Other Classes
335101—Accuplacer Prep
Prerequisite: None
Grade Placement: 10 (semester 2), 11, 12
Length of Course: 1 semester
Credit: 1/2
Accuplacer Prep is for students who intend to go to community college. Students will learn strategies and content specifically designed for the Accuplacer test. Subjects covered are English, Reading, and Math. The semester will be split into two nine week sessions, one focusing on English and Reading while the other will focus on Mathematics. At the beginning of the semester, students will take a Pre-Test to identify strengths and weakness. Upon completion of the course, a Post-Test will be administered to assess growth and improvement.
911111—ACT Prep
Prerequisite: None
Grade Placement: 11, 12
Length of Course: 1 semester
Credit: 1/2
ACT Prep is for students who are serious about wanting to improve their ACT scores. Students will learn strategies and content specifically designed for the ACT test. Subjects covered are English, Reading, and Math. The semester will be split into two nine week sessions, one focusing on English and Reading while the other will focus on Mathematics. At the beginning of the semester, students will take a Pre-Test to identify strengths and weakness. Upon completion of the course, a Post-Test will be administered to assess growth and improvement.
905011—English for Speakers of Other Languages– Skills and Communication I
Prerequisite: ESOL teacher or counselor recommendation
Grade Placement: 9, 10, 11, 12
Length of Course: 1 semester
Credit: 1/2
Skills and Communications I is a course for beginning speakers of English, focusing on basic interpersonal communication skills. Students will use English to interact socially with spoken and written English and use learning strategies to extend their communicative competence. Skill lessons in pronunciation, grammar and writing mechanics are a part of the daily assignments and are designed to develop language skills that will enable students to participate fully in content classes as soon as possible.
905021—English for Speakers of Other Languages– Skills and Communication II
Prerequisite: ESOL teacher or counselor recommendation
Grade Placement: 9, 10, 11, 12
Length of Course: 1 semester
Credit: 1/2
Skills and Communication II is a multi-level course for intermediate and advanced learners extending basic interpersonal communication skills and increasing cognitive academic language proficiency. Students will use English to achieve academically in all content area by obtaining, processing and constructing information in spoken and written form. Students will also use English in socially and culturally appropriate ways.
905031—English for Speakers of Other Languages– Skills and Communication III
Prerequisite: ESOL teacher or counselor recommendation
Grade Placement: 9, 10, 11, 12
Length of Course: 1 semester
Credit: 1/2
Skills and Communication III is a course for high intermediate learners increasing cognitive academic language proficiency. Students will use English to achieve academically in all content areas by obtaining, processing, and constructing information in spoken and written form. Students will also use English in socially and culturally appropriate ways.
905032—English for Speakers of Other Languages–Skills and Communication IV
Prerequisite: ESOL teacher or counselor recommendation
Grade Placement: 9, 10, 11, 12
Length of Course: 1 Year
Credit: 1/2 per semester
Generally, the prerequisite for this course is ESOL Skills 3. ESOL Skills 4 is designed for Multilingual Leaners (MLs) who have passed ESOL Skills 3 but still have not scored a 4.7 or higher on WIDA ACCESS for ELLs 2.0; consequently, requiring further ELL services. It aims at increasing MLs’ proficiency in listening, reading, viewing, speaking, and writing. The course offers standards-based instruction to increase MLs’ English language development in core subjects such as English Language Arts, Math, Science, and Social Studies. The course will be anchored on the WIDA English Language Development Standards and Missouri Learning Standards. To achieve this goal, MLs will read fiction and informational texts. Lessons will incorporate grammar and vocabulary to sharpen MLs’ writing and speaking skills. The use of videos will enhance their listening and viewing analysis skills. The course will integrate different instructional methods which include direct method, communicative approach, and Sheltered Instruction Observation Protocol (SIOP) which help MLs study the same content as their peers while improving their linguistic ability through comprehensible input and preparing them to become an integral part of society.
100101—Honors Study Hall
Prerequisite: Enrolled in Honors or AP course work, minimum 3.0 GPA, parent approval
Grade Placement: 11, 12
Length of Course: 1 semester
Credit: NO CREDIT
The purpose of this course is to provide study time for students taking Honors and Advanced Placement course work in a structured environment at school. Students may be assigned to RHS Library or a classroom with teacher supervision.
905012—Individualized Learning Plan (ILP) ESOL
Prerequisite: IWC/ESOL teacher or counselor recommendation
Grade Placement: 9, 10, 11, 12
Length of Course: 1 semester
Credit: 1/2
ILP ESOL is a course for beginning level English speakers who are still relatively new and are continuing to develop in the four domains of language (reading, writing, listening, and speaking). Students in this class are provided slower-paced instruction, daily assignments and tasks, support in the content areas, and additional opportunities to help to build on their language skills and ability. This course is credit equivalent to ELA for those who are considered emergent English learners.
993000—JROTC
Prerequisite: None
Grade Placement: 9, 10, 11, 12
Length of Course: 1 year
Credit: 1/2 per semester
The JROTC curriculum, which fully or partially addresses a number of national academic standards includes course work on leadership, civics, geography and global awareness, health, and wellness, language arts, life skills, and U.S. history. The curriculum is based on the principles of performance-based, learner-centered education and promotes development of core abilities: capacity for life-long learning, communication, responsibility for actions and choices, good citizenship, respectful treatment of others, and critical thinking techniques. More important than “what” is learned in JROTC is “how” it is learned. Every classroom is equipped with leading edge technologies to teach, assess, and report student progress. Teachers are trained to utilize a range of technologies and develop social/emotional skills, support academic content through gaming and simulations, and promote the role of social media. Thus, students engage in meaningful, purposeful activities that lead them to demonstrate success through a portfolio of accomplishments. Every learning experience in the curriculum addresses Core Abilities, Program Outcomes, and Course Competencies; building on their developing skills and abilities, which are critical to success in high school and post-secondary career.
915271—Leadership - Semester 1
915272—Leadership - Semester 2
Prerequisite: Teacher/administrator recommendation
Grade Placement: 10 (full year only), 11, 12
Length of Course: 1 year
Credit: 1/2 per semester
Leadership class helps students develop leadership skills. Course work includes training in leadership activities, community and school service activities, running student elections, planning homecoming activities, and working for charitable organizations in the Ritenour community.
988100—Students as Mentors
Prerequisite: Student must have a signed A+ Student Participation Agreement on file in the A+ office; Student must be able to provide his or her own transportation to his or her tutoring site; Student must obtain approval from the A+ Coordinator or Counselor.
Grade Placement: 11 or 12
Length of Course: 1 semester
Credit: 1/2 (Students may receive a letter-grade or take this course for pass/fail.)
Students will be assigned a tutoring site and teacher within the Ritenour School District. Students will report to that site during their scheduled Students as Mentors class period. Students will tutor for students in their assigned class and cooperating teachers will verify the tutoring hours completed.