How can we engage students in establishing a culture of success? Inspire Others is a leadership-readiness course students will use the principles behind The 4 Roles of Great Leaders and in The Speed of Trust to become leaders of self and others. Students will practice and apply strategies to build consensus, create and empower functional teams, implement appropriate structures and processes, and manage projects through to completion.

Helping students recognize their present worth and future potential is critical to their success after high school. Find Your Voice is a career-readiness course that empowers students with critical interpersonal skills necessary to thrive in the workplace and beyond.

Students need more than a diploma to thrive in a new collegiate environment. Take Charge is a college-readiness course that uses principles from The 7 Habits® and The 5 Choices® to empower students to attend to their emotional health, use time efficiently, build communication and productivity skills, manage finances, and ultimately, shape their campus experience.

Earth Science emphasizes the core idea that Earth- it’s composition, atmosphere, and human processes- is a small part of the greater universe.

Throughout the course, students authentically practice the inquiry process by experiencing scientific method and lab safety during lab work and consistently update a lab notebook.

Additionally, throughout the year students develop, analyze, and present/conclude a coached project that beckons to answer the course essential question: what impacts of human processes have on Earth (its atmosphere or its composition?

Students make interdisciplinary connections by researching, analyzing, and presenting/debating Earth involving social studies, political science, literature, and math.

Students explore the solar system to obtain and communicate scientific information as it relates to the life cycle of stars, gravitational forces, the motion of planets, and multitude of theories that attempt to explain the origin and expiation of the universe.

Biology emphasizes the core ideas that organisms are organized by cells, have a finite life span, require energy to function, pass genetic information from one generation to the next, are diverse, and are a result of evolution through time.

Throughout the course, students authentically practice the inquiry process by experiencing the scientific method and lab safety during lab work and consistently updating a lab notebook.

Additionally, throughout the year, students will develop, analyze, and present a project that addresses the course essential question: how do organisms positively and/or negatively impact one another?

Chemistry courses involve studying the composition, properties, and reactions of substances.

These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid/base and oxidation/reduction reactions; and atomic structure.

Chemical formulas and equations and nuclear reactions are also studied.

Forensic Science courses provide an overview of the theoretical understanding and practical application of forensic science techniques. These courses explore the applied science and the fields of biology, chemistry, physics, and crime science investigation.

Topics typically covered may include genetics, anthropology, toxicology, entomology, ballistics, pathology, computer forensics, fire debris, and trace evidence, among others.

Environmental Science courses examine the mutual relationships between organisms and their environment.

In studying the interrelationships among plants, animals, and humans, these courses usually cover the following subjects: photosynthesis, recycling and regeneration, ecosystems, population and growth studies, pollution, and conservation of natural resources.

Physics courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.

The study of physics includes the examination of sound, light, and magnetic and electric phenomena.

Usually taken after a comprehensive initial study of biology, Anatomy and Physiology courses present the human body and biological systems in more detail. In order to understand the structure of the human body and its functions, students learn anatomical terminology, study cells and tissues, explore functional systems (skeletal, muscular, circulatory, respiratory, digestive, reproductive, nervous, and so on), and may dissect mammals.

Designed to introduce students to Spanish language and culture,

Spanish I courses prepare students to communicate authentically in Spanish by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information on a variety of topics. They introduce the relationships among the products, practices, and perspectives of Spanish-speaking cultures.

Spanish II courses build upon skills developed in Spanish I, preparing students to communicate authentically in Spanish by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information on concrete topics. Spanish II courses introduce the relationships among the products, practices, and perspectives of Spanish-speaking cultures.

Spanish III courses prepare students to communicate authentically in Spanish by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information, concepts, and ideas on a variety of topics, including connections to other subject areas. These courses expand students’ knowledge of relationships among the products, practices, and perspectives of Spanish-speaking countries and cultures.

Spanish IV courses prepare students to communicate authentically in Spanish by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information, concepts, and ideas on a variety of topics, including connections to other subject areas. Spanish IV courses promote students’ understanding of the relationships among the products, practices, and perspectives of Spanish-speaking countries and cultures.

Designed to introduce students to French language and culture,

French I courses prepare students to communicate authentically in French by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information on a variety of topics. They introduce the relationships among the products, practices, and perspectives of French-speaking cultures.

French II courses build upon skills developed in French I, preparing students to communicate authentically in French by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information on concrete topics. French II courses introduce the relationships among the products, practices, and perspectives of French-speaking cultures.

French III courses prepare students to communicate authentically in French by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information, concepts, and ideas on a variety of topics, including connections to other subject areas. These courses expand students’ knowledge of relationships among the products, practices, and perspectives of French-speaking countries and cultures.

French IV courses prepare students to communicate authentically in French by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information, concepts, and ideas on a variety of topics, including connections to other subject areas. French IV courses promote students’ understanding of the relationships among the products, practices, and perspectives of French-speaking countries and cultures.

Designed to introduce students to German language and culture,

German I courses prepare students to communicate authentically in German by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information on a variety of topics. They introduce the relationships among the products, practices, and perspectives of German-speaking cultures.

German II courses build upon skills developed in German I, preparing students to communicate authentically in German by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information on concrete topics. German II courses introduce the relationships among the products, practices, and perspectives of German-speaking cultures.

German III courses prepare students to communicate authentically in German by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information, concepts, and ideas on a variety of topics, including connections to other subject areas. These courses expand students’ knowledge of relationships among the products, practices, and perspectives of German-speaking countries and cultures.

German IV courses prepare students to communicate authentically in German by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information, concepts, and ideas on a variety of topics, including connections to other subject areas. German IV courses promote students’ understanding of the relationships among the products, practices, and perspectives of German-speaking countries and cultures.

Designed to introduce students to American Sign Language language and culture,

American Sign Language I courses prepare students to communicate authentically in American Sign Language by interpreting (reading/viewing), exchanging (signing and reading), and presenting (signing) information on a variety of topics. They introduce the relationship among the practices, perspectives, and cultures of deaf people and communities.

American Sign Language II courses build upon skills developed in American Sign Language I, preparing students to communicate authentically in American Sign Language by interpreting (reading/viewing), exchanging (signing and reading), and presenting (signing) information on concrete topics. American Sign Language II courses introduce the relationship among the practices, perspectives, and cultures of deaf people and communities.

American Sign Language III courses prepare students to communicate authentically in American Sign Language by interpreting (reading/viewing), exchanging (signing and reading), and presenting (signing) information, concepts, and ideas on a variety of topics, including connections to other subject areas. These courses expand students’ knowledge of relationships among the practices, perspectives, and cultures of deaf people and communities.

American Sign Language IV courses prepare students to communicate authentically in American Sign Language by interpreting (reading/viewing), exchanging (signing and reading), and presenting (signing) information, concepts, and ideas on a variety of topics, including connections to other subject areas. American Sign Language IV courses promote students’ understanding of the relationships among the practices, perspectives, and cultures of deaf people and communities.

Students analyze different styles of drama, as well as comparing and contrasting varying adaptations of similar texts.

Students first explore drama by researching musicals and their historical influences and then move onto reciting, with dramatic emotion, a monologue.

The End in Mind is to work toward a scholar-run staging and performance of a short scene.

There is deep exploration in reading and interpreting dialogue and stage directions as well as understanding the agency that takes place on part of the actors.

Students analyze different styles of drama, as well as comparing and contrasting varying adaptations of similar texts.

Students first explore drama by researching musicals and their historical influences and then move onto reciting, with dramatic emotion, a monologue.

The End in Mind is to work toward a scholar-run staging and performance of a short scene. There is deep exploration in reading and interpreting dialogue and stage directions as well as understanding the agency that takes place on part of the actors.

Music History/Appreciation courses survey different musical styles and periods with the intent of increasing students’ enjoyment of musical styles and/or developing their artistic or technical judgment.

Music History/Appreciation courses may also focus on developing an understanding of a particular style or period.

Provides students with the knowledge and opportunity to explore an art form and to create individual works of art.

These courses may also provide a discussion and exploration of career opportunities in the art world. Initial courses cover the language, materials, and processes of a particular art form and the design elements and principles supporting a work of art.

As students advance and become more adept, the instruction regarding the creative process becomes more refined, and students are encouraged to develop their own artistic styles. Although Creative Art courses focus on creation, they may also include the study of major artists, art movements, and styles.

Students explore skills in one-point perspective drawings, watercolor techniques, and 3-D cardboards design by planning, creating, and displaying major projects.

Each major project lends to vocabulary through direct instruction and discussion, drills that experiment with different techniques, and planning out to complete original works.

Art Portfolio courses offer students the opportunity to create a professional body of work that reflects their personal style and talent.

Students are often encouraged to display their work publicly.

This course guides students through an in-depth examination of the effects of exercise on the body. Students learn how to exercise efficiently and properly.

Basic anatomy, biomechanics and physiology will serve as a foundation for students to build effective exercise programs.

The study of nutrition and human behavior is also an integral part of the course.

Students conduct fitness assessments and participate in weekly physical activity.

Health and Life Management courses focus as much on consumer education topics (such as money management and evaluation of consumer information and advertising) as on personal health topics (such as nutrition, stress management, drug/alcohol abuse prevention, disease prevention, and first aid).

Course objectives include helping students develop decision-making, communication, interpersonal, and coping skills and strategies.

Weight Training courses help students develop knowledge and skills with free weights and universal stations while emphasizing safety and proper body positioning; they may include other components such as anatomy and conditioning.