A careful review of the Program of Studies will familiarize families and students with curriculum offerings and school services and facilitate planning of comprehensive programs to meet both graduation and personal requirements. The Department of Counseling Services can assist in answering questions related to planning programs. Counselors will meet with students (middle school counselors will meet with rising ninth graders; high school counselors will meet with rising tenth, eleventh, and twelfth graders) during February and March to develop program plans and will schedule parent conferences upon request. Some guidelines to assist in program planning follow.
Course Selections
Selecting a course of study is a cooperative venture which requires careful consideration by families, teachers, counselors, and the student. When selecting a course of study, it is essential that graduation requirements and future interests are thoroughly considered. It is our intent to expand students’ post high school choices which may include permanent employment immediately after high school, a career in the armed services, a business or technical school, and/or additional education at a two- or four-year college. Therefore, you will find a diverse selection of courses and opportunities from which to choose.
Alternative Course Selections
All courses listed in the Program of Studies are available for student requests. When completing the final course schedules, courses that have fewer than 15 students may not be offered. Therefore, proper planning also includes consideration of alternative course selections. Scheduling conflicts may necessitate scheduling alternative course selections. If a course is canceled at the home school, a student may enroll in the course at another school in the county provided space is available. Transportation may need to be provided by the family. Every effort will be made to accommodate student interests and needs when courses are canceled, or conflicts occur. In some cases, additional budget considerations may require that courses may not be offered each year and impacted students should select an alternative course. Additionally, courses with insufficient enrollment may be offered through distance or online learning.
Preparation for Rigorous Courses
Arlington Public Schools encourages all students to enroll and succeed in advanced courses. Successful participation in advanced courses instills in students a sense of accomplishment, increased self-esteem, improved study skills, and a greater foundation for success in subsequent advanced courses and for life beyond school. It is not however, enough for students to simply desire to enroll in advanced courses. A solid foundation of knowledge and skills as well as support is imperative and is a great predictor of success in advanced courses.
Therefore, it is important that students strive to do their very best in all courses to build a solid foundation for academic success. This includes developing effective study habits, completing assignments, meeting deadlines, asking for help, or putting in extra time when it is needed, and being successful in fundamental and prerequisite courses that serve as the foundation for advanced courses. Students and families are encouraged to work closely with teachers and counselors to build, support, and promote these skills to maximize opportunities for enrolling in and being successful in advanced courses. All Grade 8 students in consultation with counselors and families are required to complete a four-year plan aligned to postsecondary and career goals and to update and refine that plan as they progress through high school.
Advanced courses in high school are enriched or accelerated courses, which might be labeled “intensified” or other such label or might lead to an industry certification. The following table presents three such examples of how rigorous course selections in Grade 9 or Grade 10 might impact the course options and opportunities for students in Grades 11 or 12.
| Course: | Implication: |
|---|---|
| Geometry | A student interested in Advanced Placement science courses in Grades 11 or 12 would take Intensified Chemistry in Grade 10. (Advanced Placement courses allow students to earn college credits while in high school.) Algebra II is a co-requisite for Intensified Chemistry. Therefore, a student who did not take Geometry in Grade 9 would need to take it in summer school as New Work for Credit to enroll in Intensified Chemistry in Grade 10 and an advanced placement science class in Grade 11 or 12. |
| Spanish II | Taking Spanish II in Grade 9 enables a student to take Spanish III, IV, and even V in Grades 10, 11, and/or 12 or to take at least two years of another language in high school. Note that for an Advanced Studies diploma, a diploma more favorable for college admission, three years of one or two years each of two different foreign languages is required. |
| Industry Certification | Students who complete Automotive Technology I, II, and III with a B or better can earn associate degree credits and may take the National Institute for Automotive Service Excellence (ASE) certification exam for obtaining industry certification. |
Students and families should work closely with counselors to ensure that the four-year plan includes the prerequisites and subsequent advanced courses. Such participation improves opportunities for students by keeping post high school choices available.
Course Changes
Students benefit from a well-planned schedule which addresses individual needs and does not require later adjustments that might disrupt the learning process. Commitments for staff, textbooks, and supplies are made based upon the courses selected, and, therefore, schedule changes are discouraged. If there are extenuating circumstances, requests for schedule changes are carefully reviewed, based on the following:
- student has successfully completed course in summer school.
- scheduling error has occurred, e.g., requested Spanish III, scheduled for French III.
- student has changed career goal, as confirmed by counselor.
- student has been scheduled for the same teacher as previous year and desires change.
- student has been scheduled for a course which is not compatible with academic abilities even after conferences and multiple attempts to provide support, e.g., Geometry to Principles of Geometry or vice versa.
Course prerequisites are listed to help communicate to students and families the skills or experience may be needed to ensure a student’s success in a course. Families may still enroll their students in these courses. Families should discuss their preferences with members of the school staff, especially with their child’s counselor. The purpose of soliciting this feedback is to ensure student success and help families be aware of the academic rigor and requirements of these courses. If a family decides to enroll a student in a course that was not initially recommended for the student, the parent should notify the school staff of this decision before the end of the school year.