Academics

Language Arts

Language arts include instruction in listening, speaking, writing, reading, and viewing. Writing as a process and journal writing also are a part of the language arts experience. To graduate, high school students must meet the requirements of seven language arts courses/terms in these designated areas:

English Strategies (9th grade)
Introduction to Literature (9th or 10th grade)
Speech (9th or 10th grade)
A writing course (10th grade)
An American Literature course (11th or 12th grade)
A communications course (11th or 12th grade)
A general literature course (11th or 12th grade)

Students are strongly encouraged to exceed the graduation requirement and take eight terms of language arts, because many colleges and universities require eight terms prior to admittance.

Here are the language arts course offerings at the high school level:

Introduction to Literature
English Strategies
Reading 1
Reading 2
Writing Experiences
Writing Today
Journalistic Writing
Speech
American Readings
American Authors
American Authors II
American Literature
Classical Literature
Contemporary Ideas
Guided Literature Projects
AP English
U.S. Cultural Tapestry 1
U.S. Cultural Tapestry 2
In the Spirit of Poetry
Advanced Writing
Communications Studio
Guided Writing Projects
Media Experiences
Introduction to Acting
Theatre Performance
Stagecraft
Public Speaking 1
Public Speaking 2
Advanced Public Speaking
Newspaper Laboratory
Yearbook Laboratory
Magazine Laboratory

Mathematics

Mathematics is an important subject at North High School, with learning goals identified for required courses in high school.

Mathematics instruction includes a focus on real-world problems and hands-on experiences in which students work with objects in order to internalize and make meaning out of abstract concepts. This form of learning has been advanced through the involvement in the State of Iowa’s mathematics initiative, Every Student Counts in Mathematics (ESC). Teaching for understanding, problem-based activities with higher-level problem solving, and meaningful practice that is spread out over several days are all part of this effort.

Students are taught using the national mathematics standards as a guide. These strands are number and operations, algebra, geometry, measurement and data analysis and probability. Each of these strands involves problem solving, reasoning and proof, communication, connections, and representation.

Students are required to take a total of four terms of mathematics classes suited to their abilities and interests. Following are the courses from which they may choose:

Cognitive Tutor Algebraic Principles
Algebraic Principles
Consumer Mathematics 1
Consumer Mathematics 2
Data Applications
Cognitive Tutor Algebra 1
Algebra 1
Intermediate Mathematics
Geometry
Algebra 2
Discrete
AP Statistics
Pre-Calculus
AP Calculus

Technology is being emphasized where ever possible. The Mathematics Departments has received grants from Scott County Regional Authority for computers used primarily for Cognitive Tutor classes and graphing calculators for use in all mathematics courses. Math teachers in grades 3 - 12 are integrating math spreadsheet integration lessons into all their courses.

Physical Education

Students learn the mechanics and value of a wide variety of activities in physical education classes at the elementary, Physical education instruction is benefiting from recent upgrades of gymnasiums and other surrounding facilities.

At North High School, students are using new facilities made possible through an innovative partnership with the Scott County Family Y. Before- and after-school as well as on weekends, other community members also may join students in these school additions that double as YMCA branches.

Science

Throughout high school, students are required to take a total of four terms of science classes suited to their abilities and interests. Following are the courses from which they may choose:

Molecular Biology
Investigative Biology
AP Biology
Physiology I
Physiology II
Zoology
Earth Materials
Weather, Climate, & Space
Meteorology
Chemistry
Organic Chemistry
Physics
Science Applications
AP Chemistry
Environmental Science 1
Environmental Science 2
Science Technology 1
Science Technology 2
Genetics
Directed Independent Study in Science
Science Laboratory
Forensic Science

Social Studies

In high school, students are required to take six terms of social studies:

9^th grade – two terms of American Studies
10^th, 11^th, & 12^th grade – one term of a course in each of the following four groups (total of four terms): American History, World Areas, Behavioral Sciences, and American Government.

Here are the course offerings from which high school students choose in 10^th, 11^th, and 12^th grades:

Contemporary American History
Historical Viewpoints of Modern America
Early Western Civilization I
Modern Western Civilization II
World Cultures
Geography
U.S. Cultural Tapestry 1
U.S. Cultural Tapestry 2
Russian History & Culture
Economics
Applied Economics
Sociology
Psychology
Advanced Psychology
American Government
Studies in American Government

The following are Social Studies Electives:

Independent Study in Social Studies
Student Senate Student Council
Student Page in the Iowa General Assembly

World Languages

North High School celebrates diversity in many ways, including our commitment to foreign language study.

On the average, more than half of the students at our school elect to study a foreign language in a program that has sustained a unique, six-year sequence of French and Spanish, beginning in seventh grade, for more than three decades.In a couple of our intermediate schools, there also is a sixth-grade exploratory opportunity to study French and Spanish together.

German additionally is provided in a four-year sequence that begins in ninth grade. And there is a classical language course offered, which includes study of Latin and Greek, especially beneficial to students planning to enter careers in medicine, law, or the humanities. Summer travel opportunities in Spanish, French and German are often offered.

North's World Language program is aligned with American Council of Teachers of Foreign Language (ACTFL) National Standards. The Standards indicate what students should know and be able to do, as well as the Five C's of world language education: Communication, Cultures, Connections, Comparisons, and Communities.

Among the benefits for studying a foreign language are the following, based on research that shows students of a second language:

Score higher on SAT (Scholastic Aptitude Test) and ACT (American College Testing) college entrance exams

Develop greater cultural sensitivity

Perform better on tests of reading, mathematics, and music

Have highly developed listening and retention skills

Are better prepared to participate in the global economy

Improve in English vocabulary, grammar, and composition skills

Become more effective problem solvers and critical thinkers

Have more career options

Can earn Advanced Placement credit toward their college degrees

Learn and use technology and the Internet to communicate with students in other countries

Learn in highly motivated classes

Have opportunities to travel abroad

Here is the list of foreign language elective courses offered at our high school:

Introduction to Classical Languages

French I

French II

French III

French IV

AP French

French Civilization

German I

German II

German III

German IV

Spanish I

Spanish II

Spanish III

Spanish IV

AP Spanish

HispanoAmerica

Iberia

Art

Art instruction is provided in colorful, bustling classrooms at all grade levels in high school. North High students with a special interest in art also have the opportunity to select from an array of elective courses when they reach high school:

Visual Studies
Art Foundations
Drawing
Painting
Ceramics and crafts
Sculpture
Jewelry Design and Production
Commercial Art
Photography
Advanced photography
Computer graphics and designs
Computer Graphic Printing
Desktop Publishing
Advanced Studio- Two dimensional
Advanced Studio- Three dimensional

TAG

The Talented & Gifted Program serves students who demonstrate outstanding abilities or potential in the areas of general intellectual ability or specific ability aptitude.

Students who demonstrate outstanding potential when compared with others of their age require differentiated instruction.
Differentiated programming will enable these students to maximize their life-long learning potential and contribute to the betterment of their community.
Community-wide advocacy of differentiated programming for these students is essential.

We recognize that gifted students possess superior abilities and/or potential and are, therefore, a unique segment of the district’s student population. If gifted students are to develop their abilities and/or potential, they need ongoing and varied educational opportunities to extend their learning. Through an integrated approach, regular classroom teachers and TAG facilitators work together to provide varied opportunities to these students.

Course/Grade Level Acceleration Approval Process - Revised April 2006

The Davenport Community School District recognizes that learners have different needs, and the district is committed to meeting the needs of its diverse learners. Gifted students possess superior abilities and/or potential, and they need educational opportunities to extend their learning. The guiding principle of the TAG program is to provide a variety of program options which are compatible with the learning characteristics of gifted learners, the unique needs of the identified students, and the resources of the district. Course/grade level acceleration may be the best option for some learners. Such acceleration paces students through the curriculum at a rate commensurate with their advanced ability. Students new to the district must complete one semester/term before being recommended for acceleration. Approval of the acceleration process includes:

Requests received after April 1 may not be completed by the end of the school year.

The person (i.e. parent/guardian, classroom teacher) recommending that a student be accelerated in a specific course/grade level completes a District Acceleration Request Form and gives it to the building TAG facilitator. The form will specify the reasons for the request. Parent/guardian will be notified and given an opportunity to provide input.
After the request has been received, a portfolio reflecting the student’s academic achievement including such items as student’s test scores, evidence of student achievement of grade level/course benchmarks, other available assessment information, written TAG facilitator recommendations, and teacher written recommendation for the subject(s) involved will be compiled by TAG facilitator and classroom teacher. All data will be forwarded to the appropriate subject area Curriculum and Instruction Specialist.
The Curriculum and Instruction Specialist will consider the request and determine if additional data are required. Data will be gathered as needed. This additional data gathering process may take up to three weeks to complete.
The team (i.e. current teacher, TAG facilitator, Curriculum and Instruction Specialist, guidance counselor, and/or principal) will review the request, examine the supporting data, consider the long-term impact and implications on the student’s learning, and make a decision.
A team meeting with the parents/guardians will follow.
If the team recommends acceleration, the classroom teacher with the TAG facilitator’s assistance will prepare a personalized education plan for the student.
If the team does not recommend acceleration, the requesting party can ask for reevaluation after the student completes at least one additional semester/term.
Appeal Process: If the parents/guardians disagree with the team recommendation, they may appeal the decision to the Director of Curriculum and Staff Development.

Service Strands
To better meet the needs of all of our students, those identified for the TAG Program receive instruction and educational services to fit their unique needs. This is done through a flexible services model called Service Strands.

This model focuses on collaboration between classroom teachers and program facilitators to better enable gifted and talented students to develop their unique abilities and high potential. The three strands are:

Exploration Strand – All students participate in classroom instructional activities. The unique needs of students begin to emerge during these activities. These unique needs may initiate a concern from the classroom teacher, who then confers with the TAG facilitator.
Modification Strand – For students whose needs go beyond the Exploration Strand, the classroom teacher and program facilitator collaboratively develop modifications. These modifications will be implemented by the classroom teacher and may include differentiation options such as acceleration, curriculum compacting, independent study, assignment modification, and/or flexible grouping.
Extension Strand – Students whose needs go beyond the Modification Strand will be identified and may participate in the Extension Strand. At this time, the program facilitator will continue to work closely with the classroom teacher(s) and may work with students outside the classroom as well. More information on identification and personalized plans for this strand may be found at: Extension Strand

Program Student Events
Talented & Gifted (TAG) Program students may participate each year. In mock Trial and Model Legislative Session (9-12).

Educators’ Roles
Here are the roles of school administrators, classroom teachers, and program facilitators in providing appropriate programming to each TAG student:

Administrators –

Provide continued support for gifted and talented programming
Supervise implementation in buildings
Serve on identification teams
Implement flexible grouping structures
Participate as curriculum experts

Classroom Teachers –

Provide differentiated instruction in the classroom
Assess students and provide appropriate instruction in collaboration with the Talented & Gifted facilitator
Participate in the identification process
Serve on identification teams

Program Facilitators –

Collaborate with classroom teachers to identify strategies, instructional practices, and resources for gifted students within the classroom
Provide staff development
Work with students whose needs are not being met in the general education classroom
Provide direct instruction as needed
Monitor student progress
Facilitate and coordinate selection procedures
Guide individual student programming
Compile and maintain personalized education plans
Participate in program evaluation

For more information on the Davenport Community Schools Talented & Gifted Program, please contact Kathy Learn, TAG coordinator, at 336-5024, 1606 Brady St., Davenport, IA 52803, or learnk@davenportschools.org

Special Education

North High offers a wide range of programming opportunities for students across a wide range of special needs (or disabilities) ages 3 to graduation. Our commitment is to develop an individualized program based on the need of the student. The program will be provided in the least restrictive environment, based on the plan developed.

For more information on the Davenport Community Schools Special Programs, please contact Betty Long, Exceptional Education Program director, at 336-5005, 1606 Brady St., Davenport, IA 52803, or longb@davenportschools.org

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