• Our ESE team goal at Vanguard High School is to enable your child to gain the most out of their high school experience. This includes a dual focus on academics, and a hands-on life skills learning program of study, which is of paramount importance for our students’ success in life

     Please feel free to contact one of the ESE teachers listed below by email or by the phone numbers provided, if you have any concerns or questions.

     Life Skills Lab: Our Life Skills Lab gives students the opportunity to learn how to manage a household. Students will learn to cook, clean, and do laundry. The lab offers students the opportunity to learn real-life skills in a real-world environment while applying the academic skills they learn in class.     

    Cookie Business: We will continue our cookie business again this year. Students participate on a rotating basis and enjoy an opportunity to run and manage a real business. Students are expected to set up (and clean up), bake, sell and manage money from the sale of cookies on campus. Their participation promotes self-confidence and responsibility while offering numerous opportunities for them to interact with their peers inside and outside the classroom. Cookies are sold Tuesday, Thursday and Friday mornings. This is our classes’ main fundraiser, that allows us the opportunity to participate in a variety of field trips into the community and purchase materials for our classroom.   

    Field Trips:  We incorporate numerous field trips throughout the school year. This experience in the community allows students to learn independence and effective communication skills outside of the classroom. Unexcused absentees, tardiest, lack of participation, incomplete work, grades and discipline referrals can affect one’s ability to participate in field trips. Field trips are one way that we reward appropriate student behavior.

    Vanguard High School's Open House:  Open House will be August 27th at 6:00 PM. We will share with you the curriculum that will be used in the classroom. Please plan to attend this important evening! We hope to see you there!

    School Tardy Policy: Students are expected to be in class when the bell rings. If they are not in class at that time, they will be marked “Tardy”. After the 3rd tardy the student will receive a referral. They will receive a referral for each tardy there after.

     Classroom Rules:  All students are expected to follow Vanguard High school rules that are stated in the school and District handbook. In addition, the following classroom rules will be followed by all students. These rules are:

                           1.  Be at the right place at the right time

                           2.  Follow directions

                           3.  Use appropriate language

                           4.  Treat yourself, others, and property with respect

                           5.  Put forth effort towards all that you do


    Restroom/Water Break Policy:  Vanguard High School follows the Marion County Dress Code. Please read over the Code of Student Conduct for Marion County.

    Grading Policy:    A letter grade is figured based on the percentage attained. Grades are then averaged for each course. The MCPS grading system will apply as follows:

                                                          A   90-100%      

                                                        B   80-89%      

                                                        C    70-79%     

                                                        D   60-69%

                                                         F   0-59%     

                                   Classroom and school conduct will also be monitored and will accompany each letter grade.  The conduct grades are as follows:


                                                        N=Needs Improvement    


    The class schedule is as follows:

                            Monday, Tuesday and Wednesday: periods 1 through 6.

                            Thursday periods 1-3-5 block day

                            Friday periods 2-4-6 block day

    Supplies:  Supplies will be provided by the teachers.   


    Look at your student’s schedule to determine which courses they will be taking this year. Once you determine the course look under the course descriptions to better understand what will be taught in each class. If you have any questions, please don’t hesitate to contact one of your child’s teachers.

    Course Descriptions 2018-2019


    Access Health Opportunities through Physical Education H.O.P.E.: Course # 7915015(M. Bullock):

    The purpose of this course is to develop and enhance healthy behaviors that influence lifestyle choices and student health and fitness. Students will realize the full benefit of this course when it is taught with an integrated approach.

    In addition to the physical education content represented in the benchmarks below, specific health education topics within this course include, but are not limited to:

    Mental/Social Health Physical Activity Components of Physical Fitness Nutrition and Wellness Planning Diseases and Disorders Health Advocacy First Aid/CPR Alcohol, Tobacco, and Drug Prevention Human Sexuality including Abstinence and HIV Internet Safety


    Access English 1/2 and 3/4: Course # 7910111, 7910112: (T. Travieso)

    The purpose of this course is to provide students with an integrated language arts study in reading, writing, speaking, listening, and language across the curriculum to foster career preparation and readiness. Course content includes:

    ~Active reading of text

    ~Writing for various purposes

    ~Effective listening, speaking, and viewing strategies 

    ~Collaboration with peers  

    ~Supporting answers with evidence from the text


    Access Liberal Arts Math: Course #7912070 (T. Travieso)/ Access Geometry: Course #7912065: (T. Travieso) 

    The fundamental purpose of the course in Informal Geometry is to extend students' geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school standards. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.


    Access Biology: Course #7920015: (T. Travieso)

    Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:

    1. Ensuring wide reading from complex text that varies in length.
    2. Making close reading and rereading of texts central to lessons.
    3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
    4. Emphasizing students supporting answers based upon evidence from the text.
    5. Providing extensive research and writing opportunities (claims and evidence).

           Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)

    • Asking questions (for science) and defining problems (for engineering).
    • Developing and using models.
    • Planning and carrying out investigations.
    • Analyzing and interpreting data.
    • Using mathematics, information and computer technology, and computational thinking.
    • Constructing explanations (for science) and designing solutions (for engineering).
    • Engaging in argument from evidence.
    • Obtaining, evaluating, and communicating information.


    Access Integrated Science: Course # 7920025: (T. Travieso)

    Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data


    Access Economics with Financial Literacy: Course # 7921022: (T. Travieso) (.5 Credit)

    The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. The primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.


    Access US Government: Course # 7921015: (T. Travieso) (.5 Credit)

    The grade 9-12 United States Government course consists of the following content area strands: Geography, Civics and Government. The primary content for the course pertains to the study of government institutions and political processes and their historical impact on American society. Content should include, but is not limited to, the functions and purpose of government, the function of the state, the constitutional framework, federalism, separation of powers, functions of the three branches of government at the local, state and national level, and the political decision-making process.


    Unique Skills Communication: Course # 7963150: (T. Travieso)

    The course objective is to enable students with disabilities to develop and use expressive and receptive communication skills and strategies effectively in educational, home, community, and employment settings to achieve annual goals based on assessed needs and the student's Individual Education Plan (IEP).

                  Course content includes:

                               ~Use of language based on the needs of the situation or listener~

                               ~Demonstrate understanding of information presented orally~

                               ~Use of appropriate verbal and nonverbal communication such as proximity, eye contact, gestures, and posture~

                               ~Identify own communication needs/request assistance~


    Career Preparation: Course # 7980110: (T. Travieso)

    This is the first of a three-course series designed to prepare students for employment. The purpose of this course is to enable students to acquire the knowledge and skills necessary to identify a broad range of career options and community resources and to develop work-related competencies.

                   Course content includes:         

                                 ~Career Planning~Career Exploration~Employability Skills~

                                 ~Community Resources and Agencies Related to Careers~ Workplace Competencies

                                 ~Rights, Benefits, and Responsibilities of Employment~


    Career Experiences (CBVT): Course # 7980120: (M. Bullock)

    This Course provides opportunities for application of the knowledge and skills in school or community work experience situations with supervision and instructional assistance. Non-paid Community-Based Vocational Training program are implemented through this course.