Here's a structured approach that can help:
Phase 1: Data Collection and Analysis
-
Student Enrollment Projections: Accurate enrollment projections by grade level are crucial. Consider historical trends, demographic data, and any anticipated changes in the community.
-
Course Offerings: Determine the required and elective courses for each grade level, considering graduation requirements, student interests, and curriculum standards.
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Class Size Policies: Establish maximum class size limits for different subjects and grade levels. This is a critical driver of staffing needs.
-
Teacher Availability and Qualifications: Assess current staff availability, certifications, and areas of expertise. Consider any anticipated retirements, resignations, or leaves of absence.
-
Special Programs: Identify the needs of special education, English language learners, and other specialized programs. Determine the staffing requirements for these programs.
-
Resource Availability: Consider the availability of classrooms, labs, and other resources. This can impact how many sections of a course can be offered concurrently.
Phase 2: Master Schedule Development
-
Prioritize Core Subjects: Start by scheduling core subjects (e.g., math, science, English, social studies) as these typically have the highest enrollment and are often required for graduation.
-
Block Scheduling (if applicable): If using block scheduling, determine the length of blocks and how they will be allocated to different subjects.
-
Teacher Assignments: Assign teachers to courses based on their qualifications, experience, and preferences, where possible. Consider teacher load (number of classes, prep periods).
-
Student Placement: Place students in classes, ensuring a balanced distribution of academic abilities, special needs, and other factors. This may involve using data from previous academic years.
-
Elective Courses: Schedule elective courses based on student interest and teacher availability. Sometimes, low-enrollment electives may need to be combined or offered only in alternate years.
-
Special Programs Integration: Integrate special education, ELL, and other specialized programs into the master schedule, ensuring appropriate staffing and support. This might involve co-teaching models or dedicated resource rooms.
-
Resource Allocation: Assign classrooms, labs, and other resources to classes, considering the specific needs of each course.
-
Conflict Resolution: Identify and resolve any scheduling conflicts, such as two courses needing the same room or teacher at the same time.
-
Master Schedule Review: Review the draft master schedule with teachers, administrators, and counselors to identify any issues or areas for improvement.
Phase 3: Staffing Decisions
-
Staffing Gaps: Analyze the master schedule to identify any staffing gaps. This will reveal the number of additional teachers needed in specific subject areas.
-
Hiring Needs: Determine the number of new hires required to fill staffing gaps. Prioritize areas with the greatest need.
-
Existing Staff Adjustments: Consider re-assigning existing staff members to different courses or grade levels to better utilize their skills and meet student needs. This may require professional development to support teachers in new roles.
-
Part-Time Staff: Explore the possibility of hiring part-time teachers to fill specific needs or offer specialized courses.
-
Support Staff: Evaluate the need for additional support staff, such as teacher aides, paraprofessionals, or tutors, especially for special programs or large classes.
-
Budget Considerations: All staffing decisions must be made within the school's budget constraints.
Phase 4: Master Schedule Refinement
-
Iterative Process: The master schedule development and staffing decisions are often iterative. As staffing decisions are made, the master schedule might need to be adjusted.
-
Flexibility: Be prepared to make changes to the master schedule as needed, even after the school year begins, as student enrollment or staff availability may change.
Tools and Technology:
- Scheduling Software: Utilize scheduling software designed for schools to manage student data, course offerings, teacher assignments, and resource allocation.
- Data Management Systems: Integrate the master schedule with student information systems and other data management systems to ensure accuracy and consistency.
Key Considerations:
- Collaboration: The master schedule should be developed collaboratively with input from teachers, administrators, counselors, and other stakeholders.
- Equity: Ensure the master schedule provides equitable access to educational opportunities for all students.
- Efficiency: Strive for an efficient master schedule that maximizes the use of resources and minimizes conflicts.
- Transparency: Communicate the master schedule clearly to all stakeholders.
By following this structured approach, schools can create a master schedule that effectively informs staffing decisions and supports a positive learning environment for all students. (AI generated. Questions: Norman's page on FB
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Extra
A plan for checking the accuracy of a high school transcript should involve multiple stages and checks, ideally with input from both the student and a school counselor. Here's a comprehensive approach:
Phase 1: Student Self-Review (Before Official Submission)
-
Obtain an Unofficial Transcript: Request an unofficial copy of the transcript from the school registrar or guidance office. This allows for review without the pressure of an official request.
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Personal Information Verification:
- Name: Check for correct spelling and order.
- Date of Birth: Ensure accuracy.
- Student ID Number: Confirm the correct number is listed.
- Graduation Date (or Expected Graduation Date): Verify accuracy.
-
Course Review:
- Course Names: Check for correct titles and abbreviations.
- Course Grades: Verify all grades received are accurately recorded. Pay close attention to plus/minus grades.
- Credits Earned: Ensure the correct number of credits is assigned for each course.
- Course Sequence/Timing: Confirm courses are listed in the correct order they were taken (especially important for prerequisites).
- Missing Courses: Identify any courses taken that are not listed on the transcript.
- Incorrect Courses: Identify any courses listed that were not taken.
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GPA Calculation Check (Optional but Recommended):
- Calculate GPA: Manually calculate the GPA based on the grades and credits earned. Compare this with the GPA listed on the transcript. Be aware of the school's GPA calculation method (weighted vs. unweighted).
- Class Rank (if applicable): If the transcript includes class rank, ensure it aligns with expectations.
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Standardized Test Scores (if included):
- SAT/ACT Scores: Verify scores are accurately recorded.
- Other Standardized Tests: Check for accuracy of any other test scores (e.g., AP, IB).
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Graduation Requirements:
- Check Requirements Met: Ensure the transcript indicates that all graduation requirements have been met (or are expected to be met).
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Extracurricular Activities/Honors (Sometimes Included):
- Accuracy: If listed, verify the accuracy of any extracurricular activities, clubs, sports, or honors.
Phase 2: Counselor Review (Before Official Submission)
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Schedule an Appointment: Meet with the school counselor to review the unofficial transcript.
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Discuss Discrepancies: Bring a list of any discrepancies or questions identified during the self-review.
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Counselor Verification: The counselor can access the official records and verify the accuracy of the information. They can also explain any discrepancies or provide context.
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Transcript Explanation: The counselor can explain the school's grading system, GPA calculation method, and any other relevant information.
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Official Transcript Request: Once the transcript is deemed accurate, the counselor can assist with requesting official transcripts to be sent to colleges, universities, or other institutions.
Phase 3: Post-Submission Review (If Applicable)
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College/University Review: After submitting the official transcript, colleges/universities will review it.
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Contact Admissions: If any discrepancies are noticed by the college/university, they will contact the student. It is important to respond promptly and work with the high school counselor to resolve any issues.
Documentation:
- Keep a copy of the unofficial transcript for reference.
- Maintain a list of any discrepancies found and how they were resolved.
Key Considerations:
- Timing: Review the transcript well in advance of any deadlines for college applications or scholarship submissions.
- Communication: Open communication between the student, parents/guardians, and the school counselor is crucial.
- Privacy: Be mindful of privacy regulations when handling student transcripts.
By following this comprehensive plan, students and schools can work together to ensure the accuracy of high school transcripts and prevent potential problems down the line.
High School Transcript Accuracy Checklist
| Section | Item | Student Check | Counselor Check | Notes/Resolution |
|---|---|---|---|---|
| Personal Information | Name (Last, First, Middle) | ☐ Correct Spelling & Order | ☐ Verified | |
| Date of Birth | ☐ Accurate | ☐ Verified | ||
| Student ID Number | ☐ Correct | ☐ Verified | ||
| Graduation Date (or Expected) | ☐ Accurate | ☐ Verified | ||
| Coursework | Course Names/Titles | ☐ Correct & Consistent | ☐ Verified | Pay attention to abbreviations. |
| Course Grades (All Semesters/Terms) | ☐ All Grades Accurate | ☐ Verified | Check +/- grades. | |
| Credits Earned (Per Course) | ☐ Correct Credits Assigned | ☐ Verified | ||
| Course Sequence/Timing | ☐ Correct Order Taken | ☐ Verified | Important for prerequisites. | |
| Missing Courses (Courses Taken but Not Listed) | ☐ Identified & Documented | ☐ Investigated & Resolved | ||
| Incorrect Courses (Courses Listed but Not Taken) | ☐ Identified & Documented | ☐ Investigated & Resolved | ||
| GPA & Class Rank | GPA (Weighted/Unweighted) | ☐ Calculated & Compared | ☐ Verified & Explained Calculation Method | Note school's GPA calculation method. |
| Class Rank (if applicable) | ☐ Aligns with Expectations | ☐ Verified | ||
| Standardized Tests (if included) | SAT/ACT Scores | ☐ Accurate Scores Recorded | ☐ Verified | |
| AP/IB Scores (if applicable) | ☐ Accurate Scores Recorded | ☐ Verified | ||
| Other Standardized Tests | ☐ Accurate Scores Recorded | ☐ Verified | ||
| Graduation Requirements | Requirements Met/Pending | ☐ Checked & Understood | ☐ Verified & Explained | |
| Extracurriculars/Honors (if included) | Activities, Clubs, Sports | ☐ Accurately Listed | ☐ Verified | |
| Honors & Awards | ☐ Accurately Listed | ☐ Verified | ||
| Other | Attendance (if included) | ☐ Accurate | ☐ Verified | |
| Disciplinary Records (if included) | ☐ Accurate | ☐ Verified | ||
| Counselor Notes (if applicable) | ☐ Reviewed (if accessible) | ☐ Reviewed & Explained | ||
| Overall Transcript | Legibility & Completeness | ☐ Clear and Complete | ☐ Verified | |
| Action Items | Discrepancies Identified | ☐ Documented | ☐ Addressed & Resolved | |
| Follow-up Needed | ☐ Noted | ☐ Completed |
Instructions for Use:
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Student Check: Before meeting with your counselor, use the "Student Check" column to review your unofficial transcript. Mark each item as checked (☐) once you've verified its accuracy. Note any discrepancies in the "Notes/Resolution" column.
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Counselor Check: Bring this completed checklist and your unofficial transcript to your meeting with your school counselor. They will use the "Counselor Check" column to verify the information against official records.
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Notes/Resolution: Use this column to document any discrepancies, questions, or resolutions. This serves as a record of the review process.
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Action Items: Use this section to track any follow-up actions needed, such as requesting corrections or obtaining missing information.
This table provides a structured approach to transcript review, promoting thoroughness and accuracy. Remember, proactive review is key to ensuring your transcript accurately reflects your academic achievements.
Good high school courses possess a combination of elements that contribute to effective teaching and meaningful learning. These elements can be broadly categorized into curriculum, instruction, assessment, and classroom environment. Here's a breakdown:
Curriculum:
- Clear Learning Objectives: Courses should have well-defined and measurable learning objectives that are aligned with state standards and/or college and career readiness expectations. Students should understand what they are expected to learn.
- Relevant and Engaging Content: The content should be relevant to students' lives and interests, and presented in an engaging way that sparks curiosity and encourages deeper learning. Connections to real-world applications are crucial.
- Rigorous and Challenging Material: Courses should challenge students to think critically, solve problems, and apply their knowledge. The level of rigor should be appropriate for the grade level and subject matter.
- Well-Organized and Sequenced: The curriculum should be logically organized and sequenced, building upon prior knowledge and skills. Clear pathways through the material make learning more accessible.
- Variety of Resources: Courses should utilize a variety of resources, including textbooks, primary sources, multimedia, and technology, to cater to different learning styles and deepen understanding.
Instruction:
- Effective Teaching Strategies: Teachers should employ a variety of effective teaching strategies, including direct instruction, inquiry-based learning, collaborative learning, and project-based learning. Flexibility and responsiveness to student needs are key.
- Clear Explanations and Demonstrations: Teachers should be able to explain complex concepts clearly and provide effective demonstrations. Multiple modalities of instruction are beneficial.
- Engaging Activities: Courses should incorporate engaging activities that promote active learning, such as discussions, debates, simulations, and hands-on projects. Student participation should be encouraged.
- Differentiation: Teachers should differentiate instruction to meet the diverse needs of all learners, including students with disabilities, English language learners, and gifted students. Personalized learning paths are ideal.
- Effective Classroom Management: Teachers should create a positive and supportive learning environment where students feel safe, respected, and motivated to learn. Clear expectations and consistent routines are important.
- Use of Technology: Technology should be integrated effectively into instruction to enhance learning and provide access to a wider range of resources. Digital literacy skills should be developed.
- Real-World Connections: Teachers should make connections between the course material and real-world applications, helping students see the relevance of their learning.
Assessment:
- Variety of Assessments: Courses should utilize a variety of assessments, including formative assessments (e.g., quizzes, class discussions) and summative assessments (e.g., tests, projects, essays), to measure student learning.
- Clear Assessment Criteria: Assessment criteria should be clear and communicated to students in advance. Rubrics and scoring guides can be helpful tools.
- Meaningful Feedback: Teachers should provide students with timely and meaningful feedback on their work, helping them understand their strengths and weaknesses and identify areas for improvement. Feedback should be actionable.
- Alignment with Learning Objectives: Assessments should be aligned with the learning objectives of the course, ensuring that they are measuring what students are expected to learn.
Classroom Environment:
- Safe and Inclusive: The classroom environment should be safe, respectful, and inclusive for all students, regardless of their background or identity.
- Positive and Supportive: The classroom climate should be positive and supportive, fostering a sense of community and encouraging student participation.
- Student-Centered: The classroom should be student-centered, with teachers acting as facilitators of learning rather than simply dispensers of information. Student voice and choice should be incorporated.
- Organized and Well-Managed: The classroom should be well-organized and effectively managed, minimizing distractions and maximizing learning time.
By incorporating these elements, high school courses can provide students with a rich and rewarding learning experience that prepares them for success in college, career, and life. It's a holistic approach that considers not just what is taught, but how it's taught and the environment in which learning takes place.
Master Schedule Development Checklist
This checklist outlines the key steps and considerations for developing a comprehensive and effective high school master schedule.
I. Pre-Planning & Data Gathering:
- [ ] Student Enrollment Projections: Accurate projections by grade level and program.
- [ ] Course Requests: Collected and analyzed student course requests, including electives.
- [ ] Staffing Allocations: Determined number of teachers per subject and available support staff.
- [ ] Room Inventory: List of available classrooms, labs, and special spaces with capacity and features.
- [ ] Bell Schedule: Review and confirm the daily bell schedule (start/end times, passing periods).
- [ ] Program Requirements: Specific requirements for programs like special education, ELL, and career/technical education.
- [ ] Graduation Requirements: Ensure the schedule allows students to meet graduation requirements.
- [ ] School Calendar: Key dates, holidays, and professional development days considered.
- [ ] Stakeholder Input: Gather input from teachers, counselors, administrators, and students.
- [ ] Technology & Software: Ensure necessary scheduling software and hardware are available and functional.
II. Schedule Construction:
- [ ] Prioritize Courses: Identify required courses and prioritize scheduling them.
- [ ] Block Scheduling (if applicable): Designate blocks for specific subjects or programs.
- [ ] Teacher Assignments: Assign teachers to courses based on qualifications and preferences (where possible).
- [ ] Student Placement: Place students in courses based on requests, prerequisites, and program requirements.
- [ ] Balance Class Sizes: Distribute students evenly across classes to avoid overcrowding.
- [ ] Minimize Conflicts: Resolve student scheduling conflicts (e.g., two requested courses at the same time).
- [ ] Consider Teacher Preferences: Accommodate teacher preferences for specific courses or time slots where possible.
- [ ] Special Programs: Schedule special education, ELL, and other support services.
- [ ] Elective Optimization: Maximize student access to elective courses while managing class sizes.
- [ ] Lunch Periods: Schedule lunch periods to accommodate all students and staff.
- [ ] Passing Periods: Ensure adequate passing time between classes.
- [ ] Study Halls/Advisory: Schedule study halls or advisory periods as needed.
- [ ] Resource Allocation: Assign rooms and resources (labs, equipment) to courses.
- [ ] Double-Check for Errors: Thoroughly review the schedule for conflicts, errors, and omissions.
III. Review & Refinement:
- [ ] Counselor Review: Counselors review student schedules for accuracy and completeness.
- [ ] Teacher Review: Teachers review their assigned courses and time slots.
- [ ] Administrator Review: Administrators review the overall schedule for compliance and effectiveness.
- [ ] Student Review (Initial Draft): Allow students to review their initial schedules and request changes (within reason).
- [ ] Parent/Guardian Review (Optional): Provide parents/guardians with access to review their student's schedule.
- [ ] Make Adjustments: Address any identified errors, conflicts, or requests for changes.
- [ ] Finalize Schedule: Once all reviews are complete, finalize the master schedule.
IV. Communication & Implementation:
- [ ] Publish Schedule: Make the final schedule available to students, teachers, and parents/guardians (online and/or printed).
- [ ] Provide Training: Offer training to staff on how to access and interpret the schedule.
- [ ] Communicate Changes: Clearly communicate any changes to the schedule to all stakeholders.
- [ ] Monitor Implementation: Monitor the implementation of the schedule throughout the school year and make adjustments as needed.
V. Post-Implementation Evaluation:
- [ ] Gather Feedback: Collect feedback from students, teachers, and counselors on the effectiveness of the schedule.
- [ ] Analyze Data: Analyze data on class sizes, student performance, and other relevant metrics.
- [ ] Make Recommendations: Based on the feedback and data, make recommendations for improvements to the schedule for the following year.
Throughout the Process:
- [ ] Maintain Documentation: Keep detailed records of all decisions and changes made during the scheduling process.
- [ ] Communicate Regularly: Communicate regularly with all stakeholders throughout the process.
- [ ] Be Flexible: Be prepared to make adjustments as needed.
This checklist provides a comprehensive framework. The specifics may need to be adjusted based on the individual school's context, size, and resources.
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Extra 2
Here's a sample high school course schedule, keeping in mind the year is 2025:
Freshman Year
- English 9 (focus on grammar, composition, and literature analysis)
- Algebra I
- Biology
- World History
- Physical Education/Health
- Elective: Introduction to Art
Sophomore Year
- English 10 (focus on American literature and research skills)
- Geometry
- Chemistry
- US History
- Foreign Language (e.g., Spanish I)
- Elective: Computer Science
Junior Year
- English 11 (focus on British literature and advanced composition)
- Algebra II
- Physics
- Government
- Foreign Language (e.g., Spanish II)
- Elective: AP Psychology
Senior Year
- English 12 (focus on contemporary literature and senior project)
- Pre-Calculus
- Environmental Science
- Economics
- Elective: AP Statistics
- Elective: Career Exploration
Considerations
- This is a general framework, and students can customize their schedules based on interests and graduation requirements.
- Advanced Placement (AP) and dual enrollment courses offer college credit opportunities.
- Electives allow students to explore passions and potential career paths.
- Counselors can provide guidance on course selection and academic planning.
Additional Notes
- Some schools may have block scheduling or trimesters, which could alter the structure.
- Online courses and virtual learning options may be available.
- Extracurricular activities and clubs can enhance the high school experience.
Sample Personal Education Plan for students at Pocahontas County High School.
Student Profile: (Current Freshman)
- Interests: Science (especially biology), Art (drawing and painting), Music (plays guitar)
- Strengths: Analytical thinking, creative expression, self-motivated
- Areas for Growth: Public speaking, time management
Overall Academic Goal: Prepare for a STEM-related major in college, potentially in the biological sciences or pre-med.
Four-Year Plan:
Freshman Year (2025-2026)
- Academics:
- English 9 (Focus: Grammar, Composition, Literature Analysis)
- Algebra I
- Biology (Honors, if available)
- World History
- Physical Education/Health
- Elective: Introduction to Art
- Extracurriculars:
- Join the Science Club
- Take art classes outside of school to further develop skills.
- Continue playing guitar and explore opportunities to perform (e.g., school talent show).
- Goals:
- Achieve a 3.7 GPA or higher.
- Actively participate in Science Club meetings and projects.
- Develop a portfolio of artwork.
- Improve time management skills by using a planner.
Sophomore Year (2026-2027)
- Academics:
- English 10 (Focus: American Literature, Research Skills)
- Geometry
- Chemistry (Honors, if available)
- US History
- Spanish I
- Elective: AP Computer Science Principles (Explores a different STEM field)
- Extracurriculars:
- Continue Science Club and potentially take on a leadership role.
- Explore art competitions or exhibitions.
- Consider joining the school band or orchestra.
- Goals:
- Maintain or improve GPA.
- Begin exploring potential colleges and majors.
- Take the PSAT for the first time.
- Develop research skills through a project in history or science.
Junior Year (2027-2028)
- Academics:
- English 11 (Focus: British Literature, Advanced Composition)
- Algebra II/Trigonometry
- Physics (Honors, if available)
- US Government
- Spanish II
- Elective: AP Biology (Aligns with STEM interest)
- Extracurriculars:
- Continue Science Club leadership.
- Focus on a specific area of art for a more substantial portfolio.
- Consider joining a community youth orchestra or band.
- Goals:
- Maintain or improve GPA.
- Prepare for and take the PSAT/NMSQT.
- Research colleges more seriously and visit campuses if possible.
- Start thinking about college application essays.
Senior Year (2028-2029)
- Academics:
- English 12 (Focus: Contemporary Literature, Senior Project)
- Pre-Calculus/Calculus
- AP Environmental Science (Connects to Biology interest)
- Economics
- Elective: AP Statistics (Strengthens analytical skills)
- Elective: Anatomy and Physiology (Prepares for pre-med or biology path)
- Extracurriculars:
- Continue involvement in key activities, potentially mentoring younger students.
- Prepare a strong portfolio of artwork for college applications.
- Participate in a science-related internship or research opportunity.
- Goals:
- Maintain GPA.
- Take the SAT or ACT.
- Complete college applications.
- Focus on senior project and make it relevant to future goals.
Summer Plans:
- Between freshman and sophomore year: Summer art program or science camp.
- Between sophomore and junior year: Volunteer at a local hospital or science museum.
- Between junior and senior year: Research internships or summer programs related to biology.
Important Notes:
- This is a flexible plan. Alex should adjust it based on their evolving interests and goals.
- Regular meetings with a school counselor are crucial for guidance and support.
- Alex should prioritize their well-being and maintain a balance between academics, extracurriculars, and personal life. This includes getting enough sleep and managing stress.
- Developing strong relationships with teachers can provide valuable mentorship and letters of recommendation.
Scheduling conflicts are a common challenge for high school students, especially as they progress and have more specific course requirements and interests. Here's a breakdown of how to resolve them:
1. Identify the Conflict
- Pinpoint the Classes: Clearly identify the two or more classes that are conflicting in terms of time slots.
- Understand the Requirements: Determine if either class is a required course for graduation or a prerequisite for a desired future course.
- Consider Alternatives: Explore if there are alternative sections of the same class offered at different times.
2. Gather Information
- Check Course Descriptions: Review course descriptions to understand the content and workload. This might help in prioritizing one class over another if necessary.
- Talk to Teachers: Discuss the conflict with the teachers of the involved classes. They might offer insights into the course flexibility or potential solutions.
- Consult with Counselor: Schedule a meeting with your school counselor. They are the best resource for navigating academic requirements, exploring options, and potentially advocating for you.
3. Explore Solutions
- Alternative Sections: As mentioned, see if the conflicting classes have other sections that fit your schedule.
- Independent Study: In some cases, schools might allow an independent study option for a required course, allowing you to complete it outside the regular classroom time.
- Online Courses: If available, online courses can offer flexibility in scheduling, allowing you to fit a required class into your week.
- Course Sequencing: If possible, consider taking one of the conflicting classes in a future semester or school year. This might require adjusting your long-term academic plan.
- Prioritize and Compromise: If no other solutions are available, you might have to prioritize one class over another based on your academic goals and interests. This might involve dropping a less essential elective or delaying it to a later time.
4. Make a Decision and Communicate
- Weigh Options: Carefully consider all the available solutions, their pros and cons, and their impact on your academic plan.
- Make a Choice: Decide on the best course of action.
- Inform Counselor: Communicate your decision to your school counselor so they can update your schedule and academic records.
Important Considerations
- Act Early: The sooner you identify and address a conflict, the more options you'll have. Don't wait until the last minute.
- Be Flexible: Sometimes, you might need to be flexible and willing to compromise on your ideal schedule.
- Advocate for Yourself: Don't hesitate to advocate for your academic needs and explore all possible solutions with your counselor and teachers.
- Long-Term Plan: Always keep your long-term academic goals in mind when making decisions about scheduling conflicts.
By following these steps and working closely with your school counselor, you can effectively resolve scheduling conflicts and ensure you stay on track with your academic goals.
Student Name: _________________________ Grade Level: _________________________ Academic Year: _________________________
1. Review Your Current Schedule:
- [ ] Obtain a copy of your current or proposed class schedule. (e.g., printed schedule, online portal screenshot)
2. Identify Potential Conflicts:
-
[ ] For each class on your schedule, note the following:
- [ ] Course Name: _________________________
- [ ] Period/Time Slot: _________________________
- [ ] Days of the Week: _________________________
-
[ ] Carefully compare the time slots and days of the week for all of your classes.
3. Mark Conflicting Classes:
- [ ] If two or more classes have any overlapping time on the same day(s), mark them as potentially conflicting. Use a highlighter, a separate column, or a different color to clearly indicate the conflict. For example:
| Course Name | Period/Time Slot | Days of Week | Conflict? | Notes |
|---|---|---|---|---|
| English 11 | 1st Period (8:00-8:50) | M-F | ||
| AP Biology | 2nd Period (9:00-9:50) | M-F | ||
| Physics | 3rd Period (10:00-10:50) | M-F | ||
| Spanish II | 4th Period (11:00-11:50) | M-F | YES | Conflicts with Chemistry |
| Chemistry | 4th Period (11:00-11:50) | M-F | YES | Conflicts with Spanish II |
| ... | ... | ... | ... | ... |
4. Confirm the Conflict:
- [ ] Double-check the start and end times of the conflicting classes to ensure they truly overlap. Sometimes a schedule might look like a conflict but isn't one due to slight time differences.
5. Document the Conflict:
- [ ] For each confirmed conflict, write down:
- [ ] The two (or more) classes that conflict: _________________________ and _________________________
- [ ] The specific days and times of the overlap: _________________________
- [ ] Any other relevant information (e.g., one class is required, one is an elective): _________________________
6. Next Steps:
- [ ] Schedule a meeting with your school counselor to discuss these conflicts and explore solutions.
By using this checklist, you can systematically identify and document scheduling conflicts, making it easier to discuss them with your counselor and find appropriate resolutions. (AI generated)
_____________________________________________________________________________
Graduation Requirements
To graduate with a high school diploma in West Virginia, students must earn a minimum of 22 credits in specific subject areas.1 Here's a breakdown of the requirements:
Required Credits:
- English Language Arts: 4 credits2
- English 93
- English 10
- English 114
- English 12 or English 12 CR or Transition English Language Arts for Seniors5
- AP® English courses may be substituted for any of the above courses.
- Mathematics: 4 credits
- Math I or Algebra I
- Math II or Geometry
- 2 Additional Personalized Credits from Course Options
- An AP®, Dual Credit, or IB® Mathematics course may be substituted for a Mathematics6 credit.7
- Science: 3 credits
- Earth & Space Science
- Biology
- 1 Additional Personalized Credit from Course Options8
- An AP®, Dual Credit, or IB® Science course may be substituted for a science credit including AP® Biology for the Biology credit.9
- Social Studies: 4 credits10
- 1 Credit from World Studies or an AP® Social Studies Course
- 1 Credit from United States (US) Studies or US Studies Comprehensive, or AP® US History
- 1 Credit from Civics (includes personal finance) or AP® Government and Politics
- 1 Additional Personalized Credit from Course Options1112
- Physical Education: 1 credit
- Health Education: 1 credit
- The Arts: 1 credit
- Personalized Education Plan (PEP) - CTE Program of Study: 4 credits leading directly to Education, Enlistment, or Employment.
- Minimum Credits needed to Graduate: 22
Important Notes:
- Personalized Learning: West Virginia emphasizes personalized learning, allowing students to tailor their education to their interests and future goals.13 This is reflected in the "Personalized Credits" and the PEP requirement.
- College and Career Readiness: The state encourages students to take courses that prepare them for college or careers, such as AP® courses, dual credit courses, and CTE programs.
- Flexibility: There is some flexibility in course selection, allowing students to choose from a variety of options within each subject area.
- Counselor Guidance: Students should work closely with their school counselor to develop a personalized plan that meets their graduation requirements and prepares them for their future.
Additional Resources:
- West Virginia Department of Education: https://wvde.us/
- West Virginia Board of Education Policy 2510: https://wvde.us/wp-content/uploads/2024/11/29806-Policy-2510-Guidance-Quick-Update-v2.pdf
It's important to consult the West Virginia Department of Education and your local school district for the most up-to-date and specific graduation requirements.
W. Va. Code R. § 126-42-6 - High School Programming
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Chart V: Grades 9-12 Standards-focused Instruction and Graduation Requirements |
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Foundations for High Quality Developmentally Appropriate High School Programming (Grades 9-12) |
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The completion of high school coursework will prepare all students for post-secondary education, employment, enlistment, entrepreneurship, and everyday living. Students should consult with their chosen post-secondary educational/training institution and scholarship program requirements when choosing course options and electives. The required courses outlined below build strong content knowledge and extend disciplines by engaging students in work of quality and substance. In Grades 9 and 10, students build foundational knowledge and skills. In Grades 11 and 12, students enter into the personalized aspect of their PEP, focusing carefully on selected coursework that leads to successful completion of their personal and academic goals. Each student's coursework will be designed to lead directly to placement in entry-level, credit-bearing academic college courses, completion of an industry-recognized certificate or license, a workforce training program, or job placement. Students who do not demonstrate mastery of the approved content standards shall be provided extra assistance and time through personalized learning and support. |
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22 total credits required --- 12 Prescribed --- 10 Personalized Beginning with the 2024-2025 freshman cohort graduation requirements will increase to 23 credits with the addition of a prescribed credit in Personal Finance. 2024-2025 freshman cohort graduation requirements: 23 total credits, including 13 prescribed, and 10 personalized. |
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Subject |
Graduation Requirements |
Personalized Course Options |
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English Language Arts (ELA) 4 credits |
3 Prescribed Credits English 9 English 10 English 11 1 Additional Personalized Credit from Course Options Note: An Advanced Placement (AP®), Dual Credit, or International Baccalaureate (IB®) ELA course may be substituted for an equivalent ELA credit. English Language Arts (Policy 2520.1A) |
Courses Required to be Offered One credit from English 12 or Transition English Language Arts for Seniors or Creative Writing and Reading or Technical English Language Arts |
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Additional Course Options English Language Arts College Courses County-created and Approved English Language Arts Courses based on student need and interest ensuring state standards for English are met |
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Mathematics 4 credits Note: Beginning with the 2024-2025 freshman cohort. Math 1 Lab and Algebra 1 Support will no longer count toward a Mathematics graduation requirement. Beginning with the 2023-2024 school year counties may offer one credit of Introduction to Mathematical Application (Grades 9-12). Students may take Data Science as a personalized Matliematics credit. |
2 Prescribed Credits Algebra 1 or Math 1 Geometry or Math II 2 Additional Personalized Credits from Course Options Note: An AP®, Dual Credit, or IB® Mathematics course may be substituted for an equivalent Mathematics credit. Mathematics (Policy 2520.2B) |
Courses Required to be Offered Algebra ll/Math III Trigonometry/Pre-calculus/Math IV, Applied Statistics, Transition Mathematics for Seniors |
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Additional Course Options Introduction to Mathematical Applications AP® Computer Science A Advanced Mathematical Modeling Calculus Statistics Quantitative Reasoning Mathematics college courses Computer Science and Mathematics County-created and Approved Math Courses higher than Math III or Algebra II Financial Algebra/Mathematics Data Science |
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Science 3 credits |
2 Prescribed Credits Earth and Space Science Biology 1 Additional Personalized Credit from Course Options Note: An AP®, Dual Credit, or IB® Science course may be substituted for an equivalent science credit. Science (Policy 2520.3C) |
Courses Required to be Offered Chemistry Human Anatomy and Physiology Physics Physical Science |
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Additional Course Options Environmental Science Forensics Science college courses Computer Science - GIS County-created and Approved Science Courses CTE Courses: AC Energy and Power (Courses 1-4) Animal and Plant Biotechnology CASE Principles of Agriculture Science-Plant Principles of Engineering Human Body Systems Natural Resources Management Therapeutic Services (Courses 1, II, and III) CASE Food Science and Safety |
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Social Studies 4 credits |
3 Prescribed Credits World Studies or an AP® Social Studies Course United States (US) Studies* or US Studies Comprehensive, or AP® US History Civics (includes personal finance) or AP® Government and Politics** 1 Additional Personalized Credit from Course Options Note: Students who take US Studies must utilize Contemporary Studies as their Personalized Credit unless they are utilizing JROTC Courses l-IV. **Students who utilize AP® Government and Politics or Dual Credit Civics must be provided instruction in the personal finance standards found in Civics. Beginning with the 2024-2025 freshman cohort Personal Finance will be removed from Civics to become a separate graduation requirement. Social Studies (Policy 2520.4) |
Courses Required to be Offered Contemporary Studies Economics Geography World Studies |
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Additional Course Options AP® Social Studies Courses IB® Social Studies Courses Financial Literacy Psychology Social Studies college courses Dual Credit Courses Sociology JROTC (Courses l-IV) County-created and Approved Social Studies Courses |
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Personal Finance 1 Credit Beginning with the 2024-2025 freshman cohort, Personal Finance is a required credit. |
1 Prescribed Credit Personal Finance (1451) West Virginia Career-Readiness Programs of Study/Standards for Career Technical Education (Policy 2520.13) |
Note: While the Personal Finance credit will go into effect with the 2024-2025 freshman cohort, counties may choose to implement this requirement early. Students must take this course during their junior or senior year. |
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Physical Education (PE) 1 credit |
1 Prescribed Credit PE 9-12, Integrated PE, or counties may choose to offer Extracurricular/1 nterscholastic PE both graded and non-graded. Wellness Education (Policy 2520.5) |
Additional Course Options JROTC 1 and II will fulfill the 1 credit PE requirement Dual Credit Courses Other PE courses based on student need and interest paired with the integrated online course |
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Health 1 credit |
1 Prescribed Credit Health 9-12 Wellness Education (Policy 2520.5) |
Additional Course Options Health College Courses Dual Credit Courses |
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The Arts 1 credit |
1 Personalized Credit Note: An AP®, Dual Credit, or IB® Arts course may be substituted for any Arts credit. The Arts (Policy 2520.9) |
Courses Required to be Offered Four sequential courses in music (both choral and instrumental), visual art (general art and/or studio art), dance, theatre |
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Additional Course Options Arts Offerings Arts College Courses The following CTE courses will fulfill the 1 credit Arts requirement: * Fundamentals of Illustration (1851) * Fundamentals of Graphic Design (1857) * Illustration (1861) * Graphic Design Applications (1859) * Ornamental Metal Work (1982) * Digital Imaging/Multimedia 1 (1431) * Drafting Techniques (1727) * Floriculture (0213) * Digital Photography (1515) * Millwork or Cabinet Making (2126 or 2127 or 2128 or 2129) |
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Personalized Education Plan (PEP) 4 credits |
4 Personalized Credits 4 credits in a CTE Program of Study or 4 credits that lead to post-secondary goals |
Each student's PEP will identify a career cluster and either a CTE program of study or course work that will lead directly to college placement, attainment of an industry-recognized certificate or license, a workforce training program, or job placement (Appendix D). Best practices encourage students to experience the following: an AP®, IB®, dual credit, and/or Advanced Career (AC) course with corresponding examination, 2 credits in one world language, an additional science, a computer science, an online/digital learning experience. Grow Your Own (GYO) WV Teaching Pathway, entrepreneurial experiences, and/or 4 credits culminating in acquisition of industry-recognized CTE credential focused on career aspirations. |
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Career and Technical Education |
See section 6.3: Career and Technical Education Career Technical Education (Policy 2520.13) |
Course Required to be Offered One CTE course that teaches parenting skills |
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Recommendation Beginning with the 2023-2024 school year, counties shall expand career exploration and offer CTE courses and CTE programs of study in Grades 9 and 10. |
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Community Readiness |
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Counties may allow students with the most significant cognitive disabilities to earn 4 credits in Community Readiness Training aligned with the post-secondary goals in the student lEP. |
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Electives |
County Board of Education Members (CBEM) have the authority to set graduation requirements beyond the state minimum for schools in their counties. Students may typically earn up to 32 credits on a block schedule and up to 28 on a traditional schedule over their high school careers. |
When choosing electives, students should consult with their chosen post-secondary educational institution and review scholarship program requirements to make sure the electives are appropriate and acceptable. |
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Computer Science |
Technology and Computer Science (Policy 2520.14) |
Course Required to be Offered One course in Computer Science |
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Additional Course Options Computer Science in the Modern World AP® Computer Science Courses Information Technology (IT) Information Management Web Development Other courses based on student need and interest CTE Computer Science/IT Courses County-created Computer Science/IT Courses College Computer Science Courses |
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World Languages |
World Languages (Policy 2520.7) |
Recommended College- and Career-Readiness Course Options: Most four-year colleges and universities require the completion of at least two credits of the same world language before or during post-secondary studies. Students need to consult with their post-secondary educational institutions concerning world language requirements. |
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Courses Required to be Offered Three levels of one world language Students who demonstrate proficiency in two languages (English and one additional) can receive the Seal of Biliteracy. |
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Additional Course Options Other world languages and additional levels based on student need and interest AP® World Language World Language college courses |
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Driver Education |
Driver Education (Policy 2520.8) |
Course Required to be Offered One course in Driver Education |
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Social and Emotional Advisory System for Student Success |
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Required Through a Comprehensive School Counseling System, high schools will implement a continuous advisory system that provides students with meaningful supportive relationships and maximizes each student's personalized learning experience. The advisory system will be evidence- and standards-based to include the development of each student's PEP (see Appendix D), career portfolio, social other skills that enhance school success, and build competent, engaged citizens. |
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CTE |
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The high school must offer students in Grades 9-12 engaging and empowering career development learning opportunities that include: Structured, on-going CTE experiences for career awareness, exploration, decision-making, and career preparation exposing students to all 16 career clusters. These offerings may be delivered within a Simulated Workplace/project-based hands-on environment. A CTE program of study is aligned with the approved 16 career clusters and consists of four courses identified for WVDE-approved CTE programs of study (refer to Policy 2520.13). Each CTE program of study shall provide students a Simulated Workplace environment and the opportunity to obtain an industry recognized credential as part of the instructional program when applicable. Multi-county Centers, county CTE centers, and comprehensive high schools must provide students with access to programs of study based on the student population. Centers/schools with a population of: * 0-400 students must offer a minimum of three of the 16 nationally approved career clusters; * 401-800 students must offer a minimum of four of the 16 nationally approved career clusters; or * 801+ students must offer a minimum of five of the 16 nationally approved career clusters. Students in Grades 9 and 10 must have access to at least one CTE course. Students in Grades 11 and 12 must have access to four units in a CTE program of study and two CTE electives. A CTE completer is defined in Policy 2520.13, Explanation of Terms. Counties' and/or schools must allow for mastery of the state-approved CTE content standards while ensuring industry certifications or licensing minute requirements are met. Counties be mindful of transportation times to and from county and multi-county CTE centers when developing those schedules. Approved West Virginia Career Clusters Agriculture, Food, and Natural Resources Architecture and Construction Arts, A/V Technology, and Communication Business Management and Administration Education and Training Finance Government and Public Administration Health Sciences Hospitality and Tourism Human Services Information Technology Law, Public Safety, Corrections, and Security Manufacturing Marketing Science, Technology, Engineering, and Mathematics Transportation, Distribution, and Logistics West Virginia Specific Career |
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