1. GRADUTION PLANS & SCHEDULING
For
Chaparral Star Academy

2. GRADUATION PLAN OVERVIEW
Your graduation plan contains numerous sections each with a different meaning for your specific graduation requirements
Please make sure to cross-reference this information with the information on your transcript
If you see any error or discrepancy, please contact Mr. Barnett immediately

3. GRADUATION PLAN TYPE
There are three graduation plans under the State of Texas
DISTINGUISHED ACHEIVEMENT PLAN (DAP)
RECOMMENDED HIGH SCHOOL PROGRAM (RHSP)
MINIMUM HIGH SCHOOL PROGRAM (MHSP)
Each graduation plan contains specific requirements
For more information about graduation plans and specific requirements, please refer to the school’s website under “Academics” and then subheading “Graduation Plans”
The Chaparral Star Academy Governing Board expects and encourages all students to graduate under the Distinguished Plan – the plan that best prepares a student for the rigor of college
Look at the top of the graduation plan to determine the specific plan on which a student is

4. NUMBER OF CREDITS
Student level classifications are completely dependent on the number of credits a student has earned toward graduation.
Freshman: 0 – 5.5
Sophomore: 6 – 11.5
Junior: 12 – 17.5
Senior: >17.5
The graduation plan lists number of credits at the top
Since both the Distinguished Plan and the Recommended Plan require 26 credits to graduate, 8th graders are scheduled for 2 high school credits
As a result, at the time of scheduling, each classification will have the following typical number of credits:
Freshmen: 5
Sophomore: 11
Junior: 17
If a student does not have AT LEAST these typical credits at the time of scheduling, taking courses in addition to those at Chaparral Star Academy may need to be an option to graduate with the current class.

5. COLOR-CODED CREDITS EARNED
The graduation plan is color-coded to explain the specific credits earned.
YELLOW refers to courses for which the student has passed and earned credit
GREEN refers to courses for which the student has passed and earned credit
PURPLE refers to courses for which Mr. B suggests the student take next year
BLUE refers to courses for which the student is currently enrolled
BY THE TIME A STUDENT GRADUATES, ALL COURSES MUST BE “FILLED IN” OR “COLORED”

6. ADVANCED MEASURES (DISTINGUISHED PLAN ONLY)
To graduate under the Distinguished Plan, a student must earn FOUR advanced measures
Advanced measures can be any of the following:
Earning a B or higher in a college dual-enrollment course (e.g. ACC)
Earning a 3 or higher on an AP exam
Advanced measures are indicated at the bottom on a student’s graduation plan:
The advanced measures are BLUE if a student is currently enrolled in the situation or YELLOW if they have already earned the advanced measure. The example shown is a student who has earned NO advanced measures.
Students should be aware of these advanced measures and not wait until senior year to fulfill them

7. END-OF-COURSE (EOC) CUMULATIVE SCORES
This does not relate to current juniors
To graduate under each graduation plan, a cumulative score from state assessments (EOC exams) under each tract must be earned
The specific cumulative score affects under which graduation plan a student can fulfill
Current cumulative scores are at the bottom of a student’s graduation plan

8. END-OF-COURSE (EOC) CUMULATIVE SCORES
For more information about EOC Cumulative Scores and Graduation Plans, please refer to the “EOC Exam Policies” presentation on the school’s website. It can be found under “Academics” and then under subheading “Graduation Plans”

9. SCHEDULING WORKSHEET OVERVIEW
Based on information from the graduation plan, Mr. B has looked at previous courses completed as well as the next course in each of the tracts:
English Language Arts
Mathematics
Science
Social Sciences
Foreign Language
Students AND parents should review the information on the scheduling worksheet and return the signed and completed document to Mr. B by FRIDAY, MAY 3, 2013

10. SCHEDULING WORKSHEET (SECTION 1)
Mr. B has made suggestions for the next course to take in each of the tracts, as well as any necessary courses (e.g. Comm App & Health, or Theatre)
Students should determine whether he/she accepts or denies the suggestion
If a student denies the suggestion, Mr. B would like to know the reason. Students and parents can inform him of this in SECTION 4 or via scheduling a meeting. Typically, denying the course selection could alter the path for graduation significantly.
Sometimes, the scheduling worksheet may say “see section 2.” This represents a choice that the student needs to make with regard to that particular tract.

11. SCHEDULING WORKSHEET (SECTION 2)
Section 2 of the scheduling worksheet represents choices that the student needs to make in regard to each tract, IF there are choices to make
Typical examples include:
The choice of taking an AP version of a course
The “Sophomore Math Choice”
The choice of taking the next course in a sequence where the course is not needed for graduation (an “or NOT” situation)
In section 2 on the scheduling worksheet, students should indicate whether he/she wants the choice ON THE LEFT or ON THE RIGHT or NEITHER.
If a student chooses NEITHER, Mr. B would like to know the reason. Students and parents can inform him of this in SECTION 4 or via scheduling a meeting. Typically, denying the course selection could alter the path for graduation significantly.

12. SCHEDULING WORKSHEET (SECTION 3)
Section 3 represents various electives students can take
Students should RANK the electives in the order of preference (with #1 being the most desired choice)
By placing the numbers in the boxes (NOT checkmarks), students are indicating his/her preference.
A FINAL example would look like:

13. SCHEDULING WORKSHEET (SECTION 4) on back
If a student and/or parent wants to communicate to Mr. B about a specific concern, section 4 is a great place to inform him
Some typical concerns written in section 4 are:
Possible ACC courses the student wishes to take. These may take the place of a course in section 1 or 2.
Possible summer school courses the student plans to take. These courses may take the place of a course in section 1 or 2.
Possible correspondence courses the student plans to take. These courses may take the place of a course in section 1 or 2.
Possible “out-of-order” or “doubling-up” course desires. For instance, some 8th graders desire to take Algebra I & Geometry in the same year. Or some freshmen want to take World History & US History in the same year.
A majority of worksheets typically don’t have anything written in Section 4. Also, some parents and students may wish to individually schedule a meeting with Mr. B.

14. SCHEDULING WORKSHEET (Section 5)
Sometimes, individual notes from Mr. B are written on a student’s worksheet
These notes should be read BEFORE the student completes the worksheet as this information could change how the student completes the worksheet
Not all students will have something written in Section 5
Typically, 8th graders & freshmen will not have anything written in section 5

15. SCHEDULING WORKSHEET (Section 6)
This is the signature section of the Scheduling Worksheet
BOTH the student AND the parent need to sign Section 6
The completed is form is due to the front office by
FRIDAY, MAY 3, 2013