The Terre Haute North Vigo High School community is committed to providing a secure haven for learning.\u00a0 We strive to empower and to challenge all students to become educated, ethical, responsible citizens in a diverse, ever-changing world.<\/p>\n
Terre Haute North Vigo Vision Statement<\/u><\/strong><\/h4>\nNot for School but for Life – NON SCHOLAE SED VITAE<\/em><\/strong><\/h5>\nTerre Haute North Vigo High School will prepare students to embrace life-long learning.<\/p>\n
\n- Our students will be led by a team composed of educators, families, and community leaders.\u00a0 Together we will set high expectations for students in a safe environment that makes success possible.<\/li>\n
- Our students will be equipped with the knowledge about future possibilities that will allow them to make productive and ethical choices.<\/li>\n
- Our students will be well informed about opportunities in the community and will understand the importance of taking advantage of them.\u00a0 Before graduating, students will be introduced to service-learning experiences and encouraged to volunteer for the benefit of their community.<\/li>\n<\/ul>\n
Terre Haute North Vigo High School strives to be a positive contributing member of the community by graduating young people prepared to continue their education, to volunteer their time and talents, and to be employed across the diverse landscape of Terre Haute, Vigo County, the state of Indiana, the United States, and the world.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”1632509649351-4″ title=”Graduation Requirements” id=”1632509649349-5″][vc_column_text]\n
![\"\"](\"https:\/\/web.vigoschools.org\/terre-haute-north\/wp-content\/uploads\/sites\/26\/2021\/09\/core40.png\")
*High School Diploma for Freshman Class of 2023 and later must follow the Graduation Pathways standards.
\n<\/strong><\/h4>\n[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”1632509649550-5″ title=”Graduation Pathways” id=”1632509649548-3″][vc_column_text]\nGraduation Pathways<\/h4>\n
Students in the class of 2023 and later must satisfy at least one<\/u> option from each of the three<\/u> requirements in order to graduate. Students graduating prior to 2023 may satisfy graduation requirements by completing Graduation Pathways, though this opportunity must be reviewed with their high school counselors.<\/p>\n\n\n\nGraduation Requirements<\/td>\n Graduation Pathway Options<\/td>\n<\/tr>\n \n\n1) High School Diploma<\/strong><\/p>\n(Students must complete the course requirements of one of the following designations.)<\/td>\n
\n\n- Core 40 designation<\/strong><\/li>\n
- Academic Honors designation<\/strong><\/li>\n
- Technical Honors designation<\/strong><\/li>\n
- General designation<\/strong><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\n2) Learn and Demonstrate Employability Skills<\/strong><\/p>\n(Students must complete at least one of the following.)<\/td>\n
\n\n- Project -Based Learning Experience<\/strong><\/li>\n
- Service- Based Learning Experience<\/strong><\/li>\n
- Work- Based Learning Experience<\/strong><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\n3) Postsecondary-Ready Competencies<\/strong><\/p>\n(Students must complete at least one of the following.)<\/td>\n
\n\n- Honors Designation:<\/strong> Fulfill all requirements of either the Academic or Technical Honors designation.<\/li>\n
- ACT<\/strong> : <\/strong>College-ready benchmarks -Currently 18 in English, 22 in Reading, 22 in Math, and 23 in Science; students must meet at least 2 of the 4 score requirements, either the 18 in English or 22 in Reading AND either the 22 in Math or 23 in Science.<\/li>\n<\/ul>\n
\n- SAT:<\/strong>\u00a0 College-ready benchmarks -Currently 480 in Evidence-Based Reading and Writing (ERW) and 530 in Math; students must meet the individual scores in each subject.<\/li>\n<\/ul>\n
\n- ASVAB<\/strong>: Earn at least a minimum AFQT score of 31.<\/li>\n
- State and Industry-recognized Credential or Certification<\/strong><\/li>\n
- Federally recognized Apprenticeship<\/strong><\/li>\n
- Career-Technical Education Concentrator<\/strong>: Must earn a C average in at least two non-duplicative advanced courses (courses beyond an introductory course) within a particular program or program of study.<\/li>\n<\/ul>\n
\n- AP\/Dual Credit or CLEP Exams<\/strong>: Must earn a C average or higher in at least three (3) courses. If a student is taking AP\/Dual Credit courses to meet the postsecondary-ready competency, either:<\/li>\n<\/ul>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 One of the three courses must be in a core content area. The Core Transfer Library defines \u201ccore content\u201d for dual credit\/AP requirement. Students pursuing liberal arts tracks must have at least one course corresponding with the CTL.\u00a0 OR<\/p>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All three (3) courses must be part of a defined CTE sequence. A defined CTE sequence of courses is based on the Indiana College and Career Pathways. These courses must correspond with the CTE Technical Dual Credit Crosswalk.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
<\/p>\n
Employability Skills<\/strong><\/p>\nDemonstrations of employability skills include experiences that enable students to apply essential academic, technical, and professional skills and find engagement and relevancy in their academic careers. Through a Project-based, Service-based, or Work-based learning experience, students must demonstrate the Department of Workforce Development\u2019s Employability Skills Benchmarks. The development of the student product must satisfy the categories of employability skills:\u00a0 Mindsets, Self-Management Skills, Learning Strategies, Social Skills, and Workplace Skills.<\/p>\n
Project-based learning (PBL<\/strong>) allows students to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge. Students engage in a rigorous, extended process of asking questions, finding resources, and applying information. Students often make their project work public by explaining, displaying and\/or presenting it to people beyond the classroom. PBL can be demonstrated through a number of different projects and experiences. Those projects, however, must meet design principles: Challenging Problems or Questions, Sustained Inquiry, Authenticity, Student Voice and Choice, Reflection, Critique and Revision, and Public Product.<\/p>\nService-based learning (SBL) <\/strong>integrates meaningful service to enrich and apply academic knowledge, teach civic and personal responsibility, and strengthen communities. SBL can be classified by three core indicators: Integrating academic study with service experience; Reflecting on larger social, economic, and societal issues; and Collaborating efforts among students, schools, and community partners. Students can use SBL to demonstrate their employability skills through numerous activities and service opportunities. Those opportunities must meet design principles: Meaningful Service, Link to Curriculum, Reflection, Diversity, Youth Voice, Partnerships, Progress Monitoring, Duration and Intensity<\/p>\nWork-based learning (WBL) <\/strong>is a strategy to reinforce academic, technical, and social skills learned in the classroom through collaborative activities with employer partners. Work-based learning experiences allow students to apply classroom theories to practical problems, to explore career options, and to pursue personal and professional goals. Four design principles design and identify WBL programs: Clear Work-Based Learning Partnership Agreement and Plan; Authentic Work Experience Component; Structured Learning Component; and Culminating Assessment and Recognition of Skills.<\/p>\n\u00a0<\/strong>Questions about the new Graduation Pathways should be directed to your student\u2019s high school counselor. <\/strong><\/h5>\n[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”319a5b2d-5bcb-19″ title=”Additional required information” id=”bbcc0695-2cd3-0″][vc_column_text]Planning Your High School Courses at Terre Haute North Vigo High School<\/u><\/strong><\/p>\nIncluded in this student planning book are the following:\u00a0 a description of graduation requirements, information about the diploma options, grading policies, a discussion of guidance and counseling services, and other data necessary to make informed decisions.\u00a0 A listing of electives and a description of all courses offered at Terre Haute North Vigo High School are also included for your benefit.\u00a0 Being informed about course offerings and prerequisites will help avoid making mistakes in the planning process.\u00a0 The four-year graduation plan for high school is vitally important in the planning process.<\/p>\n
The school year is divided into two terms.\u00a0 The terms are 18 weeks in length.\u00a0 Students participate in seven 45-minute classes daily.\u00a0 This allows students to earn seven credits per term and 14 credits yearly.<\/p>\n
Changing a Student\u2019s Schedule<\/u><\/strong><\/p>\nA student\u2019s schedule should be the result of careful planning and consideration by the student, his\/her parents, teachers, and the counselor.\u00a0 Every student is encouraged to discuss his\/her schedule with the counselor in an individual session as the selection of courses for the following year is made.\u00a0 The school orders supplies, texts, and equipment based on those student selections; therefore, no schedule changes will be allowed except under the special circumstances described below.<\/p>\n
In a rare event that a change becomes necessary during a term, changes in a student\u2019s schedule will be made only after consultation with the student\u2019s teacher, parent or guardian, and counselor. After the end of one week, dropping a class is recorded as “WF”, zero credit, which has the same effect on the Grade Point Average as a failure; dropping a course <\/strong>requires the teacher, counselor, and parent or guardian\u2019s approval. <\/strong><\/p>\nFinal student schedules are updated in Skyward in June.\u00a0 Students may not change classes because they do not want a particular teacher.<\/strong>\u00a0 Changes requested after the last day of school in June may be made for the following reasons if scheduling permits:\u00a0 1) An error in the schedule; 2) The student has failed a class; 3) The student has not had the prerequisites; 4) The student wishes to expunge a grade of C- or lower; 5) The student has earned a grade of C- or lower in the previous class; 6) The student is scheduled with the same teacher the student has previously failed 7) To schedule more difficult classes.\u00a0 All schedule changes must meet one of these criteria.<\/strong><\/p>\nSemester Requirements<\/u><\/strong>:<\/p>\nTo be graduated from high school, a pupil shall be a full-time student in grades 9 through 12 and have attended at least ten (7) terms (semesters).<\/p>\n
Minimum Course Load
\n<\/u><\/strong>All students must be enrolled in classes a minimum of six periods.\u00a0 It is strongly recommended that all students be enrolled in classes seven periods.Demonstrated Competency in Basic Skills<\/u><\/strong>:<\/p>\nStudents who cannot demonstrate competency in the basic skills, as identified by the school corporation and the State of Indiana, necessary for future learning shall not be graduated from a high school certified by the Indiana Department of Education.<\/p>\n
Early Graduates<\/u><\/strong><\/p>\nOnly students who have met all of the graduation requirements by having all of their credits and having met the graduation pathway requirements are allowed to leave after the first semester.\u00a0 Students must apply for early graduation 19 weeks before the desired graduation date.<\/strong><\/p>\nCollege and Career Counseling Services<\/u><\/strong><\/p>\nThe Counseling Department speaks to all students, presenting information about course curriculum.\u00a0 We ask that students talk with their parents to decide their course work for the following year based upon abilities, interests, and college\/career goals.\u00a0 Students are given the opportunity to thoroughly discuss their college\/career goals with their counselors.\u00a0 All students and parents have the chance to review their proposed schedules before they are finalized.\u00a0 The finalized schedule should be selected carefully, as course changes are not permitted.<\/p>\n
The Counseling Department is equipped to assist students with course and career planning.\u00a0 There are numerous resources such as individual counseling, small group counseling, career assessment programs, written information, interest inventories, career files, classroom programs, and technical school\/college preparation guides to assist students with the college and career decision-making process.\u00a0 Students are also encouraged to fully utilize the counseling website as a helpful resource throughout their high school years. Counselors work with students and parents to develop an awareness of how student interests, aptitudes, and abilities work together.\u00a0 Students are encouraged to communicate with their counselors on a frequent basis to assure that their high school course programs continue to prepare them for college and career readiness.<\/p>\n
Special Education Services<\/u><\/strong><\/p>\nServices are provided for students with disabilities.\u00a0 An individual education plan for each student is developed each year based on the student\u2019s current level of functioning; annual goals are formulated with objectives developed to meet the goals.\u00a0 Students with disabilities are integrated into all aspects of the school program that are appropriate to meeting their individual goals and objectives.\u00a0 Integration is designed to maximize student success.\u00a0 Collaboration among teachers is a strategy that is used in a number of disciplines.<\/p>\n
\u00a0<\/strong>Release of Information Forms<\/u><\/strong><\/p>\nBy federal law, North High School is not permitted to release information regarding students without permission of the student\u2019s legal guardian if the student is under 18 years of age or permission of the student if 18 years-old or older.\u00a0 Many times parents request that information regarding students\u2019 grades be released to insurance companies to receive “good student” discounts, potential employers request information regarding students, and colleges require grades and class information for students applying to their institutions.\u00a0 In order to comply with these requests, the school must have a properly signed release of information form on file.\u00a0 These forms may be obtained in the Counseling Office.\u00a0 The registrar maintains the file of these forms.<\/p>\n
Parent\/Teacher Conferences<\/u><\/strong><\/p>\nMany times parents may want to discuss a student\u2019s progress in a particular class with the student\u2019s teacher.\u00a0 Counselors are responsible for setting up parent\/teacher conferences for the counselees.\u00a0 Parents should call the counselor at 462-4318 to arrange a conference at a time that is agreeable to all parties or they may email individual teachers and counselors.\u00a0 The counselors email addresses are available on the school website at:\u00a0 https:\/\/web.vigoschools.org\/terre-haute-north\/<\/p>\n
Assignments for Absentees<\/u><\/strong><\/p>\nWhen students have been absent for three days, the parent or student may call the counseling office at 462-4312 to make arrangements. Allow at least 24 hours between request for homework and the time when the assignments and textbooks may be picked up from the counseling office.\u00a0 If the student is going to be absent for less than three days, it is suggested that the student contact classmates for assignments.\u00a0 All teachers may also be reached through e-mail or Canvas.\u00a0 Faculty email addresses can be found on the North High School website.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”8858fa7b-992a-20″ title=”Grades and Grading Policies” id=”a146d275-7830-9″][vc_column_text]INFORMATION REGARDING GRADING POLICIES<\/strong><\/p>\nTerm Grades<\/u><\/strong><\/p>\nOnly the term grades are recorded on a student\u2019s permanent record.\u00a0 Credits are based on the student\u2019s term grades.\u00a0 Students receive no credit for an “F” – “WF” – \u201cN for Audit\u201d on a term grade.<\/p>\n
Term grades are based on the grades earned during the two nine-week grading periods and the term exam.\u00a0 The term exam accounts for 20% of the term grade.\u00a0 Term exams are given in each class during the final week of each term.\u00a0 Teachers may override the averaging of grades and base the term grade on teacher-determined criteria.\u00a0 The following numerical values are assigned to term letter grades and are used in computing cumulative grade point averages:<\/p>\n
A =4.00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 B =3.00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 C =2.00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D =1.00<\/p>\n
A-=3.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 B-=2.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 C-=1.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D-=0.67<\/p>\n
B+=3.33\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 C+=2.33 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D+=1.33\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 F =0.00<\/p>\n
Grade Point Average<\/u><\/strong><\/p>\nThe cumulative grade point average is computed at the end of each term and is based on the term grades beginning with the ninth grade.\u00a0 The total number of grade points earned is divided by the total number of credits attempted.<\/p>\n
Rank in Class<\/u><\/strong><\/p>\nRank in class is based on the cumulative grade point average and is computed at the end of each term.\u00a0 Cumulative grade point averages for students in a given class are placed in order from high to low with the highest Grade Point Average given the rank of 1 and the lowest Grade Point Average given the rank equal to the number of students in that class.\u00a0 A student\u2019s class rank is determined by where his\/ her Grade Point Average falls in the ranking.\u00a0 Students to be included in the class ranking will have earned at least half of their credits at an accredited high school.\u00a0 Foreign exchange students will not earn a class ranking.\u00a0 Students with a pass on their mark history cannot be included in rank.\u00a0 A student who may be eligible to earn the Valedictorian or Salutatorian designation should work closely with his\/ her counselor to ensure a full schedule of classes at the school is taken each semester.\u00a0 Taking courses off site or not for credit can impact the Valedictorian or Salutatorian designation.\u00a0 <\/em><\/p>\nHonor Roll<\/u><\/strong><\/p>\nAt the close of each grading period, an Honor Roll for each grade level is prepared and published.\u00a0 Honor Roll eligibility is based on grades in all credit subjects.\u00a0 The student must be enrolled in a minimum of five classes.\u00a0 A student must maintain a 3.00 average to qualify for the honor roll with no grade of D, D+, D-, F, or I (incomplete).\u00a0 The following grade point averages determine the Honor Roll classification:<\/p>\n
3.85 – 4.00\u00a0\u00a0\u00a0\u00a0 Exceptional Honor Roll<\/p>\n
3.50 – 3.84\u00a0\u00a0\u00a0\u00a0 High Honor Roll<\/p>\n
3.00 – 3.49\u00a0\u00a0\u00a0\u00a0 Regular Honor Roll<\/p>\n
Repeating a Course for Improved Grade<\/u><\/strong><\/p>\nIf seating in the classroom is available, a student may petition through his\/her counselor for the opportunity to repeat any course in which the student has earned a semester grade of “C-” or less and have placed on the permanent transcript the higher grade earned.\u00a0 The lower grade will be expunged from the record.\u00a0 Additional credit will not be accumulated through this process.\u00a0 A student who has received a grade of “F” in a required course must repeat that course and the “F” grade will be expunged when a higher grade is earned.<\/p>\n
GRADING POLICIES REGARDING EXTRACURRICULAR PARTICIPATION<\/strong><\/p>\nStudent-Athletes<\/u><\/strong><\/p>\nTo participate in a competitive sport, a student must have parental consent, a medical examination, and have a minimum of five passing grades in full-credit courses during the previous grading period. The student must maintain passing grades in five full-credit courses to continue participation. The required Basic Physical Education course counts as one of the five required classes. All North student-athletes must be enrolled in at least five full-credit classes. Any student-athlete who may be considering playing in a NCAA Division I or II athletic program in college should be aware of the required high school curriculum and required college admission scores necessary to be qualified to participate; athletes should check with their counselors to be sure they are meeting the standards. Enclosed in this guide are the College Freshman Eligibility Standards for NCAA Divisions I and II.<\/p>\n
Student Officers<\/u><\/strong><\/p>\nAll students who wish to run for a class office or for Student Council must also be passing in at least five full-credit classes from the previous grading period and have at least a 2.5 cumulative grade point average. Elections are held in the spring for current students to elect the leaders for the subsequent sophomore, junior, and senior classes. Incoming freshmen hold elections for class officers in the fall.<\/p>\n
Queens, Queen\u2019s Court, and Escorts<\/u><\/strong><\/p>\nAll participants in coronation including the Queen, attendants, and escorts must have a minimum 2.0 GPA, be passing in a minimum of five classes, and be full-time students. They must also meet behavioral requirements.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”3bc520bb-a0f8-21″ title=”Advanced Placement\/Dual Credit Courses” id=”726a2b57-800b-10″][vc_column_text]ADVANCED PLACEMENT\/COLLEGE CHALLENGE\/DUAL CREDIT<\/strong><\/p>\nAdvanced Placement Courses<\/u><\/strong><\/p>\nThe Advanced Placement Program, a cooperative educational endeavor, is based on the fact that many young people can complete college-level studies in secondary schools.\u00a0 Participating colleges, in turn, grant credit and appropriate placement to students who have done well on the AP Examinations which are administered in May.\u00a0 Tests are administered in strict compliance with the College Entrance Examination Board through the Educational Testing Service.<\/p>\n
In May of each year, students may take the Advanced Placement examinations. Students who score a 3, 4, or 5 on a test may receive college credit. Tests are given in 19 different subject areas. The science, math, and English tests require only a small registration fee, while all other tests require both a registration and test fee.\u00a0 Based upon financial guidelines, students may receive financial assistance regarding the test fee.\u00a0 Please see a counselor for more details.<\/p>\n
Students have the opportunity of registering for Advanced Placement Exams in the following subjects:<\/p>\n
\n\n\nBiology<\/td>\n Environmental Science<\/td>\n Psychology<\/td>\n<\/tr>\n \nCalculus AB<\/td>\n French<\/td>\n Spanish<\/td>\n<\/tr>\n \nCalculus BC<\/td>\n Government<\/td>\n Statistics<\/td>\n<\/tr>\n \nChemistry<\/td>\n Macro Economics<\/td>\n U.S. History<\/td>\n<\/tr>\n \nEnglish Language and Composition<\/td>\n Micro Economics<\/td>\n World History<\/td>\n<\/tr>\n \nEnglish Literature and Composition<\/td>\n Music Theory<\/td>\n <\/td>\n<\/tr>\n \nEuropean History<\/td>\n Physics<\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCollege Challenge Program<\/u><\/strong><\/p>\nSelected courses are offered to Terre Haute North Vigo students through Indiana State University and IVY Tech. \u00a0These college-level courses are taught by our high school teachers who have been approved by the University\u2019s appropriate academic department and are considered adjunct faculty members at their respective institutions..<\/p>\n
Any class taken in the College Challenge Program will be arranged within the student\u2019s regular daily school schedule.\u00a0 Students are not required to attend class outside of school hours to participate in College Challenge.\u00a0 Courses which have laboratory components must be taken together.<\/p>\n
The College Challenge Program is intended for juniors and seniors who have attained a cumulative grade point average of 2.5 or higher.\u00a0 Students in this category will find the classes to be especially beneficial.\u00a0 Classes offered are open to a variety of students as long as they have the capability and desire to do the work.\u00a0 Students are required to pay a $25 per credit hour charge; classes are generally three or four college credits.\u00a0 Based upon financial guidelines, students may receive financial assistance and take the course for free.<\/p>\n
Potential<\/strong> College Challenge courses offered at Terre Haute North Vigo include:<\/p>\n\n- Advanced Composition CC (ENG 105)<\/li>\n
- Advanced Speech CC (COMM 101)<\/li>\n
- Chemistry CC (CHEM 103\/103L, CHEM 104\/104L)<\/li>\n
- Chemistry CC (CHEM 105\/105L, CHEM 106\/106L)<\/li>\n
- Human Anatomy & Physiology IA CC (ATTR 210\/210L\/PE220\/220L)<\/li>\n
- Macro Economics CC (ECON 200)<\/li>\n
- Micro Economics CC (ECON 201)<\/li>\n
- AP Physics 1 CC (PHYSICS 105\/105L)<\/li>\n
- AP Physics 2 CC (PHYS106, PHYS106L)<\/li>\n
- PreCalculus or PreCalculus A (MATH 115)<\/li>\n
- Quantitative Reasoning<\/li>\n
- Trigonometry or Trigonometry A (MATH 112)<\/li>\n
- US History CC (Hist 201\/202)<\/li>\n
- Statistics CC (Stats 241)<\/li>\n<\/ul>\n
Dual Credit Opportunities<\/u><\/strong><\/p>\nDual credit opportunities allow high school students to earn college and high school credits at the same time.\u00a0 Terre Haute North has an agreement with Indiana State University and Ivy Tech State College to allow students to enroll in some Business, Computer, Foreign Language, Medical, and Technology courses for dual credit.\u00a0 Students who complete these courses may earn college credit at no cost to the student.\u00a0 These credits transfer to many programs at ISU and other universities across the state.\u00a0 Please consult with your counselor for the latest information.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”593ecd13-693f-23″ title=”Testing and Placement” id=”b1cce557-c3b2-2″][vc_column_text]TESTING<\/strong><\/p>\nGuidance Services Testing Program<\/strong><\/p>\nThe testing program at North Vigo High School consists of a number of tests that serve different purposes with regard to college.\u00a0 Counselors assist students in identifying which tests should be taken.<\/p>\n
ILEARN Grade 9 Assessments <\/strong>Students enrolled in Biology are required to take an ILEARN Assessment in the Spring of the course completion year; however, this test does not impact their graduation status.<\/p>\nPreliminary Scholastic Aptitude Test (PSAT); National Merit Scholarship Qualifying Test (NMSQT)<\/u><\/strong><\/p>\nThis test offers sophomores and juniors an opportunity to become familiar with the kind of tests required for college entrance while at the same time entering juniors in competition for National<\/p>\n
Merit Scholarships.\u00a0 A selection score is the basis for National Merit Scholarships.\u00a0 The test, given in October, is a two-hour version of the College Board Scholastic Assessment Test (SAT) and measures verbal, mathematic, and writing skills.\u00a0 Counselors provide information about fees and registration procedures.<\/p>\n
College Entrance Examinations<\/u><\/strong><\/p>\nMost colleges and universities require either the SAT (Scholastic Aptitude Test) or the ACT (American College Test) for admission.\u00a0 Students should check with the college they are planning to attend to determine which test to take for admission.\u00a0 The test should be taken by the spring semester of the junior year and then, if necessary, in the fall semester of the senior year.\u00a0 The SAT is given in August, October, November (at North), December, March (at North), May, and June; the ACT is given in September, October (at South), December, February, April (at South), June, and July.\u00a0 The SAT Subject Tests include achievement tests in specific areas that may be required for college admission or for advanced placement.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 SAT will also be given in March, to all juniors, during the school day.\u00a0 A score of 480 in Evidence-Based Reading and Writing and a 530 in Math will satisfy the requirements for Box 3 for Graduation Pathways.<\/p>\n
ACCUPLACER Test<\/u><\/strong><\/p>\nThe ACCUPLACER test measures college readiness and is given to high school students planning to enroll in dual credit courses through Ivy Tech. \u00a0To receive credit, students must be enrolled at the college and, if the course requires, successfully meet specific ACCUPLACER testing requirements.\u00a0 Students will not be issued college credit, regardless of course grade, if they do not meet the standardized score requirements for the course.\u00a0 If students have acceptable ACT scores, PSAT scores or SAT scores they may be waived from the test for specific courses. Contact counselors with any questions.<\/p>\n
Advanced Placement Examination<\/strong><\/span><\/p>\nFor each AP course, an AP Exam is administered at participating schools worldwide. Except for AP Studio Art \u2013 which is a portfolio assessment \u2013 each AP Exam contains a free-response section (either essay or problem-solving) and a section of multiple-choice questions. The modern language exams also have a speaking component, and the AP Music Theory Exam includes a sight-singing task. Each AP Exam is given an overall grade of 1, 2, 3, 4, or 5, with 5 indicating a student who is highly qualified to receive college credit and\/or advanced placement based on an AP Exam grade. Indiana universities award credit to students who score a minimum of 3 on an exam. These tests are given in May.\u00a0 Students should register with Mrs. Luken by November first\u00a0 to take the tests.<\/p>\n
SAT (Scholastic Aptitude Test<\/u><\/strong><\/p>\nThe SAT is an entrance exam used by most colleges and universities to make admissions decisions. The SAT is a multiple-choice, pencil-and-paper test created and administered by the College Board.\u00a0The purpose of the SAT is to measure a high school student’s readiness for college and\u00a0provide colleges with one common\u00a0data point that can be used to compare all applicants.\u00a0College admissions officers\u00a0will review standardized test scores alongside your high school GPA, the classes you took in high school, letters of recommendation from teachers or mentors, extracurricular activities, admissions interviews, and personal essays. How important SAT scores are in the college application process varies from school to school.<\/p>\n
SRI (Scholastic Reading Inventory) Examination<\/u><\/strong><\/p>\nScholastic Reading Inventory is a reading comprehension test that assesses students’ reading levels, tracks students’ reading growth over time, and helps guide instruction according to students’ needs.<\/p>\n
WIDA Examination<\/u><\/strong><\/p>\nThe purpose of the WIDA examination is to measure English language learners’ development of reading, writing, listening, speaking, and comprehension skills throughout the year.<\/p>\n
COURSES REQUIRING an APPLICATION or SCREENING PROCESS<\/u><\/strong><\/p>\nSome courses require a special process or an application to be admitted to the class.\u00a0 The applications may be obtained from North\u2019s Counseling Office.\u00a0 If the program is a two-year program, the teacher of the first-year course will also have applications.<\/p>\n
The following courses require applications which are due when the proposed student\u2019s schedule is submitted:<\/p>\n
Course<\/u><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Return to<\/u><\/strong><\/p>\nYearbook\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher<\/p>\n
Medical Careers\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher<\/p>\n
Building Trades\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Counselor\/Teacher<\/p>\n
Work Release<\/u><\/strong><\/p>\nBecause of the state graduation requirements, and because of the state regulation requiring all students in grades 1 through 12 to have a full instructional day, no student may be granted early release for the purpose of employment.\u00a0 Only those students whose approved vocational education program includes an employment component are granted a release; the time for which the student is released is considered a part of the student\u2019s educational program.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”7426ac64-fb90-24″ title=”Network Acceptable Use Policy” id=”6641bdbb-aa2d-1″][vc_column_text] Jack Lower Media Center and Acceptable Use Policy
\n<\/u><\/strong><\/p>\nThe Lower Media Center program is designed and maintained to afford students and staff the opportunity to build and enhance their knowledge of curriculum data and other areas relevant to young adult interests. Reading and listening for both knowledge and pleasure is encouraged with the availability of materials in print, eBook and audio formats. We support classroom instruction and enable students to become more literate in the access, discernment, and application of information. We support the fundamentals and applications of higher order thinking skills.<\/p>\n
The Lower collection includes more than 20,000 items in print, auditory, visual, and digital or electronic formats. While we hold the largest collection of secondary level media in the VCSC, we also offer full inter library loan services enabling our students and staff the ability to request any item in the Corporation holdings. Students and staff may borrow items at all reading and comprehension levels for personal or educational use. Full internet capabilities exist under the parameters of the VCSC. Database software includes but is not limited to Follett Library Systems, SIRS-Social Issues Resource Series, EBSCO \u2013 Social Studies, and INSPIRE, a multiplatform search engine for all subjects. Articles in SIRS and EBSCO are multilingual. Read Live, Scholastic Reading Inventory, Microsoft Excel and online PSAT programs are also available. MS Word and PowerPoint along with various math practice test sites are accessible via links. HD Start, which allows student to save their work and retrieve it from any computer in the building, is also available. Edmentum Courseware, the VCSC choice for online education credit recovery, may be accessed via the homepage. Students may work on courses in the center or from any location outside the building with proper logins\/authority and internet connections.<\/p>\n
Our fully computerized research center has instructional capabilities for 35 students. Additional workstations are available for students and staff desiring to work independently. General seating allows an additional 114 students access to quiet study. Two conference rooms allow for group work and small meetings. Complete services are offered by a licensed Media Specialist from 7:30 AM to 3:25 PM each school day.<\/p>\n
POLICY ON CORPORATION PROVIDED ACCESS TO ELECTRONIC INFORMATION, SERVICES, AND NETWORKS <\/strong><\/p>\nAcceptable Use Policy (AUP)<\/strong><\/p>\nThe Vigo County School Corporation incorporates its own stated educational mission, goals, and objectives in making decisions regarding student access to the corporation wide computer network and the Internet hereafter referred to as VCSC Network.\u00a0 Electronic information functional skills are now fundamental to preparation of citizens and future employees.\u00a0 Access to the VCSC Network enables staff and students to explore thousands of libraries, databases, bulletin boards, and other resources while exchanging messages with people around the world.\u00a0 The corporation expects that faculty will blend professional use of the VCSC Network throughout the curriculum and will provide guidance and instruction to students in its appropriate use.\u00a0 Access from school to VCSC Network resources must be structured in ways which point students to those which have been evaluated prior to use.\u00a0 While students will be able to move beyond those resources to others in other environments that have not been previewed by staff, they shall be provided with guidelines and lists of resources particularly suited to learning objectives.<\/p>\n
Those utilizing the VCSC Network access must first have the permission of and must be supervised by the Vigo County School Corporation’s professional staff.\u00a0 Users are accountable for appropriate behavior.\u00a0 The purpose of the VCSC Network access is to facilitate communication in support of research and education.\u00a0 To remain eligible as users, use must be in support of and consistent with the educational objectives of the Vigo County School Corporation.\u00a0 Access is a privilege, not a right.\u00a0 Access entails responsibility and accountability.\u00a0 Electronic messages and files stored on school based computers are school property.<\/p>\n
Users should not expect that files stored on school based computers are private.\u00a0 Supervisors may review files and messages to maintain system integrity and ensure that users are acting responsibly.\u00a0 Users of corporation provided computers and the VCSC Network are not permitted to:<\/p>\n
\n- access, upload, download, or distribute pornographic, obscene, or sexually explicit material;<\/li>\n
- transmit obscene, abusive, or sexually explicit language; transmit expressions of derogatory, racism or hate;<\/li>\n
- vandalize, damage, or disable the property of another individual or organization;<\/li>\n
- access another individual’s materials, information, or files without permission;<\/li>\n
- violate copyright or otherwise use the intellectual property of another individual or organization without permission;<\/li>\n
- waste school resources such as storage space;<\/li>\n
- participate in network games;<\/li>\n
- use computer resources for non-academic activities when others require the system for academic purposes;<\/li>\n
- illegally install copyrighted software;<\/li>\n
- misrepresent other users;<\/li>\n
- allow non-authorized use; and<\/li>\n
- violate any local, state, or federal statute.<\/li>\n<\/ul>\n
Any violation of corporation policy and rules may result in loss of access to the VCSC Network.\u00a0 Additional disciplinary action, including suspension or expulsion from school, may be determined in keeping with existing procedures and practices.\u00a0 When and where applicable, law enforcement agencies may be involved.<\/p>\n
Filtering:\u00a0 Student Internet activities will be monitored by the school corporation to ensure students are not accessing inappropriate sites.\u00a0 Each school corporation computer with Internet access shall have a filtering device or software that blocks access to visual depictions that are obscene, pornographic, inappropriate for students, or harmful to minors.<\/p>\n
The Vigo County School Corporation makes no warranties of any kind, either expressed or implied, for the VCSC Network.\u00a0 The corporation will not be responsible for unauthorized financial obligations resulting from the use of the VCSC Network.<\/p>\n
Vigo County School Corporation believes that access to the Internet benefits students and exceeds any disadvantages. Ultimately, however, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources.<\/p>\n
To help with that effort, the Vigo County School Corporation makes the district’s complete Internet policy and procedures available on request for review by all parents, guardians, and other members of the community; and provides parents and guardians the option of requesting for their minor children alternative activities not requiring Internet use.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”1632509650269-5″ title=”Art and Fine Arts Courses” id=”1632509650267-8″][vc_column_text]The fine arts courses at North High School have a triple role to perform.\u00a0 The first of these is to provide enriched experiences for those young people with more than average potential.\u00a0 It involves the discovery of such talents and encouragement and guidance of such students toward the fullest realization of their powers.\u00a0 The second role is that of providing purposeful art experiences for those who show little likelihood of pursuing art as a profession or vocation.\u00a0 It is a major responsibility of art education to provide the occasion and the opportunity for the individual to obtain satisfaction, enjoyment, and appreciation of the visual art experiences.\u00a0 The third role is in offering the opportunity to gain a more complete and enlightened understanding of our culture, how the arts in all forms are inextricably woven into the culture of our time.\u00a0 It is through active participation in these experiences that the students develop creativity and aesthetic judgment.<\/em><\/p>\n4000 Introduction to Two-Dimensional Art (L)<\/b><\/p>\n
(2D ART)<\/b><\/p>\n
Introduction to Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.<\/span><\/p>\n\n- Recommended Grade: 9, 10, 11, 12<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Recommended Prerequisites: none<\/span><\/li>\n
- Credits: 1 semester course, 1 credit per semester<\/span><\/li>\n
- Counts as a directed elective or elective for all diplomas<\/span><\/li>\n
- Fulfills a Fine Arts requirement for the Core 40 Academic Honors Diploma<\/span><\/li>\n
- Laboratory course<\/span><\/li>\n<\/ul>\n
\u00a0<\/span><\/p>\n<\/p>\n<\/strong><\/p>\n
4004 Advanced Two Dimensional Art (L)<\/b><\/p>\n
(ADV 2D ART)<\/b><\/p>\n
\u00a0Advanced Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students in this course build on the sequential learning experiences of Introduction to Two-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.<\/span><\/p>\n\n- Recommended Grade: 9, 10, 11, 12<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Recommended Prerequisites: Introduction to Two-Dimensional Art (L)<\/span><\/li>\n
- Credits: 1 semester course, 1 credit per semester. The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.<\/span><\/li>\n
- Counts as a directed elective or elective for all diplomas<\/span><\/li>\n
- Fulfills a Fine Arts requirement for the Core 40 Academic Honors Diploma<\/span><\/li>\n
- Laboratory Course<\/span><\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
4002 Introduction to Three Dimensional Art (L)<\/b><\/p>\n
\u00a0(3D ART)<\/b><\/p>\n
\u00a0Introduction to Three-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.<\/span><\/p>\n\n- Recommended Grade: 9, 10, 11, 12<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Recommended Prerequisites: Introduction to Two-Dimensional Art (L)<\/span><\/li>\n
- Credits: 1 semester course, 1 credit per semester<\/span><\/li>\n
- Counts as a directed elective or elective for all diplomas<\/span><\/li>\n
- Fulfills a Fine Arts requirement for the Core 40 Academic Honors Diploma<\/span><\/li>\n
- Laboratory course<\/span><\/li>\n<\/ul>\n
\u00a0<\/span><\/p>\n4006 Advanced Three Dimensional Art (L)<\/b><\/p>\n
(ADV 3D ART I)<\/b><\/p>\n
\u00a0Advanced Three-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students in this course build on the sequential learning experiences of Introduction to Three-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.<\/span><\/p>\n\n- Recommended Grade: 9, 10, 11, 12<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Recommended Prerequisites: Introduction to Two-Dimensional Art (L), Introduction to Three- Dimensional Art (L)<\/span><\/li>\n
Terre Haute North Vigo High School will prepare students to embrace life-long learning.<\/p>\n
- \n
- Our students will be led by a team composed of educators, families, and community leaders.\u00a0 Together we will set high expectations for students in a safe environment that makes success possible.<\/li>\n
- Our students will be equipped with the knowledge about future possibilities that will allow them to make productive and ethical choices.<\/li>\n
- Our students will be well informed about opportunities in the community and will understand the importance of taking advantage of them.\u00a0 Before graduating, students will be introduced to service-learning experiences and encouraged to volunteer for the benefit of their community.<\/li>\n<\/ul>\n
Terre Haute North Vigo High School strives to be a positive contributing member of the community by graduating young people prepared to continue their education, to volunteer their time and talents, and to be employed across the diverse landscape of Terre Haute, Vigo County, the state of Indiana, the United States, and the world.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”1632509649351-4″ title=”Graduation Requirements” id=”1632509649349-5″][vc_column_text]\n
*High School Diploma for Freshman Class of 2023 and later must follow the Graduation Pathways standards.
\n<\/strong><\/h4>\n[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”1632509649550-5″ title=”Graduation Pathways” id=”1632509649548-3″][vc_column_text]\nGraduation Pathways<\/h4>\n
Students in the class of 2023 and later must satisfy at least one<\/u> option from each of the three<\/u> requirements in order to graduate. Students graduating prior to 2023 may satisfy graduation requirements by completing Graduation Pathways, though this opportunity must be reviewed with their high school counselors.<\/p>\n
\n\n
\n Graduation Requirements<\/td>\n Graduation Pathway Options<\/td>\n<\/tr>\n \n \n 1) High School Diploma<\/strong><\/p>\n
(Students must complete the course requirements of one of the following designations.)<\/td>\n
\n - \n
- Core 40 designation<\/strong><\/li>\n
- Academic Honors designation<\/strong><\/li>\n
- Technical Honors designation<\/strong><\/li>\n
- General designation<\/strong><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n \n 2) Learn and Demonstrate Employability Skills<\/strong><\/p>\n
(Students must complete at least one of the following.)<\/td>\n
\n - \n
- Project -Based Learning Experience<\/strong><\/li>\n
- Service- Based Learning Experience<\/strong><\/li>\n
- Work- Based Learning Experience<\/strong><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n \n 3) Postsecondary-Ready Competencies<\/strong><\/p>\n
(Students must complete at least one of the following.)<\/td>\n
\n - \n
- Honors Designation:<\/strong> Fulfill all requirements of either the Academic or Technical Honors designation.<\/li>\n
- ACT<\/strong> : <\/strong>College-ready benchmarks -Currently 18 in English, 22 in Reading, 22 in Math, and 23 in Science; students must meet at least 2 of the 4 score requirements, either the 18 in English or 22 in Reading AND either the 22 in Math or 23 in Science.<\/li>\n<\/ul>\n
- \n
- SAT:<\/strong>\u00a0 College-ready benchmarks -Currently 480 in Evidence-Based Reading and Writing (ERW) and 530 in Math; students must meet the individual scores in each subject.<\/li>\n<\/ul>\n
- \n
- ASVAB<\/strong>: Earn at least a minimum AFQT score of 31.<\/li>\n
- State and Industry-recognized Credential or Certification<\/strong><\/li>\n
- Federally recognized Apprenticeship<\/strong><\/li>\n
- Career-Technical Education Concentrator<\/strong>: Must earn a C average in at least two non-duplicative advanced courses (courses beyond an introductory course) within a particular program or program of study.<\/li>\n<\/ul>\n
- \n
- AP\/Dual Credit or CLEP Exams<\/strong>: Must earn a C average or higher in at least three (3) courses. If a student is taking AP\/Dual Credit courses to meet the postsecondary-ready competency, either:<\/li>\n<\/ul>\n
1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 One of the three courses must be in a core content area. The Core Transfer Library defines \u201ccore content\u201d for dual credit\/AP requirement. Students pursuing liberal arts tracks must have at least one course corresponding with the CTL.\u00a0 OR<\/p>\n
2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All three (3) courses must be part of a defined CTE sequence. A defined CTE sequence of courses is based on the Indiana College and Career Pathways. These courses must correspond with the CTE Technical Dual Credit Crosswalk.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
<\/p>\n
Employability Skills<\/strong><\/p>\n
Demonstrations of employability skills include experiences that enable students to apply essential academic, technical, and professional skills and find engagement and relevancy in their academic careers. Through a Project-based, Service-based, or Work-based learning experience, students must demonstrate the Department of Workforce Development\u2019s Employability Skills Benchmarks. The development of the student product must satisfy the categories of employability skills:\u00a0 Mindsets, Self-Management Skills, Learning Strategies, Social Skills, and Workplace Skills.<\/p>\n
Project-based learning (PBL<\/strong>) allows students to gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge. Students engage in a rigorous, extended process of asking questions, finding resources, and applying information. Students often make their project work public by explaining, displaying and\/or presenting it to people beyond the classroom. PBL can be demonstrated through a number of different projects and experiences. Those projects, however, must meet design principles: Challenging Problems or Questions, Sustained Inquiry, Authenticity, Student Voice and Choice, Reflection, Critique and Revision, and Public Product.<\/p>\n
Service-based learning (SBL) <\/strong>integrates meaningful service to enrich and apply academic knowledge, teach civic and personal responsibility, and strengthen communities. SBL can be classified by three core indicators: Integrating academic study with service experience; Reflecting on larger social, economic, and societal issues; and Collaborating efforts among students, schools, and community partners. Students can use SBL to demonstrate their employability skills through numerous activities and service opportunities. Those opportunities must meet design principles: Meaningful Service, Link to Curriculum, Reflection, Diversity, Youth Voice, Partnerships, Progress Monitoring, Duration and Intensity<\/p>\n
Work-based learning (WBL) <\/strong>is a strategy to reinforce academic, technical, and social skills learned in the classroom through collaborative activities with employer partners. Work-based learning experiences allow students to apply classroom theories to practical problems, to explore career options, and to pursue personal and professional goals. Four design principles design and identify WBL programs: Clear Work-Based Learning Partnership Agreement and Plan; Authentic Work Experience Component; Structured Learning Component; and Culminating Assessment and Recognition of Skills.<\/p>\n
\u00a0<\/strong>Questions about the new Graduation Pathways should be directed to your student\u2019s high school counselor. <\/strong><\/h5>\n[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”319a5b2d-5bcb-19″ title=”Additional required information” id=”bbcc0695-2cd3-0″][vc_column_text]Planning Your High School Courses at Terre Haute North Vigo High School<\/u><\/strong><\/p>\n
Included in this student planning book are the following:\u00a0 a description of graduation requirements, information about the diploma options, grading policies, a discussion of guidance and counseling services, and other data necessary to make informed decisions.\u00a0 A listing of electives and a description of all courses offered at Terre Haute North Vigo High School are also included for your benefit.\u00a0 Being informed about course offerings and prerequisites will help avoid making mistakes in the planning process.\u00a0 The four-year graduation plan for high school is vitally important in the planning process.<\/p>\n
The school year is divided into two terms.\u00a0 The terms are 18 weeks in length.\u00a0 Students participate in seven 45-minute classes daily.\u00a0 This allows students to earn seven credits per term and 14 credits yearly.<\/p>\n
Changing a Student\u2019s Schedule<\/u><\/strong><\/p>\n
A student\u2019s schedule should be the result of careful planning and consideration by the student, his\/her parents, teachers, and the counselor.\u00a0 Every student is encouraged to discuss his\/her schedule with the counselor in an individual session as the selection of courses for the following year is made.\u00a0 The school orders supplies, texts, and equipment based on those student selections; therefore, no schedule changes will be allowed except under the special circumstances described below.<\/p>\n
In a rare event that a change becomes necessary during a term, changes in a student\u2019s schedule will be made only after consultation with the student\u2019s teacher, parent or guardian, and counselor. After the end of one week, dropping a class is recorded as “WF”, zero credit, which has the same effect on the Grade Point Average as a failure; dropping a course <\/strong>requires the teacher, counselor, and parent or guardian\u2019s approval. <\/strong><\/p>\n
Final student schedules are updated in Skyward in June.\u00a0 Students may not change classes because they do not want a particular teacher.<\/strong>\u00a0 Changes requested after the last day of school in June may be made for the following reasons if scheduling permits:\u00a0 1) An error in the schedule; 2) The student has failed a class; 3) The student has not had the prerequisites; 4) The student wishes to expunge a grade of C- or lower; 5) The student has earned a grade of C- or lower in the previous class; 6) The student is scheduled with the same teacher the student has previously failed 7) To schedule more difficult classes.\u00a0 All schedule changes must meet one of these criteria.<\/strong><\/p>\n
Semester Requirements<\/u><\/strong>:<\/p>\n
To be graduated from high school, a pupil shall be a full-time student in grades 9 through 12 and have attended at least ten (7) terms (semesters).<\/p>\n
Minimum Course Load
\n<\/u><\/strong>All students must be enrolled in classes a minimum of six periods.\u00a0 It is strongly recommended that all students be enrolled in classes seven periods.Demonstrated Competency in Basic Skills<\/u><\/strong>:<\/p>\nStudents who cannot demonstrate competency in the basic skills, as identified by the school corporation and the State of Indiana, necessary for future learning shall not be graduated from a high school certified by the Indiana Department of Education.<\/p>\n
Early Graduates<\/u><\/strong><\/p>\n
Only students who have met all of the graduation requirements by having all of their credits and having met the graduation pathway requirements are allowed to leave after the first semester.\u00a0 Students must apply for early graduation 19 weeks before the desired graduation date.<\/strong><\/p>\n
College and Career Counseling Services<\/u><\/strong><\/p>\n
The Counseling Department speaks to all students, presenting information about course curriculum.\u00a0 We ask that students talk with their parents to decide their course work for the following year based upon abilities, interests, and college\/career goals.\u00a0 Students are given the opportunity to thoroughly discuss their college\/career goals with their counselors.\u00a0 All students and parents have the chance to review their proposed schedules before they are finalized.\u00a0 The finalized schedule should be selected carefully, as course changes are not permitted.<\/p>\n
The Counseling Department is equipped to assist students with course and career planning.\u00a0 There are numerous resources such as individual counseling, small group counseling, career assessment programs, written information, interest inventories, career files, classroom programs, and technical school\/college preparation guides to assist students with the college and career decision-making process.\u00a0 Students are also encouraged to fully utilize the counseling website as a helpful resource throughout their high school years. Counselors work with students and parents to develop an awareness of how student interests, aptitudes, and abilities work together.\u00a0 Students are encouraged to communicate with their counselors on a frequent basis to assure that their high school course programs continue to prepare them for college and career readiness.<\/p>\n
Special Education Services<\/u><\/strong><\/p>\n
Services are provided for students with disabilities.\u00a0 An individual education plan for each student is developed each year based on the student\u2019s current level of functioning; annual goals are formulated with objectives developed to meet the goals.\u00a0 Students with disabilities are integrated into all aspects of the school program that are appropriate to meeting their individual goals and objectives.\u00a0 Integration is designed to maximize student success.\u00a0 Collaboration among teachers is a strategy that is used in a number of disciplines.<\/p>\n
\u00a0<\/strong>Release of Information Forms<\/u><\/strong><\/p>\n
By federal law, North High School is not permitted to release information regarding students without permission of the student\u2019s legal guardian if the student is under 18 years of age or permission of the student if 18 years-old or older.\u00a0 Many times parents request that information regarding students\u2019 grades be released to insurance companies to receive “good student” discounts, potential employers request information regarding students, and colleges require grades and class information for students applying to their institutions.\u00a0 In order to comply with these requests, the school must have a properly signed release of information form on file.\u00a0 These forms may be obtained in the Counseling Office.\u00a0 The registrar maintains the file of these forms.<\/p>\n
Parent\/Teacher Conferences<\/u><\/strong><\/p>\n
Many times parents may want to discuss a student\u2019s progress in a particular class with the student\u2019s teacher.\u00a0 Counselors are responsible for setting up parent\/teacher conferences for the counselees.\u00a0 Parents should call the counselor at 462-4318 to arrange a conference at a time that is agreeable to all parties or they may email individual teachers and counselors.\u00a0 The counselors email addresses are available on the school website at:\u00a0 https:\/\/web.vigoschools.org\/terre-haute-north\/<\/p>\n
Assignments for Absentees<\/u><\/strong><\/p>\n
When students have been absent for three days, the parent or student may call the counseling office at 462-4312 to make arrangements. Allow at least 24 hours between request for homework and the time when the assignments and textbooks may be picked up from the counseling office.\u00a0 If the student is going to be absent for less than three days, it is suggested that the student contact classmates for assignments.\u00a0 All teachers may also be reached through e-mail or Canvas.\u00a0 Faculty email addresses can be found on the North High School website.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”8858fa7b-992a-20″ title=”Grades and Grading Policies” id=”a146d275-7830-9″][vc_column_text]INFORMATION REGARDING GRADING POLICIES<\/strong><\/p>\n
Term Grades<\/u><\/strong><\/p>\n
Only the term grades are recorded on a student\u2019s permanent record.\u00a0 Credits are based on the student\u2019s term grades.\u00a0 Students receive no credit for an “F” – “WF” – \u201cN for Audit\u201d on a term grade.<\/p>\n
Term grades are based on the grades earned during the two nine-week grading periods and the term exam.\u00a0 The term exam accounts for 20% of the term grade.\u00a0 Term exams are given in each class during the final week of each term.\u00a0 Teachers may override the averaging of grades and base the term grade on teacher-determined criteria.\u00a0 The following numerical values are assigned to term letter grades and are used in computing cumulative grade point averages:<\/p>\n
A =4.00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 B =3.00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 C =2.00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D =1.00<\/p>\n
A-=3.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 B-=2.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 C-=1.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D-=0.67<\/p>\n
B+=3.33\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 C+=2.33 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D+=1.33\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 F =0.00<\/p>\n
Grade Point Average<\/u><\/strong><\/p>\n
The cumulative grade point average is computed at the end of each term and is based on the term grades beginning with the ninth grade.\u00a0 The total number of grade points earned is divided by the total number of credits attempted.<\/p>\n
Rank in Class<\/u><\/strong><\/p>\n
Rank in class is based on the cumulative grade point average and is computed at the end of each term.\u00a0 Cumulative grade point averages for students in a given class are placed in order from high to low with the highest Grade Point Average given the rank of 1 and the lowest Grade Point Average given the rank equal to the number of students in that class.\u00a0 A student\u2019s class rank is determined by where his\/ her Grade Point Average falls in the ranking.\u00a0 Students to be included in the class ranking will have earned at least half of their credits at an accredited high school.\u00a0 Foreign exchange students will not earn a class ranking.\u00a0 Students with a pass on their mark history cannot be included in rank.\u00a0 A student who may be eligible to earn the Valedictorian or Salutatorian designation should work closely with his\/ her counselor to ensure a full schedule of classes at the school is taken each semester.\u00a0 Taking courses off site or not for credit can impact the Valedictorian or Salutatorian designation.\u00a0 <\/em><\/p>\n
Honor Roll<\/u><\/strong><\/p>\n
At the close of each grading period, an Honor Roll for each grade level is prepared and published.\u00a0 Honor Roll eligibility is based on grades in all credit subjects.\u00a0 The student must be enrolled in a minimum of five classes.\u00a0 A student must maintain a 3.00 average to qualify for the honor roll with no grade of D, D+, D-, F, or I (incomplete).\u00a0 The following grade point averages determine the Honor Roll classification:<\/p>\n
3.85 – 4.00\u00a0\u00a0\u00a0\u00a0 Exceptional Honor Roll<\/p>\n
3.50 – 3.84\u00a0\u00a0\u00a0\u00a0 High Honor Roll<\/p>\n
3.00 – 3.49\u00a0\u00a0\u00a0\u00a0 Regular Honor Roll<\/p>\n
Repeating a Course for Improved Grade<\/u><\/strong><\/p>\n
If seating in the classroom is available, a student may petition through his\/her counselor for the opportunity to repeat any course in which the student has earned a semester grade of “C-” or less and have placed on the permanent transcript the higher grade earned.\u00a0 The lower grade will be expunged from the record.\u00a0 Additional credit will not be accumulated through this process.\u00a0 A student who has received a grade of “F” in a required course must repeat that course and the “F” grade will be expunged when a higher grade is earned.<\/p>\n
GRADING POLICIES REGARDING EXTRACURRICULAR PARTICIPATION<\/strong><\/p>\n
Student-Athletes<\/u><\/strong><\/p>\n
To participate in a competitive sport, a student must have parental consent, a medical examination, and have a minimum of five passing grades in full-credit courses during the previous grading period. The student must maintain passing grades in five full-credit courses to continue participation. The required Basic Physical Education course counts as one of the five required classes. All North student-athletes must be enrolled in at least five full-credit classes. Any student-athlete who may be considering playing in a NCAA Division I or II athletic program in college should be aware of the required high school curriculum and required college admission scores necessary to be qualified to participate; athletes should check with their counselors to be sure they are meeting the standards. Enclosed in this guide are the College Freshman Eligibility Standards for NCAA Divisions I and II.<\/p>\n
Student Officers<\/u><\/strong><\/p>\n
All students who wish to run for a class office or for Student Council must also be passing in at least five full-credit classes from the previous grading period and have at least a 2.5 cumulative grade point average. Elections are held in the spring for current students to elect the leaders for the subsequent sophomore, junior, and senior classes. Incoming freshmen hold elections for class officers in the fall.<\/p>\n
Queens, Queen\u2019s Court, and Escorts<\/u><\/strong><\/p>\n
All participants in coronation including the Queen, attendants, and escorts must have a minimum 2.0 GPA, be passing in a minimum of five classes, and be full-time students. They must also meet behavioral requirements.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”3bc520bb-a0f8-21″ title=”Advanced Placement\/Dual Credit Courses” id=”726a2b57-800b-10″][vc_column_text]ADVANCED PLACEMENT\/COLLEGE CHALLENGE\/DUAL CREDIT<\/strong><\/p>\n
Advanced Placement Courses<\/u><\/strong><\/p>\n
The Advanced Placement Program, a cooperative educational endeavor, is based on the fact that many young people can complete college-level studies in secondary schools.\u00a0 Participating colleges, in turn, grant credit and appropriate placement to students who have done well on the AP Examinations which are administered in May.\u00a0 Tests are administered in strict compliance with the College Entrance Examination Board through the Educational Testing Service.<\/p>\n
In May of each year, students may take the Advanced Placement examinations. Students who score a 3, 4, or 5 on a test may receive college credit. Tests are given in 19 different subject areas. The science, math, and English tests require only a small registration fee, while all other tests require both a registration and test fee.\u00a0 Based upon financial guidelines, students may receive financial assistance regarding the test fee.\u00a0 Please see a counselor for more details.<\/p>\n
Students have the opportunity of registering for Advanced Placement Exams in the following subjects:<\/p>\n
\n\n
\n Biology<\/td>\n Environmental Science<\/td>\n Psychology<\/td>\n<\/tr>\n \n Calculus AB<\/td>\n French<\/td>\n Spanish<\/td>\n<\/tr>\n \n Calculus BC<\/td>\n Government<\/td>\n Statistics<\/td>\n<\/tr>\n \n Chemistry<\/td>\n Macro Economics<\/td>\n U.S. History<\/td>\n<\/tr>\n \n English Language and Composition<\/td>\n Micro Economics<\/td>\n World History<\/td>\n<\/tr>\n \n English Literature and Composition<\/td>\n Music Theory<\/td>\n <\/td>\n<\/tr>\n \n European History<\/td>\n Physics<\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n College Challenge Program<\/u><\/strong><\/p>\n
Selected courses are offered to Terre Haute North Vigo students through Indiana State University and IVY Tech. \u00a0These college-level courses are taught by our high school teachers who have been approved by the University\u2019s appropriate academic department and are considered adjunct faculty members at their respective institutions..<\/p>\n
Any class taken in the College Challenge Program will be arranged within the student\u2019s regular daily school schedule.\u00a0 Students are not required to attend class outside of school hours to participate in College Challenge.\u00a0 Courses which have laboratory components must be taken together.<\/p>\n
The College Challenge Program is intended for juniors and seniors who have attained a cumulative grade point average of 2.5 or higher.\u00a0 Students in this category will find the classes to be especially beneficial.\u00a0 Classes offered are open to a variety of students as long as they have the capability and desire to do the work.\u00a0 Students are required to pay a $25 per credit hour charge; classes are generally three or four college credits.\u00a0 Based upon financial guidelines, students may receive financial assistance and take the course for free.<\/p>\n
Potential<\/strong> College Challenge courses offered at Terre Haute North Vigo include:<\/p>\n
- \n
- Advanced Composition CC (ENG 105)<\/li>\n
- Advanced Speech CC (COMM 101)<\/li>\n
- Chemistry CC (CHEM 103\/103L, CHEM 104\/104L)<\/li>\n
- Chemistry CC (CHEM 105\/105L, CHEM 106\/106L)<\/li>\n
- Human Anatomy & Physiology IA CC (ATTR 210\/210L\/PE220\/220L)<\/li>\n
- Macro Economics CC (ECON 200)<\/li>\n
- Micro Economics CC (ECON 201)<\/li>\n
- AP Physics 1 CC (PHYSICS 105\/105L)<\/li>\n
- AP Physics 2 CC (PHYS106, PHYS106L)<\/li>\n
- PreCalculus or PreCalculus A (MATH 115)<\/li>\n
- Quantitative Reasoning<\/li>\n
- Trigonometry or Trigonometry A (MATH 112)<\/li>\n
- US History CC (Hist 201\/202)<\/li>\n
- Statistics CC (Stats 241)<\/li>\n<\/ul>\n
Dual Credit Opportunities<\/u><\/strong><\/p>\n
Dual credit opportunities allow high school students to earn college and high school credits at the same time.\u00a0 Terre Haute North has an agreement with Indiana State University and Ivy Tech State College to allow students to enroll in some Business, Computer, Foreign Language, Medical, and Technology courses for dual credit.\u00a0 Students who complete these courses may earn college credit at no cost to the student.\u00a0 These credits transfer to many programs at ISU and other universities across the state.\u00a0 Please consult with your counselor for the latest information.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”593ecd13-693f-23″ title=”Testing and Placement” id=”b1cce557-c3b2-2″][vc_column_text]TESTING<\/strong><\/p>\n
Guidance Services Testing Program<\/strong><\/p>\n
The testing program at North Vigo High School consists of a number of tests that serve different purposes with regard to college.\u00a0 Counselors assist students in identifying which tests should be taken.<\/p>\n
ILEARN Grade 9 Assessments <\/strong>Students enrolled in Biology are required to take an ILEARN Assessment in the Spring of the course completion year; however, this test does not impact their graduation status.<\/p>\n
Preliminary Scholastic Aptitude Test (PSAT); National Merit Scholarship Qualifying Test (NMSQT)<\/u><\/strong><\/p>\n
This test offers sophomores and juniors an opportunity to become familiar with the kind of tests required for college entrance while at the same time entering juniors in competition for National<\/p>\n
Merit Scholarships.\u00a0 A selection score is the basis for National Merit Scholarships.\u00a0 The test, given in October, is a two-hour version of the College Board Scholastic Assessment Test (SAT) and measures verbal, mathematic, and writing skills.\u00a0 Counselors provide information about fees and registration procedures.<\/p>\n
College Entrance Examinations<\/u><\/strong><\/p>\n
Most colleges and universities require either the SAT (Scholastic Aptitude Test) or the ACT (American College Test) for admission.\u00a0 Students should check with the college they are planning to attend to determine which test to take for admission.\u00a0 The test should be taken by the spring semester of the junior year and then, if necessary, in the fall semester of the senior year.\u00a0 The SAT is given in August, October, November (at North), December, March (at North), May, and June; the ACT is given in September, October (at South), December, February, April (at South), June, and July.\u00a0 The SAT Subject Tests include achievement tests in specific areas that may be required for college admission or for advanced placement.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 SAT will also be given in March, to all juniors, during the school day.\u00a0 A score of 480 in Evidence-Based Reading and Writing and a 530 in Math will satisfy the requirements for Box 3 for Graduation Pathways.<\/p>\n
ACCUPLACER Test<\/u><\/strong><\/p>\n
The ACCUPLACER test measures college readiness and is given to high school students planning to enroll in dual credit courses through Ivy Tech. \u00a0To receive credit, students must be enrolled at the college and, if the course requires, successfully meet specific ACCUPLACER testing requirements.\u00a0 Students will not be issued college credit, regardless of course grade, if they do not meet the standardized score requirements for the course.\u00a0 If students have acceptable ACT scores, PSAT scores or SAT scores they may be waived from the test for specific courses. Contact counselors with any questions.<\/p>\n
Advanced Placement Examination<\/strong><\/span><\/p>\n
For each AP course, an AP Exam is administered at participating schools worldwide. Except for AP Studio Art \u2013 which is a portfolio assessment \u2013 each AP Exam contains a free-response section (either essay or problem-solving) and a section of multiple-choice questions. The modern language exams also have a speaking component, and the AP Music Theory Exam includes a sight-singing task. Each AP Exam is given an overall grade of 1, 2, 3, 4, or 5, with 5 indicating a student who is highly qualified to receive college credit and\/or advanced placement based on an AP Exam grade. Indiana universities award credit to students who score a minimum of 3 on an exam. These tests are given in May.\u00a0 Students should register with Mrs. Luken by November first\u00a0 to take the tests.<\/p>\n
SAT (Scholastic Aptitude Test<\/u><\/strong><\/p>\n
The SAT is an entrance exam used by most colleges and universities to make admissions decisions. The SAT is a multiple-choice, pencil-and-paper test created and administered by the College Board.\u00a0The purpose of the SAT is to measure a high school student’s readiness for college and\u00a0provide colleges with one common\u00a0data point that can be used to compare all applicants.\u00a0College admissions officers\u00a0will review standardized test scores alongside your high school GPA, the classes you took in high school, letters of recommendation from teachers or mentors, extracurricular activities, admissions interviews, and personal essays. How important SAT scores are in the college application process varies from school to school.<\/p>\n
SRI (Scholastic Reading Inventory) Examination<\/u><\/strong><\/p>\n
Scholastic Reading Inventory is a reading comprehension test that assesses students’ reading levels, tracks students’ reading growth over time, and helps guide instruction according to students’ needs.<\/p>\n
WIDA Examination<\/u><\/strong><\/p>\n
The purpose of the WIDA examination is to measure English language learners’ development of reading, writing, listening, speaking, and comprehension skills throughout the year.<\/p>\n
COURSES REQUIRING an APPLICATION or SCREENING PROCESS<\/u><\/strong><\/p>\n
Some courses require a special process or an application to be admitted to the class.\u00a0 The applications may be obtained from North\u2019s Counseling Office.\u00a0 If the program is a two-year program, the teacher of the first-year course will also have applications.<\/p>\n
The following courses require applications which are due when the proposed student\u2019s schedule is submitted:<\/p>\n
Course<\/u><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Return to<\/u><\/strong><\/p>\n
Yearbook\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher<\/p>\n
Medical Careers\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher<\/p>\n
Building Trades\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Counselor\/Teacher<\/p>\n
Work Release<\/u><\/strong><\/p>\n
Because of the state graduation requirements, and because of the state regulation requiring all students in grades 1 through 12 to have a full instructional day, no student may be granted early release for the purpose of employment.\u00a0 Only those students whose approved vocational education program includes an employment component are granted a release; the time for which the student is released is considered a part of the student\u2019s educational program.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”7426ac64-fb90-24″ title=”Network Acceptable Use Policy” id=”6641bdbb-aa2d-1″][vc_column_text] Jack Lower Media Center and Acceptable Use Policy
\n<\/u><\/strong><\/p>\nThe Lower Media Center program is designed and maintained to afford students and staff the opportunity to build and enhance their knowledge of curriculum data and other areas relevant to young adult interests. Reading and listening for both knowledge and pleasure is encouraged with the availability of materials in print, eBook and audio formats. We support classroom instruction and enable students to become more literate in the access, discernment, and application of information. We support the fundamentals and applications of higher order thinking skills.<\/p>\n
The Lower collection includes more than 20,000 items in print, auditory, visual, and digital or electronic formats. While we hold the largest collection of secondary level media in the VCSC, we also offer full inter library loan services enabling our students and staff the ability to request any item in the Corporation holdings. Students and staff may borrow items at all reading and comprehension levels for personal or educational use. Full internet capabilities exist under the parameters of the VCSC. Database software includes but is not limited to Follett Library Systems, SIRS-Social Issues Resource Series, EBSCO \u2013 Social Studies, and INSPIRE, a multiplatform search engine for all subjects. Articles in SIRS and EBSCO are multilingual. Read Live, Scholastic Reading Inventory, Microsoft Excel and online PSAT programs are also available. MS Word and PowerPoint along with various math practice test sites are accessible via links. HD Start, which allows student to save their work and retrieve it from any computer in the building, is also available. Edmentum Courseware, the VCSC choice for online education credit recovery, may be accessed via the homepage. Students may work on courses in the center or from any location outside the building with proper logins\/authority and internet connections.<\/p>\n
Our fully computerized research center has instructional capabilities for 35 students. Additional workstations are available for students and staff desiring to work independently. General seating allows an additional 114 students access to quiet study. Two conference rooms allow for group work and small meetings. Complete services are offered by a licensed Media Specialist from 7:30 AM to 3:25 PM each school day.<\/p>\n
POLICY ON CORPORATION PROVIDED ACCESS TO ELECTRONIC INFORMATION, SERVICES, AND NETWORKS <\/strong><\/p>\n
Acceptable Use Policy (AUP)<\/strong><\/p>\n
The Vigo County School Corporation incorporates its own stated educational mission, goals, and objectives in making decisions regarding student access to the corporation wide computer network and the Internet hereafter referred to as VCSC Network.\u00a0 Electronic information functional skills are now fundamental to preparation of citizens and future employees.\u00a0 Access to the VCSC Network enables staff and students to explore thousands of libraries, databases, bulletin boards, and other resources while exchanging messages with people around the world.\u00a0 The corporation expects that faculty will blend professional use of the VCSC Network throughout the curriculum and will provide guidance and instruction to students in its appropriate use.\u00a0 Access from school to VCSC Network resources must be structured in ways which point students to those which have been evaluated prior to use.\u00a0 While students will be able to move beyond those resources to others in other environments that have not been previewed by staff, they shall be provided with guidelines and lists of resources particularly suited to learning objectives.<\/p>\n
Those utilizing the VCSC Network access must first have the permission of and must be supervised by the Vigo County School Corporation’s professional staff.\u00a0 Users are accountable for appropriate behavior.\u00a0 The purpose of the VCSC Network access is to facilitate communication in support of research and education.\u00a0 To remain eligible as users, use must be in support of and consistent with the educational objectives of the Vigo County School Corporation.\u00a0 Access is a privilege, not a right.\u00a0 Access entails responsibility and accountability.\u00a0 Electronic messages and files stored on school based computers are school property.<\/p>\n
Users should not expect that files stored on school based computers are private.\u00a0 Supervisors may review files and messages to maintain system integrity and ensure that users are acting responsibly.\u00a0 Users of corporation provided computers and the VCSC Network are not permitted to:<\/p>\n
- \n
- access, upload, download, or distribute pornographic, obscene, or sexually explicit material;<\/li>\n
- transmit obscene, abusive, or sexually explicit language; transmit expressions of derogatory, racism or hate;<\/li>\n
- vandalize, damage, or disable the property of another individual or organization;<\/li>\n
- access another individual’s materials, information, or files without permission;<\/li>\n
- violate copyright or otherwise use the intellectual property of another individual or organization without permission;<\/li>\n
- waste school resources such as storage space;<\/li>\n
- participate in network games;<\/li>\n
- use computer resources for non-academic activities when others require the system for academic purposes;<\/li>\n
- illegally install copyrighted software;<\/li>\n
- misrepresent other users;<\/li>\n
- allow non-authorized use; and<\/li>\n
- violate any local, state, or federal statute.<\/li>\n<\/ul>\n
Any violation of corporation policy and rules may result in loss of access to the VCSC Network.\u00a0 Additional disciplinary action, including suspension or expulsion from school, may be determined in keeping with existing procedures and practices.\u00a0 When and where applicable, law enforcement agencies may be involved.<\/p>\n
Filtering:\u00a0 Student Internet activities will be monitored by the school corporation to ensure students are not accessing inappropriate sites.\u00a0 Each school corporation computer with Internet access shall have a filtering device or software that blocks access to visual depictions that are obscene, pornographic, inappropriate for students, or harmful to minors.<\/p>\n
The Vigo County School Corporation makes no warranties of any kind, either expressed or implied, for the VCSC Network.\u00a0 The corporation will not be responsible for unauthorized financial obligations resulting from the use of the VCSC Network.<\/p>\n
Vigo County School Corporation believes that access to the Internet benefits students and exceeds any disadvantages. Ultimately, however, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources.<\/p>\n
To help with that effort, the Vigo County School Corporation makes the district’s complete Internet policy and procedures available on request for review by all parents, guardians, and other members of the community; and provides parents and guardians the option of requesting for their minor children alternative activities not requiring Internet use.[\/vc_column_text][\/tab][tab icon_family=”none” tab_id=”1632509650269-5″ title=”Art and Fine Arts Courses” id=”1632509650267-8″][vc_column_text]The fine arts courses at North High School have a triple role to perform.\u00a0 The first of these is to provide enriched experiences for those young people with more than average potential.\u00a0 It involves the discovery of such talents and encouragement and guidance of such students toward the fullest realization of their powers.\u00a0 The second role is that of providing purposeful art experiences for those who show little likelihood of pursuing art as a profession or vocation.\u00a0 It is a major responsibility of art education to provide the occasion and the opportunity for the individual to obtain satisfaction, enjoyment, and appreciation of the visual art experiences.\u00a0 The third role is in offering the opportunity to gain a more complete and enlightened understanding of our culture, how the arts in all forms are inextricably woven into the culture of our time.\u00a0 It is through active participation in these experiences that the students develop creativity and aesthetic judgment.<\/em><\/p>\n
4000 Introduction to Two-Dimensional Art (L)<\/b><\/p>\n
(2D ART)<\/b><\/p>\n
Introduction to Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.<\/span><\/p>\n
- \n
- Recommended Grade: 9, 10, 11, 12<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Recommended Prerequisites: none<\/span><\/li>\n
- Credits: 1 semester course, 1 credit per semester<\/span><\/li>\n
- Counts as a directed elective or elective for all diplomas<\/span><\/li>\n
- Fulfills a Fine Arts requirement for the Core 40 Academic Honors Diploma<\/span><\/li>\n
- Laboratory course<\/span><\/li>\n<\/ul>\n
\u00a0<\/span><\/p>\n
<\/p>\n
<\/strong><\/p>\n
4004 Advanced Two Dimensional Art (L)<\/b><\/p>\n
(ADV 2D ART)<\/b><\/p>\n
\u00a0Advanced Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students in this course build on the sequential learning experiences of Introduction to Two-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.<\/span><\/p>\n
- \n
- Recommended Grade: 9, 10, 11, 12<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Recommended Prerequisites: Introduction to Two-Dimensional Art (L)<\/span><\/li>\n
- Credits: 1 semester course, 1 credit per semester. The nature of this course allows for successive semesters of instruction at an advanced level provided that defined proficiencies and content standards are utilized.<\/span><\/li>\n
- Counts as a directed elective or elective for all diplomas<\/span><\/li>\n
- Fulfills a Fine Arts requirement for the Core 40 Academic Honors Diploma<\/span><\/li>\n
- Laboratory Course<\/span><\/li>\n<\/ul>\n
\u00a0<\/b><\/p>\n
4002 Introduction to Three Dimensional Art (L)<\/b><\/p>\n
\u00a0(3D ART)<\/b><\/p>\n
\u00a0Introduction to Three-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.<\/span><\/p>\n
- \n
- Recommended Grade: 9, 10, 11, 12<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Recommended Prerequisites: Introduction to Two-Dimensional Art (L)<\/span><\/li>\n
- Credits: 1 semester course, 1 credit per semester<\/span><\/li>\n
- Counts as a directed elective or elective for all diplomas<\/span><\/li>\n
- Fulfills a Fine Arts requirement for the Core 40 Academic Honors Diploma<\/span><\/li>\n
- Laboratory course<\/span><\/li>\n<\/ul>\n
\u00a0<\/span><\/p>\n
4006 Advanced Three Dimensional Art (L)<\/b><\/p>\n
(ADV 3D ART I)<\/b><\/p>\n
\u00a0Advanced Three-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students in this course build on the sequential learning experiences of Introduction to Three-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.<\/span><\/p>\n
- \n
- Recommended Grade: 9, 10, 11, 12<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Recommended Prerequisites: Introduction to Two-Dimensional Art (L), Introduction to Three- Dimensional Art (L)<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Required Prerequisites: none<\/span><\/li>\n
- Recommended Grade: 9, 10, 11, 12<\/span><\/li>\n
- State and Industry-recognized Credential or Certification<\/strong><\/li>\n
- ASVAB<\/strong>: Earn at least a minimum AFQT score of 31.<\/li>\n
- ACT<\/strong> : <\/strong>College-ready benchmarks -Currently 18 in English, 22 in Reading, 22 in Math, and 23 in Science; students must meet at least 2 of the 4 score requirements, either the 18 in English or 22 in Reading AND either the 22 in Math or 23 in Science.<\/li>\n<\/ul>\n
- Service- Based Learning Experience<\/strong><\/li>\n
- Academic Honors designation<\/strong><\/li>\n
- Core 40 designation<\/strong><\/li>\n