop problem-solving skills and strategies while performing laboratory and field investigations of fundamental biological concepts and principles. Students explore the functions and processes of cells within all living organisms, general concepts of genetics, and the relationships of living organisms to each other and to the environment as a whole. | 2026-2027 | ||
23 | Applied Earth Space Science RR5036A | 3044 | 9th-12th | Maximum of 4 units | Applied Earth and Space Science incorporates high school Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts to help students High School Course Titles and Descriptions 2022-2023 163 gain a three dimensional understanding of Earth and Space Science topics. Disciplinary Core Ideas for this course include Earth's Place in the Universe, Earth's Systems, and Human Interaction with Earth's Systems. Instruction focuses on the observation of phenomena to develop an understanding of how scientific knowledge is acquired. | 2025-2026 | ||
24 | Applied Physical Science AC5002 | 3102 | 9th-12th | Maximum of 2 units | Applied Physical Science is a course in which students develop problem solving skills and strategies while performing laboratory and field investigations of fundamental chemical, physical, and related Earth and space science concepts and principles that are related to students’ interests and that address everyday problems. | 2023-2024 | ||
25 | Applied Current Problems, Issues and Events AC7000 | 1512 | 9th-12th | Maximum of 2 units | Applied Current Problems, Issues, and Events gives students the opportunity to apply investigative and inquiry techniques to the study of problems or issues existing in the class, school, community, state, country or world. Students develop competence in (1) recognizing cause and effect relationships, (2) recognizing fallacies in reasoning and propaganda devices, (3) synthesizing knowledge into useful patterns, (4) stating and testing hypotheses, and (5) generalizing based on evidence. | 2025-2026 Counts as an employability requirement | ||
26 | Applied Geography and History of the World AC7001 | 1570 | 9th-12th | Maximum of 2 units | Applied Geography and History of the World is designed to enable students to use geographical tools, skills and historical concepts to apply their understanding of major global themes including the origin and spread of world religions; exploration; conquest, and imperialism; urbanization; and innovations and revolutions. Geographical and historical skills include forming research questions, acquiring information by investigating a variety sources, organizing information by creating graphic representations, analyzing information to understand, determine and explain patterns and trends, planning for the future, and documenting and presenting findings orally or in writing. | 2024-2025 | ||
27 | Applied Indiana Studies AC7002 | 1518 | 9th-12th | Maximum of 2 units | Applied Indiana Studies is an integrated course that compares and contrasts state and national developments in the areas of politics, economics, history, and culture. The course uses Indiana history as a basis for understanding current policies, practices, and state legislative procedures. Examination of individual leaders (state or local) and their roles in a democratic society will be included. Student will examine the participation of citizens in the political process to understand their role. Selections from Indiana arts and literature may also be analyzed for insights into historical events and cultural expressions. | |||
28 | Applied Topics in History AC7003A | 1538 | 9th-12th | Maximum of 2 units | Applied Topics in History provides students the opportunity to study specific historical eras, events, or concepts. Application of knowledge and development of historical research skills using primary and secondary sources is included. The course focuses on one or more topics or themes related to United States or world history. Examples of topics might include: (1) twentieth- century conflict, (2) the American West, (3) the history of the United States Constitution, and (4) democracy in history. | 2026-2027 | ||
29 | Applied U.S. History AC7004 | 1542 | 9th-12th | Maximum of 4 units | After reviewing fundamental themes in the early development of the nation, students identify and review significant events, persons, and movements in the early development of the nation. The course then gives major emphasis to the interaction of key events, people, and political, economic, social, and cultural influences in national developments from the late nineteenth century through the present as they relate to life in Indiana and the United States. | 2023-2024 | ||
30 | Directed Study HS105 | 500 | 9th-12th | Maximum of 8 credits | Directed Study (Basic Skills Development) is a multidisciplinary course that provides students continuing opportunities to develop basic skills including: (1) reading, (2) writing, (3) listening, (4) speaking, (5) mathematical computation, (6) note taking, (7) study and organizational skills, and (8) problem-solving skills, which are essential for high school course work achievement. Determination of the skills to be emphasized in this course is based on Indiana’s standards, individual school corporation general curriculum plans, and the student’s Individualized Education Programs (IEP) or other individualized plans. Skills selected for developmental work provide students with the ability to continue to learn in a range of different life situations | Must have approval to sign up | ||
31 | Study Hall HS100 | 9th-12th | 0 credits | Time to complete assignments. Must have approval in order to take. | Must have approval to sign up | |||
32 |
1 | Social Studies | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
3 | ||||||||
4 | Current Problems, Issues, and Events 7008 | 1512 | 9th-12th | 1 | Current Problems, Issues, and Events gives students the opportunity to apply investigative and inquiry techniques to the study of significant problems or issues. Students develop competence in (1) recognizing cause and effect relationships, (2) recognizing fallacies in reasoning and propaganda devices, (3) synthesizing knowledge into useful patterns, (4) stating and testing hypotheses, and (5) generalizing based on evidence. Problems or issues selected will have contemporary historical significance and will be studied from the viewpoint of the social science disciplines. Community service programs and internships within the community may be included. | |||
5 | World History & Civilization 7030 | 1548 | 9th-12th | 2 | World History and Civilization emphasizes events and developments in the past that greatly affected large numbers of people across broad areas and that significantly influenced peoples and places in subsequent eras. Key events related to people and places as well as transcultural interaction and exchanges are examined in this course. Students are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world. They will examine examples of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. Students are also expected to practice and process skills of historical thinking and research and apply content knowledge to the practice of thinking and inquiry skills and processes. There will be continuous and pervasive interactions of processes and content, skills, and substance, in the teaching and learning of history. | |||
6 | Honors U.S. History 7025 | 1542 | 11th-12th | Previous Social Studies class with a B or higher | 2 | The course is a college level history of the world from 1200 to the present. Students will write several essays and will be required to take notes and read the entire textbook over the course of the year. Upon completion of the course, students will know much about their world and know why the world works as it does now. | HIS 103 HIS 113 | Pay for course directly to Trine $104 per semeter. Can be reimbursed from grant once course is completed. |
7 | US History 7020 | 1542 | 11th | 2 | This course emphasizes national development from the late nineteenth century into the twenty-first century. Students are expected to identify and review significant events, persons, and movements in the early development of the nation. The course then gives major emphasis to the interaction of key events, people, and political, economic, social, and cultural influences in national developments from the late nineteenth century through the present as they relate to life in Indiana and the United States. | |||
8 | Psychology 7035 | 1532 | 11th-12th | 1 | Psychology is the scientific study of mental processes and behavior. Topics of study include: The history of the field, research methods, the biological reasons for behavior, brain parts and functions, human development, memory and thinking processes, conditioning, intelligence, addiction, psychological disorders and their treatments, factors of personality, interpersonal attraction, and socio-cultural dimensions of behavior. | |||
9 | Sociology 7040 | 1534 | 11th-12th | 1 | The sociological perspective is a method of studying recurring patterns in people’s attitudes and actions and how these patterns vary across time, cultures, and in social settings and groups. The influence of culture on group behavior is addressed through institutions such as the family, religion, education, economics, social class, community organizations, government, race, gender, and political and social groups. | |||
10 | Economics 7000 | 1514 | 12th | 1 | The course includes units in both macroeconomics and microeconomics. Topics include economic modeling; allocation of resources; firm decision-making, unemployment, inflation, and economic growth; the role of government in the economy; and economic policy. The goal of the course is to gain skills to analyze current economic issues. | Qualifies as a quantitative reasoning course until Class of 2024 | ||
11 | United States Government 7010 | 1540 | 12th | 1 | This one semester required course provides students with a basic knowledge of the purpose, structure, and operation of national and state governments. The primary content of study is the Federal system and its underlying principles as they are related to National, State, and local levels. Students will experience a thought-provoking exploration of American Government and Politics covering such topics as the Constitution, civil rights, politics, voting, the branches of government, laws, public policies, state & local government, current events and global comparisons. | Must take an ECA | ||
12 | Ethnic Studies 7002 | 1516 | 9th-12th | 1 | This provides opportunities to broaden students’ perspectives concerning lifestyles and cultural patterns of ethnic groups in the United States. This course will either focus on a particular ethnic group or groups, or use a comparative approach to the study of patterns of cultural development, immigration, and assimilation, as well as the contributions of specific ethnic or cultural groups. | |||
13 | Indiana Studies 7043 | 1518 | 9th-12th | 1 | The course uses Indiana history as a basis for understanding current policies, practices, and state legislative procedures. It also includes the study of state and national constitutions from a historical perspective and as a current foundation of government. | |||
14 | Topic of History: The Olympics 7046 | 1538 | 10th-12th | Offered 2025-2026 | 1 | Development of historical research skills using primary and secondary sources is emphasized. The course focuses on one or more topics or themes related to United States or world history. This course is a look on the creation of the Olympics and its importance to Word History. | ||
15 | Topics in History: The History of Sports 7044 | 1538 | 10th-12th | Offered 2024-2025 | 1 | Development of historical research skills using primary and secondary sources is emphasized. The course focuses on one or more topics or themes related to United States or world history. This course is a chronological look at American History as seen through the events related to the history of American Sports. | ||
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17 | **2 Credits of US History are needed for all diplomas | |||||||
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19 | ** 1 semester of Government and 1 semester economics for all diplomas | |||||||
20 |
1 | World Language | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
3 | ||||||||
4 | Spanish I 2300 | 2120 | 9th-12th | 2 | This course is designed for students who want to work on, manage, or own a farm or in an agriculture-related business. Students will learn about careers in agribusiness as well the planning, management, marketing, and responsibilities that go into an agriculture business. | Fulfills a World Language requirement for Core 40 with Academic Honors Diploma | ||
5 | Spanish II 2305 | 2122 | 10th-12th | Pass Spanish I | 2 | Builds upon effective strategies for Spanish language learning by encouraging the use of the language and cultural understanding for self-directed purposes. This course encourages interpersonal communication through speaking and writing, providing opportunities to make and respond to requests and questions in expanded contexts, participate independently in brief conversations on familiar topics, and write cohesive passages with greater independence and using appropriate formats. This course also emphasizes the development of reading and listening comprehension skills, such as using contextual clues to guess meaning and comprehending longer written or oral directions. | ||
6 | Spanish III 2310 | 2124 | 11th-12th | Pass Spanish II | 2 | Continues to build upon structures studied in levels I and II. Level III encourages interpersonal communication through speaking and writing, exchanging detailed information in oral and written form. Students will present student-created material on a variety of topics. | ||
7 | Spanish IV 2315 | 2126 | 12th | Pass Spanish III | 2 | Additionally, students will continue to develop understanding of Spanish-speaking culture through explaining factors that influence the practices, products, and perspectives of the target culture; reflecting on cultural practices of the target culture; and comparing systems of the target culture and the student’s own culture. This course further emphasizes making connections across content areas through the design of activities and materials that integrate the target language and culture with concepts and skills from other content areas. The use and influence of the Spanish language and culture in the community beyond the classroom is explored through the identification and evaluation of resources intended for native Spanish speakers. |
1 | EL Classes | |||||||
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2 | Class | State Number | Grade | Required Prerequisites | Credits | Course Descriptions | Dual Credit | Notes |
3 | English as a New Language 2103 | 2188 | 9th-12th | None | 8 max | English as a New Language, an integrated English course based on the WIDA English Language Development (ELD) Standards, is the study of language, literature, composition and oral communication for English learners (ELs) so that they improve their proficiency in listening, speaking, reading, writing and comprehension of standard English. Students study English vocabulary used in fictional texts and content-area texts, speak and write English so that they can function within the regular school setting and an English-speaking society, and deliver oral presentations appropriate to their respective levels of English proficiency. | Receive a World language Credit | |
4 | EL Sheltered English 9 2107 | 1002 | 9th | WIDA 1, 2, or 3 | 2 | This course is designed for students who want to work on, manage, or own a farm or in an agriculture-related business. Students will learn about careers in agribusiness as well the planning, management, marketing, and responsibilities that go into an agriculture business. | ||
5 | EL Sheltered English 10 2108 | 1004 | 10th | WIDA 1, 2, or 3 | 2 | food Science provides students with an overview of food science and the role it plays in the securing of a safe, nutritious, and adequate food supply. A project-based approach is utilized in this course, along with laboratory, team building, and problem s | ||
6 | EL Lab 2317 | 500 | 9th-12th | Maximum of 8 | A multidisciplinary course that provides students continuing opportunities to develop basic skills indluding: reading, writing, listening, speaking, Mathematical computation, note taking, study and organizational skills, and problem-solving. | |||
7 | Developmental Reading 2109 | 1120 | 9th-12th | Maximum of 8 | Developmental Reading is a supplemental course that provides students with individualized instruction designed to support success in completing course work aligned with the Indiana Academic Standards for English/Language Arts focusing on the Reading Standards for Literature and Nonfiction. All students should be concurrently enrolled in an English course in which class work will address all the Indiana Academic Standards. | |||
8 | EL Enriched Vocabulary and Writing 2111 | 1010 | 9th-12th | Maximum of 8 | Language Arts Lab is a supplemental course that provides students with individualized or small group instruction designed to support success in completing course work aligned with the Indiana Academic Standards for English/Language Arts focusing on the writing standards. All students should be concurrently enrolled in an English course in which class work will address all the Indiana Academic Standards. |
1 | College Life and Dual Credit | ||||||||||||
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2 | Purpose of The purpose of the College Life Academic Program is to simulate the college schedule and experience with flexible classwork and an independent study environment. The student must learn to manage both class and study time. Seniors are incentivized to enroll in rigorous coursework during their final senior year of high school with support through a College Life block. | ||||||||||||
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4 | In order to be eligible for the College Life Academic Program a student must enter the senior year with at least 36 credits, be in and remain in good standing in academics, attendance and behavior as well as have parent permission. The student must be enrolled in one of the courses from the A list and a combination of two between both lists. | ||||||||||||
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6 | A-Courses | B Courses | |||||||||||
7 | ACP English | Anatomy and Physiology | |||||||||||
8 | AP Biology | Chemistry II | |||||||||||
9 | AP Calculus | Physics | |||||||||||
10 | BC Calculus | Pre-Calculus/Trig | |||||||||||
11 | Computer Science II: Programming | ||||||||||||
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13 | *Students participating in online courses or other post-secondary courses may be eligible for the College Life Academic Program. | ||||||||||||
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15 | Any student who meets the above criteria will be granted one block of College Life. The one block release/study block may be used at the student’s discretion. The students must remain in the building if the block is not at the beginning or ending of the day. They must go to the Study Lab/Library area. | ||||||||||||
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17 | The student will be monitored on a regular basis. If the student should drop below the grade of C in any course they will be required to stay on campus in the Study Lab/Library until the grade(s) are brought back to a C. If the student should drop a course at the end of the semester they will no longer be eligible for the program and must enroll in 8 classes for their final semester. | ||||||||||||
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20 | Tuition Reimbursement: | ||||||||||||
21 | 1) The student is responsible for the upfront cost of the tuition payment. | ||||||||||||
22 | 2) The school will reimburse for a total of 3 hours of college credit for any particular student throughout their high school years. | ||||||||||||
23 | 3) The school will reimburse tuition only. Many courses require fees and books in addition to tuition. | ||||||||||||
24 | 4) The student must receive a C or better in order to receive Tri-County credit for the dual credit course and to receive reimbursement. | ||||||||||||
25 | 5) Both the student and the parent will sign a contract with Tri-County when enrolling in any dual credit course. | ||||||||||||
26 | 6) Once the student has successfully completed the course he/she must submit a copy of the paid tuition bill or cancelled check along with grade verification from the college or university to the principal. |
1 | Attending Half Days then going to work | ||||||||||||
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2 | The purpose of going half days is to enhance the six key soft skill areas-communication, enthusiasm and attitude, teamwork, networking, problemsolving and critical thinking, and professionalism. It is NOT to stay home. | ||||||||||||
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5 | Student Responsibilities | Parent/Guardians Responsibilities | Things to Know | ||||||||||
6 | *Fill out training plan | *Meet with Mr. Haskins | *Listen to concerns | *Will not receive school credit | |||||||||
7 | *Sign a site agreement | *Sign site agreement | *Make sure everyone is in agreement | *If in athletics, you must have 6 credits to be eligible | |||||||||
8 | *Provide transportation | *Contact counselor or principal when there are problems | *Must pass all current classes or may not graduate | ||||||||||
9 | *Provide work document reports | *Must read announcements everyday on your own | |||||||||||
10 | *Must stay employed | *Make sure student has adequate transportation | *Must keep up to date with graduation information by reading email and Google Classroom | ||||||||||
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