This art course requires students to produce at least two major works in clay. Students will produce projects that are technically and aesthetically satisfactory and suited sculpturally to the clay medium. Students will know how to create with intention and how 3-D works express meaning.

A second year course that provides an opportunity for students to expand on the drawing and painting concepts introduced in introductory art classes such as DPA or Art A. Emphasis is placed on experiences with design principles, drawing techniques and painting skills leading to the development of abilities that are necessary for advanced art courses. Students are given more in depth problems to solve creatively while becoming more adept through a broad exposure to various media.

This Art course stresses printmaking as a creative art form. The students will pursue in-depth study of woodcuts, linoleum block, serigraphy, aquatint etching, offset, and letter press lithography according to availability of materials. The students will produce innovative and imaginative uses of materials and techniques.

This AP Art course is a college-level art course where students develop a mastery of design in concept, composition, and execution. This course is for students seriously interested in pursuing their artistic studies. Students must be self-directed and able to work independently outside of class with grit and determination in order to succeed in this course. The AP ‘exam’ is the production of a portfolio of works based on an inquiry of their choice, which must demonstrate a variety of high-level skills and approaches in 2-D design or drawing.

This art course is a foundational study of photography. Students will explore the basic rules of composition including the rule of thirds, balancing elements, leading lines, viewpoint, patterns, depth, and framing. Students will also explore the basic technical components of photography such as ISO, shutter speed, aperture, and depth of field. Resources permitting, students will utilize Photoshop to manipulate and edit images.

In Principles of Business, Marketing, and Finance, students gain knowledge and skills in economies and private enterprise systems, the impact of global business, the marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. This course allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings in business, marketing, and finance.

The AIP internship course is a paid internship experience for 12th and 11th grade students participating in a coherent sequence of career and technical
education courses. This course is designed to provide real-world work experience and professional exposure in an aligned CTE program of study and will receive course credit upon internship completion. A student must be enrolled or have completed the 3rd level course in an approved CTE program of study in order to be eligible to participate. Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society

This course is designed to assist students in developing oral and written
communication skills, and professionalism as they prepare for post high
school endeavors. This course will improve students speaking and listening
skills as they learn effective ways to communicate in a professional
environment. Students will develop the necessary professional skills that
they need to be successful in the workplace. Key areas of focus for this
course are critical thinking, leadership, communication skills, financial
management, and digital technology. This course is a prerequisite to
General Explorations II and III

This course is designed to facilitate student participation in work-based learning experiences within the community. Students will have the opportunity to intern at a local business or community based organization in a career pathway aligned to their interest. This course is centered on project-based learning by students demonstrating their understanding of concepts related to financial management, payroll, career management, personal preferences and choices, teamwork, professionalism, and work ethic.

The AIP internship course is a paid internship experience for 12th and 11th grade students participating in a coherent sequence of career and technical
education courses. This course is designed to provide real-world work experience and professional exposure in an aligned CTE program of study and will receive course credit upon internship completion. A student must be enrolled or have completed the 3rd level course in an approved CTE program of study in order to be eligible to participate. Students are taught employability skills, including job-specific skills applicable to their training plan, job interview techniques,

Travel and Tourism Management incorporates management principles and procedures of the travel and tourism industry as well as destination geography, airlines, international travel, cruising, travel by rail, lodging, recreation, amusements, attractions, and resorts. Employment qualifications and opportunities are also included in this course.

This course is recommended for students in Grades 11-12. Prerequisite:
Graphic Design and Illustration I. Students shall be awarded one credit for
successful completion of this course.

This English course builds upon the literary knowledge and language skills covered in English II. Students will learn classical and contemporary literature with an emphasis on American works. Students will be able to write arguments, informative/explanatory works and narratives in response to readings and research.

This English course builds upon the literary knowledge and language skills covered in English II. Students will learn classical and contemporary literature with an emphasis on American works. Students will be able to write arguments, informative/explanatory works and narratives in response to readings and research.
Restrictive Environment 2

This English course builds upon the literary knowledge and language skills covered in English III. Students will study multicultural and world classical and contemporary works with an emphasis on British literature. Students will be able to write well-developed arguments, informative/explanatory works, book and media reviews, and a documented paper, using appropriate technology.
Restrictive Environment 1

The AP English Literature and Composition course aligns to an introductory college-level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work's structure, style, and themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.

This English course serves as preparation for Advanced Placement courses and focuses on close reading of poetry, novels, plays, stories, and essays, both classical and modern. Students will learn rhetorical devices and concepts needed for writing close literary analysis. Students will be able to write literary analysis, as well as argumentative, expository, and creative writing with increasing sophistication.

This Honors English course serves as preparation for Advanced Placement courses and focuses on close reading of poetry, novels, plays, stories, and essays, both classical and modern. Students will learn rhetorical devices and concepts needed for writing close literary analysis. Students will be able to write literary analysis, as well as argumentative, expository, and creative writing with increasing sophistication.
Restrictive Environment 2

This English course provides students with a broad range of experiences in oral communication. Students will learn group discussion techniques and parliamentary procedures. Students will be able to give increasingly demanding speeches and express their abstract ideas in concrete form.

This English course builds upon the content covered in English I and serves as an Advanced Placement feeder course. Students will learn rhetorical devices, symbolism, alternative writing styles, and the development of the modern novel. Students will be able to produce close literary analyses, as well as argumentative, expository, and creative writing with increasing clarity and sophistication. Students in this course can expect a significantly greater number of reading and writing assignments.

This English course introduces skills necessary for students to become indepth researchers, technical and persuasive writers, effective communicators, and perceptive listeners. Students will learn argumentation and persuasion theories and public speaking techniques. Students will research topics, organize findings, and write persuasive cases.

This journalism course exposes students to techniques of writing for a newspaper or magazine. Students will study theories and procedures of journalism and examine all aspects of newspaper publication (gathering, writing, editing, displaying the news, and using technology) and other mass media.

This journalism course builds upon the skills learned in Journalism II. Students will apply all aspects of the writing process (i.e., prewriting, drafting, editing, and proofreading) to written work. Students will be introduced to the skills necessary to produce a variety of mass communication documents. Students will demonstrate knowledge of organization and management techniques relating to mass communications, including leadership and business skills, time management, and use of personnel and task organization. This course is recommended for students interested in related careers.

This English course surveys the historical development of ethnic American literature from its origins to modern times. Students will read, discuss, and write on African American, Hispanic American, Asian American, and Native American literature, seeking commonalities and an understanding of the different contributions of each ethnic group. Students will analyze a variety of genres, including the novel, drama, poetry, short story, nonfiction, and others. Completion of several short papers and one longer documented paper of 500-800 words is also required.

This Drama course traces contemporary drama's remarkable history of experiments with new and powerful techniques of dramatizing and analyzing human behavior. Students will place particular emphasis on groundbreaking works from provocative contemporary playwrights. Students will be required to evaluate their own work and the work of others and to read and discuss five plays. Students will further participate in lectures and discussion on craft issues including voice, structure, format, submission techniques, and the play development process.

This course is designed to provide differentiated reading intervention to students needing literacy support. Students may take this one-credit
elective course twice and are expected to hone foundational literacy skills.

This course is intended to follow Yearbook 1 and extends the learning, focusing on skills needed for production of the school yearbook. Students will cover techniques of advertising, journalistic writing, photo selection, and layout design. Students learn about possible careers in printing, costs of printing, and printing techniques.

This course is designed for entering-beginning English language learners (WIDA language proficiency levels 1-2.4). This ESL course teaches the English language with an emphasis on continuing the development of basic interpersonal communicative skills, building academic vocabulary, and engaging students in literary analysis as students build upon their listening, speaking, reading, and writing skills. As part of this course, students will explore content from both social and academic contexts. Students learn strategies in order to advance their reading, listening and pronunciation. They expand oral comprehensibility and will develop their production of complete sentences, a standard

This ESL course is designed for developing-expanding English language learners (WIDA language proficiency levels 3-4.9) enrolled simultaneously in English I (E03). Students will continue to build their understanding of cognitive academic language as well as interpersonal communication skills. Students will engage in the exploration of and use of language structures with increasing linguistic complexity, vocabulary that includes more technical language related to the content areas, and communication that is increasingly comprehensible and fluent. In this course advanced English language learners discover how to use and extend their vocabulary, grammar, and communication skills more consciously

This ESL course should be partnered with core content social studies courses (1.0 credit) and should only be used for students who enroll after
the start of the second semester; too late to receive core credit for their science study. Enrolling the student in this course allows the student to
earn elective credit as opposed to an "Audit" in a core content course.

This ESL course provides language support for expanding-bridging English learners (WIDA language proficiency levels 4-5) enrolled simultaneously in English IV (E06). Students will continue to build their understanding of cognitive academic language as well as interpersonal communication skills. This course is aligned to CCSS standards, curriculum, and instruction, with specific focus on the literary elements, technical vocabulary, and genres of text explored through the English IV course. The course will also be aligned to the WIDA English Language Proficiency Standards, as appropriate to the students' levels. Students will engage in the exploration of and use of language structures with increasing

This course is designed for developing-expanding English learners (WIDA language proficiency levels 3-4). Through the use of the intervention, English 3D, students will gain confidence in using more complex academic language structures in their writing and speaking skills. Students are being taught research and debate skills both in speaking and writing. This is the first year of the course.

This ESL course provides language support to students enrolled simultaneously in Algebra I. This course supports the students' understanding of the language and language structures associated with the content study. This course can provide additional language support for students who have been struggling with the content due to the linguistic challenge.

The Government and Public Administration Career Cluster focuses on planning and performing governmental functions at the local, state, and federal levels, including governance, national security,foreign service, planning, revenue and taxation, and regulations. Principles of Government and Public Administration introduces students to foundations of governmental functions and career opportunities within the United States and abroad. Students will examine governmental documents such as the U.S. Constitution, current U.S. Supreme Court and federal court decisions, and the Bill of Rights.

This Social Studies course introduces ninth graders to world history and geography during the medieval and early modern eras. Students will study the development and changes of complex civilizations, identify and explore the similarities and patterns of these civilizations, and analyze ways that concurrently developing civilizations affected each other. Major eras and trends of study include: developments during the Middle Ages of the Islamic, Chinese, Japanese, sub-Saharan, European, Andean, and Mesoamerican civilizations; the Golden Age of the Ottoman Empire; the Renaissance and Reformation; colonialism; Scientific Revolution; the Age of Political Revolutions; and the trans-Atlantic slave trade. Student learning will be shaped by an understanding of the historic and contemporary phenomena through the categorical lenses of social, political, religious, intellectual, technological, economic, and environmental thought. Projects and activities throughout this course will reflect the skills expectations of rote, reasoning, reflection, and research. Additionally, the five themes of geography (location, movement, region, place, and human-environmental interaction) will be integrated so that students better understand the relationship between geography and the development of civilizations.
Restrictive Environment 1

This Social Studies course introduces tenth graders to world history and geography during the modern era. Students will study the development and changes of complex civilizations from approximately 1750 to the present. Students will be able to apply their understanding of the historic as well as the contemporary geographic, social, political, and economic consequences of the various areas and problems they review as they relate to the French Revolution, the Industrial Revolution, the Rise of Imperialism and Colonialism, World War I, Totalitarianism, World War II, and Nationalism.

This Social Studies course introduces tenth graders to world history and geography during the modern era. Students will study the development and changes of complex civilizations from approximately 1750 to the present. Students will be able to apply their understanding of the historic as well as the contemporary geographic, social, political, and economic consequences of the various areas and problems they review as they relate to the French Revolution, the Industrial Revolution, the Rise of Imperialism and Colonialism, World War I, Totalitarianism, World War II, and Nationalism.
Restrictive Environment 2

This Social Studies course reviews the settlement of the colonies and the American Revolution, westward expansion, the Civil War, and Reconstruction. Students will examine the major turning points in American history from the Industrial Revolution through the 20th century. Students will evaluate the effect on major national developments of the expanding role of the federal government and the federal courts; the balance of power between the right of the individual and states' rights; the continuing struggle between minority rights and majority power; the emergence of a modern corporate economy; the impact of technology; and the role of the United States as a major world power.

This Social Studies course applies knowledge gained in previous years of study to a deeper understanding of the institutions of American Government. In addition, students draw on their studies of world and American history and geography and other societies to compare differences and similarities in world governmental systems today. This course is the culmination of the social science classes designed to prepare students to address society's problems, to understand and participate in the governmental process, and to be a responsible citizen of the United States and the world.

This Social Studies course applies knowledge gained in previous years of study to a deeper understanding of the institutions of American Government. In addition, students draw on their studies of world and American history and geography and other societies to compare differences and similarities in world governmental systems today. This course is the culmination of the social science classes designed to prepare students to address society's problems, to understand and participate in the governmental process, and to be a responsible citizen of the United States and the world.

This social science course examines the major events in Washington, DC's history, particularly in relationship to the students' past learning of American history. Students will study the creation of Washington, DC and the subsequent historical developments of the capital city of the United States. Students will also study major influences, including slavery, war, emancipation, Reconstruction, urbanization, civil rights, and home rule.

This Social Studies course examines African Americans, their history, and their culture in order to develop an understanding and an appreciation of the role played by the African Americans in the history of America. Students will be able to trace African American history and culture back to the kingdoms of ancient Africa.

This Social Studies course examines a variety of topics related to Asia,
including the physical and political geography, history, languages, literature,
philosophy, culture, fine arts, ecology, economics, and politics of its various
countries.

This Social Studies course is an experiential course that helps students learn how to effectively mediate student conflicts. Students will understand the dynamics of conflict and communication, learn to communicate with various parties in conflict, and guide disputants to resolutions of conflicts. Upon completion of the course, all successful students will be certified to become Peer Mediators.

This Social Studies course enables students to identify issues of concern for themselves and their peers both within their school and their surrounding community. Students will be able to organize themselves under the organizational structure of SGA, to empower themselves to work for change that is in the best interest of themselves and their peers. Students will learn through reflection on their work together how to be resourceful, how to come together for a common purpose, and how to create change.

This Social Studies elective course will introduce students to the U.S. Constitution and the role of the U.S. Supreme Court in interpreting the Constitution. Students will read excerpts of important cases in constitutional law (including, but not limited to, Tinker v. Des Moines Independent School District, Brown v. Board of Education, and Goss v. Lopez) and study how the Constitution affects their lives as young people and society at large. The course also involves experiential learning, including: developing a class constitution; participating in moot court competitions; engaging in voter education and registration efforts; visiting the Constitution-in-Action Lab at the National Archives; observing oral arguments at the Supreme Court; and participating in workshops at the Newseum. 0.5-credit. Offered in collaboration with American University's Washington College of Law.

This Social Studies course serves as an introductory survey of women in the United States and the wider world, from the seventeenth to the late twentieth first century. It will explore roles of women in the social, economic, and political development of the United States. Questions about race, class, ethnicity, and gender will be explored in this course.

This Social Studies course is designed for systemic 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 human and social organization and its environmental consequence. They also learn about the methods and tools geographers use in their science and practice. The particular topics in this course should be judged in light of the following five college-level goals that build on the National Geographic Standards developed in 1994 and revised in 2012. The student should be able to: 1) Interpret maps and analyze geospatial data; 2) Understand and explain the implications of associations and networks among phenomena in places; 3) Recognize and interpret the relationships among patterns and processes at different scales of analysis; 4) Define regions and evaluate the regionalization process; 5) Characterize and analyze changing interconnections among places. This course is taught with college-level texts, and preparation for the AP test will be a goal of the course. Participation in AP professional development is required to teach an AP course.

Study includes general concepts used to interpret United States politics, as well as an examination of the various institutions, groups, beliefs, and ideas that make up American politics. Focus is given to analysis of historical materials--their relevance to a given interpretive problem, their reliability, and their importance. Students will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. This course prepares students for intermediate and advanced college social studies courses.

This Social Studies course is designed to give students a thorough understanding of principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets, and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. The course is taught with college-level texts, and preparation for the A.P. test will be an integral part of the course. This program of study prepares students for intermediate and advanced college social studies courses. Participation in AP professional development is required to teach an AP course.

Woodworking is a course designed to introduce students to general woodworking practices. Students will expand their knowledge and experience through various projects, lessons, and vocabulary. Students will be expected to learn about and safely use hand tools, power tools, and woodworking machinery. The projects are designed to give students as much experience as possible by using many different machines and tools. The projects will also cover as many aspects of the building and woodworking industries as is possible in an entry level course.Upon successful completion of this course, the student will have woodworking skills that will be useful in any aspect of the construction industry. Additionally, the student should have a broader understanding of construction processes as well as more in depth problem solving skills.

This French course develops learners’ ability to communicate about themselves and their immediate environment in all four language skills (listening, speaking, reading, and writing). The course emphasizes listening comprehension skills so that learners can function in a variety of real-world situations. Learners study the following themes: student life, social life, family life, community life, geography, history, and the cultures of the French-speaking world. The expected proficiency level at the completion of the course is Novice Mid-High, as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

This French course continues to develop and refine learners’ proficiency in all four language skills (listening, speaking, reading, and writing). At this level, learners expand vocabulary and idiomatic expressions in the context of everyday interactions and social relationships. Learners gain a deeper understanding of the world around them as they study the following themes: external influences and global identities, beliefs and values, the environment, travel and tourism, planning for the future, freedom and responsibility, change and expansion, global communities, political and economic landscapes, and the culture of the francophone world. The expected proficiency level at the completion of the course is Intermediate Low as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

The AP French Language and Culture course takes a holistic approach to language proficiency and recognizes the complex interrelatedness of comprehension, vocabulary usage, language control, communication strategies, and cultural awareness. The AP French Language and Culture course promotes both fluency and accuracy in language use, and teaches students to not overemphasize grammatical accuracy at the expense of communication. Learners engage in cultural exploration of both contemporary and historical contexts. The course develops learners? awareness and appreciation of tangible cultural products (e.g., tools, books, music); intangible cultural products (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions that underlie both practices and products). The coursework provides learners with opportunities to perform Intermediate to Advanced level tasks, as described in the ACTFL Proficiency Guidelines.

This Italian course develops learners’ ability to communicate about themselves and their immediate environment in all four language skills (listening, speaking, reading, and writing). It emphasizes listening comprehension skills so that learners can function in a variety of real-world situations. Learners study the following themes: student life, social life, family life, community life, geography, history, and the cultures of the Italian-speaking world. The expected proficiency level at the completion of the course is Novice Mid-High as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

This Italian course continues to develop and refine learners’ proficiency in all four language skills (listening, speaking, reading, and writing). At this level, learners expand their vocabulary and command of idiomatic expressions in the context of everyday interactions and social relationships. Learners gain a deeper understanding of the world around them as they study the following themes: external influences and global identities, beliefs and values, the environment, travel and tourism, planning for the future, freedom and responsibility, change and expansion, global communities, political and economic landscapes, and the culture of the Italian-speaking world. The expected proficiency level at the completion of the course is Intermediate Low, as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

The AP Spanish Literature and Culture course is designed to introduce learners to the formal study of a representative body of literature, written in Spanish, from Spain, Latin America and the United States. The course provides learners with ongoing and varied opportunities to develop proficiency in Spanish across a full range of skills, with an emphasis on critical reading and analytical writing. It also encourages learners to reflect on the many voices and cultures included in a diverse body of literature written in Spanish. The coursework allows students to perform Intermediate to Advanced level tasks and beyond, as described in the ACTFL Proficiency Guidelines.

This Spanish Heritage Language II course is designed for heritage languageLearners (HLL). Learners refine their Spanish proficiency across three communicative modes: interpersonal (interactive communication); interpretive (receptive communication), and presentational (productive communication). Learners continue to learn how to function in real-life situations by using complex language structures and expanded vocabulary, idiomatic expressions, and colloquialisms in the context of everyday interactions and social relationships. Learners deepen their understanding of the world around them as they study the principal theme of our world (nuestro mundo) and the following subthemes: our identity, our past time, our heritage, and our artistic world (nuestra identidad, nuestro ocio, nuestra herencia y nuestro mundo creativo). Learners explore the cultures of targeted regions of Spanish-speaking countries. The expected proficiency level is Intermediate Mid-High, as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

This Spanish course develops learners’ ability to communicate about themselves and their immediate environment in all four language skills (listening, speaking, reading, and writing). It emphasizes listening comprehension skills in order to function in a variety of real-world situations. Learners study the following themes: student life, social life, family life, community life, geography, history, and the cultures of the Spanish-speaking world. The expected proficiency level at the completion of the course is Novice Mid-High as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

This Spanish course continues to develop and refine learners’ proficiency in all four language skills (listening, speaking, reading, and writing). At this level, learners expand vocabulary and idiomatic expressions in the context of everyday interactions and social relationships. Learners gain a deeper understanding of the world around them as they study the following themes: external influences and global identities, beliefs and values, the environment, travel and tourism, planning for the future, freedom and responsibility, change and expansion, global communities, political and economic landscapes, and the culture of the Spanish-speaking world. The expected proficiency level at the completion of the course is Intermediate Low, as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

The AP Spanish Language and Culture course takes a holistic approach to language proficiency, recognizing the complex interrelatedness of comprehension, vocabulary usage, language control, communication strategies, and cultural awareness. The AP Spanish Language and Culture course promotes both fluency and accuracy in language use, and it teaches students to not overemphasize grammatical accuracy at the expense of communication. Learners explore culture in both contemporary and historical contexts. The course develops learners? awareness and appreciation of tangible cultural products (e.g., tools, books, music); intangible cultural products (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions that underlie both practices and products). The course work provides learners with opportunities to perform Intermediate to Advanced level tasks, as described in the ACTFL Proficiency Guidelines.

This year long course is designed to explore new literary texts written in Spanish-speaking regions of the world from the first half of the 19th century onwards. The course will combine literary texts with films, documentaries, and historical sources to enhance the in-depth analysis of contemporary themes relevant to Spanish-speaking communities around the world.

This Mandarin Chinese course continues to develop learners’ proficiency through all four language skills (listening, speaking, reading, and writing). Learners practice communication skills in order to function in real-life situations, using simple language structures and a range of vocabulary. Learners study the following themes: school life, healthy living, personal history and identity, cultural celebrations, travel, geography, history, and the cultures of the Chinese-speaking world. The expected proficiency level at the completion of the course is Novice High to Intermediate Low, as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

The AP Chinese Language and Culture course takes a holistic approach to language proficiency and recognizes the complex interrelatedness of comprehension, vocabulary, language control, communication strategies, and cultural awareness. The AP Chinese Language and Culture course
promotes both fluency and accuracy in language use, and teaches students to not overemphasize grammatical accuracy at the expense of communication. This course engages learners in an exploration of culture in both contemporary and historical contexts. It develops learner's awareness and appreciation of tangible cultural products (e.g., tools, books, music); intangible cultural products.

This Chinese course continues to refine and increase learners’ proficiency in all four language skills (listening, speaking, reading, and writing) with a specific focus on building literacy skills. Student will communicate on diverse topics and abstract by analyzing a range of texts in preparation for the Chinese Language AP and Culture course. This course is for students for have successfully completed Chinese IV. The expected proficiency level at the completion of the course is Intermediate High to Advanced Low as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

This Math course is designed to challenge gifted math students. All of the topics in Algebra I are taught along with the following additional topics: the Binomial Theorem and Pascal’s Triangle, graphing rational functions, and composition of functions.
Restrictive Environment 1

This Math course is designed to challenge gifted math students. All of the topics in Geometry are taught with an emphasis on proofs, and the following additional topics: special triangles and the unit circle, derivation of special trig formulas for area, proof and application of the Law of Sines and Cosines, and Cavalieri’s Principle.

This Math course is designed to challenge gifted math students. All of the topics in Geometry are taught with an emphasis on proofs, and the following additional topics: special triangles and the unit circle, derivation of special trig formulas for area, proof and application of the Law of Sines and Cosines, and Cavalieri’s Principle.
Restrictive Environment 1

Prob/Stat part 1: This Math course covers probability, including applications of the counting theory. Students will learn and be able to perform activities including simulation of probability models using current technology, analysis of games of chance, reliability theory, decision theory, applications of Bayes theorem, and distribution theory.Prob/Stat Part II: This Math course introduces statistics topics that include many real-world applications. Students will learn techniques necessary to run a statistical test for a final project. Students will also gather and organize data, and then analyze and interpret this data incorporating skills learned throughout the semester.This course combines the two half credit Prob/Stat courses I & II.
Restrictive Environment 1

This Math course is an intensive, accelerated course intended to prepare students for advanced mathematics courses. All of the topics in Algebra II are covered, along with the following additional topics: operations with rational expressions, inverses of algebraic and trigonometric functions, applications of inverse functions, proofs of addition and subtraction formulas for sine, cosine, and tangent, and derivation of the equations of ellipses and hyperbolas.

This Math course is an intensive, accelerated course intended to prepare students for advanced mathematics courses. All of the topics in Algebra II are covered, along with the following additional topics: operations with rational expressions, inverses of algebraic and trigonometric functions, applications of inverse functions, proofs of addition and subtraction formulas for sine, cosine, and tangent, and derivation of the equations of ellipses and hyperbolas.
Restrictive Environment 1

This is a college level Math class with college level expectations. Students will learn limits, continuity, derivatives of functions, the definite integral, and their real-world applications. Topics will include products, quotients, parametric functions, the calculus of exponential and logarithmic functions, the calculus of growth and decay, algebraic calculus techniques for the elementary functions, and the calculus of average, extreme, and vector motion. Students investigate and explore situations graphically, numerically, and symbolically. Participation in AP professional development is required to teach an AP course.

This Math course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will study four broad conceptual themes: exploring data; sampling and experimentation; anticipating patterns; and statistical inference. Participation in AP professional development is required to teach an AP course. Note: this is one option to fulfill the requirement for Level IV in the CTE Finance pathway.

This course focuses on functional life skills related to concepts in ELA. Students will be able to determine the main idea in a text they have read and define the meanings of the words and phrases in the text. Students will identify the point of view of the author and determine the author's purpose for writing the text. This course is intended for students with disabilities who are on a certificate track and should count as an elective credit. This class should be taken during the C1 year. This course can be taken in the C2 year, if student has not mastered content based on their IEP goals.

This course focuses on functional life skills related to concepts in ELA.
Students will identify two or more central themes in a text and how those themes build on one another. Students will be able to provide a modified summary of texts they have read. Students will explore important documents in US History and how they are related to ideas and themes that were happening at the time of publication. This course is intended for students who are on a certificate track and counts as an elective credit class. This class should be taken during the C3 year. This course can be taken in the C4 year, if student has not mastered content based on their IEP goals.

This course is designed to expose students to broad concepts related to world geography and cultures. Students will work toward communicating and narrating ideas learned about world geography and cultures concepts. This course is for certificate-track students in their first year of HS only, with a focus on social studies content. It is an elective credit course. This class should be taken during the C1 year. This course can be taken in the C2 year, if student has not mastered content based on their IEP goals.

This course focuses on exposing students to broad concepts related to U.S. history and geography. Students will narrate ideas about U.S. history and U.S. geography concepts. This course is for certificate-track students in their third year of HS only, with a focus on social studies content. It is an elective credit course. This class should be taken during the C3 year. This course can be taken in the C4 year, if student has not mastered content based on their IEP goals.

The purpose of this course is for students to learn appropriate social skills and behaviors related to health. Students will learn about different types of
relationships and the roles and responsibilities of persons in relationships. Students will also learn about sexual behavior and information related to
sexually transmitted diseases and contraceptives. Students will also learn about physical health and well-being. This course is intended for certificate
track students.

This course will help students gain exposure to basic algebraic principles. Students will use these principles and apply them to solve real world problems. Students increase their awareness of simple algebraic concepts. This course is intended for certificate track students only and counts as an elective credit course. This class should be taken during the C2 year. This course can be taken in the C3 year, if student has not mastered content based on their IEP goals.

In this course, students will use foundational math skills learned in previous classes to solve mathematical problems. Students will apply this cumulative
knowledge to real world and career based work problems to ensure they are prepared to solve basic mathematical problems on-the-job. This course is for students who are on a certificate track and counts as an elective credit. This class should be taken during the C4 year. This course can be taken in the C5 year, if student has not mastered content based on their IEP goals.

This science course teaches earth science concepts. Students will be able to demonstrate an understanding of geology, meteorology, oceanography, and space science. This course is intended for certificate-track students

This course should be taken in conjunction with Transition Study Skills I. Students will build on core study skills and continue to practice note taking skills. This course will help students understand the importance and value of studying and explicitly teach students what it means to study. Students will learn how to successfully outline, make notecards, and review for exams. This course is intended for students with disabilities who are on a diploma track.

The purpose of this course is to assist students in actively pursuing an occupation. Students will identify areas of interest and compose plans to achieve the goal of employment. Students will complete job applications, develop resumes, and engage in mock interviews. Instructional strategies should be utilized to help students develop an understanding of the interview process; receive information and advice on various types of interviews; learn traditional interview questions; and develop a repertoire of key interview questions to ask. Career and life role education helps students connect the personal side of their lives to educational growth and career development. This course is

In the second year of this high-school self-advocacy course, students will explore postsecondary activities and begin to set goals to prepare for those activities. This course gives students instruction on skills necessary to become a successful self-advocate within a school setting and in postsecondary
activities. The course focuses on teaching students about their disability, their limitations, and their abilities as it relates to accommodations. The course also prepares students to take a more active role in IEP/504 development, particularly for goal setting. This course is designed for students with disabilities who require a self-contained setting, who are either on a diploma or

In the Human Body Systems (HBS) course, scholars examine the interactions of human body systems as they explore identity, power, movement, protection, and homeostasis. Jackson-Reed Biomedical Ambassadors/Biomedical Science (BMS) scholars will design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal manikin, work through interesting real-world cases and often play the roles of biomedical professionals to solve medical mysteries. This course is designed for 10th grade scholars.

In the Human Body Systems course, activities and projects will introduce students to human physiology, basic biology, medicine, and research processes and allow students to design experiments to solve problems. Whether seeking a career in medicine or healthcare, or simply looking for the challenge of real-world problems, students in Human Body Systems will practice how to think creatively and critically to innovate in science and will gain practical experience with experimental design and the design process. Key biological concepts (connection to Honors Biology) covered include maintenance of homeostasis in the body, metabolism, inheritance of traits, and defense against disease.

In Biomedical Innovations (BI) capstone course, the Biomedical Senior Capstone Candidate (BMSCC) will apply their knowledge and skills to answer questions and or solve problems related to biomedical sciences. Scholars will design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. BMSCC’s will master undergraduate as well as initial postgraduate research skills; APA formatting/citations; create a professionally structured literature review; and participate in formal presentations and a Senior Biomedical Capstone Seminar. Scholars will take on the opportunity to work on a biomedical innovation/independent project through an active internship. BMSCC will be supported and guided through this academic journey by a senior advisor from a university, hospital, physician’s office, or a healthcare industry professional. At the duration of the course, BMSCC scholars are expected to present their work through the lens of the biomedical innovation that they have completed to their peers and to the scientific and healthcare communities. This course is designed for 12th grade students.

This Sports Management I course will provide a foundation in the principles of sports management. Students will learn the basic organizational and business structure of the sport, fitness, and leisure industries, and explore future trends and career opportunities for sport management personnel within various segments of the sports industry. Students will be able to describe managerial concepts and processes as they relate to the sport management industry.

This course is designed to provide students with the necessary knowledge and skills to use and apply health information in order to make healthy choices.  At the end of the high school health course, students will be able to:

- Predict how behavior affects health outcomes
- Analyze the positive and negative influence of family, peers, culture media and technology on health
- Evaluate the validity of health products and information
- Effectively use communication skills to positively influence health outcomes
- Effectively utilize decision-making skills that are healthful and legal.
- Develop, implement, monitor and evaluate health-related goals.
- Use social norms to advocate for personal, family and community health.

This Team Sports course presents an instructional program to develop skill proficiency in team sports such as: basketball, volleyball, hockey, baseball, softball, football, soccer, rugby, and lacrosse. Students will participate in lifetime team lead-up game activities, application of regular and coed rules to interclass tournament/game situations, and aerobic and other types of fitness conditioning for appropriate motor performance. Students will be able to demonstrate competency in playing a variety of games, establishing player statistics, creating related games, scoring and officiating techniques, and care and purchasing of athletic equipment.

This course will build upon level 1 competencies by allowing students to refine specific movement skills in lifetime activities, build on their understanding of fitness and physical activity by analyzing and investigating the relationships among physical activity, nutrition and body composition and designing strength and conditioning, fitness and nutrition plans for personal and community usage.

Audio/Video Production I primary focus is to expose students to the artistic and technological aspects of audio and video production. Students will learn about the development of audio and video production in the technology era. Students will also learn about the hard skills needed to manage a production set and all considerations that impact the quality of production. These hard skills include budgeting, operations management and marketing. Students will curate their own productions and present some of their work during presentation week

This is the first course in the Technical Theater career pathway. This sequence of courses prepares students for a career in the technical theater industry. Students are introduced to the process by which scenery, lighting, and audio are planned, coordinated, and built to support the playwright's and director's visions and concepts. Students will create scenic design models.

This course includes classroom and laboratory instruction in history, customs, traditions, and purpose of Army JROTC. It contains the development of basic leadership skills, communication skills, and conflict management and resolution skills. Emphasis is placed on writing skills and oral communication techniques. Financial planning is introduced. Physical fitness, healthy lifestyles, and basic first aid measures are discussed. An overview of geography and the globe are incorporated into this course. Also included is a study of the U.S. Constitution, Bill of Rights, responsibilities of U.S. citizens, and the Federal Justice System. Students will participate in drill and ceremonies activities.

This course includes classroom and laboratory instruction. Leadership and decision-making skills are emphasized throughout the course. Topics addressed and discussed include: services available in the military, financial management, United States history, career exploration and development of a career portfolio, preparing to teach, teaching, and motivating others. The research, identification, planning, and execution of a Service Learning Activity are also included. Students will participate in and provide instruction to underclass Cadets in drill and ceremonies.

The AIP internship course is a paid internship experience for 12th and 11th grade students participating in a coherent sequence of career and technical education courses. This course is designed to provide real-world work experience and professional exposure in an aligned CTE program of study and will receive course credit upon internship completion. A student must be enrolled or have completed the 3rd level course in an approved CTE program of study in order to be eligible to participate.

In Army Cybersecurity, Learning, Education, and Training II, students focus on the elements of leadership, encouraging the analysis of personal leadership attributes and their relationship to program goals. Cadets focus on communication, writing, listening, and speaking and examine the role ethics plays in leadership and how core values effect their personal code of conduct. Cadets are introduced to new challenges and opportunities for team and squad drill leaders. Cadets are exposed to the citizens role in helping others during an emergency, cadets will explain first aid response to common and severe emergencies. Cadets focus on making good choices and decisions to situations that involve

Environmental science immerses students in the study of ecosystems, biodiversity, and human impacts on Earth. Students explore topics such as conservation, pollution, climate change, and sustainable practices. Emphasizing critical thinking and scientific inquiry, students analyze real-world environmental problems and design their own innovative solutions. By the end of the course, students develop a deep understanding of environmental issues and their capacity to solve them.

Environmental science immerses students in the study of ecosystems, biodiversity, and human impacts on Earth. Students explore topics such as conservation, pollution, climate change, and sustainable practices. Emphasizing critical thinking and scientific inquiry, students analyze real-world environmental problems and design their own innovative solutions. By the end of the course, students develop a deep understanding of environmental issues and their capacity to solve them.
Sheltered Environment 2

AP Biology is a 2-credit college level course where students cultivate their understanding of biology through inquiry-based investigations and laboratory activities. Students will explore a large breadth of topics including but not limited to statistics, biochemistry, ecology, micro & macroevolution, cell structures and functions, protein synthesis and gene regulation, cellular energetics, cell communication, cell division, genetics, biotechnology, and bioethics. This course meets each day and should be scheduled with Advanced Lab for AP Science.

Honors Chemistry is an exciting course that introduces students to the fundamental principles of matter, its properties, and the interactions that occur between different substances. In Honors Chemistry, students will design and carry out experiments in the laboratory, participate in engaging classroom discussions, and apply critical thinking skills to make connections between topics learned in class and real-world problems. Students will explore topics such as atomic structure, chemical reactions, energy, and the behavior of gases, liquids, and solids.

Honors Chemistry is an exciting course that introduces students to the fundamental principles of matter, its properties, and the interactions that occur between different substances. In Honors Chemistry, students will design and carry out experiments in the laboratory, participate in engaging classroom discussions, and apply critical thinking skills to make connections between topics learned in class and real-world problems. Students will explore topics such as atomic structure, chemical reactions, energy, and the behavior of gases, liquids, and solids.

This honors science lab course is designed to be the equivalent to a freshman college physics course. Students will be able to demonstrate an
understanding of mechanics, electricity, magnetism, thermodynamics, kinetic theory, and electronics.

Honors Biology is designed to develop and enhance student’s comprehension and appreciation of life. This 1 credit lab course focuses on scientific investigation and inquiry, biochemistry, cell biology, genetics, evolution, ecosystems, and plant/animal biology.

Honors Biology is designed to develop and enhance student’s comprehension and appreciation of life. This 1 credit lab course focuses on scientific investigation and inquiry, biochemistry, cell biology, genetics, evolution, ecosystems, and plant/animal biology.

AP Physics C: Mechanics is a challenging calculus-based course that deals with topics like motion, forces and energy. If you like physics, and you did well (A's or high B's) on assessments in Honors Chemistry and pre-calculus, this could be the class for you! AP Physics C: Mechanics can be taken as Junior or a Senior.

AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through inquiry-based investigations as they explore these topics: kinematics, dynamics, circular motion and gravitation, energy, momentum, simple harmonic motion, torque and rotational motion. There are no prerequisite courses. Students should have completed Geometry and be concurrently taking Algebra II or an equivalent course. Although the Physics 1 course includes basic use of trigonometric functions, this understanding can be gained either in the concurrent math course or in the AP Physics 1 course itself. This is a challenging but fulfilling course for any student that is pursuing a career in STEM.

Students enrolled in AP Biology or AP Chemistry will automatically be enrolled in Advanced Lab for AP Science for your second credit in these classes. This full year course is designed to provide additional time to complete required AP science labs.

This honors course is the first course in the Engineering pathway. This
sequence of courses prepares students for a career in the engineering
profession. This course uses the "Project Lead The Way" curriculum and is
focused on design techniques. The students use computer-aided design
software, perform research and analysis, as they work in teams on
problems with global and human impact. Students will learn problem-solving
skills using a design development process.

This honors course is part of both the CTE Electro-Mechanical and Engineering pathways. In Engineering, it is one of six courses students can choose to complete the pathway. Of the six courses, students must take three core engineering courses (level, 1 ,2,& 4) and an optional third level course to complete the pathway. This course uses the Project Lead The Way curriculum. Students will explore smart circuits found in calculators."

This honors course is the fourth core courses students need to complete the Engineering pathway. Of the six courses, students must take three core engineering courses (level, 1 ,2,& 4) and an optional third level course to complete the pathway. This sequence of courses prepares students for a career in the engineering profession. This course uses the Project Lead The Way curriculum. Students will work in teams to research."

Testing & College Success uses curricula that helps students explore their postsecondary education and learn testing strategies to be better prepared for standardized testing. In addition to receiving test preparation according to grade level, course components include college exploration, and lessons to better transition and succeed in college. By senior year, students in Testing & Success will know how to be informed consumers during the college search and college enrollment process.

Music theory is for students that wish to enhance their music reading and/or playing skills..  Music theory is an advanced study of music that encompasses not just the sounds but also the fundamental language of music. You learn key signatures and chord progressions, among other music notation concepts, and music history to help bring that theory into practice. Students should have a basic understanding of music concepts prior to taking this class.

This music course is designed to introduce new skills and provide the student with ensemble techniques and listening skills, and help the student develop concert band music repertoire at the intermediate level. This music course is designed to introduce new skills and provide the student with ensemble techniques and listening skills, and help the student develop concert band music repertoire at the intermediate level. Students may participate in school concerts, DCPS Honors Ensemble, and the DCPS Performing Arts Festival in the Spring.

This music course introduces new skills and refines those learned in Concert Band I, II, and III. Students are provided with ensemble techniques and listening skills, and develop concert band repertoire at the proficient to advanced level. Students may perform during coThis music course introduces new skills and refines those learned in Concert Band I, II, and III. Students are provided with ensemble techniques and listening skills, and develop concert band repertoire at the proficient to advanced level. Students may participate in school concerts, DCPS Honors Ensemble, and the DCPS Performing Arts Festival in the Spring.

This music course introduces new skills and provides the student with ensemble techniques and listening skills, and develops orchestral music repertoire at the easy to intermediate level. Students may participate in school concerts, DCPS Honors Ensemble, and the DCPS Performing Arts Festival in the Spring.

This music course introduces new skills and provides the student with ensemble techniques and listening skills, and develops orchestral music repertoire at the advanced level. Students may participate in school concerts, DCPS Honors Ensemble, and the DCPS Performing Arts Festival in the Spring.

This music course provides the opportunity for students who demonstrate good technical and improvisational talent to play music in a jazz/popular ensemble. Easy to low intermediate level standard and original jazz and popular literature is introduced. Activities include the study of scales and chords, and various approaches are used to instill improvisational techniques. Students participate in field trips, in-house performances, and public performances. Students may participate in school concerts, DCPS Honors Ensemble, and the DCPS Performing Arts Festival in the Spring.

This music course provides the opportunity for students to perform standard and original jazz and popular literature. Students reinforce and enhance skills and techniques learned in the first two courses. Repertoire is increased, and a variety of jazz styles suitable for stage band are performed, including originals by Ellington, Kenton, Oliver, and Nelson. Students may participate in school concerts, DCPS Honors Ensemble, and the DCPS Performing Arts Festival in the Spring.

This music course focuses primarily on show music and jazz with movement. The course establishes a choral performing ensemble that may sing music in any style, but usually the first year includes basic training in choral singing and movement. Students may participate in school concerts, DCPS Honor Ensembles, or DCPS Performing Arts Festival.

This music course affords the choral performing ensemble the opportunity to sing music in any style, but usually focuses on show music and jazz with movement. Year three includes more advanced studies of vocal music and dance with solo opportunities. Students may participate in school concerts, DCPS Honor Ensembles, or DCPS Performing Arts Festival.

This music course is designed to introduce a group students to basic music fundamentals and history through piano skill development. Students learn familiarization with the keyboard, left and right hand coordination, note reading skills, scales, basic piano literature, and the history of music through the piano. This course covers the skills in first semester of UF8.

This course introduces students to the art and science of computer programming, with an emphasis on interdisciplinary applications, elegant design, and creative problem solving. Though the course is taught using Java, almost all concepts covered are relevant to any programming language. It covers the full AP Computer Science A curriculum, preparing students for the exam in May and future explorations in the field.

The course starts with a broad overview of object-oriented programming, then dives more deeply into data types, String methods, conditional statements, loops, and arrays. We also cover multi-dimensional arrays and procedural decomposition of programs using static methods and recursion. Searching and sorting algorithms round out our main topics. Applications involving graphics, animation, sound, and interfacing with public web services will be incorporated throughout the year.

Computer Science Essentials will expose students to a diverse set of computational thinking concepts, fundamentals, and tools, allowing them to gain understanding and build confidence. In CSE, students will use visual, block-based programming and seamlessly transition to text-based programming with languages such as Python to create apps and develop websites, and learn how to make computers work together to put their design into practice. They'll apply computational thinking practices, build their vocabulary, and collaborate just as computing professionals do to create products that address topics and problems important to them. CSE helps students create a strong foundation to advance through the Computer Science pathway. This course carries CLCP credit.

Game Design and Development (GDD) introduces the process of envisioning and planning a gaming experience and then creating the game with program code, sound, and visual effects. GDD explores games in digital format, from single-player apps on mobile devices to multi-player programs on computers and gaming platforms.

AP Seminar is a relatively new AP course that is a necessary component of AP Capstone. It is a year-long, inter-disciplinary course that has students investigate real-world issues from multiple perspectives. AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational literary and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in research-based written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments. The course has no pre-requisites but is typically taken by sophomores or juniors.

Digital Forensics is an evolving discipline concerned with analyzing anomalous activity on computers, networks, programs, and data. As a discipline, it has grown with the emergence of a globally-connected digital society. As computing has become more sophisticated, so too have the abilities of malicious agents to access systems and private information. By evaluating prior incidents, digital forensics professionals have the ability to investigate and craft appropriate responses to disruptions to corporations, governments, and individuals. Whereas cybersecurity takes a proactive approach to information assurance to minimize harm, digital forensics takes a reactive

The Principles of Health Science course is designed to provide an overview of the therapeutic, diagnostic, health informatics, support services, and
biotechnology research and development systems of the health care industry.