Cincinnati Public Schools - cps-k12.org · What’s Inside Table of Contents District Organization...

Cincinnati Public SchoolsHigh School Course Guide

2018-19

What’s Inside Table of Contents

District Organization 1

High School Directory 2

College and Career Guidance Services 3

Vision, Beliefs and Principles 4

My Tomorrow 5

Career Readiness — 21st Century Student Profile 7

Career-Based Learning 8

Career Readiness — Workforce Readiness Plan 9

Career and Workforce Readiness Program 11

Graduation Requirements 13

Grade Reporting 15

Programs/Early College Credit/Alternative Credit 21

Career Technical Education 23

Planning Your Path 25

Core Content Areas 29

• English Language Arts 29

• Mathematics 31

• Science 35

• Social Studies 39

• Fine Arts 43

Advanced Placement Blended Learning Program 44

Assessments 51

Summer Learning Program 52

Student Athletes 53

Personalized Learning Supports 55

Districtwide School Year Calendar 57

1

Board Members

Carolyn Jones President

Erica Copeland–Dansby Vice President

Melanie Bates

Eve Bolton

Ozie Davis III

Ryan Messer

Mike Moroski

District Organization

Central Office

Laura Mitchell Superintendent

Jennifer Wagner Treasurer/CFO

Tianay Amat Assistant Superintendent

Susan Bunte Assistant Superintendent

William Myles Assistant Superintendent

Daniel Hoying General Counsel

Scott Adams Chief Operations Officer

Sarah Trimble-Oliver Chief Information Officer

Lauren Worley Chief Communications and Engagement Officer

Vera Brooks Director, Early Childhood

Emily Campbell Director, Curriculum and Instruction

Dr. Margaret Hall Director, Department of Student Services

Josh Hardin Director, Athletics

Paul McDole Director, Human Resources

Connie Solano Director, Performance and Accountability

Scott Sublet Director, Testing and Assessment

TBD Director, Transportation

Curriculum Managers

Dr. Lori Cargile Mathematics Interim

Brittney Cousins Career

Justin Leach Social Studies

Chrissy Reeves Diverse Learners

Kayla Ritter Rickels College

Dr. Isidore Rudnick Fine Arts

Chris Walters 4-12 English Language Arts

Dr. Jennifer Williams Science, Health and Physical Education

TBD K-3 English Language Arts

TBD World Languages

2

High School Directory*

Aiken High School – New Tech (7-12)5641 Belmont Avenue, 45224Lisa Votaw, PrincipalCynthia Johnson, Secretary7:30 - 2:30 hours513-363-6700 phone513-363-6720 fax

Cincinnati Digital Academy (K-12)425 Ezzard Charles Drive, 45203Eric Rozier, Principal513-363-2040 phone513-363-2099 fax

Clark Montessori High School (7-12)3030 Erie Ave, 45208Dr. Dean Blase, Principal7:30–2:30 hours513-363-7100 phone513-363-7120 fax

Dater (Gilbert A.) High School (7-12)2146 Ferguson Rd, 45238Stephen Sippel, PrincipalTammi Wells, Secretary7:15–2:15 hours513-363-7200 phone513-363-7220 fax

Gamble (James N.) Montessori High School (7-12)2700 Felicity Place, 45211TBD, PrincipalLoma Angelo, Secretary8:45–3:45 hours513-363-2600 phone513-363-2620 fax

Hughes STEM High School (7-12)2515 Clifton Ave, 45219Kathy Wright, PrincipalNicole Keith, Secretary8:35–3:25 hours513-363-7400 phone513-363-7420 fax

Oyler School (Preschool-12)2121 Hatmaker Street, 45204Amy Randolph, PrincipalDeborah Reynolds, Secretary7:30–2:30 hours513-363-4100 phone513-363-4120 fax

Riverview East Academy (Preschool-12)3555 Kellogg Ave, 45226Charlene Myers, PrincipalPat Auciello, Secretary9:05–3:55 hours513-363-3400 phone513-363-3420 fax

School for Creative and Performing Arts (SCPA) (K-12)108 West Central Pkwy, 45202Michael Owens, PrincipalPatti Abbatiello, Secretary9:15–3:46 (grades K-8), 7:38–2:35 (grades 9-12) hours513-363-8000 phone513-363-8020 fax

Shroder High School (7-12)5030 Duck Creek Rd, 45227Larry Williams, PrincipalDonnitta Thomas, Secretary8:45–3:45 hours513-363-6900 phone513-363-6920 fax

Taft (Robert A.) Information Technology High School (7-12)420 Ezzard Charles Dr, 45214Michael Turner, PrincipalTeresa Diesel, Secretary8:30–3:30 hours513-363-8200 phone513-363-8220 fax

Virtual High School (9-12)425 Ezzard Charles Drive, 45203Eric Rozier, PrincipalNoreen Schirmann, Secretary8–11 and 11:30–2:30 hours513-363-2060 phone513- 363-2093 fax

Walnut Hills High School (7-12)3250 Victory Pkwy, 45207John Chambers, PrincipalJoan Kuethe, Secretary7:30–2:30 hours513-363-8400 phone513-363-8420 fax

Western Hills University High School (7-12)2144 Ferguson Rd, 45238Dr. Carlos Blair, Principal7:15–2:15 hours513-363-8900 phone513-363-8920 fax

Withrow University High School (7-12)2520 Madison Rd, 45208Jerron Gray, Principal7:30–2:30 hours513-363-9200 phone513-363-9220 fax

Woodward Career Technical High School (7-12)7005 Reading Rd, 45237Shauna Murphy, PrincipalKendra Daugherty, Secretary8:30–3:30 hours513-363-9300 phone513-363-9320 fax

*Please check our website at www.cps-k12.org for the most current directory.

3

College and Career Guidance Services

Cincinnati Public Schools offers college and career guidance counseling services in all of its high schools. The college and career guidance departments support student learning by providing guidance to students in their academic, career, and personal and social development. School guidance

counselors within CPS provide a variety of services, from advising students and families on meeting graduation requirements to working with families in crisis. Additionally, guidance counselors coordinate and direct all aspects of college placement and guidance services, including:

• Publicizing test dates

• Coordinating college fairs and visits from university admission officers

• Advising on financial aid options

• Reviewing and processing students’ college applications

High School Counselor* Email Address Grades Served--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Aiken Sandi Horine [email protected] Grades 10-12Aiken Marsha McDonald -Wheeler mcdonam@ cps-k12.org Grades 7-9--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Clark Montessori Jennifer Lutes [email protected] Grades 9-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Gilbert Dater Hiring Summer 2018 [email protected] Grades 7-8Gilbert Dater Hiring Summer 2018 [email protected] Grades 9-10Gilbert Dater Hiring Summer 2018 [email protected] Grades 11-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Hughes STEM Hiring Summer 2018 [email protected] Grades 10-12Hughes STEM Hiring Summer 2018 [email protected] Grades 7-9--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------James Gamble Jodi Patterson [email protected] Grades 9-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Oyler Karen Kuhn [email protected] Grades 7-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Project Connect Leslie Hattemer hatteml@ cps-k12.org Grades 11-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Riverview Melissa Green [email protected] Grades 7-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------SCPA Jill Fanning fanninj@ cps-k12.org Grades 7-12SCPA Norma Buckner bucknen@ cps-k12.org Grades 7-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Shroder Audley Smith smithau@ cps-k12.org Grades 10-12Shroder Hiring Summer 2018 [email protected] Grades 7-9--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Spencer Tracy Redding reddint@ cps-k12.org Grades 7-9--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Taft Dayahn Thomas [email protected] Grades 10-12Taft James Loomis [email protected] Grades 7-9--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Virtual Marie Colson [email protected] Grades 9-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Walnut Hills Rashaan Williams [email protected] Grades 7-9 (A-L)Walnut Hills Morgan Taylor [email protected] Grades 7-9Walnut Hills Patty Morgan [email protected] Grades 10-12 (A-G)Walnut Hills Tanya Ficklin [email protected] Grades 10-12 (H-O)Walnut Hills Adrian Cabrera [email protected] Grades 10-12 (P-Z)Walnut Hills Renita Brooks [email protected] Grades 7-9--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Western Hills Brett Newton [email protected] Grades 7-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Withrow Jane Tenya-Feng [email protected] Grades 7-9Withrow Tracey Williams [email protected] Grades 10-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Woodward Brianca Gay [email protected] Grades 7-9Woodward Julie Hamilton [email protected] Grades 10-12--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------*Please note that counseling staff may change. Parents and students should check with the counseling office of their school to schedule time with the most appropriate counselor. Any general inquiries can be sent to [email protected].

4

Guiding Principles

1. Higher Expectations: In order for students to meet tougher learning standards and compete for increasingly demanding jobs, they must be exposed to more rigorous content and performance expectations.

2. Engagement: The future is layered, networked and vibrant, so our students must be engaged socially, emotionally and intellectually—and at a deep level—to fully develop their talents.

3. Collaboration: The workplace is becoming increasingly collaborative and it will be even more so in the future, so our students must be comfortable working in teams, sharing responsibility and making joint decisions.

4. Real World Connections: The future holds many challenges, so our students must be exposed to real world issues and their possible solutions, while being inspired by—and even consulting with—experts from around the world.

5. Technology: The future promises to be only more digital and data-driven, so our students must be able to use information and communications technology to expand their knowledge and deepen their skills.

6. Social Skills: In both the physical and digital realms, the future will be even more heavily networked and crowdsourced, so our students must be able to expand their self-awareness, learn social skills and understand the hallmarks of wise choices.

7. Critical Thinking: The future offers an abundance of information and opinion, so our students must be able to analyze, synthesize and evaluate.

8. Creativity: The future is awash in opportunity and challenges, so our students must be able to generate new and novel ideas, conceive of alternatives and view things from different perspectives.

My Tomorrow

100% of seventh graders will graduate within six years prepared to actively pursue their chosen career path.

Core Beliefs

• Each student can develop a plan for college and/or career.

• Each student can meet or exceed higher expectations.

• Each student must have access to an array of rigorous courses and digital tools.

• Each student can be educated to be a productive citizen vital to a healthy community and thriving work place.

• Each student’s voice should drive a career plan.

• Each student is talented.

• Each student succeeds where there is community collaboration and engaged families.

• Each student needs social and academic skills to become a leader.

• Each student deserves nurturing and guidance.

• Each student succeeds when innovative programs evolve to meet changing needs.

Vision, Beliefs and Principles

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To achieve this, we are providing students with the tools and knowledge they need to confidently pursue the career paths of their choice. We are creating meaningful, real-world student experiences centered on each student’s own interests, skills and needs. We are partnering with businesses throughout the region to bring careers into the classroom and students into the workplace. We have built a framework of tools and resources to support students on every step of their journey. Hallmarks of the My Tomorrow program include:

Advisory

1. Create a sense of community2. Academic monitoring

All students in grades 3-12 participate in an advisory course. Advisory sessions help promote positive behavior that leads to academic success while equipping students with tools and resources necessary to make informed decisions about their future. Advisory occurs weekly with the aim of achieving four goals:

With My Tomorrow, CPS has introduced a new approach to education, one that combines high expectations, technology and mentoring, to prepare all of our students for success when they graduate from high school.

CREATE COMMUNITY

Advisory sessions serve as a safe place to assist students with adjusting to a new school, grade level or building. This is also a time for building community amongst students and establish-ing a sense of belonging and an atmosphere of respect.

ACADEMIC MONITORING

Students gain the capacity to monitor their own academic progress and achievement. Through activities, students ana-lyze their progress toward achiev-ing their academic, personal and social goals, receiving feedback and help when requested.

POST-SECONDARY PLANNING

Advisory supports students in creating a vision for their future and assisting them in planning to make it a reality.

Students will build a plan for their education and training beyond high school.

SOCIAL AND EMOTIONAL LEARNING

Advisory time helps sudents build social-emotional skills for a lifetime.

Structured, proactive support for development of peer group skills and behaviors.

My Tomorrow

6

Naviance

Naviance is a software program that helps students prepare for success after high school in five key areas:

1. Academic readiness2. College readiness3. Career readiness4. Personal and social readiness

Readiness activities engage students in self-discovery, exploration of options and the development of an action plan for college and career. Students will assess their interests, values and strengths; explore career options that fit their profile; and create a plan to work towards a career in their field of interest.

Schoology

District learning management system, pronounced “skoo-luh-jee,” that is an online platform that allows students, parents and teacher to connect and communicate. Teachers use Schoology to deliver class materials, assignments and assessments.

Every teacher and student in the school district has a Schoology account and every parent can create an account after receiving a parent access code from their student’s school or through a district communication at the start of the school year.

Technology: One-to-One Student Devices

Our world is driven by technology. We must prepare our students for this world by shifting how we teach. My Tomorrow has introduced more technology into classrooms to give students greater exposure to the tools that are used in college and the workplace. Digital devices and software add a dynamic element that keeps students interested, but it is not just about using the latest technology. Students will also learn about “digital citizenship” and making smart choices in their day-to-day lives and their social networks.

Tech Truck

A van equipped with the latest technology will visit all of the schools to provide teachers with training on new technology devices and software.

My Tomorrow App

This app is only available to students and teachers and gives them an opportunity to communicate with each other. Current functionality includes posts, rewards, hall passes and a digital binder for assignments.

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Reliability The student has integrity and responsibility in professional settings.

Work Ethic The student has effective work habits, personal accountability and a determination to succeed.

Punctuality The student arrives to commitments on time and ready to contribute.

Discipline The student abides by guidelines, demonstrates self-control and stays on task.

Teamwork/Collaborations The student builds collaborative relationships with others and can work as part of a team.

ProfessionalismThe student demonstrates honesty. He or she dresses and acts appropriately and responsibly. He or she learns from mistakes.

Learning Agility The student desires to continuously learn new information and skills.

Critical Thinking, Problem Solving The student exercises strong decision-making skills, analyzes issues effectively and thinks creatively to overcome problems.

Leadership The student leverages the strengths of others to achieve common goals. He or she coaches and motivates peers and can prioritize and delegate work.

Digital Technology The student has an in-depth understanding of emerging technology and leverages technology to solve problems, complete tasks and accomplish goals.

Global, Intercultural Fluency The student values, respects and learns from diverse groups of people.

Career Management The student is a self-advocate. He or she articulates strengths, knowledge and experiences relevant to success in a job, or postsecondary education.

Oral and Written Communications The student articulates thought, and ideas clearly and effectively in written and oral forms.

Creativity, InnovationThe student is original and inventive. He or she communicates new ideas to others, drawing on knowledge from different fields to find solutions.

Career Readiness — 21st Century Student Profile

To be successful in our global and connected society, students need to be adaptable, creative, able to communicate and proficient with a variety of digital devices. With My Tomorrow, we are instilling these career-ready skills into the classroom so that students graduate from high school ready for the real world.

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Social-Emotional Learning and Exploration Activities around:

What is a career?Who occupies a career?What careers do I interact with?What are my interests?How does being a good student impact my Future?

Grades 3-5

Exposure Activities Centered on 16 Nationally Recognized Career Clusters:AgricultureArchitectureA/V Technology & CommunicationsBusiness Management Education & TrainingFinanceGovernment & Public AdministrationHealth SciencesHospitality & TourismHuman ServicesInformation TechnologyLaw and Public SafetyManufacturingMarketingSTEMTransportation, Distribution & Logistics

Grades 6-8

Career and Workforce Readiness ProgrammingSpeaker SeriesBusiness Training CenterCareer ExpoLife Ready (Life Skills)Job ShadowingMock Interviews

Grades 9-12

Employment Pipeline Programs Comprehensive programming consisting of:1.Industry Specific Training2. Individualized Career and Financial Readiness Coaching3. Work Based Learning Experience

Grade 12

Awareness Exposure Readiness Employment

Career-Based LearningCincinnati Public Schools

© Cincinnati Public Schools 2018Form 7265

Career-Based Learning

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Career Readiness — Workforce Readiness Plan

At CPS, we are teaching our students to envision a brighter future. We are providing them with the foundation to dream big and the confidence to turn those dreams into reality. Planning at this scale doesn’t happen overnight—it requires years of exploration and skill development. That’s why we have created a Workforce Readiness Plan that stretches across all grade levels. Our plan is broken out into the following grade categories:

GRADES 3-5 Students learn about available careers and make connections between their academics and the world of work.

GRADES 6-8 Students explore abilities, interests and values related to careers.

GRADES 9-12 Students prepare for careers and solid-ify plans by setting goals and focusing on the core academics that are essen-tial to career and college readiness.

Be Aware of Careers!

3-5

Explore Careers!

6-8

Prepare and Plan for Careers!

9-12

Be Ready for Careers and Post-Secondary Life!

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Nationally Recognized Career Clusters

In our district, we provide students with the readiness and access so they can pursue their college paths. These program promote and provide rigorous academic courses of study to prepare and provide college credit for college-ready students. Students in our high schools have an opportunity to access college credits through a variety of means, including:

College Credit Plus courses

Advanced Placement courses through traditional and blended learning methods

Early College Pathway Programs

• University of Cincinnati Information Technology Early College at Hughes STEM High School, Clark Montessori High School, and Shroder Paideia High School

• Miami University Educator Academy with Aiken New Tech High School

Each high school student that identifies as college-bound will have access to the following experiences to provide exposure and access to college._________________________

College Exposure and Access Speaker Series

_________________________

“How to Make the Most of High School to Prepare for College” Events

_________________________

CPS Alumni Speaker Panels

_________________________

PSAT & College Campus Visit

_________________________

PSAT, District ACT Test & CPS College Fair

_________________________

College-campus Cohort Experiences, UNCF Empower Me Tour, & Multicultural Scholarship Fair

Grade 7

Grade8

Grade11

Grade10

Grade9

Grade12

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Career and Workforce Readiness Program

The Career and Workforce Readiness Program is a key component to preparing students to take ownership of their careers—and their futures. Targeted to eleventh-grade students, the program provides students with the knowledge to pursue the careers of their choice. Throughout the school year, students will participate in:

• Lessons on resume writing, communication, teamwork and more that focus on the qualities that are essential to stand out in a crowded job market.

• Four career-based experiences with local business professionals to develop career awareness, explore career opportunities and gain essential skills.

The Career and Workforce Readiness Program is an initiative of the Business-Education Connectivity Council, a partnership between CPS and the Cincinnati USA Regional Chamber of Commerce’s Leadership Action Team.

Participating SchoolsThe program is being rolled out to schools on a pilot basis. During the school year, the program will be provided to eleventh-grade students at:

Aiken

Clark

Dater

Gamble

Hughes

Oyler

Shroder

Riverview East

Taft

Woodward

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Eleventh-Grade Student Experiences

Students at participating high schools will engage in the following events*:

October 25Fourth Annual BECC-CPS Career Expo at the Sharonville Convention Center

January 31Life Ready

March 1Job Shadowing

March 20Mock Interviews

*All dates are subject to change

Tenth-Grade Student Experiences

CPS Business Training Center Day (Dates vary by school)

Sessions will include: Resume Building and Job Application Basics, Effective Communication and Team Work, Solving Ethical Issues in the Workplace, Financial Literacy, and Careers in the Community (with a focus on Healthcare, IT and the Trades)

Ninth-Grade Student Experiences

Interactive Guest Speaker Series(Dates vary by school)

Guest Speakers will represent the 16 nationally recognized career clusters and workforce readiness skills.

Events for 2018-2019

College/PartnersIn our district, we have a variety of committed college readiness, access, and success partnership to impact our students’ opportunities. They include:

Furthermore, we have a robust group of committed college campus partners that provide opportunities and seek to assist our students in finding their best fit college campus. These partners include:

• Central State University• Cincinnati State Technical and

Community College• Eastern Kentucky University• Gateway Community and

Technical College• Miami University• Mount Saint Joseph University• Northern Kentucky University• The Ohio State University• Thomas More College• University of Cincinnati• University of Dayton• Wright State University• Xavier University

College Culture

Programs

College Access

Enrichment

Student Programs & Experiences

Scholars Programs

Early College

Programs

Cohort Programs

Funding Commitments

UC Ambassadors

Breakthrough Cincinnati

UC Scholars Prep

College for Every Student

College Collaborative

The Ohio State Young

Scholars

UC IT Early College

Academy

Miami Univ. Cincinnati Scholars

Peer Forward

Miami Univ. Educator Academy

Cincinnati Youth

Collaborative

Grad Cincinnati

Upward Bound

Families Forward

YMCA Black and Latino Achievers

EKU’s Camino to Success

Cincinnati State Cohort

Cincinnati Pride Grant

Be Great Grant

EKU Pell Plus

UC DAAP Alliance

United Negro College Fund Empower Me

Tour

University of Cincinnati

Cohort

Bearcat Academy

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All graduation requirements for CPS are aligned with the State of Ohio guidelines for graduation as listed in the Operating Standards for Ohio’s schools in compliance with section 3313.603 of the Revised Code and will reflect any and all changes the State of Ohio makes to graduation requirements. Students should plan their high school programs of study so that graduation occurs with their class.

Graduation Requirements

Access to regularly updated information, please visit: http://education.ohio.gov/Topics/Ohio-s-Graduation-Requirements

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Grade Reporting

Teacher’s Responsibility

Teachers are responsible for the assignment of grades. They shall communicate to students and parents the performance standards students must meet, the meaning of district assessment scores and how grades are determined.

Teachers shall fully explain to their students their expectations for classroom performance and provide students with a clear understanding of how grades are determined. This explanation should be given at the onset of the course and reinforced periodically throughout the year (minimally at the beginning of each quarter).

Types of Programs

Students in CPS secondary schools participate in either a regular or special in-structional program. Students in special programs follow the standards for the course or those instructions for a modified program required by the student’s Individualized Education Program (IEP).

Grading Among Schools

Standardized scope and sequence is available in all content areas to schools within the district. Course content at one school is identical with the same course in another school. Therefore, the same basis for course completion in one situation (for example, Algebra I) exist for the same course elsewhere. Although student mobility within the school year is discouraged and special provisions have been made to allow students to remain at the school of initial enrollment when there has been a change of address, there may be students who transfer from one school to another during the school year. When this occurs, grades from the two schools will be combined to determine quarter or semester grades. If a course is not available in a new school, related courses may be combined to determine the grade.

Resolution of Disagreements—Process

Only the teacher of record may change a grade previously assigned. If a dispute arises, the teacher and principal shall attempt to resolve it through a collabo-rative effort. If the dispute is not resolved and the principal believes that the teacher’s grade or decision is in violation of district policy or is not justified, the principal may request that the Department of Curriculum and Instruction appoint a district Grade Appeal Team (GAT) comprised of teachers. The GAT shall examine the teacher’s documentation and may, if additional evidence is needed, evaluate the student’s proficiency. GAT shall be trained by the De-partment of Curriculum and Instruction and shall apply defined procedures and criteria, including district curriculum. The GAT may uphold or modify the grade. Decisions of the GAT are final. The GAT shall provide a written summary that includes the grade decision and the reasons for the decision to the teacher, principal, student and parents.

The procedures specified in this section apply to students in grades 7-12 in high school buildings.

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Withholding Grade Reports

Report cards and other grade reports may be withheld at the conclusion of the final grading period of each year if obligations owed by students have not been paid. Teachers must tell parents of their child’s achievement even when grade reports are withheld. Ohio Revised Code 3313.642

Grading Periods

Teachers produce grades from a variety of evaluation measures, including student homework, projects, quizzes and tests, class participation, laboratory work, reports, and demonstration of specific skills. Grades are reported eight times during the school year.

Midterm Quarter 1

Quarter 1

Midterm Quarter 2

Quarter 2, Semester 1 Exam

Midterm Quarter 3

Quarter 3

Midterm Quarter 4

Quarter 4, Semester 2 Exam

Grades that may be given and their meaning are listed in the chart below.

Grade Value Meaning

A 4.00 Outstanding

B 3.00 Good

C 2.00 Average

D 1.00 Almost failing

F 0.00 Failing

X 0.00 Failing with excessive absence

I 0.00 Incomplete

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Report Cards

Report Card Features

Report cards include the following features:• A record of grades and attendance by grading period for the current year• Identification of the teacher of record for each course• Grades reported each grading period, semester exam grades and final

semester grades• Credit earned for courses in grades 7-12• Teacher comments

Teacher comments and the number of times a student is absent or tardy is reported for the current grading period. The column marked Credit Earned indicates the total credits earned for the designated school year for each semester and for the total school year.

Excessive Absence

The grade of X indicates failure with excessive absence, which is defined as 10 class periods or more in a quarter. Attendance alone shall not be a factor in determining grades. A student who is failing due to poor performance and who has been absent excessively may be assigned a grade of X. The grade X may not be recorded as an examination grade.

A grade of I (Incomplete) is recorded for any exam absence. The I will be converted to the appropriate letter grade after make-up privileges have been determined and executed. Exam grades of I will be converted to exam grades of F if a change in the exam grade is not reported.

Incomplete Work

The grade of I indicates that required work has not been completed. This grade should be removed by the last day of the next grading period. If the required work is not made up within this time, the grade for the grading period shall be determined on the basis of the grades for completed work averaged in with the F’s for the uncompleted work. If the grade of I is used because of teacher absence, the grade will be removed within the same time frame as determined by the principal.

Combining Grades

Grades earned in different elective courses within the same subject may be combined for calculating the end-of-course grade when course changes are made for organizational reasons (for example, classes combined with another due to limited enrollment).

In instances when students enter CPS from another school system during the school year and their programs cannot be matched with the same subjects previously taken, the dissimilar courses(s) may be combined to calculate an end-of-course grade. Credit shall be awarded and recorded for the CPS course.

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Honor Roll Recognition

Honor Roll recognition occurs quarterly. Student qualification for Honor Roll is based on the unweighted average of each quarter’s grades. Students will be recognized for the highest Honor Roll category earned. A report of all qualified students will be calculated each quarter. Honor Roll categories are listed below.

Honor Roll Criteria

A Honors An A is reported for every subject.

A Average An overall quarterly grade point average (GPA) of 3.51 has been earned without a grade of D, F, X or I in any subject.

B Average An overall quarterly grade point average of 3.0 has been earned without a grade of D, F, X or I in any subject.

Semester Grade Calculation

Semester grades are calculated from two quarter grades and an exam grade. Each quarter grade is weighted 37.5 percent and the exam grade is weighted 25 percent. However, if two of the three grades are failing grades, the semester grade is an automatic F. The chart below shows the computation of semester grades. Only semester or year-end grades appear on a student’s transcript.

Quarter Grades Semester Exam Grades 37.5% each 25%

Q1 Q2 A B C D F

A A A A A B B

A B A B B B B

A C B B B B C

A D B B C C C

A F B C C C F

B B B B B B C

B C B B C C C

B D B C C C C

B F C C C D F

C C B C C C C

C D C C C D D

C F C C D D F

D D C C D D F

D F D D F F F

F F F F F F F

A student who failed the first semester of a two-semester course and demonstrates mastery of the first semester content during the second semester may have the first semester failure changed by the teacher of record. The teacher must submit a change of grade form.

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When a student has completed the required number of credits in compliance with the district’s graduation requirements, he/she shall be awarded a diploma. If the student is enrolled in a high school and attends another school for make-up and/or additional credits, the diploma shall be awarded by the high school where the student is enrolled. Acceptance of credits from out-of-district schools is done at the discretion of the school where the student is enrolled. If the stu-dent is not enrolled in a high school and completes graduation requirements at an adult school, the diploma shall be awarded by the adult school, if completed more than one year after scheduled cohort graduation date. If completed within one year of scheduled cohort graduation date, the diploma will be awarded by the CPS high school.

College Credit Plus (formerly post-secondary and dual enrollment)

College Credit Plus Conversion: Secondary schools shall use the following conversion for a postsecondary course completed by a student participant under CCP to determine the amount of high school credit earned through participation in the program: (a) A College Credit Plus course transcripting three or more semester credit hours shall count as one full high school unit. (b) A College Credit Plus course transcripting less than three semester hours shall count as the proportional fraction of a high school unit (OAC 3333-1-65.2)

Advanced Placement

Courses in this program are comparable to college-level work and are eligible for grades of A or B. If a student earns a C in an AP course in the first grading period, the student may remain in the class with the expectation that improved performance will occur during the second grading period.

Waiver of Credit Requirements

A principal may waive credit provisions set forth in this document only in very rare and special circumstances and in the best interest of the student. Such a waiver must be recorded on the student’s permanent record, signed and dated.

Grade Point Average

Cumulative GPA: Unweighted GPA—The unweighted GPA includes all cours-es, not weighted by course value, and is cumulative from first semester of the ninth grade.

Cumulative GPA: Weighted GPA—The weighted GPA is composed of the core academic courses of English, mathematics, social studies, science, languag-es and certain approved courses offered in alternative programs. Course values are weighted and the weighted GPA is cumulative from the first semester of the ninth grade.

Grade 7/8 courses taken for high school credit count towards graduation credit but are excluded for the purposes of calculating weighted/unweighted GPA and class rank. Those calculations begin during the first semester of the ninth grade.

Grade Level Placement

A student’s grade level placement is based on the total credits earned by the first day of the new year and the English course the student previously completed.

Placement in grade 10 requires a minimum of 5 credit units and completion of English 9.

Placement in grade 11 requires a minimum of 10 credit units and completion of English 10.

Placement in grade 12 requires a minimum of 15 credit units, the ability to complete the course requirements for graduation by June of that year and comple-tion of English 11.

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The weights for the weighted GPA are 0.5 for self-contained Special Education courses, 1.0 for regular academic courses, 1.25 for Advanced Academic (AA)/Honors and College Credit Plus (Dual Enrollment & PSEO), and 1.5 for AP/International Baccalaureate courses.

Calculation Example

Course Grade Value Unweighted Weighted Points Points

English AA A 4.00 4.00 5.00

Math B 3.00 3.00 3.00

Science AP B 3.00 3.00 4.50

Social Studies C 2.00 2.00 2.00

French C 2.00 2.00 2.00

Physical Education B 3.00 3.00

Total 17.00 16.50

Unweighted GPA = 17…6 = 2.83 Weighted GPA = 16.5…5 = 3.30

Class Rank

Class rank is calculated using the weighted GPA. Final class rank is based on seven semesters. No projection of grades for the second semester of senior year is included in the calculation. A preliminary class rank is completed after six semesters (end of junior year) have been completed; this rank can be used for college applications.

Valedictorian Determination

The student must have attended the school for six semesters. Valedictorian is based upon seven semesters of coursework (end of January of senior year).

Credits Earned in Middle School

Students successfully completing high school courses in middle school, such as Algebra I or Physical Science, will be granted one high school unit of credit for each course completed. Physical Education can also be completed in the eighth grade for a 1/2 credit. Credit will be awarded and calculated in cumulative GPA upon entrance to the high school. Students may elect to retake Algebra I, Physical Science or Physical Education at the high school. If a course is retaken, the grade earned in middle school will be removed from the transcript and from the calcu-lation of the GPA and will be replaced by the grade earned at the high school.

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Programs/Early College Credit/Alternative Credit Opportunities

Courses are designed to meet Ohio’s academic standards. Courses are designed to prepare students for the required state tests and to complete graduation requirements and prepare students for post-secondary education.

Courses in this program are designed to exceed Ohio’s academic standards. Topics will be studied in more depth and additional topics will be studied. AA courses in grades 9 and 10 are designed to prepare students for AP courses in grades 11 and 12. AA courses in grades 11 and 12 are appropriate for students who would like a more in-depth course without the requirements of an AP course.

Courses in this program are comparable to college-level work, and students in AP courses may be eligible to earn college credit based on an AP exam. CPS offers AP courses in both traditional and blended learning models. Students meet face-to-face with instructors five days per week in the traditional model. Blended learning experiences expand AP courses to students who currently do not have access, or have limited access, to AP courses at their school building. Students should contact their school counselor to build a pathway for taking AP courses offered in their school. Students may sit for an AP exam without taking the course, provided they have met registration deadlines and paid fees.

Career Technical courses address content for specific vocations. CPS offers programs in a number of areas. Specific programs have unique courses designed to fit the program.

High school students in grades 7-12 may earn both college and high school credit by accessing College Credit Plus. Taking a college course from a public college or university under College Credit Plus is free. That means no cost for tuition, books or fees. If students choose to attend a private college or university, they may have limited costs. Students must meet all deadlines and work with school personnel for scheduling.

CPS offers students opportunities to earn high school credit through a credit flexibility program. Credit flexibility allows students to earn units of high school credit based on a demonstration of subject area competence, instead of or in combination with completing hours of classroom instructions. Credit Flexibility requires initiative, motivation, creativity and organization. Students who have carefully considered their academic goals and their learning plans have the opportunity to design their own Credit Flexibility Plan and earn credit for their endeavors.

With “credit flex,” students have options to show what they know, earn credit(s) and move on to higher-order content. It is especially useful in providing rich learning opportunities for students whose interests (and/or performance) extend beyond the regular curriculum. Students have three options:

1. Independent study2. Online courses3. Out-of-school credit4. Blended classrooms

Regular

Advanced Academic

Advanced Placement

Career Technical

College Credit Plus (Formerly Post-Secondary Education Options Program and Dual Enrollment)

Credit Flexibility

https://www.cps-k12.org/academics/programs/credit-flexibility

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There are specific guidelines and timelines that must be followed to be considered for participation in CPS’ credit flexibility program. Students choosing to pursue credit through credit flexibility should review these guidelines carefully. Interested students should contact their school counselor to apply and visit the CPS Credit Flex website.

If the credit is recovered with the original teacher of record within the academic year, the original grade will be changed by that teacher. If the credit is recovered by other means (for example, Apex, summer school, intervention), the Credit Recovery course grade stands alongside the original course failure and does not replace it.

Students who have been determined to have special language needs have an LEP plan. The LEP specifies students’ programs and includes their level of English proficiency in the areas of listening, speaking, reading and writing. All buildings within CPS provide English as a Second language (ESL) services to LEP students. In addition, five sites within the district have programs with a specific ESL/bilingual language focus: Withrow International High School, the Academy of World languages, the Academy of Multilingual Immersion Studies, Roberts Paideia Academy and Dater High School.

To better meet the needs of EL families and schools, CPS offers an EL Welcome Center to conduct initial language screenings, complete parent notification letters, develop initial LEP accommodation plans and assist parents through the enrollment process. The Office of Second Language Acquisition and the Welcome Center is housed in the Department of Student Services at the Education Building, found at Cincinnati Public Schools’ Education Center, 2651 Burnet Avenue. The hours are 7:30 a.m.–3:30 p.m.

Students may have the option of online or distance learning programs as approved by the district. All district guidelines apply to any of the courses used to earn credit.

In selected special programs such as in-school tutoring, hospital instruction and home instruction, grades may be determined by combining individual instruction and classroom performance. When a student receives home instruction for more than half the grading period, the home instruction teacher assigns the grades. If a student receives home instruction for less than half the grading period, the classroom teacher assigns the grades. The teacher who is teaching the student at the time grades are due is responsible for obtaining grades from the other teacher.

Students who have been determined to have special needs have an IEP. The IEP specifies the student’s program and may include a behavior plan.

Credit Flexibility(continued)

Credit Recovery

English Learners (EL) students on an Limited English Proficient (LEP) plan

Online Learning

Special Programs

Students with Disabilities (SWD) with an Individual Education Program (IEP)

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Career Technical Education

CAREER FIELD

Agricultural and Environmental SystemsPrepares students for careers in agribusiness and production systems, animal science and management, bioscience, horticulture, natural resource management and power tech.

Arts and CommunicationPrepares students for careers in designing, producing, exhibiting, performing, writing and publishing multimedia content, including visual and performing arts and design, journalism and entertainment services.

Business & Administrative ServicesPrepares students for technical and professional level careers in business management, human resources, operation management, distribution and logistics, supply chain and legal or medical office management.

Construction TechnologiesPrepares students for careers in designing, planning, managing, building and maintaining commercial, industrial and residential structures and infrastructures.

Engineering & Science TechnologiesPrepares students for careers in design, operations, manufacturing and STEM, such as electrical engineering, industrial engineering, materials science, nanofabrication, fuel cell technology and robotics.

SCHOOL(S)

Hughes STEM

James Gamble

SCPA

SCPA

Withrow

Woodward

Aiken New Tech

Hughes STEM

Woodward

PATHWAY

Zoo Academy*

Agriculture, Food and Natural Resources

Performing Arts

Visual Arts

High School of Business

Construction Technologies*

Engineering & Design

Energy Science

Integrated Production Technologies*

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CAREER FIELD

Health SciencePrepares students for careers in planning, managing and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

Hospitality & TourismPrepares students for careers in the management, marketing and operations of restaurants and other food services, lodging, attractions, recreation events and travel-related services.

Information TechnologyPrepares students for careers in the design, development, support and management of hardware, software, multimedia and systems integration services.

Law and Public SafetyPrepares students for careers protecting lives and property in the areas of law enforcement, private security, corrections, firefighting and emergency medical services.

SCHOOL(S)

Hughes STEM

Riverview

Woodward

Woodward

Gilbert A. Dater

Hughes STEM

Taft

Taft

Taft

Western Hills

PATHWAY

Biomedical Science Project Lead the Way

Patient Care (STNA, Phlebotomy)*

Biotechnology*

Patient Care (STNA, Phlebotomy)*

Culinary and Food Service Operations*

Programming, Design & Software Development*

Interactive Media

Information Support and Services

Cyber Security

Law and Public Safety*

Credentials offered through Career Tech include:

AWS Certified Welder

Certified Phlebotomy Technician

CPR/First Aid

Emergency Medical Technicians (EMT)

Microsoft Office Specialist (MOS) Blended and Traditional

National Center for Construction Education and Research (NCCER) Core + Level 1

National Restaurant Association ServSafe

Occupational Safety and Health Administration (OSHA) 10 Hour

Occupational Safety and Health Administration (OSHA) 30 Hour

State Tested Nurse Assistant (STNA)

Patient Care Technician

Certified Pharmacy Technician

Physical Therapy Aide

Pro Start Certificate of Achievement

Pre-Apprenticeship

Visit the CPS website to learn more about the specific credentials offered in each program.

*These programs provide students with the opportunity to earn industry credentials, which can be applied toward graduation requirements.

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Planning Your Path

My Education Pathway

Use this form to create your six-year pathway. Check your My Education Pathway and program plans at least once each semester with your counselor. Your middle school pathway is the first step of the journey in My Tomorrow.

SEVENTH GRADE PATHWAY…

NOW: Fall Semester & Spring Semester Planning for Next Year Credits

Grade 7 English Language Arts Grade 8 English Language Arts n/a

Grade 7 Math Grade 8 Math 1.0

Grade 7 Integrated Science Grade 8 Integrated Science n/a

World Studies 750 B.C. to 1600 A.D. Physical Science 1.0

Advisory U.S. Social Studies 750 B.C. -1600 A.D. n/a

Advisory n/a

Physical Education .5

Total Possible Credits 2.5

Fall & Spring Semesters OPTION 1 Credits Fall & Spring Semesters OPTION 2 Credits

Grade 8 English Language Arts n/a Grade 8 English Language Arts n/a

Grade 8 Math n/a Algebra I n/a

Grade 8 Integrated Science n/a Physical Science 1.0

U.S. Social Studies 750 B.C. -1600 A.D. n/a U.S. Social Studies 750 B.C. -1600 A.D. n/a

Advisory n/a Advisory n/a

Physical Education 0.5 Physical Education 0.5

Total Possible Credits 0.5 Total Possible Credits 1.5

EIGHTH GRADE PATHWAY…

26

FRESHMAN (NINTH GRADE) PATHWAY…

Fall Semester Credits Spring Semester Credits

English 9 .5 English 9 .5

Algebra I .5 Algebra I .5

Physical Science .5 Physical Science .5

Modern World History .5 Modern World History .5

Health .5 Physical Education .5

Foreign Language .5 Foreign Language .5


Total Fall Semester Credits 3.0 Total Spring Semester Credits 3.0

SOPHOMORE (TENTH GRADE) PATHWAY…

A minimum of five credits are required to advance to tenth grade.



Geometry .5 Geometry .5

Biology .5 Biology .5

American History .5 American History .5

Foreign Language .5 Foreign Language .5

Health Science & Technology .5 Health Science & Technology .5



High School Pathway

Now plan your high school curriculum based on the Career Pathway of your choice.

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JUNIOR (ELEVENTH GRADE) PATHWAY…



Algebra II .5 Algebra II .5

Chemistry .5 Chemistry .5

American Government with Financial Literacy .5 American Government with Financial Literacy .5

Medical Terminology .5 Medical Terminology .5

Patient-Centered Care .5 Patient-Centered Care .5



SENIOR (TWELFTH GRADE) PATHWAY…



Statistics or Pre-Calculus .5 Statistics or Pre-Calculus .5

Physics .5 Physics .5

Human Anatomy & Physiology .5 Human Anatomy & Physiology .5

Environmental Science .5 Environmental Science .5

Health Science Capstone .5 Health Science Capstone .5



High School Pathway

Now plan your high school curriculum based on the Career Pathway of your choice.

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Core Content Areas

English Language Arts

STANDARD PATHWAY ADVANCED ACADEMIC PATHWAY

GRADE 7

GRADE 9

GRADE 10

GRADE 11

GRADE 12

English 9 AA

English 10 AA

CHOOSE ONE:

English 11 AA

AP English Literature and Composition

AP English Language and Composition

CHOOSE ONE:

English 12 AA

AP English Literature and Composition


DUAL ENROLLMENT CREDIT OPTIONS

(Vary by Building)

English 10

English 11

English 12

• School-based electives vary by building and will be added to course guides as needed.• CCP options vary by building and will be added to course guides as needed.• See guidance staff for more information.

English 9

English 10

English 11

English 12

English 8

English 7

GRADE 8

This diagram shows two possible pathways. Students should consult with their Guidance Counselor for individualized planning.

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English 7 provides opportunities for students to expand their ability to understand and analyze a variety of texts, including novels, short stories, poetry, dramas and informa-tional texts from across multiple genres and content areas. Students will have oppor-tunities to strengthen their written and oral communication skills through responding to the texts they are reading. Utilizing text based evidence and exploring the author’s purpose are pivotal to developing strong reading and communication skills. Students will also gain additional experience with standard conventions of English, including grammar, usage and mechanics.

English 8 provides opportunities for students to deeply examine a variety of text types and genres to explore the society they live in. Students will strengthen the written and oral communication skills through routine writing and speaking ac-tivities that require text based evidence and provide opportunities to develop their understanding of the English language. Students will refine their skills in presenting arguments and reasoning based on the information they are reading.

This course provides a survey of various text types and genres. Students have the opportunity to engage their reading, writing, research, technology, listening and speaking skills. Students will make connections to real-world experiences while demonstrating proficiency of the writing process through routine writing tasks and larger works.

This course for tenth grade students will incorporate major works from a variety of genres and styles. Students will examine both literary and informational texts to further develop their critical thinking skills. Analysis and synthesis play a central role in the experience of this course. Students will be challenged to use evidence from texts in their written and oral responses. The course selections will engage students in gaining a deeper understanding of the society across cultures.

Building on the foundation of critical thinking skills developed in English 10, this course will expand students’ ability to think critically and communicate in both writ-ten and oral formats. Through the analysis of literature, film, poetry, art and non-fiction sources, eleventh grade students will gain a better understanding of society and human nature. The course will also feature the study of American authors and foundational documents of the U.S., such as the Declaration of Independence.

This senior-level course moves students beyond reader response to the application of multiple perspectives when analyzing complex texts of various types. Rigorous read-ing and writing tasks will support students’ development of complex synthesis skills. Students will read a variety of genres and styles by authors from different cultures and time periods. Students will demonstrate mastery of written and oral expression through a variety of essays, speaking opportunities, and research tasks.

Option for students in their junior or senior years. Students may complete the AP course in lieu of either World or British Literature to satisfy graduation require-ments. AP English is designed for students who have demonstrated the ability to meet the demands of college preparatory courses and who wish to advance their En-glish skills to the collegiate level while still in high school. The demands of this course are rigorous, as extensive reading and expository writing are required. Students may be eligible to earn college credit based on their AP Exam scores. Generally a score or “3” or higher will count towards credit at most universities and colleges.

English 7 Foundations of Literary Analysis and Composition I

Grade Level: 7Prerequisites: None

English 8 Foundations of Literary Analysis and Composition II


English 9 Literature and Composition


English 10 Language, Literature and Composition

Grade Level: 10Prerequisites: English 9





AP English*Literature and Composition and AP English*Language and Composition

Grade Level: 11, 12Prerequisites: English 9 & 10

*Also offered through Blended Learning, see page 44 for more details.

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Mathematics


GRADE 7

GRADE 8

GRADE 9

GRADE 10

Grade Level 7 Math

Grade Level 8 Math

Algebra I

Geometry

Algebra II

Algebra I AA

Geometry AA

CHOOSE ONE:

Calculus

AP Calculus (AB)

CHOOSE ONE AP COURSE SUCH AS:

AP Calculus (AB)

AP Calculus (BC)

AP Statistics

AP Computer Science

COLLEGE CREDIT PLUS (CCP) CREDIT OPTIONS

(Vary by Building)

Pre-Calculus or Statistics

Algebra II AA

GRADE 11

GRADE 12

• School-based electives vary by building and will be added to course guides as needed.• CCP options vary by building and will be added to course guides as needed.• Course offerings

Grade Level 8 Math


32

This course is designed to focus on four critical areas: 1) developing an understand-ing of and applying proportional relationships; 2) developing understanding of oper-ations with rational numbers and working with expressions and linear equations; 3) solving problems involving scale drawings and informal geometric constructions, and working with two and three dimensional shapes to solve problems involving area, surface area and volume; 4) statistical concepts

This course is designed to focus on three critical areas: 1) formulating and reasoning about expressions and equations including modeling an association of Bivariate data with linear equations and solving liner equations and systems of linear equations; 2) grasping the concept of a function and using functions to describe the quantitative relationships; 3) analyzing two and three dimensional space and figures using distance, angle, similarity, congruence and understanding and applying the Pythagorean theorem.

Algebra is the study of unknown quantities. This course will further develop the student’s understanding of the properties of real numbers. The concept of a function will be formalized in mathematical language. Properties of functions will be explored numerically, graphically, analytically and verbally. The use of technology will be expected to discover relationships, test conjectures and solve problems. Students will communicate their understanding of linear, quadratic and exponential functions formally and informally through expressions, equations, modeling and contextual application.

Algebra is the study of unknown quantities. This course will further develop the student’s understanding of the properties of real numbers. The concept of a function will be formalized in mathematical language. Properties of functions will be explored numerically, graphically, analytically and verbally. The use of technology will be expected to discover relationships, test conjectures and solve problems. Students will communicate their understanding of linear, quadratic and exponential functions formally and informally through expressions, equations, modeling and contextual application. Beyond the standard Algebra 1 curriculum, students will deepen their understanding of relations and functions through independent and group analysis as well as advanced topics.

The fundamental purpose of Geometry is to formalize and extend the student’s geo-metric experience from middle school. Formal definitions of congruence and similar-ity will be developed through translations, rotations, reflections and dilations. Proofs for the special properties of lines, angles and shapes will be demonstrated formally and informally through a variety of mediums. Coordinate geometry will be used to model and define geometric theorems, properties, equations and shapes. Previous knowledge of right triangles and 3-D figures will be deepened through proofs, models and real-world applications.

Grade Level 7 Math

Grade Level: 7

Grade Level 8 Math

Grade Level: 8

Algebra I

Grade Level: 9Prerequisites: Grade 8 Math

Algebra I AA

Grade Level: 9Prerequisites: Grade 8 Math or Pre-Algebra

Geometry

Grade Level: 10Prerequisites: Algebra I

33

The fundamental purpose of Geometry is to formalize and extend the student’s geo-metric experience from middle school. Formal definitions of congruence and similar-ity will be developed through translations, rotations, reflections and dilations. Proofs for the special properties of lines, angles and shapes will be demonstrated formally and informally through a variety of mediums. Coordinate geometry will be used to model and define geometric theorems, properties, equations and shapes. Previous knowledge of right triangles and 3-D figures will be deepened through proofs, models and real-world applications. Beyond the standard Geometry curriculum, students will deepen their understanding of geometry through independent and group analy-sis, as well as advanced topics and additional proofs.

In Algebra II, students build on Algebra I and Geometry experiences, both deepening their understanding of relations and functions and expanding their repertoire of famil-iar functions. Students will analyze contextual situations involving functions. They will examine functions using graphic, numeric, analytical and verbal models. Students will further investigate the properties of logarithmic, exponential, polynomial and rational functions, including end behavior, asymptotes, intercepts and transformations. Stu-dents will apply this knowledge to geometric and statistical concepts.

This is a rigorous, fast-paced course. In Algebra II AA, students build on Algebra I and Geometry experiences, both deepening their understanding of relations and functions and expanding their repertoire of familiar functions. Students will ana-lyze contextual situations involving functions. They will examine functions using graphic, numeric, analytical and verbal models. Students will further investigate the properties of logarithmic, exponential, polynomial and rational functions, including end behavior, asymptotes, intercepts and transformations. Students will apply this knowledge to geometric and statistical concepts. Beyond the standard Algebra II cur-riculum, students will deepen their understanding of functions through independent and group analysis as well as advanced topics.

Pre-calculus is designed to prepare students for calculus or AP Calculus AB. Students will gain an introductory understanding of convergence and divergence. They will collect, analyze and draw conclusions from data. Pre-calc will deepen the students’ algebraic foundation to solve complex problems involving polynomial, rational, logarithmic and trigonometric functions. Those skills will help students develop an intuitive understanding of limits and continuity. Pre-Calculus AA includes the basic understanding of the Pre-Calculus curriculum with added rigor, depth, global con-nections, multiple representations (verbal, algebraic, numerical, graphical, physical) and expectations of sophistication in student work.

Geometry AA

Grade Level: 10Prerequisites: Algebra I

Algebra II

Grade Level: 11Prerequisites: Algebra I & Geometry

Algebra II AA

Grade Level: 11Prerequisites: Algebra I & Geometry

Pre-Calculus

Grade Level: 11, 12Prerequisites: Algebra II & Geometry

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Today more than ever, statistics plays an important role in our lives. This course covers experimental design, uses and abuses of statistics, frequency distributions and their graphs, and measures of central tendency. There will be some emphasis on probability, but the focus of the course will be on probability distributions, confidence intervals, hypothesis testing, linear regression and various statistical tests. This course does not replace Pre-Calculus and may be taken before, after or concurrently with Pre-Calculus.

This mathematics course teaches limits, differentiation and integration at a comfortable pace. The coursework begins by reviewing essential skills taught in prior math classes and expands upon those properties by introducing calculus concepts. The concepts of differentiation and integration will be applied to solve a variety of real-world problems, including optimization, related rates, objects in motion and economic principles.

AP Stats is a rigorous course in probability and statistics. Students are exposed to four broad conceptual themes: exploring data by observing patterns and departure from patterns, planning a study by deciding what variables to measure and how to measure them, anticipating patterns by producing models, and statistical inference. Students will use these conceptual themes to collect, analyze and draw conclusions from data. The use of technology is expected and students must be able to use a wide variety of technological formats. A score of “3” or higher on the AP exam equals one semester or two quarters credit at most universities.

AP Calculus is designed for students who excel at math. This demanding course will explore new properties of linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric and piecewise-defined functions. Unifying themes will be used to deepen the student’s understanding of these functions through analysis, limits, derivatives, integrals, approximation and modeling. Students will apply these concepts to real-world problems involving rates of change, optimization, accumulation, area and volume. A score of “3” or higher on the AP exam equals one semester or two quarters credit at most universities.

AP Calculus BC is an extension of AP Calculus AB. In addition to the topics covered in Calculus AB, consideration is given to sequences and series, elementary differential equations, parametric and polar functions, vector calculus and slope fields. A score of “3” or higher on the AP exam equals two semesters or three quarters credit at most universities.

AP Computer Science A is all about problem-solving. This course covers the material in an introductory Computer Science college course and is intended for students with no or some prior computing experience. The course uses the Java language to teach fundamental computer programming skills and follows an object-oriented approach emphasizing data structures, abstractions, and algorithm development and analysis. A case study approach helps students develop their ability to analyze and solve the types of problems that actually occur in the outside world. A score of “3” or higher on the AP exam equals one semester or two quarters credit at most universities.

Statistics

Grade Level: 11, 12Prerequisites: Algebra II

Calculus


AP Statistics*

Grade Level: 10, 11, 12Prerequisites: Algebra II

(Also offered through blended learning.)

AP Calculus AB

Grade Level: 11, 12Prerequisites: Algebra II or Pre-Calculus

AP Calculus BC

Grade Level: 11, 12Prerequisites: AP Calculus AB or Calculus

AP Computer Science



35

Integrated Science Grade 7

Science

High School Science Course Learning Progression By Grade

GRADE 8

GRADE 9

GRADE 10

GRADE 11 & 12

Physical Science

Biology

COURSE OPTIONS

Physics

Physical Geography

Chemistry

Environmental Science

Anatomy & Physiology

CTE Dual Credit Courses

CCP Courses

Computer Science

AP Courses

GRADE 7

Courses Tagged for AIR Assessment: Biology, AP Biology, and CCP courses based on course description and alignment.

Model Curriculum Advanced Science Courses: Anatomy and Physiology, Chemistry, Environmental Science, Physical Geology, and Physics.

Other Advanced Science Courses: CCP, AP, Computer Science

Integrated Science Grade 8

36

Order and organization are the major themes for middle school science. The courses for seventh and eighth grade students focus on helping students use scientific inquiry to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems.

Order and organization are the major themes for middle school science. The courses for seventh and eighth grade students focus on helping students use scientific inquiry to discover patterns, trends, structures and relationships that may be described by simple principles. These principles are related to the properties or interactions within and between systems.

Physical Science introduces students to key concepts and theories that provide a foundation for further study in other sciences and advanced science disciplines. Physical science comprises the systematic study of the physical world as it relates to fundamental concepts about matter, energy and motion. A unified understanding of phenomena in physical, living, Earth and space systems is the culmination of all previously learned concepts related to chemistry, physics, and Earth and space science, along with historical perspective and mathematical reasoning.

This course investigates the composition, diversity, complexity and interconnectedness of life on Earth. Fundamental concepts of heredity and evolution provide a framework through inquiry-based instruction to explore the living world, the physical environment and the interactions within and between them. Students engage in investigations to un-derstand and explain the behavior of living things in a variety of scenarios that incorpo-rate scientific reasoning, analysis, communication skills and real-world applications.

Human Anatomy and Physiology is a high school level course, which satisfies the Ohio Core science graduation requirements of Ohio Revised Code Section 3313.603. This section of Ohio law requires a three-unit course with inquiry-based laboratory experience that engages students in asking valid scientific questions and gathering and analyzing information. This course introduces students to key concepts and theories that provide a foundation for further study in other sciences as well as advanced science disciplines. Human Anatomy and Physiology comprises a systematic study in which students will examine human anatomy and physical functions. They will analyze descriptive results of abnormal physiology and evaluate clinical consequences. A workable knowledge of medical terminology will be demonstrated. This course introduces students to key concepts and theories that provide a foundation for further study in other sciences as well as advanced science disciplines. Chemistry comprises a systematic study of the predictive physical interactions of matter and subsequent events that occur in the natural world. This course is organized around the study of matter through the exploration of classification, its structure and its interactions.

Middle School Science

Grade Level: 7Prerequisites: n/a

Middle School Science


Physical Science

Grade Level: 8*, 9Prerequisites: Algebra I

*Students enrolled in Advanced Academics Pathway

Biology

Grade Level: 9, 10Prerequisites: Algebra I

Human Anatomy and Physiology

Prerequisites: Biology

Chemistry (Advanced Science)

Grade Level: 10, 11, 12Prerequisites: Algebra I Co-Requisite: Algebra II & Physical Science

37

Environmental science incorporates biology, chemistry, physics and physical geology, and introduces students to key concepts, principles and theories within environmental science. Investigations are used to understand and explain the behavior of nature in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications. Physics elaborates on the study of the key concepts of motion, forces and energy as they relate to increasingly complex systems and applications that will provide a foundation for further study in science and scientific literacy. Students engage in investigations to understand and explain motion, forces and energy in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications. Physical geology incorporates chemistry, physics and environmental science, and introduces students to key concepts, principles and theories within geology. Investigations are used to understand and explain the behavior of nature in a variety of inquiry and design scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications.

AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore evolution, cellular processes–energy and communication, genetics, information transfer, ecology and interactions.

The AP Chemistry course provides students with a college-level foundation to support future advanced course work in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations as they explore topics that include atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics and equilibrium.

The AP Environmental Science course is the equivalent of a one-semester, introduc-tory college course in environmental science, through which students engage with the scientific principles, concepts and methodologies required to understand the interrela-tionships of the natural world. The course requires that students identify and analyze natural and human-made environmental problems, evaluate the relative risks associ-ated with these problems and examine alternative solutions for resolving or preventing them. Environmental Science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry and geography.

Environmental Science (Advanced Science)

Grade Level: 10, 11, 12Prerequisites: Algebra I, Biology & Physical Science, or Biology & Chemistry

Physics (Advanced Science)

Grade Level: 11, 12Prerequisites: Algebra I & Algebra II, Physical Geology

Grade Level: 10, 11, 12Prerequisites: Algebra II

AP Biology*

Grade Level: 11, 12Prerequisites: Biology & Chemistry

AP Chemistry*

Grade Level: 11, 12Prerequisites: Algebra II & Chemistry

AP Environmental Science*

Grade Level: 11, 12Prerequisites: Algebra I, Biology, Physical Science or Chemistry

(Also offered through blended learning.)


38

• HB Bill 170 was passed and signed into law expanding Computer Science options for students

• ODE will be required to adopt Standards and Model Curriculum in Comput-er Science by Dec 2018

• High School courses can count towards upper level math or science credits

• Course description and standards are forthcoming

Ohio Revised Code (ORC) 3313.60 states that the board of each cooperative education school district shall prescribe a curriculum for all schools under its control for health education. The health education curriculum must include:

• The nutritive value of foods, including natural and organically produced foods, the relation of nutrition to health, and the use and effects of food additives

• The harmful effects of and legal restrictions against the use of drugs of abuse, alcoholic beverages and tobacco

• Venereal disease education, except that upon written request of the student’s parent or guardian, a student shall be excused from taking instruction in venereal disease education

The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physi-cal activity. A physically literate individual:

• Has learned the skills necessary to participate in a variety of physical activities and knows the implications and the benefits of involvement in various types of physical activities

• Participates regularly in physical activity

• Is physically fit

Computer Science

Health Education

Grade Level: 9, 10, 11, 12Prerequisites: n/a

Physical Education

Grade Level: 8, 9, 10, 11, 12Prerequisites: n/a

39

Social Studies


GRADE 7

GRADE 9

GRADE 10

GRADE 11

World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to

the First Global Age

U.S. Studies from 1492 to 1877: Exploration through

Reconstruction

Modern World History

American History

American Government with Financial Literacy

Modern World History AA

CHOOSE ONE:

American Government with Economics AA

AP U.S. Government & Politics

POSSIBLE 4TH YEAR OPTIONS INCLUDE BUT ARE NOT LIMITED TO AP AND BUILDING ELECTIVES

(Examples of AP Courses Vary by Building)

AP Human Geography with Service Planning

AP Psychology

AP European History

AP European History with Service Learning

AP US Government and Politics

AP Micro Economics

AP Macro Economics

World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to

the First Global Age AA

CHOOSE ONE:

American History AA

AP American History

• School-based electives vary by building and will be added to course guides as needed.• College Credit plus options vary by building and will be added to course guides as needed.

GRADE 8 U.S. Studies from 1492 to 1877: Exploration through

Reconstruction AA

GRADE 12


40

World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age


U.S. Studies from 1492 to 1877: Exploration through Reconstruction


Modern World History


American History

Grade Level: 10Prerequisites: Modern World History

AP Human Geography*

Grade Level: 10, 11, 12Prerequisites: n/a

The seventh-grade year is an integrated study of world history, beginning with ancient Greece and continuing through global exploration. All four social studies strands are used to illustrate how historic events are shaped by geographic, social, cultural, economic and political factors. Students develop their understanding of how ideas and events from the past have shaped the world today.

The historical focus continues in the eighth grade with the study of European exploration and the Colonial years prior to the creation of the United States through to the era of Reconstruction following the American Civil War. This study incorporates all four social studies strands into a chronologic view of the development of the United States. Students examine how historic events are shaped by geographic, social, cultural, economic and political factors.

This course examines world events from the era of the Scientific Revolution in the 1600s to the present. It explores the impact of the democratic and industrial revolutions, the forces that led to world domination by European powers, the wars that changed empires, the ideas that led to independence movements and the effects of global interdependence. The concepts of historical thinking introduced in earlier grades continue to build, with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions. A variety of approaches—chronological, thematic, historiographical and biographical—are possible.

This course examines the history of the United States of America, including the nation’s economic, political, cultural and diplomatic development from 1877 to the present as well as an overview of important historic documents. It presents new as well as traditional viewpoints and interpretations of America’s past. Students learn to apply lessons of history to their own experiences. It stresses the importance of being informed on the many issues of today and assessing the conflicting views. The federal republic has withstood challenges to its national security and expanded the rights and roles of its citizens. The episodes of its past have shaped the nature of the country today and prepared it to attend to the challenges of tomorrow. Understanding how these events came to pass and their meaning for today’s citizens is the purpose of this course. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.

The purpose of the AP Human Geography course is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use and alteration of Earth’s surface. Students learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications.


41

The AP Psychology course introduces students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice.

U.S. Government is a survey of the key concepts of American government with a focus on federalism and the concept of developing students toward the goal of informed and active citizenship in the 21st century. The course addresses the branches of government, elections, citizenship and Ohio government, as well as key documents and historical development. How the American people govern themselves at national, state and local levels of government is the basis for this course. Students can impact issues addressed by local governments through service learning and senior projects.

Economics is a semester course designed to explain how the economy as a whole functions and how it is measured, along with various processes needed to make good economic decisions. In addition, students study the relationships of supply and demand, how firms organize and compete through pricing of goods and services, money and banking, business cycles, the role of government, how international trade affects the economy and how different economic systems can be compared with the market economy. The survey includes an analysis of entrepreneurial ideas and personal finance.

The AP U.S. History course focuses on the development of historical thinking skills (chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and an understanding of content learning objectives organized around seven themes, such as identity, peopling and America in the world. In line with college and university U.S. history survey courses, the AP U.S. History course expands on the history of the Americas from 1491 to 1607 and from 1980 to the present. It also allows teachers flexibility across nine different periods of U.S. history to teach topics of their choice in depth.

AP Psychology*

Grade Level: 10, 11, 12Prerequisites: n/a

American Government

Grade Level: 11, 12Prerequisites: Modern World History & U.S. History

Economics (semester course)

Grade Level: 11, 12Prerequisites: n/a

AP U.S. History*

Grade Level: 10, 11, 12Prerequisites: Modern World History or AP World History


43

Fine Arts

In today’s multimedia society, the arts are the media, and therefore provide both a powerful and essential means of communication. Participation in one or more artistic disciplines as creators, performers and audience members enables individuals to discover and develop their creative capacity.

CPS Fine Arts courses emphasize four important artistic processes outlined in the National Core Arts Standards and the Ohio Department of Education Fine Arts Standards: (1) creating, (2) performing, (3) responding and (4) connecting. Students carry out these processes by asking essential questions and by demonstrating enduring understandings that enable them to synthesize knowledge, articulate content value and make specific connections to academic and other artistic disciplines.

CPS Fine Arts courses embrace the learning and mastering of 21st century skills that have been identified as being vital to each student’s success in college and careers:

● Accountability and Productivity

● Adaptability and Flexibility

● Collaboration

● Communication

● Creativity

● Critical Thinking and Problem Solving

● Information Technology Literacy

● Initiative and Self-Direction

● Innovation

● Interdisciplinary Themes

● Leadership and Responsibility

● Media Literacy

● Social and Cross-Cultural Skills

Through a dynamic combination of individual exploration and group collaboration activities unique to the arts, CPS Fine Arts courses prepare students to be the creative problem solvers of tomorrow.

Course Offerings:(These courses are offered at several CPS high schools)

MUSIC

Beginning Strings, General Music 7-8, General Music 9-12, Intermediate Band, Jazz Ensemble, Junior Band, Junior High Choir, Marching Band, Music Appreciation, Music Theory, Senior Band, Senior Choir, Senior Orchestra

VISUAL ART

Art I, Art 2, Art 7-8, Art Appreciation, Art X, AP Art History, Ceramics, Painting, Photography, Sculpture

THEATER

Creative Drama, Drama Tech 1, Drama Tech 2, Theater Tech (Stagecraft)

DANCE

General Dance, Dance Ensemble

44

Advanced Placement Blended Learning Program

Purpose:

To expand AP course offerings throughout CPS by providing blended learning experiences to students who currently do not have access, or have limited access, to AP courses at their school buildings.

Program Overview:

Participating schools may offer the course in the following formats:

Option 1— Students take the course online during the regular school day as part of their regular schedule. They come to a cyber-lounge, computer lab or other area designated by the school.

Option 2— Students take the course online, outside of the regular school day, either from home or another off-site location.

Option 3— Students take the course online, outside of the regular school day, from the school in a cyber-lounge, computer lab or other area designated by the school.

Through a state-of-the-art learning platform, teachers will facilitate student engagement with online course materials. Students will have access to a variety of learning pathways, such as self-paced learning using digital curriculum, face-to-face learning and collaboration, and/or real-time virtual learning and collaboration.

AP Blended Learning Overview:

EXAMPLE

Face-to-Face Learning Self-Paced Learning Live Virtual Learning

• Instructor-led classroom lectures• Simulations• Workshops and labs• Events• Field trips• Help nights

• Web-based curriculum• Assignments• Online discussion boards• Assessments• Online learning communities• Pre-recorded online lectures

• Virtual classroom• Online meetings

(Skype, Hangouts, etc.)• Online seminars and lectures • Instant messaging

Technology, Digital Curriculum and Resources:

• Lenovo Yoga Take Home Devices• Kajeet Wireless Hotspots• Schoology• Google Apps for Education

45

AP Blended Learning Course Overview

Grade Level: 10, 11, 12

For more information, please visit:

https://apstudent.collegeboard.org/apcourse/ap-human-geography

Description:

This course introduces students to the systematic study of patterns and processes that have shaped human understanding, use and alteration of the Earth’s surface. Students employ spatial concepts and landscape analysis to examine socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications. The curriculum reflects the goals of the National Geography Standards (2012).

Prerequisite:

There are no prerequisites for AP Human Geography. Students should be able to read college-level texts and apply the conventions of standard written English in their writing.

Objectives:

Upon successful completion of the course, students will be able to: ● Interpret maps and analyze geospatial data

● Understand and explain the implications of associations and networks among phenomena in places

● Recognize and interpret the relationships among patterns and processes at different scales of analysis

● Define regions and evaluate the regionalization process

● Characterize and analyze changing interconnections among places

Outline:

Students will:

● Attend at least one face-to-face and/or one live online session per week● Have access to an archive of recorded online sessions ● Engage in at least one discussion board per week● Have access to pre-recorded online lectures

AP Human Geography*

*Indicates blended learning offering

http://apstudent.collegeboard.org/apcourse/ap-human-geography

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https://apstudent.collegeboard.org/apcourse/ap-psychology

Description:

This course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, analyze bias, evaluate claims and evidence, and effectively communicate ideas.

Prerequisite:

There are no prerequisites for AP Psychology. Students should be able to read a college-level textbook and write grammatically correct, complete sentences.

Objectives:

The AP Psychology course includes the systematic and scientific study of behavior and mental processes represented by the following topics, concepts and key contributors to each field:

● History and approaches ● Research methods ● Biological bases of behavior ● Sensation and perception ● States of consciousness ● Learning ● Cognition

Outline:

Students will:

● Attend at least one face-to-face and/or one live online session per week

● Have access to an archive of recorded online sessions

● Engage in at least one discussion board per week

● Have access to pre-recorded online lectures

● Motivation and emotion ● Developmental psychology ● Personality ● Testing and individual differences ● Abnormal behavior ● Treatment of abnormal behavior ● Social psychology

AP Psychology*


http://apstudent.collegeboard.org/apcourse/ap-psychology

47


Grade Level: 11, 12


https://apstudent.collegeboard.org/apcourse/ap-english-language-and-composition

Description:

The AP English Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum, which requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in nonfiction texts, including graphic images as forms of text, from many disciplines and historical periods.

Prerequisite:

There are no nationwide prerequisites for AP English Language and Composition. Students should be able to read and comprehend college-level texts and apply the conventions of Standard Written English in their writing. Cincinnati Public Schools requires students to have passed English 9 and 10 prior to taking this AP course.


http://apstudent.collegeboard.org/apcourse/ap-english-language-and-composition

http://apstudent.collegeboard.org/apcourse/ap-english-language-and-composition

48

Objectives:

The AP English Language and Composition course is designed to help students become skilled readers and writers through engagement with the following course requirements:

● Composing in several forms (e.g., narrative, expository, analytical and argumentative essays) about a variety of subjects

● Writing that proceeds through several stages or drafts, with revision aided by teacher and peers

● Writing informally (e.g., imitation exercises, journal keeping, collaborative writing), which helps students become aware of themselves as writers and the techniques employed by other writers

● Writing expository, analytical and argumentative compositions based on readings representing a variety of prose styles and genres

● Reading nonfiction (e.g., essays, journalism, science writing, autobiographies, criticism) selected to give students opportunities to identify and explain an author’s use of rhetorical strategies and techniques

● Analyzing graphics and visual images both in relation to written texts and as alternative forms of text themselves

● Developing research skills and the ability to evaluate, use and cite primary and secondary sources

● Conducting research and writing argument papers in which students present an argument of their own that includes the analysis and synthesis of ideas from an array of sources

● Citing sources using a recognized editorial style (e.g., Modern Language Association, The Chicago Manual of Style)

● Revising their work to develop— - A wide-ranging vocabulary used appropriately and effectively - A variety of sentence structures, including appropriate use of subordination and

coordination - Logical organization, enhanced by techniques such as repetition, transitions and

emphasis - A balance of generalization and specific, illustrative detail - An effective use of rhetoric, including tone, voice, diction and sentence structure

Outline:

Students will:

● Attend at least one face-to-face and/or one live online session per week● Have access to an archive of recorded online sessions



49




https://apstudent.collegeboard.org/apcourse/ap-statistics

Description:

The AP Statistics course is equivalent to a one-semester, introductory, non-cal-culus-based college course in statistics. The course introduces students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. There are four themes in the AP Statistics course: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. Students use technology, investigations, problem solving and writing as they build conceptual understanding.

Prerequisite:

Students must have taken Algebra II before enrolling in AP Statistics.

Objectives:

Students who are enrolled in AP Statistics are expected to:

● Describe patterns and departures from patterns

● Plan and conduct a study

● Explore random phenomena using probability and simulation

● Estimate population parameters and test hypotheses

Outline:

Students will:





AP Statistics*


https://apstudent.collegeboard.org/apcourse/ap-statistics

50




https://apstudent.collegeboard.org/apcourse/ap-environmental-science

Description:

The AP Environmental Science course is the equivalent of a one-semester, introductory college course in environmental science, through which students engage with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world. The course requires that students identify and analyze natural and human-made environmental prob-lems, evaluate the relative risks associated with these problems and examine alternative solutions for resolving or preventing them. Environmental Science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry and geography.

Prerequisite:

Students should have completed two years of high school laboratory science—one year of life science and one year of physical science (for example, a year of Biology and a year of Chemistry). Students should also have taken at least one year of Algebra. Also desirable (but not necessary) is a course in Earth Science.

Objectives and Scientific Processes:

● Critically observe environmental systems

● Develop and conduct well-designed experiments

● Use appropriate techniques and instrumentation

● Analyze and interpret data, including appropriate statistical and graphical presentations

● Think analytically and apply concepts to the solution of environmental problems

● Make conclusions and evaluate their quality and validity

● Propose further questions for study

● Communicate accurately and meaningfully about observations and conclusions

Outline:

Students will:


● Participate in 25 percent hands-on laboratory experiences



AP Environmental Science*


https://apstudent.collegeboard.org/apcourse/ap-environmental-science

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2018-19 State & District Assessments for Grades 7-12

Assessments are categorized by typical grade level, but students participate in assessments based on the courses in which they are enrolled and not based on their grade level.

GRADE LEVEL

7

8

9

10

11

STATE PERFORMANCE-BASED & END-OF-YEAR ASSESSMENTS

English Language Arts 7Mathematics 7

English Language Arts 8Mathematics 8Science 8

English Language Arts 9Algebra IBiology

English Language Arts 10GeometryBiologyAmerican History

American GovernmentACT

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Summer Learning Program

ALL CPS high schools offer learning programs that give students the opportunity to take a course that was not successfully completed during the school year or courses specifically targeted for EOC exams. Registration will be conducted toward the end of the second semester. There may be a fee charged for summer learning programs. ALL CPS summer learning programs are taught by certified staff members. In addition to direct teacher-taught courses, students may earn credit through blended online learning models. The most commonly used program is:

Apex Learning

Apex Learning’s standards-based digital curriculum in math, science, English, social studies, world languages and AP provides students with greater flexibility for original credit and credit recovery.

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Student Athletes

CPS GPA standards are higher than OHSAA minimum standards

The Academic Eligibility Policy outlined below applies to all students participating in any school-sponsored athletic or non-athletic extracurricular activity.

Grades 7-12 General Academic Eligibility Policy

Eligibility is established on a quarterly basis and is determined by grades received during the preceding quarterly grading period. Semester, final grades, “fifth quarter” or rubric scores are NOT used to determine eligibility. Summer school grades may NOT be used to substitute for failing grades from the previous grading period or for lack of enough subjects taken during the previous grading period.

Students should be advised not to change their course schedule or drop a course without first consulting their coach, counselor, athletic administrator or principal to determine whether such a change would affect their eligibility.

Grades 9-12: Students who wish to participate in extracurricular activities in Grades 9-12 must be currently enrolled and must have been enrolled in school during the immediately preceding grading period. During the immediately preceding grading period, the student must have received passing grades in a minimum of five one-credit courses or the equivalent that count toward graduation. Each student must also maintain a minimum GPA of no less than 1.0 (please see additional CPS requirements below). Students in grades 9-12 who wish to participate in extracurricular activities must maintain a 2.0 GPA on a 4.0 scale. (All courses will be counted in the cumulative average and quarterly eligibility is independent of the eligibility status of previous quarters.)

Additional CPS High School Grade Point Average Requirement

Students eligible by OHSAA standards with a cumulative GPA of less than 2.0 during the immediately preceding grading period may participate provided they actively participate in identified academic intervention programs as formally established by his or her school. These intervention measures may include weekly eligibility checks, tutoring sessions and study tables. Failure to participate in such intervention programs will result in ineligibility until the conclusion of the quarterly grading period.

In grades 9-12 academic ineligibility will result from one of three ways: a) failure to pass a minimum of five subjects that count towards graduation, b) a GPA of less than 1.0 or c) failure to participate in the school’s academic intervention program, if required to do so. **There is no provision for mid-term eligibility or Academic Probation. Eligibility is established on a quarterly basis with no exceptions.

Grade 9: Students entering the ninth grade for the first time may participate in extracurricular activities for the first quarter of the school year provided they were enrolled in school during the immediately preceding grading period and received passing grades during that grading period in a minimum of five

CPS Quick Reference

Middle School and High School Athletic Extracurricular Eligibility Guide Please refer to Board Policy 2431 for additional and/or updated information

54

subjects. After the first quarter, continued eligibility will be determined by the criteria outlined above pertaining to all other high school students. Eligibility or ineligibility is based solely on quarterly grades from the immediately preceding grading period. Semester, final, rubric, “fifth quarter” or summer school grades have no effect on establishing eligibility.

Grade 8: Students entering the eighth grade for the first time will have eligibility determined on grades received during the fourth quarter of their seventh grade year until grades are issued at the end of the first quarter of the new school year.

Grade 7: A student enrolling in the seventh grade for the first time may participate in extracurricular activities for the first quarter of the school year regardless of past academic performance. Thereafter, to be eligible, a student in grades 7 or 8 must be currently enrolled and must have been enrolled in school in the immediately preceding grading period and received passing grades during that grading period in a minimum of five subjects. Eligibility is determined quarterly by grades received during the immediately preceding grading period.

Links to NCAA and NAIA Eligibility Centers

NCAA College Bound Student-Athletes Guide: http://www.ncaapublications.com/

http://www.naia.org/fls/27900/1NAIA/legislative/rulesed/RulesEd_FreshmanEligibility_Handout.pdf?SPSID=647589&SPID= 100441&DB_OEM_ID=27900

For information about extracurricular activities and clubs, please refer to the High School Guide for a detailed list per high school.

http://www.cps-k12.org/schools/high-schools

http://www.ncaapublications.com/

http://www.ncaapublications.com/

http://www.naia.org/fls/27900/1NAIA/legislative/rulesed/RulesEd_FreshmanEligibility_Handout.pdf?SPSID=647589&SPID=100441&DB_OEM_ID=27900








55

Personalized Learning Supports

Middle School and High School Programs

There are three overarching goals of CPS’ My Tomorrow Personalized Learning Supports:

1. Identify and support students’ NEEDS so they may become skilled learners who manage their educational experiences.

2. Identify and support students’ INTERESTS so they may formalize their learning path toward college and career readiness.

3. Identify and support students’ STRENGTHS so they may contribute to their school community and their own communities.

CPS high school and middle school programs offer a structured system of extra help to assist students in completing programs of study. A set of academic interventions and programs of support are available at each campus. These interventions and programs align with the curriculum taught in the classrooms and are summarized here.

School-Wide Systems of Teacher Collaboration

• Department meetings• A collaborative culture• Grade-level team meetings • Special Education Department meetings• Intervention Assistance Team (IAT)• PBIS

Continuum of Services for Students with Disabilities (IEP)

Grades 7 and 8Each school offers its own continuum of services in combination with district-specialized classroom programs. Examples of services available in grades 7 and 8: • Inclusion support in the general

education classroom• Inclusion support co-teaching• Resource room to support progress

in the general education classroom• Cross-categorical classroom with

modified curriculum

Please see the school’s case coordinator for more information.

Grades 9-12Each school offers its own continuum of services in combination with district-specialized classroom programs. Examples of services available in grades 9-12:• Inclusion support in the general

education classroom• Inclusion support co-teaching• Resource room to support progress

in the general education classroom• Cross-categorical classroom with

modified curriculum

Please see the school’s case coordinator for more information.

Other Possible Supports and Services for Diverse Learners

• Speech and language services• Occupational/physical therapy

services• 504 coordinator• Postsecondary transition coordinator• Case coordinator • School psychology services• Home instruction • Assistive technology• Gifted resources• English as a Second Languag support

Behavior Supports

Please see your school’s IAT for more details regarding interventions available. Some examples include: • Check in-check out• Functional Behavior Assessment• Behavior support plans• Peer mediation• PBIS

Research-Based Academic Interventions

Please see your school’s IAT for more details regarding interventions available. Some examples include: • Corrective reading• Orton Gillingham• Teacher-developed supports/tools

Intervention Courses

Please see your school’s IAT for more details regarding interventions available. Some examples include: • Mathematics Intervention Course• Reading Intervention Course• Behavior/Social Skills Course• Entry Year 7th Grader Course• Entry Year 9th Grader Course

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Credit Recovery Opportunities

Apex Learning and other online curricula and offline courses are available. Options vary by school.

Extra Help Supports

Each school offers a range of extra help supports. Examples include: • Teacher help nights• Guidance office• Writing lab• Mathematics tutors• Reading tutors• Peer mentors • Course optioning for students• Options for a program of study • Jobs for Cincinnati graduates• MORE (Men Organized,

Respectful and Educated)• Cincinnati Youth Collaborative• Adult mentors

Acceleration Opportunities

Each school offers a range of acceleration opportunities. Examples include: • AP course offerings• Advanced Mathematics courses• Advanced English/Language Arts

courses• Advanced Social Studies courses• Advanced Science courses• Dual Enrollment courses

(College Credit Plus)• Project-based learning• Capstone projects

Enrichment Opportunities

Each school offers its own variety of enrichment opportunities. Examples include: • Job shadowing• Study abroad • Visual/performing arts opportunities

• Student leadership opportunities• Yearbook• Student Council• Outdoor adventure activities• Technology activities

ACT & SAT Preparation Opportunities

CPS offers multiple ACT and SAT preparation opportunities. Examples include:• PSAT Testing• MORE program support• Cincinnati Youth Collaborative/

Grad Cincinnati• During and after school preparation

opportunities• College for Every Student resources• ACT and SAT preparation courses• School-developed programs/activities• Torch Prep• ACT Academy

School-Based Counseling & Mental Health Partners

• The Children’s Home of Cincinnati• Lighthouse Youth Services• Tri-Health• Central Clinic• St. Aloysius• Talbert House• Beech Acres• Child Focus• St. Joseph’s Orphanage• Greater Cincinnati Behavioral

Health• Cincinnati Children’s Hospital

Medical Center

Community Learning Centers (CLC)

CLCs extend the personalized learning supports at schools. They serve as hubs for community services, providing a system of integrated partnerships that promote academic excellence and offer

recreational, educational, social, health, civic and cultural opportunities for students, families and the community.

The following schools are Community Learning Centers:

• Dater High School• Gamble Montessori High School• Oyler School• Riverview East Academy• Shroder High School• Taft Information Technology High

School• Western Hills University High School• Withrow University High School• Woodward Career Technical High

School• Academy of World Languages• Hartwell School• Roberts Paideia Academy• Sayler Park School

High School-Based Health Centers

School-based health centers remove health and wellness barriers to student achievement by offering a range of preventative care services and other services to address the chronic health needs of students. Collectively, these centers support a variety of students’ needs across the district and support the goals of personalized learning.

The following high schools have School-Based Health Centers:• Aiken New Tech High School• Dater High School• Hughes STEM High School• Oyler School• Riverview East Academy• Robert A. Taft High School• Western Hills University High School• Withrow University High School• Woodward Career Technical High

School

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2018-19 Calendar

Aug 13 Teacher Professional Development Day. No Students.Aug 14 Professional Meeting Day. No Students.Aug 15 Schools Open. Students Report.

Sept 3 Labor Day Holiday. Schools Closed.Sept 17 Staff Professional Development Day. No Students.

Oct 12 End of First Quarter. (42 Instructional Days, 44 Staff Days)Oct 22 Staff Professional Development Day. No Students.

Nov 6 Election Day. No Students. Administrators Report.

Nov 12 Veterans’ Day Holiday. Schools Closed.Nov 21 Conference Day. No Students.Nov 22 Thanksgiving Holiday. Schools Closed.Nov 23 Schools Closed.

Dec 21 End of Second Quarter. (46 Instructional Days, 47 Staff Days) Dec 24-Jan 4 Winter Recess. Schools Closed. (10 days)Dec 25 Christmas Day Holiday Observance.

Jan 1 New Year’s Day Holiday Observance.Jan 7 Schools Reopen. Students Report.Jan 14 Staff Professional Development Day. No Students.Jan 21 Martin Luther King Jr. Day Holiday. Schools Closed.

Feb 4 Teacher Learning Teams. No Students. Feb 18 Presidents’ Day Holiday. Schools Closed.

Mar 15 End of Third Quarter. Students Report. (45 Instructional Days, 47 Staff Days) Mar 22-29 Spring Recess. Schools Closed. (6 days)

Apr 1 Schools Reopen. Students Report.

May 23 End of Fourth Quarter. Last Day for Students. (45 Instructional Days, 45 Staff Days) May 24 Professional Meeting Day. Last Day For Teachers.May 27 Memorial Day Holiday. Schools Closed.

June 3-28 Elementary Summer School. (20 Instructional Days)June 3-28 Senior Summer School. (20 Instructional Days)

July 4 Independence Day. Holiday Observance. Schools Closed.

Notes: 178 Student Days / 191 Teacher Days

2018-19 Districtwide School Year Calendar

Legend

Days of Instruction 4 Teacher & Parent Conference Day No Students, Teachers Report l Staff Professional Development Day H Schools Open for School Year t Elementary Summer School Q End of Quarter s Senior Summer Schoolv Holiday/Break u Professional Meeting Dayk Learning Teams

AUGUST 2018 FEBRUARY 2019M T W T F M T W T F 1 2 3 16 7 8 9 10 4 l 5 6 7 89 10 11 12 13 11 12 13 14 1513 l 14 u 15 H 16 17 18 v 19 20 21 2220 21 22 23 24 25 26 27 28 27 28 29 30 31

SEPTEMBER 2018 MARCH 2019M T W T F M T W T F 13 v 4 5 6 7 4 5 6 7 810 11 12 13 14 11 12 13 14 15 Q17 l 18 19 20 21 18 19 20 21 22 v24 25 26 27 28 25 v 26 v 27 v 28 v 29 v

OCTOBER 2018 APRIL 2019M T W T F M T W T F1 2 3 4 5 1 2 3 4 5 8 9 10 11 12 Q 8 9 10 11 1215 16 17 18 19 15 16 17 18 1922 l 23 24 25 26 22 23 24 25 2629 30 31 29 30

NOVEMBER 2018 MAY 2019M T W T F M T W T F 1 2 1 2 35 6 4 7 8 9 6 7 8 9 1012 v 13 14 15 16 13 14 15 16 1719 20 21 4 22 v 23 v 20 21 22 23 Q 24 u26 27 28 29 30 27 v 28 29 30 31

DECEMBER 2018 JUNE 2019M T W T F M T W T F3 4 5 6 7 3 st 4 st 5 st 6 st 7 st

10 11 12 13 14 10 st 11 st 12 st 13 st 14 st

17 18 19 20 21 Q 17 st 18 st 19 st 20 st 21 st

24 v 25 v 26 v 27 v 28 v 24 st 25 st 26 st 27 st 28 st

31 v

JANUARY 2019 JULY 2019M T W T F M T W T F 1 v 2 v 3 v 4 v 1 2 3 4 v 57 8 9 10 11 8 9 10 11 1214 l 15 16 17 18 15 16 17 18 1921 v 22 23 24 25 22 23 24 25 2628 29 30 31 29 30 31

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