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Feb 20, 2013 (3 years and 10 months ago)

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All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


2013
-
2014



ESOL Courses


High School


For up
-
to
-
date Bright Futures and State University System course eligibility information, go to:

www.floridastudentfinancialaid.org/SSFAD/bf/acadrequire.htm


For up
-
to
-
date NCAA Clearinghouse course eligibility information, go to:

https://web1.ncaa.org/eligibilitycenter
/student/index_student.html


The first seven digits of any course number listed below are determined by the Florida Department of Education. The 8
th

digit of any course number listed below is issued only by BCPS to meet the scheduling needs of our distric
t.


Course Title:


English I Through ESOL

Course Number:

10023000

Credit:



1.00

Grade Level:


9
-
12

Major Concepts/Content

(Will meet graduation requirements for English)

The purpose of this course is to provide integrated educational experiences in
the language arts strands of reading,
writing, listening, viewing, speaking, language, and literature.

The content should include, but not be limited to, the following:

-

using reading strategies to construct meaning from informative, technical, and litera
ry texts

-

acquiring an extensive vocabulary through reading, discussion, listening, and systematic word study

-

using process writing strategies, student inquiry, and self
-
monitoring techniques

-

using speaking, listening, and viewing strategies in formal

presentations and informal discussions

-

understanding and responding to a variety of literacy forms

-

understanding and using language successfully to impact readers, writers, listeners, speakers, and viewers

Special Note. Students earning credit in Eng
lish I Through ESOL may not earn credit in English Skills I, English I, or English
Honors I. The course requirements are consistent with English I, Course Number 1001310. The district shall provide
appropriate instructional strategies to meet the needs of

ESOL students enrolled in this course.

General Course Information:


YES

NO

Other

Graduation Requirement

X


EN

Bright Futures (BF)



Florida Academic Scholar (FAS)

X




Florida Medallion Scholar (FMS)

X




Florida Gold Seal Vocational (FGSV)

X



State University System (SUS)

X



National Collegiate Athletic Association (NCAA)


X

College/University must
appeal directly to NCAA
Clearinghouse

BCPS “Core” Course

X



Course Level


1=below grade level,


2= at grade level,


3= above grade level



2

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality point.




All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.



Course Title:


English II Through ESOL

Course Number:

10023100

Credit:



1.00

Grade Level:


9
-
12

Major
Concepts/Content

(Will meet graduation requirements for English)

The purpose of this course is to provide integrated educational experiences in the language arts strands of reading,
writing, listening, viewing, speaking, language, and literature.

The conte
nt should include, but not be limited to, the following:

-

using reading strategies to construct meaning from informative, technical, and literary texts

-

acquiring an extensive vocabulary through reading, discussion, listening, and systematic word study

-

using process writing strategies, student inquiry, and self
-
monitoring techniques

-

using speaking, listening, and viewing strategies in formal presentations and informal discussions

-

understanding and responding to a variety of literacy forms

-

understa
nding and using language successfully to impact readers, writers, listeners, speakers, and viewers

Special Note. Students earning credit in English II Through ESOL may not earn credit in English Skills II, English
II, or English Honors II. The course requ
irements are consistent with English II, Course Number 1001340. The
district shall provide appropriate instructional strategies to meet the needs of ESOL students enrolled in this
course.


General Course Information:


YES

NO

Other

Graduation Requirement

X


EN

Bright Futures (BF)



Florida Academic Scholar (FAS)

X




Florida Medallion Scholar (FMS)

X




Florida Gold Seal Vocational (FGSV)

X



State University System (SUS)

X



National Collegiate Athletic
Association (NCAA)


X

College/University
must appeal
directly to NCAA
Clearinghouse

BCPS “Core” Course




Course Level


1=below grade level,


2= at grade level,


3= above grade level



2

Industry Credential Eligible


X


Weighted Quality
Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality
point.












All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.



Course Title:


English III Through ESOL

Course Number:

10023200

Credit:



1.00

Grade Level:


9
-
12

Major Concepts/Content

(Will meet graduation requirements for English)

The purpose of this course is to provide integrated educational
experiences in the language arts strands of reading,
writing, listening, viewing, speaking, language, and literature.

The content should include, but not be limited to, the following:

-
using the reading process to construct meaning using technical, informa
tive, and imaginative texts

-
using writing processes for various purposes with attention to style and format

-
using the research process and individual inquiry to

locate, analyze, and evaluate information

-
using effective listening, speaking, and viewing
strategies in informal and formal situations

-
understanding the power of language as it impacts readers, writers, listeners, viewers, and speakers

-
understanding and analyzing literary texts

-
responding critically and aesthetically to literature

Special No
te. Students earning credit in English III Through ESOL may not earn credit in English Skills III,
English III, or English Honors III. The emphasis should be on the works of American authors; however, literature
representative of other cultures may be us
ed to support integrated studies and multicultural emphasis.


General Course Information:


YES

NO

Other

Graduation Requirement

X


EN

Bright Futures (BF)



Florida Academic Scholar (FAS)

X




Florida Medallion Scholar (FMS)

X




Florida Gold Seal Vocational (FGSV)

X



State University System (SUS)

X



National Collegiate Athletic Association (NCAA)


X

College/University
must appeal
directly to NCAA
Clearinghouse

BCPS “Core” Course

X



Course Level


1=below grade level,


2= at grade level,


3= above grade level



2

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality point.











All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.




Course Title:


English IV Through ESOL

Course Number:

10025200

Credit:



1.00

Grade Level:


9
-
12

Major
Concepts/Content

(Will meet graduation requirements for English)

The purpose of this course is to provide integrated educational experiences in the language arts strands of reading,
writing, listening, viewing, speaking, language, and literature.

The conte
nt should include, but not be limited to, the following:

-
using the reading process to construct meaning using

technical, informative, and imaginative texts

-
using writing processes for various purposes with attention to style and format

-
using the resear
ch process and individual inquiry to locate, analyze, and evaluate information

-
using effective listening, speaking, and viewing strategies in informal and formal situations

-
understanding the power of language as it impacts readers, writers, listeners, vi
ewers, and speakers

-
understanding and analyzing literary texts

-
responding critically and aesthetically to literature

Special Note. Students earning credit in English IV Through ESOL may not earn credit in English Skills IV,
English IV, or English Honors

IV. The emphasis should be on the works of American authors; however, literature
representative of other cultures may be used to support integrated studies and multicultural emphasis.


General Course Information:


YES

NO

Other

Graduation Requirement

X


EN

Bright Futures (BF)



Florida Academic Scholar (FAS)

X




Florida Medallion Scholar (FMS)

X




Florida Gold Seal Vocational (FGSV)

X



State University System (SUS)

X



National Collegiate Athletic Association (NCAA)


X

College/University
must appeal
directly to NCAA
Clearinghouse

BCPS “Core” Course

X



Course Level


1=below grade level,


2= at grade level,


3= above grade level



2

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality
point.










All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.




Subject Area:


Language Arts

Course Number:

1002381

Course title:


Developmental Language Arts ESOL
-

Reading

Credit:



Multiple


NOTE: In those instances when this course is repeated for credit, the content should be
differentiated based on reliable and valid assessment data. If students are making adequate
progress (accelerated growth) in a given intervention, that intervention sh
ould be continued. If
students are not making adequate progress, a new intervention should be implemented.


Basis Assumptions for Language Arts Education:



Students entering the upper grades who are not reading on grade level have a variety of
reading int
ervention needs. No single program or strategy can be successful in remediating
the needs of all students. Therefore, it is necessary to implement a combination of research
-
based programs and strategies that have been proven successful in
accelerating

the
development of reading skills in older struggling readers.



Instruction for struggling readers should be explicit and systematic. It should provide direct
explanations (modeling) and systematic practice opportunities (guided instruction), as well as
carefully managed cumulative review to insure mastery.



Improving the reading proficiency and achievement of older struggling readers requires
intensive intervention (iii). True intensive intervention can only be provided through increased
instructional
time in classes that are below average in size. Students with more severe reading
difficulties, such as those requiring instruction in basic word reading skills such as phonemic
awareness, phonics, and fluency should receive instruction in a daily extended

block of time.
Students with less severe reading difficulties, such as those requiring instruction in vocabulary
and comprehension may be taught in class periods of less time. The intensity of the
intervention should be determined using the most recent d
ata available from reliable and valid
assessments.



Due to the extensive intervention needs of students in the high school, it is necessary to
provide small group instruction on a daily basis. In order to facilitate small group instruction of
three to fiv
e students per group, class sizes should aim for no more than fifteen students.



Students in need of intervention need highly qualified reading instructors who have
demonstrated success in remediating the reading difficulties of older struggling readers.

Highly
qualified instructors should have at minimum reading certification or reading endorsement, as
well as extensive staff development training in motivating adolescent struggling readers. The
use of a reading coach is an effective practice for increas
ing the proficiency of teachers.



Reading, writing, speaking, listening, and viewing competencies are integrated throughout
students’ learning experiences.



Instruction and materials accommodate the individual needs of students, resulting in
differentiated

instruction based on reliable and valid assessment data.



Technology is available for students to support and enhance development of competencies in
reading.



Wide independent
-
level reading practice is incorporated on a daily basis. A classroom library
s
hould provide high
-
interest leveled materials representing a variety of genres and cultures
allowing for the greatest degree of student choice. Opportunities for practice with audio
support should also be provided. Teachers are responsible for monitoring
students’
independent reading to ensure students are receiving successful practice. Students should be
held accountable for their independent reading through use of a reading log.

All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.




Given the relationship between reading fluency and reading comprehension
, activities targeted
at increasing both rate and accuracy will be included on a daily basis for those students
showing deficiency in these areas. These activities might include: read
-
aloud, repeated
reading, partner reading, reader’s theater, and timed r
eadings. Additionally, fluency should be
monitored on a frequent basis, while keeping the focus of the monitoring on comprehension of
the text being read through use of follow
-
up questions, as well as retell.



The amount of FCAT specific practice (“test pr
ep”) should be limited, given most students’ vast
experiences with the test and the relatively small role that knowledge of test format plays in
student test performance.


A. Major Concepts/Content.
The purpose of this course is to provide instruction tha
t enables
students who are native speakers of languages other than English to develop and strengthen
reading skills and develop independent reading endurance.

The content should include, but not be limited to, the following:



reading instruction in phon
emic awareness, phonics (
advanced phonics instruction that
includes an explicit, systematic approach to orthography, structural analysis, and morphemic
analysis)
, fluency, vocabulary and comprehension as necessary. The relative balance of
instruction in t
hese areas will be determined by screening, group diagnostic, progress
monitoring and individual diagnostic measures of each student. Each student’s instructional
goals will be specified in his/her Academic Improvement Plan (AIP)



critical thinking, problem
-
solving, and test
-
taking skills and strategies



reading for meaning through varied reading materials at appropriate independent

and
instructional reading levels representing a minimum balance of 70% /30% informational to
narrati
ve text



integration of reading with student written responses to text



high frequency content area vocabulary


Course student performance standards must be adopted by the district, and they must reflect
appropriate Sunshine State Standards benchmarks.

B.

Special Note.
This course may be repeated by a student as needed; if repeated, the required
level of student proficiency should increase.

The instructional approaches used in this course should meet the needs of each student based
on results of individua
l diagnostic assessments and progress monitoring. State recommended
or district Grade Level Expectations (GLEs) may also be used in this process. It is the
responsibility of the district to ensure that identified benchmarks are consistent with the needs
of

individual students.

C. Course Requirements.
The course requirements must be aligned with benchmarks for grades
PreK
-
2, 3
-
5, 6
-
8, 9
-
12 or a mixture of the four, as appropriate to the needs of individual students.

After successfully completing this cours
e, the student will:

1.

Demonstrate improved achievement in reading on the Sunshine State Standards benchmarks
that were identified for improvement in the student’s Academic Improvement Plan. An
objective assessment must be used to demonstrate this improvem
ent.

2.

Apply critical thinking, problem solving, and test
-
taking skills and strategies for assessments in
reading in varied contexts.

All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


3.

Demonstrate use of complex cueing systems (i.e., graphophonic, morphemic, syntactic,
semantic, and contextual analysis) t
o gain meaning from varied text.



LA.A.1.4.2 use a variety of strategies to analyze words and text, draw conclusions,
use context and word structure clues, and recognize organizational patterns.

4.

Demonstrate use of morphological analysis (i.e., prefixes, roots, and suffixes) to construct
meaning of vocabulary.

5.

Demonstrate use of appropriate and effective vocabulary, including specific content area
vocabulary.



LA.A.1.4.3 demonstrate consistent and

effective use of interpersonal and academic
vocabularies in reading, writing, listening, and speaking.

6.

Construct meaning of text through inference, application, and analysis. LA.A.2.4.1 determine
the main idea or essential message in a text and identify
relevant details and facts and
patterns of organization.

7.

Demonstrate use of appropriate before, during, and after reading strategies and critical
-
thinking skills to enhance comprehension of literary, informational, and technical text.



LA.A.1.4.1 use back
ground knowledge of the subject and text structure knowledge
to make complex predictions about content, purpose, and organization of the
reading selection.



LA.A.2.4.2 identify the author’s purpose and/or point of view in a variety of texts and
use the inf
ormation to construct meaning.



LA.A.2.4.3 recognize logical, ethical, and emotional appeals in texts.



LA.A.2.4.8 check the validity and accuracy of information obtained from research in
such ways as differentiating fact and opinion, identifying strong vs
. weak
arguments, and recognizing that personal values influence the conclusions an
author draws.

8.

Demonstrate flexible use of strategies and ability to adjust rate depending on purpose and type
of reading materials.

9.

Demonstrate comprehension of multiple s
ources of information in text and graphics through
critical response (e.g., analysis, hypothesis, evaluation, synthesis).



LA.A.1.4.4 use strategies to clarify meaning, such as rereading, note taking,
summarizing, outlining, and writing a grade
-
level appro
priate report.



LA.A.2.4.7 synthesize and separate collected information into useful components
using a variety of techniques, such as source cards, note cards, spreadsheets, and
outlines.

10.

Apply study and test
-
taking skills to enhance achievement.



LA.A.2
.4.5 locate, organize, and interpret written information for a variety of
purposes, including classroom research, collaborative decision making, and
performing a school or real
-
world task.



LA.A.2.4.6 use a variety of reference materials, including indexes
, magazines,
newspapers, and journals; and tools, including card catalogs and computer catalogs
to gather information for research topics.

11.

Respond to reading through thinking, talking, and writing.



LA.B.2.4.3 select and use appropriate formats for writin
g, including narrative,
persuasive, and expository formats according to the intended audience, purpose,
and occasion.



LA.C.3.4.2 ask questions and make comments and observations that reflect

understanding and application of content, processes, and experi
ences.



LA.D.2.4.1 select language that shapes reactions, perceptions, and beliefs.

12.

Demonstrate the ability to select and use materials for a variety of reading purposes, including
All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


reading for independent, recreational purposes.



LA.A.2.4.4 use a variety
of reading materials to develop personal preferences in
reading.

13.

Demonstrate awareness of reading as a complex process, including awareness of the roles of
reader, author, and text.



LA.E.1.4.3 understand various elements of authors’ craft appropriate at this grade
level, including word choice, symbolism, figurative language, mood, irony,
foreshadowing, flashback, persuasion techniques, and point of view in both fiction
and nonfiction.



General Course Information:


YES

NO

Other

Graduation Requirement


X

EL

Bright Futures (BF)



Florida Academic Scholar (FAS)


X



Florida Medallion Scholar (FMS)


X



Florida Gold Seal Vocational (FGSV)

X


4 yr 24 credit option
ONLY **

State University System (SUS)


X


National Collegiate Athletic Association (NCAA)


X


BCPS “Core” Course


X


Course Level


1=below grade level,


2= at grade level,


3= above grade level



2

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality
point.

** For the 3
-
year, 18 credit option, requirements may differ. See your guidance counselor for more information.







All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


2013
-

2014

ESE COURSES

For up
-
to
-
date Bright Futures and State University System course eligibility information, go to:

www.floridastudentfinancialaid.org/SSFAD/bf/acadrequire.htm


For up
-
to
-
date NCAA Clearinghouse course eligibility information, go to:

https://web1.ncaa.org/eligibilitycenter/student/index_student.html


The first seven digits of any course number listed below are determined by the Florida Department of Education. The 8
th

digit of any course numbe
r listed below is issued only by BCPS to meet the scheduling needs of our district.


Academics
-

Subject Areas

Course Number


Course Title

7910111


Access English1/2



7910112


Access English 3/4

7912060


Access Informal Geometry

7912070


Access Libera
l Arts Math

79
12080


Access Algebra 1A

7
912090


Access Algebra 1B

7920011


Access Chemistry 1

7920015


Access Biology

1

7920020


Access Earth/Space Science

7920025


Access Integrated Science

1

7920050


Health and Safety: 9


12

7921015


Access US
Government

7921020


Access Economics

7915010


Specia
lly Designed Physical Education

7915015


Access HOPE 9
-
12

7967010


Visual and Perform
ing Arts

7921330


Career Education: 9


12

7960010


Transition Planning 9
-
12


Gifted

Course Number


Course Title

7965010


Research Methodol
ogy for Students who are Gifted

7965030


Externship
for Students who are Gifted

7965040


Stud
ies for Students who are Gifted



Miscellaneous


Course Number


Course Title

7919010


Drivers

Education for Special Learners



Non
-
Credit

Course Number


Course Title

7900010


Th
erapeutic Instructional Support

7900030


Hospital/H
omebound Instructional Services













All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.



Special Skills Courses


Course Number


Course Title

7963010


Preparation for
Adult Living


7963030


Skills for Students who are
Motor and Other Health Impaired

7963040


Skills for Students
who are Deaf or Hard of Hearing

7963050


Skills for Stu
dents who are Visually Impaired

7963060


Orientation and Mobility Training


7963070


Social and Personal Skills

7963080


Learning Strategies

7963090


Ski
lls for Students who are Gifted

7963110


Skills for Students with Autism

7963120


Skills
for Students who are Deaf
-
Blind

7963130


Unique

Skills

7963140


Self
-
Determination



Therapy

Course Number


Course Title

79660
10


Physical Therapy

7966020


Occupational Therapy

7966030


Speech Therapy

7966040


Language Therapy



Vocational Education

for Students with Disabilities

Course Number


Course Title

7980010


Exploratory Education

7980020


Practical Arts Education


7980030


Job Preparatory Education

7980110


Career Preparation

7980120


Career Experiences

7980130


Career Pl
acement

7980150


S
upported Competitive Employment

7980190


Technology Education

























All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


Course Title:


Access English 1/2

Course Number:

7910111

Credit:



Multiple

Grade Level:


9
-
12



A
.

Major Concepts/Content:

The content is intended to develop or expand the student’s understanding of:



The reading process



Literary analysis



The writing process



Writing applications



Communication



Info
rmation and media literacy


B.

Special Note
:
Access courses are intended only for students with a significant cognitive disability. Access
courses are designed to provide tiered access to the general curriculum through three levels of access points
(Partic
ipatory, Supported, and Independent), which reflect increasing levels of complexity and depth of knowledge
aligned with grade
-
level expectations. The access points included in access courses are intentionally designed to
foster high expectations for studen
ts with significant cognitive disabilities.


C.

Subject Relevance
: The ultimate goal for all students is to interact productively and effectively with the world
around them. This goal is no less important for students with significant cognitive
disabilities.


The ability to communicate effectively is the cornerstone of interacting in life’s activities. Language Arts is the
general academic subject area dealing with communication by developing comprehension and use of written and
oral language.

R
eading is the ability to comprehend language by grasping the meaning of written or printed characters, words, or
sentences. Reading involves a wide variety of print and non
-
print texts that help a reader gain an understanding
of what is being read. All stu
dents should have the opportunity to access text for the purpose of gaining
knowledge, acquiring information, sharing experiences, and personal fulfillment. While some students will learn to
access literature through traditional reading (comprehending writ
ten text), others will gain access through shared
or recorded literature, specially designed text, or the use of technology.

Writing is the recording of language in a visible or tactile format through the use of a set of signs or symbols. All
students sho
uld have the opportunity to create permanent products for the purpose of sharing information, stories,
and opinions. For students with significant cognitive disabilities this may range from traditional forms of text
production (handwriting or typing) to us
ing assistive technology to develop permanent narrative and informational
products.

In Addition, all students must know how to access knowledge and information through a variety of media for a
variety of purposes. For some students, access may look very t
raditional, such as using Internet resources or
reading an instructional manual. For other students, access may mean communicating a topic and identifying the
appropriate resource for another student to research (e.g., a science or social studies project)
or selecting
pictures that are “worth a thousand words” to tell a story or share an experience. In any case, the ability to share
knowledge, information, experiences, and adventures through the comprehension and use of written and oral
language is vital to

meaningful participation in life’s typical activities. In whatever form, the skills developed
through the study of language arts provide the opportunity to access life.















All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.



General Course Information:


YES

NO

Other

Graduation Requirement

X


SPECIAL DIPLOMA ONLY

Bright Futures (BF)



Florida Academic Scholar (FAS)


X



Florida Medallion Scholar (FMS)


X



Florida Gold Seal Vocational (FGSV)

X


4yr 24 credit option ONLY **

State University System (SUS)


X


National
Collegiate Athletic Association (NCAA)


X


BCPS “Core” Course

X


SPECIAL DIPLOMA ONLY

Course Level


1=below grade level,


2= at grade level,


3= above grade level



N/A

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality
point.

** For the 3
-
year, 18 credit option, requirements may differ. See your guidance counselor for more information.


































All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


Course Title:


Access English 3/4

Course Number:

7910112

Credit:



Multiple

Grade Level:


9
-
12


A
.

Major Concepts/Content:

The content is intended to develop or expand the student’s understanding of:



The reading process



Literary analysis



The writing process



Writing applications



Communication



Information and media literacy


B.

Special Note
:
Access c
ourses are intended only for students with a significant cognitive disability. Access
courses are designed to provide tiered access to the general curriculum through three levels of access points
(Participatory, Supported, and Independent), which reflect i
ncreasing levels of complexity and depth of knowledge
aligned with grade
-
level expectations. The access points included in access courses are intentionally designed to
foster high expectations for students with significant cognitive disabilities.


C.

Subj
ect Relevance
: The ultimate goal for all students is to interact productively and effectively with the world
around them. This goal is no less important for students with significant cognitive disabilities.


The ability to communicate effectively is the co
rnerstone of interacting in life’s activities. Language Arts is the
general academic subject area dealing with communication by developing comprehension and use of written and
oral language.


Reading is the ability to comprehend language by grasping the m
eaning of written or printed characters, words, or
sentences. Reading involves a wide variety of print and non
-
print texts that help a reader gain an understanding
of what is being read. All students should have the opportunity to access text for the purpo
se of gaining
knowledge, acquiring information, sharing experiences, and personal fulfillment. While some students will learn to
access literature through traditional reading (comprehending written text), others will gain access through shared
or recorded
literature, specially designed text, or the use of technology.


Writing is the recording of language in a visible or tactile format through the use of a set of signs or symbols. All
students should have the opportunity to create permanent products for the

purpose of sharing information, stories,
and opinions. For students with significant cognitive disabilities this may range from traditional forms of text
production (handwriting or typing) to using assistive technology to develop permanent narrative and i
nformational
products.


In Addition, all students must know how to access knowledge and information through a variety of media for a
variety of purposes. For some students, access may look very traditional, such as using Internet resources or
reading an instructional manual. For
other students, access may mean communicating a topic and identifying the
appropriate resource for another student to research (e.g., a science or social studies project) or selecting
pictures that are “worth a thousand words” to tell a story or share an e
xperience.


In any case, the ability to share knowledge, information, experiences, and adventures through the comprehension
and use of written and oral language is vital to meaningful participation in life’s typical activities. In whatever form,
the skill
s developed through the study of language arts provide the opportunity to access life.












All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.




General Course Information:


YES

NO

Other

Graduation Requirement

X


SPECIAL DIPLOMA ONLY

Bright Futures (BF)



Florida Academic Scholar (FAS)


X



Florida Medallion Scholar (FMS)


X



Florida Gold Seal Vocational (FGSV)

X


4yr 24 credit option ONLY **

State University System (SUS)


X


National Collegiate Athletic Association (NCAA)


X


BCPS “Core” Course

X


SPECIAL DIPLOMA ONLY

Course Level


1=below grade level,


2= at grade level,


3= above grade level



N/A

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality point.

** For the 3
-
year, 18 credit option, requirements may differ. See your guidance counselor for more information.

































All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.



Course Title:


Access Informal Geometry

Course Number:

7912060

Credit:



Course may be taken for up to two credits

Grade Level:


9
-
12


A.

The purpose of this course is to develop the geometric concepts and processes that can be used to analyze and
solve a variety of routine and non
-
routine real
-
world and mathematical problems.


B.

Major Concepts/Content
:
The content should include, but not be

limited to, the following:

-

content
-
related vocabulary

-

attributes of lines, planes, and solids

-

properties of size, shape, position, and space

-

variables and their impact on outcomes

-

varied solution strategies to solve real
-
world problems


C.

Special Note
:
Access courses are intended only for students with a significant cognitive disability. Access
courses are designed to provide tiered access to the general curriculum through three levels of access points
(Participatory, Supported, and Independent), which r
eflect increasing levels of complexity and depth of knowledge
aligned with grade
-
level expectations. The access points included in access courses are intentionally designed to
foster high expectations for students with significant cognitive disabilities.


D.

Subject Relevance
: The study of mathematics provides the means to organize, understand, and predict life’s
events in quantifiable terms. Organizing life
,

using numbers allows us to keep accurate records of objects and
events, such as quantity, sequence, ti
me, and money. Using numbers to understand the relationship between
relative quantities or characteristics allows us to accurately problem solve and predict future outcomes of
quantifiable events as conditions change. Many of life’s typical activities requ
ire competency in using numbers,
operations, and algebraic thinking (e.g., counting, measuring, comparison shopping), geometric principles (e.g.,
shapes, area, volume), and data analysis (e.g., organizing information to suggest conclusions). Some students
with significant cognitive disabilities will access and use traditional mathematical symbols and abstractions, while
others may apply numeric principles using concrete materials in real
-
life activities. In any case, mathematics is
one of the most useful sk
ill sets and essential for students with significant cognitive disabilities. It provides a
means to organize life and solve problems involving quantity and patterns, making life more orderly and
predictable.


























All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.




General Course
Information:


YES

NO

Other

Graduation Requirement

X


MA SPECIAL DIPLOMA ONLY

Bright Futures (BF)



Florida Academic Scholar (FAS)


X



Florida Medallion Scholar (FMS)


X



Florida Gold Seal Vocational (FGSV)

X


4yr 24 credit
option ONLY **

State University System (SUS)


X


National Collegiate Athletic Association (NCAA)


X


BCPS “Core” Course

X


SPECIAL DIPLOMA ONLY

Course Level


1=below grade level,


2= at grade level,


3= above grade level



N/A

Industry

Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality point.

** For the 3
-
year, 18 credit option, requirements may differ. See your guidance counselor for more information.


All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


Course Title:


Access Liberal Arts Math

Course Number:

7912070

Credit:



Course
may be taken for up to two credits

Grade Level:


9
-
12


A.

The purpose of this course is to develop the algebraic and geometric concepts and processes that can be used to
analyze and solve a variety of routine and non
-
routine real
-
world and mathematical proble
ms.


B.

Major Concepts/Content
: The content should include, but not be limited to, the following:

-

content
-
related vocabulary

-

operations using real numbers in real
-
world problems

-

patterns, relations, and functions, including tables, sequences, and graphs

-

graphs to summarize data and predict outcomes

-

variables and their impact on outcomes

-

properties of size, shape, position, and space

-

varied solution strategies to solve real
-
world problems


C.

Special Note
:
Access courses are intended only for students with a
significant cognitive disability. Access
courses are designed to provide tiered access to the general curriculum through three levels of access points
(Participatory, Supported, and Independent), which reflect increasing levels of complexity and depth of k
nowledge
aligned with grade
-
level expectations. The access points included in access courses are intentionally designed to
foster high expectations for students with significant cognitive disabilities.

D.

Subject Relevance
: The study of mathematics provides t
he means to organize, understand, and predict life’s
events in quantifiable terms. Organizing life, using numbers allows us to keep accurate records of objects and
events, such as quantity, sequence, time, and money. Using numbers to understand the relatio
nship between
relative quantities or characteristics allows us to accurately problem solve and predict future outcomes of
quantifiable events as conditions change. Many of life’s typical activities require competency in using numbers,
operations, and algeb
raic thinking (e.g., counting, measuring, comparison shopping), geometric principles (e.g.,
shapes, area, volume), and data analysis (e.g., organizing information to suggest conclusions). Some students
with significant cognitive disabilities will access an
d use traditional mathematical symbols and abstractions, while
others may apply numeric principles using concrete materials in real
-
life activities. In any case, mathematics is
one of the most useful skill sets and essential for students with significant c
ognitive disabilities. It provides a
means to organize life and solve problems involving quantity and patterns, making life more orderly and
predictable.
























All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.



General Course Information:


YES

NO

Other

Graduation Requirement

X


SPECIAL
DIPLOMA ONLY

Bright Futures (BF)



Florida Academic Scholar (FAS)


X



Florida Medallion Scholar (FMS)


X



Florida Gold Seal Vocational (FGSV)

X


4yr 24 credit option ONLY **

State University System (SUS)


X


National Collegiate
Athletic Association (NCAA)


X


BCPS “Core” Course

X


SPECIAL DIPLOMA ONLY

Course Level


1=below grade level,


2= at grade level,


3= above grade level



N/A

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality
point.

** For the 3
-
year, 18 credit option, requirements may differ. See your guidance counselor for more information.
















All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


Course Title:


Access Algebra 1A

Course Number:

7912080

Credit:



Course may be taken for up to two credits

Grade Level:


9
-
12


A.

The purpose of this course is to develop the algebraic concepts and processes that can be used to analyze and
solve a variety of routine and non
-
routine real
-
world and mathematical problems.


B.

Major Concepts/Content
: The content should include, bu
t not be limited to, the following:

-

content
-
related vocabulary

-

operations using real numbers in real
-
world problems

-

patterns, relations, and functions, including tables, sequences, and graphs

-

graphs to summarize data and predict outcomes

-

variables and thei
r impact on outcomes

-

varied solution strategies to solve real
-
world problems



C.

Special Note
:
Access courses are intended only for students with a significant cognitive disability. Access
courses are designed to provide tiered access to the general
curriculum through three levels of access points
(Participatory, Supported, and Independent), which reflect increasing levels of complexity and depth of knowledge
aligned with grade
-
level expectations. The access points included in access courses are inten
tionally designed to
foster high expectations for students with significant cognitive disabilities.

D.

Subject Relevance
: The study of mathematics provides the means to organize, understand, and predict life’s
events in quantifiable terms. Organizing life, us
ing numbers allows us to keep accurate records of objects and
events, such as quantity, sequence, time, and money. Using numbers to understand the relationship between
relative quantities or characteristics allows us to accurately problem solve and predict

future outcomes of
quantifiable events as conditions change. Many of life’s typical activities require competency in using numbers,
operations, and algebraic thinking (e.g., counting, measuring, comparison shopping), geometric principles (e.g.,
shapes, ar
ea, volume), and data analysis (e.g., organizing information to suggest conclusions). Some students
with significant cognitive disabilities will access and use traditional mathematical symbols and abstractions, while
others may apply numeric principles usi
ng concrete materials in real
-
life activities. In any case, mathematics is
one of the most useful skill sets and essential for students with significant cognitive disabilities. It provides a
means to organize life and solve problems involving quantity and
patterns, making life more orderly and
predictable.
























All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.



General Course Information:


YES

NO

Other

Graduation Requirement

X


SPECIAL DIPLOMA ONLY

Bright Futures (BF)



Florida Academic Scholar (FAS)


X



Florida Medallion Scholar (FMS)


X



Florida Gold Seal Vocational (FGSV)

X


4yr 24 credit option ONLY **

State University System (SUS)


X


National Collegiate Athletic Association (NCAA)


X


BCPS “Core” Course

X


SPECIAL DIPLOMA ONLY

Course Level


1=below grade level,


2= at grade level,


3= above grade level



N/A

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality point.

** For the 3
-
year, 18 credit option, requirements may differ. See your guidance counselor for more information.




All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


Course Title:


Access Algebra 1B

Course Number:

7912090

Credit:



Course may be taken for up to two credits

Grade Level:


9
-
12


A.

The purpose of this course is to develop the algebraic concepts and processes that can be used to analyze and
solve a variety of

routine and non
-
routine real
-
world and mathematical problems.


B.

Major Concepts/Content
: The content should include, but not be limited to, the following:

-

content
-
related vocabulary

-

operations using real numbers in real
-
world problems

-

patterns, relations,

and functions, including tables, sequences, and graphs

-

graphs to summarize data and predict outcomes

-

ratios

-

variables and their impact on outcomes

-

varied solution strategies to solve real
-
world problems



C.

Special Note
:
Access courses are intended only for

students with a significant cognitive disability. Access
courses are designed to provide tiered access to the general curriculum through three levels of access points
(Participatory, Supported, and Independent), which reflect increasing levels of complexi
ty and depth of knowledge
aligned with grade
-
level expectations. The access points included in access courses are intentionally designed to
foster high expectations for students with significant cognitive disabilities.

D.

Subject Relevance
: The study of mathe
matics provides the means to organize, understand, and predict life’s
events in quantifiable terms. Organizing life, using numbers allows us to keep accurate records of objects and
events, such as quantity, sequence, time, and money. Using numbers to under
stand the relationship between
relative quantities or characteristics allows us to accurately problem solve and predict future outcomes of
quantifiable events as conditions change. Many of life’s typical activities require competency in using numbers,
oper
ations, and algebraic thinking (e.g., counting, measuring, comparison shopping), geometric principles (e.g.,
shapes, area, volume), and data analysis (e.g., organizing information to suggest conclusions). Some students
with significant cognitive disabiliti
es will access and use traditional mathematical symbols and abstractions, while
others may apply numeric principles using concrete materials in real
-
life activities. In any case, mathematics is
one of the most useful skill sets and essential for students w
ith significant cognitive disabilities. It provides a
means to organize life and solve problems involving quantity and patterns, making life more orderly and
predictable.























All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.



General Course Information:


YES

NO

Other

Graduation Requirement

X


SPECIAL DIPLOMA ONLY

Bright Futures (BF)



Florida Academic Scholar (FAS)


X



F
lorida Medallion Scholar (FMS)


X



Flori
da Gold Seal Vocational (FGSV)

X


4yr 24 credit option ONLY **

State University System
(SUS)


X


National Collegiate Athletic Association (NCAA)


X


BCPS “Core” Course

X


SPECIAL DIPLOMA ONLY

Course Level


1=below grade level,


2= at grade level,


3= above grade level



N/A

Industry Credential Eligible


X


Weighted
Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality
point.

** For the 3
-
year, 18 credit option, requirements may differ. See your guidance counselor for more information

































All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


Course Title:


Access Chemistry 1

Course Number:

7920011

Credit:



Course may be taken for up to two
credits

Grade Level:


9
-
12


A.

The purpose of this course is to provide students with significant cognitive disabilities access to the concepts and
content of Chemistry. Understanding the characteristics of and dynamic relationship between the building block
s
of matter, life, and the environment improves the ability to predict how we impact our surroundings and prepares
us to respond to and interact with the forces and objects of nature.


B.

Major Concepts/Content
: The content should include, but not be limited
to:

-

scientific investigation

-

physical and chemical properties of matter

-

physical and chemical changes of matter

-

atomic theory

-

chemical patterns and periodicity

-

conservation of energy

-

interaction of matter and energy

-

properties of fundamental forces



C.

Speci
al Note
:
Access courses are intended only for students with a significant cognitive disability. Access courses
are designed to provide tiered access to the general curriculum through three levels of access points (Participatory,
Supported, and Independent)
, which reflect increasing levels of complexity and depth of knowledge aligned with
grade
-
level expectations. The access points included in access courses are intentionally designed to foster high
expectations for students with significant cognitive disabi
lities.

D.

Subject Relevance
: Science is the study of living and non
-
living systems and how they interact with one another in
logical and organized ways (cause and effect). It explains the orderly nature of the world around us and reinforces the
calculable, r
ather than random, nature of life. With such knowledge, the way each of us interacts with our environment
becomes more predictable. When people can predict outcomes in life, they gain control of their environment, their
fears, and their destiny.

Additional
ly, scientific inquiry provides students with a systematic approach to posing questions and seeking
answers through observation and data collection. While the process may appear lofty for students with significant
cognitive disabilities, observing and coll
ecting data on life’s activities brings relevance to otherwise detached
events and provides experience on which to base predictions and analyze consequences of actions. Knowing
how to respond to a set of circumstances depends on how well we understand the
nature of those circumstances.

Regardless of the specific discipline, the study of science creates a rational, organized, and predictable
framework for interacting with the world around us. The result is an increased sense of control over the
environment a
nd a reduced sense of helplessness, both of which are essential for willful participation in life.


















All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.




General Course Information:


YES

NO

Other

Graduation Requirement

X


SPECIAL DIPLOMA ONLY

Bright Futures (BF)



Florida Academic Scholar (FAS)


X



Florida Medallion Scholar (FMS)


X



Florida Gold Seal Vocational (FGSV)

X


4yr 24 credit option ONLY **

State University System (SUS)


X


National Collegiate Athletic Association (NCAA)


X


BCPS
“Core” Course

X


SPECIAL DIPLOMA ONLY

Course Level


1=below grade level,


2= at grade level,


3= above grade level



N/A

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality point.

** For the 3
-
year, 18 credit option, requirements may
differ. See your guidance counselor for more information.




All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


Course Title:


Access Biology 1

Course Number:

7920015

Credit:



Course may be taken for up to two credits

Grade Level:


9
-
12


A.

The purpose of this course is to provide students with significant

cognitive disabilities access to the concepts and
content of Biology. Understanding the diverse characteristics of and dynamic relationship between life forms,
processes, and the environment improves the ability to predict how we develop, maintain health
, and impact our
surroundings.


B.

Major Concepts/Content
: The content should include, but not be limited to:

-

biological processes

-

cell structure and function

-

health
-
related issues and concerns

-

physiological processes

-

characteristics and classifications of
plants and animals

-

plant and animal development, adaptation, and inter
-
relationships

-

plant, animal, and environment inter
-
relationships

-

renewable and non
-
renewable resources

-

scientific investigation



C.

Special Note
:
Access courses are intended only for stu
dents with a significant cognitive disability. Access
courses are designed to provide tiered access to the general curriculum through three levels of access points
(Participatory, Supported, and Independent), which reflect increasing levels of complexity a
nd depth of knowledge
aligned with grade
-
level expectations. The access points included in access courses are intentionally designed to
foster high expectations for students with significant cognitive disabilities.

D.

Subject Relevance
: Science is the study o
f living and non
-
living systems and how they interact with one another
in logical and organized ways (cause and effect). It explains the orderly nature of the world around us and
reinforces the calculable, rather than random, nature of life. With such know
ledge, the way each of us interacts
with our environment becomes more predictable. When people can predict outcomes in life, they gain control of
their environment, their fears, and their destiny.

Additionally, scientific inquiry provides students with a s
ystematic approach to posing questions and seeking
answers through observation and data collection. While the process may appear lofty for students with significant
cognitive disabilities, observing and collecting data on life’s activities brings relevance

to otherwise detached
events and provides experience on which to base predictions and analyze consequences of actions. Knowing
how to respond to a set of circumstances depends on how well we understand the nature of those circumstances.





















All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


General Course Information:


YES

NO

Other

Graduation Requirement

X


SPECIAL DIPLOMA ONLY

Bright Futures (BF)



Florida Academic Scholar (FAS)


X



Flor
ida Medallion Scholar (FMS)


X



Flori
da Gold Seal Vocational (FGSV)

X


4yr 24
credit option ONLY **

State University System (SUS)


X


National Collegiate Athletic Association (NCAA)


X


BCPS “Core” Course

X


SPECIAL DIPLOMA ONLY

Course Level


1=below grade level,


2= at grade level,


3= above grade level



N/A

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality point.

** For the 3
-
year, 18 credit option, requirements may differ. See your guidance counselor for more information.



All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


Course Title:


Access Earth/Space Science

Course Number:

7920020

Credit:



Course

may be taken for up to two credits

Grade Level:


9
-
12


A.

The purpose of this course is to provide students with significant cognitive disabilities access to the concepts and
content of Earth/Space Science. Understanding the dynamic relationship between the

environment, the Earth
and the universe improves the ability to predict how we impact our surroundings and prepares us to respond to
and interact with the forces and objects of nature.


B.

Major Concepts/Content
: The content should include, but not be
limited to:

-

earth systems, structures, and processes

-

natural forces and their effect on Earth and the universe

-

the transfer of energy and matter

-

the dynamic nature of the geosphere

-

the water cycle, weather, and climate

-

investigative methodology

-

renewable a
nd non
-
renewable energy resources


C.

Special Note
:
Access courses are intended only for students with a significant cognitive disability. Access
courses are designed to provide tiered access to the general curriculum through three levels of access points
(Pa
rticipatory, Supported, and Independent), which reflect increasing levels of complexity and depth of knowledge
aligned with grade
-
level expectations. The access points included in access courses are intentionally designed to
foster high expectations for st
udents with significant cognitive disabilities.

D.

Subject Relevance
: Science is the study of living and non
-
living systems and how they interact with one another
in logical and organized ways (cause and effect). It explains the orderly nature of the world ar
ound us and
reinforces the calculable, rather than random, nature of life. With such knowledge, the way each of us interacts
with our environment becomes more predictable. When people can predict outcomes in life, they gain control of
their environment, th
eir fears, and their destiny.

Additionally, scientific inquiry provides students with a systematic approach to posing questions and seeking
answers through observation and data collection. While the process may appear lofty for students with significant
co
gnitive disabilities, observing and collecting data on life’s activities brings relevance to otherwise detached
events and provides experience on which to base predictions and analyze consequences of actions. Knowing
how to respond to a set of circumstance
s depends on how well we understand the nature of those circumstances.

Regardless of the specific discipline, the study of science creates a rational, organized, and predictable
framework for interacting with the world around us. The result is an increased

sense of control over the
environment and a reduced sense of helplessness, both of which are essential for willful participation in life.





















All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


General Course Information:


YES

NO

Other

Graduation Re
quirement

X


SPECIAL DIPLOMA ONLY

Bright Futures (BF)



Florida Academic Scholar (FAS)


X



F
lorida Medallion Scholar (FMS)


X



Flori
da Gold Seal Vocational (FGSV)

X


4yr 24 credit option ONLY **

State University System (SUS)


X


National Collegiate Athletic
Association (NCAA)


X


BCPS “Core” Course

X


SPECIAL DIPLOMA ONLY

Course Level


1=below grade level,


2= at grade level,


3= above grade level



N/A

Industry Credential Eligible


X


Weighted Quality Points



State Honors (1 quality point)


X



BCPS Local Honors ONLY (1 quality point)


X



Pre IB (1 quality point)


X



Pre AICE (1 quality point)


X



AP (Advanced Placement) (2 quality points) *


X



IB (International Baccalaureate) (2 quality points)


X



AICE (Advanced International Certificate of Education)


(2 quality points)


X



Technical Dual Enrollment (2 quality points)


X


* Must take AP exam; otherwise only 1 quality
point.

** For the 3
-
year, 18 credit option, requirements may differ. See your guidance counselor for more information.



All information contained in this Curriculum Guide is subject
to change. For current information, please visit the respective websites for each
program.


Course Ti
tle:


Access Integrated Science 1

Course Number:

7920025

Credit:



Course may be taken for up to two credits

Grade Level:


9
-
12


A.

The purpose of this course is to provide students with significant cognitive disabilities access to the concepts and
content of Integrated Science. Understanding the characteristics of and dynamic relationship between energy,
matter, life and the env
ironment improves the ability to predict how we impact our surroundings and prepares us
to respond to and interact with the forces and objects in nature.


B.

Major Concepts/Content
: The content should include, but not be limited to:

-

biological, physical, and
chemical characteristics of matter

-

characteristics of energy transmission

-

practical application of electric and magnetic phenomena

-

interaction of matter and energy

-

characteristics of life

-

equilibrium of Earth’s biotic community



C.

Special Note
:
Access
courses are intended only for students with a significant cognitive disability. Access
courses are designed to provide tiered access to the general curriculum through three levels of access points
(Participatory, Supported, and Independent), which reflect
increasing levels of complexity and depth of knowledge
aligned with grade
-
level expectations. The access points included in access courses are intentionally designed to
foster high expectations for students with significant cognitive disabilities.

D.

Subject
Relevance
: Science is the study of living and non
-
living systems and how they interact with one another
in logical and organized ways (cause and effect). It explains the orderly nature of the world around us and
reinforces the calculable, rather than rando
m, nature of life. With such knowledge, the way each of us interacts
with our environment becomes more predictable. When people can predict outcomes in life, they gain control of
their environment, their fears, and their destiny.

Additionally, scientific i
nquiry provides students with a systematic approach to posing questions and seeking
answers through observation and data collection. While the process may appear lofty for students with significant
cognitive disabilities, observing and collecting data on l
ife’s activities brings relevance to otherwise detached
events and provides experience on which to base predictions and analyze consequences of actions. Knowing
how to respond to a set of circumstances depends on how well we understand the nature of those
circumstances.

Regardless of the specific discipline, the study of science creates a rational, organized, and predictable
framework for interacting with the world around us. The result is an increased sense of control over the