Introduction

TO STUDENTS AND PARENTS

This book contains descriptions of the courses and programs that may be offered during the current school year. These descriptions will help you make decisions that are consistent with your goals. A high school education is intended to strengthen your abilities and aptitudes, to develop your intellect to the fullest, and to broaden your interests so that you will be able to make full use of your individual capabilities.
Pre-planning, on your part, enables Ticonderoga High School to provide you with the widest possible choice of curricula. Confer with your parents, your Guide-on teachers, and with your counselors about courses and programs that will aid in meeting your personal objectives. Talk with businessmen, professional people, and others with various skills in your community to find out what courses and programs will be most helpful in meeting your goals.
Read this book carefully. Note prerequisites to course admission and make your choices wisely. It is very important that you take time to seriously consider and plan your course of study. A course will only be offered if a sufficient number of students elect to take it. This makes your initial decision making very important. Schedule changes will be kept to a minimum after registration is completed.

Michael J. Graney
Principal

TICONDEROGA CENTRAL SCHOOL ADMINISTRATION

Mr. John McDonald, Superintendent of Schools
Michael Graney, High School Principal
Bruce Tubbs, Middle School Principal
Anne Dreimiller, Elementary School Principal
Hillary Jones, High School Counselor
Kristen Murphy, High School Counselor
Linda Callahan, Middle School Counselor

ROLE OF CAREER CENTER AND SCHOOL GUIDANCE COUNSELORS

The purpose of the Career Center is to help students become aware of their interests and abilities and to assist in planning programs that will help them attain their goals, whether it is higher education or work after graduation. The guidance staff is available to help through interviews with parents and teachers. The emphasis is toward helping students with educational and social adjustments. Career and post-graduate options are presented and studied at each grade level during class time.
The courses offered in a comprehensive secondary high school must be numerous and varied to meet the needs of the diverse school population. It is necessary that parents and students understand these offerings and make their selections wisely, since the plans made by the student are important factors in determining their future.
Early in the second semester, the counselors will meet with all students to plan a program for the following year. Taking into account past years' achievements, aptitudes, and abilities, the students choose courses that will meet the requirements of their long-term goals. Parents are welcomed and encouraged to participate in all phases of this planning. Before a program becomes final, the students take home a copy of the plan to discuss it with their parents. Guidance Counselors will make an attempt to call and discuss schedules. If there are any questions or changes desired, parents may call or visit the counselor.

DEFINITION OF TERMS USED

• One half of a school year is called a semester.
• As a rule, a Carnegie unit of credit is granted for the successful completion of a subject studied one period per day for one semester.
• One half Carnegie unit of credit is granted for the successful completion of a subject studied one period per day for one semester.
• Required subjects are those subjects that all students must take.
• Electives are those subjects that are not required, but are chosen by the student to fulfill the diploma requirements.
• Pre-requisites are the requirements that must be met before a student may be scheduled for a given subject.
• A major sequence is a subject studied for three years. It may be chosen from Art, Business, Music, Home Economics, Technology, and BOCES programs.

DISTRICT MISSION FOR EXCELLENCE

WE, THE TICONDEROGA SCHOOL-COMMUNITY, BELIEVE THAT ALL STUDENTS WILL LEARN AND MOST AT HIGH LEVELS. WE TAKE RESPONSIBILITY FOR TEACHING ALL STUDENTS TO MASTER ACADEMIC SKILLS AND CONTENT WHILE CHALLENGING EACH STUDENT TO EXCEL TO HIS OR HER HIGHEST LEVEL OF ACHIEVEMENT. WE ALSO BELIEVE WE MUST PROVIDE FOR THE PHYSICAL, SOCIAL, EMOTIONAL, AND CULTURAL DEVELOPMENT OF ALL STUDENTS.
COMMITMENT TO THIS MISSION WILL RESULT IN CITIZENS ABLE TO MEET THE CHALLENGES OF THEIR LIVES.

Sentinels For Excellence

Graduation Requirements for the Class of 2005 and Thereafter

NOTE: ** Students acquiring 5 units in Art, Music, Business, Technology, or
Vocational Education may be exempt from the LOTE (Language other than English) requirement
for the Advanced Regents.

REQUIRED EXAMS: For Students Entering High School Prior to 2005

NOTE: The extension of the safety net for students with disabilities applies
to students who enter grade 9 through 2009. The safety net allows
students who do not pass a required Regents exam to pass the
corresponding Regents Competency Test to meet the local diploma
requirements.

COURSE LOAD

All students will be assigned a class load totaling six and a half (6.5) units.

ADD / DROP POLICY

Students are scheduled into classes that will prepare them for future career pursuits. Our philosophy is to appropriately place students and to offer every student an academically challenging schedule. Please be aware of the following:
***The ADD / DROP PERIOD is the first two weeks (10 school days)
at the beginning of each semester.
***After the two week period, Students will not be dropped from a course
without the permission of teacher, counselor, parent, and principal.

WE ENCOURAGE PARENTS AND STUDENTS TO CAREFULLY CONSIDER THE SCHEDULING PROCESS.

COURSES WHICH DO NOT MEET DAILY

ADVANCED PLACEMENT COURSES **
A. P. Calculus
A. P. English 11 and 12
A. P. United States History
A. P. Statistics
A. P. Biology

A. P. U. S. History Course Entrance Qualifications
1. Should have achieved 80 or above on Global Studies Regents, and must have successfully completed the portfolio requirement for Global Studies 10.
2. Must have scored an "11-15" on the democracy essay assigned in May.
3. Should have an overall strong academic background (80-85 and above).
4. Guidance approval.
5. Approval of Global Studies 10 teacher(s), with input from Global Studies 9 teacher(s).

A. P. Literature and Composition Entrance Qualifications (Grade 12)
1. 80 or above on New York State English Regents.
2. Successful completion of A. P. summer reading.
3. Recommendation of English 11 or English 12 teacher and/or Guidance Counselor.

A. P. Language and Composition Entrance Qualifications (Grade 11)
1. Strong academic record in English 9 and 10.
2. Successful completion of A. P. summer reading.
3. Recommendation of English 9 and 10 teachers and/or Guidance Counselor.

A. P. Calculus Course Entrance Qualifications
1. Open only to Senior’s.
2. Students taking this course should plan on taking the A. P. examination in May.
3. This is a course for students who plan to pursue a college major in math, engineering, or r elated fields.
4. An 85% average in Pre-Calculus is recommended.
5. Students should plan on attending evening review classes in the spring.

A. P. Statistics Course Entrance Qualifications
1. Open to seniors who have completed Algebra II. Seniors not taking Pre-Calculus
will need A. P. Statistics teacher’s approval..
2. Open to juniors who are presently taking Pre-Calculus.

A. P. Biology Course Entrance Qualifications
1. The course is only open to seniors.
2. Students taking the course should plan on taking the A. P. examination in May.
3. Pre-requisites for the course are Regents Biology and Regents Chemistry.
4. Students must also take Regents Physics as a co-requisite in order to enroll in the
course.

** Students may earn college credit. Students in A. P. courses must take the respective A. P.
exam at the end of the school year.