CAVALIER 101 - TRANSITION TO HIGH SCHOOL

Grade: 9 Credit: 1 Course # 1161

Cavalier 101 is structured to include 25-30 minutes of instruction followed by advisory time to support social, emotional, and academic skills. Students examine numerous research-based strategies that are proven to lead to academic success such as goal setting, effective time management, handling stress, note-taking, and test-taking strategies. 

CAVALIER 201 - MAKING THE MOST OF HIGH SCHOOL

Grade: 10 Credit: 1 Course # 1183

Cavalier 201 is structured to include 25-30 minutes of instruction followed by advisory time to support social, emotional, and academic skills. This course is designed to equip students with the knowledge, skills, and abilities necessary to be active and successful learners while continuing their journey throughout high school. 

CAVALIER 301 - COLLEGE & CAREER TRANSITION 

Grade: 11 Credit: 1 Course #1162   

Cavalier 301 is structured to include 25-30 minutes of instruction followed by advisory time to support social, emotional, and academic skills.  This course focuses on developing the habits and skills that are expected in college and in the workforce. In Cavalier 301, students will research financial scholarships and grant opportunities, complete applications, and explore technical schools, colleges, and universities. 

CAVALIER 401 - INDEPENDENCE 101 

Grade: 12 Credit: 1 Course #1174 

Cavalier 401 is structured to include 25-30 minutes of instruction followed by advisory time to support social, emotional, and academic skills. This course focuses on the practical skills needed for independent living.  Cavalier 401 will provide opportunities to meet the demands of adulthood as well as academics. Combining the classic courses of Home Economics, Nutrition, Car Mechanics, and Financial Literacy this course offers a new lesson each day. Units include; Cooking, Laundry, Car Maintenance, Budgeting, Debt, Savings, Taxes, Healthy vs Toxic Relationships, and more.

COMMUNICATION APPLICATIONS

Grades: 9-12 Credit: 0.5 Course #1133

For successful participation in professional and social life, students must develop effective communication skills. Rapidly expanding technologies and changing social and corporate systems demand that students send clear verbal messages, choose effective nonverbal behaviors, listen for desired results, and apply valid critical-thinking and problem-solving processes. Students enrolled in Communication Applications will be expected to identify, analyze, develop, and evaluate communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations.

CREATIVE WRITING

Grades: 9-12 Credit: 0.5 Course #1123  

Creative writing is a class dedicated to the expression and clear communication of ideas. Students should be prepared to produce all types of expressive projects from song lyrics to poetry to nonfiction. Lessons will be derived from many sources, including classic literature, current cinema, pop culture, and music. The class heavily emphasizes group interaction, participation, and acceptance.

JOURNALISM

Grades: 9-12 Credit: 1 Course #  1124

This course is an introduction to journalism writing, layout, and media studies. The course is writing-intensive and will include several major projects, including conducting an interview or attending a newsworthy event. 

NOTE: This course is a prerequisite for Yearbook.

ADVANCED JOURNALISM: News Media I

Grades: 10 Credit: 1 Course #  1126

In this course students communicate in a variety of forms such as print, digital, or online media for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written and/or visual communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Students are expected to become analytical consumers of media and technology to enhance their communication skills. In addition, students will apply journalistic ethics and standards. Published works of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students will refine and enhance their journalistic skills, research self-selected topics, and plan, organize, and prepare a project(s) in one or more forms of media. 

ADVANCED JOURNALISM: News Media II

Grades: 11 Credit: 1 Course #  1127

In this course students communicate in a variety of forms such as print, digital, or online media for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written and/or visual communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Students are expected to become analytical consumers of media and technology to enhance their communication skills. In addition, students will apply journalistic ethics and standards. Published works of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students will refine and enhance their journalistic skills, research self-selected topics, and plan, organize, and prepare a project(s) in one or more forms of media. 

ADVANCED JOURNALISM: News Media III

Grades: 12 Credit: 1 Course #  1128

In this course students communicate in a variety of forms such as print, digital, or online media for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written and/or visual communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Students are expected to become analytical consumers of media and technology to enhance their communication skills. In addition, students will apply journalistic ethics and standards. Published works of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students will refine and enhance their journalistic skills, research self-selected topics, and plan, organize, and prepare a project(s) in one or more forms of media. 

CREATIVE WRITING WORKSHOP I (Advanced Journalism: Literary Magazine) 

Grades: 9-12 Credit: 1 Course #1145  

In this project-based workshop class, students practice writing in various creative genres including poetry, fiction, creative nonfiction, and drama. Instruction is based on a seminar-style workshop format in which student writing is the primary text. Projects allow space for independent vision and interest while providing writers with experimental techniques to enhance their craft. In addition to producing their own creative projects, students will design, publish, and market our school literary magazine, The Lake Travis Review.  Creative Writing Workshop I is a full-year elective course.

CREATIVE WRITING WORKSHOP II (Advanced Journalism: Literary Magazine)

Grades:11-12 Credit: 1 Course #1146  

Prerequisite: Creative Writing Workshop 1

Students who successfully complete the Creative Writing Workshop I may take Creative Writer’s Workshop II and continue specializing in their area of interest. In this course, students will learn the basics of publishing, compose new creative works, and take leadership roles on the editorial staff of The Lake Travis Review. 

HUMANITIES HONORS

Grades: 10-12 Credit: 1 Course #1134  (Only counts as English credit if taken in 12th grade)

Prerequisite: English I

Humanities is a survey of the major aesthetic and intellectual movements of human civilization. This course focuses on the study and appreciation of representative examples of visual and performing arts, architecture, literature, music, philosophy and religion, and performing arts from various world cultures throughout time. The exploration of interrelationships between humanity’s experiences and their resulting expressions through what they create helps us to better understand variances between cultures as well as those ideals that are foundational to our culture and continue to influence us today. This course is largely project-based, leading to students producing writings and varied products based on open-ended study. All students are expected to participate in classroom discussions and presentations that lead to an understanding, appreciation, and enjoyment of critical, creative achievements throughout history. Understanding is demonstrated through a variety of media. While this course may count as an English 4 credit for those who take it in their senior year, it is open to students grades 10-12.

DEBATE  I (HONORS)

Grades: 9-12 Credit: 1 Course #1136  

Entry into the Debate program requires students to compete at 80% of posted tournaments (1-2 each month) and practices that are held 2-3 times each week after school. Debate I consists of the study of argumentation and rhetoric development on diverse environmental, social and political topics through multiple formats of competitive debate. Students are taught how to form arguments and listen critically as well as express those ideas in a constructive and efficient format. Debate requires tournament participation each month, as well as extensive student-led research and in class participation (i.e. speeches and debates). Formats of Debate learned include Congressional, Public Forum and Lincoln Douglas or Cross-Examination Debate, formats of Speech include Extemporaneous Speaking and either Original Oratory or INFO Speaking. Debate is open to all classifications of students.  Students must participate in after school and outside of school activities to earn credit for the class and to be eligible to remain in Debate II-IV. Any student who is nominated or elected to an Officer or Captain position is required to enroll in the course.

ORAL INTERPRETATION I (HONORS)

Grades: 9-12 Credit: 1 Course #1140

This class is designed to allow students to explore literature, screenplays, and Theatre from personal experience. Students will learn how to analyze selections from different genres of literature in terms of character development, tone, and mood and will be able to apply that analysis in developing a personal interpretation of the selections. In-class performances are required in the following events: humorous interpretation, dramatic interpretation, duet acting, duo interpretation, prose, and poetry.  Tournament participation on some weekends is required. 

DEBATE II , III,  IV / ORAL INTERPRETATION  II, III, IV (HONORS)

Grades: 10-12 Credit: 1 Course #1137, 1138, 1139  

Prerequisite: Debate I or Oral Interpretation I

To maintain entry in the Debate program students are required to compete at 80% of posted tournaments (1-2 each month) and practices that are held 2-3 times each week after school. This is the upper-level Debate class for competitive varsity members. Tournament participation is required.  This class will focus on developing student’s abilities in the events of their choosing. This class is for students who want to become more serious competitors on the various speech and debate circuits. Competition in UIL, TFA and NSDA events is required. Students are expected to try to qualify for various State and National competitions and are encouraged to participate in multiple different events during their competitions. Any student who is nominated or elected to an Officer or Captain position is required to enroll in the course. 

VISUAL MEDIA ANALYSIS (Formerly named Film History)

Grades: 10-12 Credit: 0.5(one Semester) Course #1716   

This course is focused on the history of cinema and many of its movements over the past 100 years. It will help the student to develop a scholarly, creative and professional approach to film while incorporating creative, practical, intellectual and aesthetic values. The study will incorporate specific genres (e.g. Western, gangster, musical, silent, epic, comedy, and social drama).

MODEL UNITED NATIONS I & II (Social Studies Research Methods) (HONORS)

Grades: 9-11 Credit: 1 Course #1446, 1447 

Model United Nations is an analysis-level, application-based HONORS class in which you can earn a social studies elective credit. You will learn about the United Nations, current events, improve your speaking skills and understand the world around you. This class will take you from basic speaking skills to being able to Public Speak like the UN on global topics. During the year, you will participate in in-depth discussions, conferences and the capstone project is to produce a two day Model United Nations conference.

MODEL UNITED NATIONS III & IV (Social Studies Research Methods)  (HONORS)

Grades: 11-12 Credit:  1 Course #1448, 1449   

Prerequisite: Model UN 1 or participation in 3 previous LTHS tournaments

This is the upper-level Model UN class for competitive members. Tournament participation is required. This class will focus on improving the base skills they have already acquired through Model UN 1. This class is for students who want to be serious competitors in Model UN.

PERSONAL FINANCIAL LITERACY 

Grade: 10-11 Credit: .5 (one semester) Course #1451 

The purpose Personal Financial Literacy is to develop citizens who have the knowledge and skills to make sound, informed financial decisions that will allow them to lead financially secure lifestyles and understand personal financial responsibility. The knowledge gained in this course has far-reaching effects for students personally as well as the economy as a whole. When citizens make wise financial decisions, they gain opportunities to invest in themselves, build businesses, consume goods and services in a responsible way, and secure a future without depending on outside assistance. The economy benefits from the optimal use of resources, increased consumption, and strong local businesses. State and local governments benefit with steady revenue streams and reduced future obligations as our society ages.

OFFICE AIDE

Grade: 12 Credit: 1 Course #1000  

Prerequisite: Senior 

Only students classified as seniors are scheduled to be office aides. Students may have only one office aide period per semester.

NOTE: This course is for local credit only.

OFF-CAMPUS 

Grade: 12 Credit: None Course #1002  

Prerequisite: Senior (18 or more credits)

Seniors may elect to be off-campus one period (must either be 1st/5th or 4th/8th period) each day during their senior year. If a student chooses off-campus, the student may not be on campus during the off-campus period without the permission of a teacher, counselor, administrator, or staff member. 

PALS 3 & 4

Grade: 11 or 12 Credit: 2 (1 per semester) Course #1424 & 1425

Prerequisite: Application, Evaluation, Interview, & Selection

PALS 3 & 4 are double-blocked courses. PALS 3 Mentorship is a fall semester course; PALS 4 is a spring semester course.

PALS 3 Mentoring: is a double-blocked, fall semester course where students are trained and given the tools to be mentors and role models to life skills students and students at the middle and elementary level. Training includes group norms, communication, problem-solving, critical thinking, verbal and non-verbal communication.

PALS 4 Leadership: is a double-blocked spring semester course where students who are trained in the PALS 3 course will continue to be mentors and role models to life skills students and students at the middle and elementary level. Students will plan, oversee, and carry out community service projects. PALS 4 will continue skills refinement throughout the second semester. Note: This course is classroom-based and is limited to 25 students. Please see the teacher for more details if you would like to register for this class.

PALS 5

Grade: 12 Credit: 1 (.5 per semester) Course #1433

Prerequisite: PALS 3 & 4; Application, Evaluation, & Selection

PAL Senior Officers have successfully completed the PALS 3 & 4 course. Officers will assist in the day to day operations, organization, team building, group norms, planning, and mentoring for the freshmen, sophomore, and junior classes. Officers are responsible for planning, fundraising, scheduling, and managing the Lake Travis Leadership Conference. PALS 5 roster will consist of  3-5 students per section and will be a stacked class with PALS 1, 2, 3 & 4 classes This course is limited to 8-10  students for 2019-20. Please see the teacher for more details if you would like to register for this class. Note: This course is classroom-based.

NOTE: This course is for local credit only.

SCREENWRITING (Ind Study English) 

Grade: 9-12 Credit: 1 Course #1142  

This course does NOT count as a core course English credit for NCAA college-bound student-athletes.

This is a writing-intensive course where students will learn the craft of screenwriting through the study of scene writing, character creation, three-act structure, and dramatic conflict. In the first semester, students will write scenes and short screenplays. In the second semester, they will outline and create a longer original screenplay. All student writing will be read out loud in class in a workshop setting, and students will learn to critique their classmates’ writing in a positive and constructive manner. Students will also study and analyze the work of master screenwriters through reading screenplays and watching films.

SPORTS MEDICINE 

Grade: 9-12 Credit: 1 Course #2012  

Prerequisite:  Must be approved by the Athletic Trainer

First-year student trainers will enroll in the course after being accepted into the sports medicine program.  Program try-out required in the previous year’s spring semester. In this course, the students will learn about athletic injuries including the prevention, immediate care, treatment, and rehabilitation of those injuries. This course is designed for students in the student athletic training program and provides a more in-depth study and application of the components of sports medicine. Individualized and independent assignments will be included in this course. This course will involve outside-of-class time homework. NOTE: This course is for elective credit (not PE credit) and is recommended for students interested in learning more about being in Athletic Training. 

YEARBOOK 1-3 

Grade: 10-12 Credit: 1 Course #1130, 1131, 1132

Prerequisite: Journalism

Yearbook courses center on the advanced study of journalism. Students will produce the yearbook as staff members. Students must be self-motivated, responsible, and able to work under pressure to meet deadlines. NOTE: Students are required to work after school. Students must agree to use breaks and after school time for photo and news gathering at school functions and other duties. Students will learn techniques of editing, writing, layout and design, advertising, sales, photography, publishing, and management.

ALTERNATIVE ELECTIVES (Committee Placement)

MAPS (METHODS FOR ACADEMIC AND PERSONAL SUCCESS)

Grade: 9-12 Credit: 1 credit 1 time

Prerequisite: Committee Placement

This course is designed to improve study skills and provide support for students in acquiring the necessary skills for school success.  Students will learn methods of organization and study strategies. The course emphasizes proactive problem-solving, self-determination, and independent thinking and learning skills. 

GENERAL EMPLOYABILITY SKILLS

Grade: 10-12 Credit: 1

Prerequisite: Committee Placement

This course is designed to guide students in obtaining the knowledge and the needed employability skills that are transferable among a variety of jobs and careers and are considered essential in any employment situation. Students will learn and apply basic knowledge of what is expected in the workplace.

LIFE SKILLS OCCUPATIONAL PREP 1 - 4

Grade: 9-12 Credit: 1

Prerequisite: Committee Placement

This course is a classroom-based, functional skill course covering pre-employment skills as designated in each student’s IEP. This course prepares students to enter the job market through a study of job clusters and exploring vocational interests.  The course introduces the application and interview processes, identifying barriers to employment, individual attributes that enhance employability, and prevocational skills. Students will complete job tasks within the classroom setting to build pre-employment skills and abilities. 

LIFE SKILLS CAREER EXPLORATION 1 - 4

Grade: 9-12 Credit: 1

Prerequisite: Committee Placement

This course is a campus-based, functional skill course covering pre-employment skills as designated in each student’s IEP. This course prepares students to enter the workforce through  The course teaches and practices the application and interview processes, identifying barriers to employment, individual attributes that enhance employability, use of technology for communication, the instruction and practice of soft skills for the workplace and prevocational skills. Students will complete job tasks within the campus setting to build pre-employment skills and abilities.

LIFE SKILLS SUPERVISED EMPLOYMENT 1 - 4

Grade: 10-12 Credit: 1

Prerequisite: Committee Placement

This course is a functional skill course covering pre-employment skills as designated in each student’s IEP. This program will prepare students for work experiences through training and guidance in the community. Students will learn technical skills, and soft or hard skills needed for specific career pathways or work settings. The program staff will devote significant time to developing and maintaining relationships with local employers. Supervised Employment carefully matches youth to work experience opportunities based on individual interests and skills and provides ongoing support to youth and employers throughout the work experience. Students will complete job tasks within the community at various job sites to build pre-employment skills and abilities. 

LIFE SKILLS VOCATIONAL ADJUSTMENT CLASS (VAC)

Grade: 11-12 Credit: 1 - 4

Prerequisite: Committee Placement

This course is a vocational skill course covering employment skills as designated in each student’s IEP. This course provides the student with the opportunity to develop and practice skills needed to acquire and maintain employment. Students receive instruction to develop personal and interpersonal skills required to compete in the workplace. Instruction is provided in the classroom and on the job site with emphasis on maintaining employment and career advancement. Students must maintain a job to continue in this course.

LIFE SKILLS HOME AND COMMUNITY SKILLS

Grade: 9-12 Credit: 1

Prerequisite: Committee Placement

This course is a functional skill, multi-level course covering independent living skills as designated in each student’s IEP. Some of the topics taught in this class include nutrition, menu planning, grocery shopping, sanitation, basic food prep, cleaning, laundry, safety and hygiene. The student’s instruction focuses on identified needs set forth in the IEP for each student. 

BASIC VOCATIONAL ADJUSTMENT CLASS (VAC)

Grade: 11-12 Credit: 1 - 4

Prerequisite: Committee Placement

This course is a vocational skill course covering employment skills as designated in each student’s IEP. This course provides the student with the opportunity to develop and practice skills needed to acquire and maintain employment. Students receive instruction to develop personal and interpersonal skills required to compete in the workplace. Instruction is provided in the classroom and on the job site with emphasis on maintaining employment and career advancement. Students must maintain a job to continue in this course.

L.I.F.E. PROGRAM (Learning Independence for Everyday) (TRANSITION PROGRAM) 

Grade: 18+ Credit: 1  

Prerequisite: 18+ yrs old 

Enrollment in this program must be made by the IEP committee. This program is designed to promote individual growth toward independent living goals. As the transition student leaves the educational system he/she should have a job, a plan for recreation and post-secondary education, a means of transportation (beyond the school bus), and have independent living skills as appropriate for their future living arrangements. The program should be a rehearsal for the exit from school services.  Schedules will be flexible and do not follow a traditional school day.  Students in the transition program will be working and learning in natural environments.  These settings may include job sites in the community or other community education opportunities.