26-27 Career & Educational Planning Guide (CPEG)

PROFILE OF A LEARNER IN RAYTOWN QUALITY SCHOOLS
 

Graduation Requirements – Traditional Diploma

Raytown Quality Schools offers three standard paths to a high school diploma. The requirements for the traditional diploma are outlined below. Students may also seek an Advanced Diploma. Those requirements are outlined in the section immediately following. It is the student's responsibility to ensure graduation requirements are met.

Students should meet with their counselor to discuss Individual Career & Academic Plans (ICAP). As part of their planning process, students should take care to speak to target post-secondary schools to ensure they meet entranc

+ - Passing American Government is a graduation requirement in the State of Missouri
^ - Passing Personal Finance is a graduation requirement in the State of Missouri. Freshman earn 0.5 PA for Freshman Seminar
# - Passing Health is a graduation requirement in the State of Missouri
* – Speech (Communications) is required by Raytown Quality Schools for cohorts graduating in 2027. Not required for the 2028 cohort and beyond.

Graduation Requirements – Advanced Diploma Paths

Raytown Quality Schools offers three standard paths to a high school diploma. The requirements for the advanced diploma paths are outlined below. Students may also seek a traditional Diploma. Those requirements are outlined in the section immediately preceding. It is the student's responsibility to ensure graduation requirements are met.

Students should meet with their counselor to discuss Individual Career & Academic Plans (ICAP). As part of their planning process, students are responsible for ensuring they meet entrance requirements of their target postsecondary schools.

Note numbers in parenthesis are associated with the Diploma Path Key below:

1 – For Advanced Diploma Path 2, English Language Arts credits must include Composition or higher
2 - For Advanced Diploma Path 2, Mathematics credits must include Pre-Calculus or College Algebra
3– For Advanced Diploma Path 2, Science credits must include two advanced courses
4– For Advanced Diploma Path 2, Social Studies credits must include one advanced course
5 – For Advanced Diploma Path 1, an additional credit in Math, Science, or Social Studies credit must be acquired based on a student’s ICAP, for a total of 14 core credits.
6 – Speech is required for cohorts graduating in 2027. Not required for the 2028 cohort and beyond.
7 – For Advanced Diploma Path 1, electives should be focused on the successful completion of Personal Plan of Study
8 – For Advanced Diploma Path 2, elective credits must include two years of the same World Language

Graduation Requirements – Additional Requirements
 

General Credit Procedures

 

Approved by BOE: January 12, 2026

Revised: January 15, 2026 (Typos: JROTC Description, Abnormal Psych prereq)

Non-Discrimination Notice

The Raytown Consolidated School District No. 2 does not discriminate on the basis of race, ethnicity, national origin, sex, age, or disability in admission or access to programs, activities or employment. This notification is made to applicants for admission and employment; students; parents of elementary and secondary students; employees; sources of referral of applicants for admission or employment; and all unions or professional organizations holding collective bargaining or professional agreements. Any person having inquiries concerning Consolidated School District No. 2 compliance with the regulations implementing Title IV, Title IX, or Section 504 is directed to contact the Director of Administrative Services, 10750 E. 350 Highway, Raytown, MO 64138; 816-268-7000.

To  view the academic calendar please click the link: https://www.raytownschools.org/district-calendar
 

Assessment

Students are assessed in multiple ways through their time in high school. Standardized tests and common assessments are designed to give a comparative measure of students’ academic growth and progress. Some standardized tests are used to measure what students have already learned. Other standardized tests are used to measure students’ aptitudes and abilities. The following are some of the standardized tests students at Raytown Quality Schools will complete:

 

Quarter & Semester Grade Calculation Procedures

High School semester grades shall be calculated based on the running quarter grade record. For high school students, 90% of the semester grade will come from the running quarter grade for the entire semester and 10% will be calculated from the final exam. Grades in 6-8 are exclusively reported by quarter. There are no semester grades at the middle school level.

Grading Scale

 

Reading Support Classes (Reading Success)

Students in 6th , 7th , 8th, 9th, and 10th grade who qualify for a reading support class will be enrolled in Reading Success. This support class is a Tier 3 Intervention. While credit-bearing at high school, Reading Success may not be used for English Language Arts credit. Reading Success support classes count for elective credit. Prior to 26-27 this course was titled ELA Academy.

Students enrolled in Reading Success are simultaneously enrolled in the appropriate grade level course. For instance, a freshman would be enrolled in English I and in Reading Success to support their growth in reading and writing.

Mathematics Support Classes (Math Success)

Students in 6th, 7th, 8th, 9th, and 10th grade who qualify for a math support class will be enrolled in Math Success. This support class is a Tier 3 Intervention. While credit-bearing at high school, Math Success may not be used for Math credit. Math Success support classes count for elective credit. Prior to 26-27 this course was titled Math Academy.

Students enrolled in Math Success are simultaneously enrolled in the appropriate grade level course. For instance, a freshman would be enrolled in Algebra I and in Math Success to support their growth in mathematics.

English Language Development (ELD)

Raytown Quality Schools offers English Language Development (ELD) services for students who score below 5.0 on the WIDA Screener or below 4.7 on the WIDA ACCESS tests. Placement is by the Director of Student Programs and the ELD Teacher. These courses are included within the Curricular Offerings section of the Career and Educational Planning Guide.

Freshman Seminar

All incoming Freshmen are enrolled in a semester-long Freshman Seminar course. This course is designed to help students investigate and select a career path by learning about career clusters through the exploration of their own interests and strengths. Students will learn about personal skill development, academic success, along with how to gain employment and money management. The course will culminate in a service-learning project, and students will finish the semester with a high school and post-secondary plan. Students earn .5 units of practical arts credit for this course.
 

JROTC

Beginning in 2026–27, Raytown Quality Schools will introduce the Army Junior Reserve Officers’ Training Corps (JROTC) program as a new elective experience for high school students. JROTC is a nationally recognized program offered in partnership with the U.S. Army and is designed to support students’ total development, including leadership, citizenship, personal responsibility, and career readiness. The curriculum is structured as a sequenced, multi-year program with four progressive levels that are built upon one another and are intended to be completed over multiple years. While the progression is intentional, instructors have flexibility to adjust pacing and electives to meet student needs and classroom context. Participation in JROTC does not require military enlistment and aligns with RQS’s commitment to providing diverse pathways that develop leadership skills and support the Profile of a Learner.

Special Education

Raytown Quality Schools offers a full continuum of special education and related services for students identified with educational disabilities. All the special education services are individualized to meet the special needs of each student. Students with Individual Education Plans are eligible to enroll in core subject areas courses (English, math, science, and social studies) based on IEP team decisions. General Education courses can be modified to meet the individual learning needs of IEP students. Students receiving special services shall follow their Individualized Education Program (IEP). A student’s IEP team determines the program of studies best suited for each of these students on an annual basis.
 

Section 504

Section 504 includes general education accommodations to provide a Free and Appropriate Public Education (FAPE) to all students with disabilities in preschool, elementary and secondary levels. If a student is determined eligible, accommodations, if any, will be determined by the 504 team and a copy of the Section 504 Plan will be provided to parents, teachers, the counselor/building 504 Coordinator, and the District Section 504 Coordinator.
 

Credit Recovery

Placement in credit recovery programs is based on principal approval. Credit recovery that is conducted on an online platform requires students to complete the entire Credit Recovery class, not simply a portion. Students must show mastery of 60% of the Credit Recovery class content to pass the course. Students will be assigned the letter grade they earn as with other courses. The new letter grade does not replace the previous failing grade. Rather, it is added to the transcript. Students who fail a course with a 38% or lower must repeat the seat time and are not eligible for the online Credit Recovery option. Please see your counselor for further information.

Reading Success Plans

In accordance with Missouri state statute, students who demonstrate a significant need in foundational reading skills may be assigned a Reading Success Plan. Students who have received a formal diagnosis of dyslexia from a qualified medical professional must also be placed on a Reading Success Plan. These plans outline specific strategies and instructional supports designed to strengthen students’ reading development. Reading Success Plans are created collaboratively by school staff and are implemented in addition to a student’s regular English Language Arts coursework. The goal of this support is to ensure that every student builds the literacy skills necessary for academic success across all content areas.
 

Summer School

Summer School is offered to students entering secondary (6th – 12th grade) school. For high school students, core classes and several other subjects are offered for credit recovery or first-time credit. Middle school students will have opportunities to develop skills and enrich their learning in core and elective classes. The summer school brochure containing dates, application information, and class details will be available in the schools and on-line by the end of March.

Library Media Services

Library Media Program services are available to all students in grades 6-12. All secondary schools employ a fulltime certified library media specialist and a full-time library clerk. As a foundation for increased academic achievement, the Library Media Program will collaborate to enhance reading, research, and critical thinking skills, while providing flexible and equitable access to physical and digital resources. The Mission of the Library Media Program is to ensure all students and staff are effective users of ideas and information, empowering them to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information.

Athletics & Activities – MSHSAA Eligibility

Students at Raytown Quality Schools secondary schools are encouraged to participate in athletics and activities that fit their interests. As a member of the Missouri State High School Activities Association (MSHSAA), students must meet eligibility requirements to participate. Knowing and following all MSHSAA guidelines will enable students to protect their eligibility for interscholastic competition. Academic requirements are as follows:

 

Citizenship
You must be a creditable citizen. Creditable citizens are those students whose conduct - both in school and out of school - will not reflect discredit upon themselves or their school. NOTE: Conduct involving law enforcement must be reported to your principal or athletic director immediately as your conduct may affect eligibility or contest outcomes.

Discipline
If you commit an unsportsmanlike act while participating in an event, you could become ineligible. If your conduct as a spectator is found to be unsportsmanlike, you could be barred from attending any further high school contests. The unsportsmanlike conduct of any spectator, regardless of age, could cause that spectator to be barred from attending school contests.

Attendance
Students are expected to attend school the entire day they participate in an athletic contest. Students not in attendance will be ineligible to participate in the contest unless approved by the building principal or athletic director. Students are expected to be at all team practices. If an athlete must miss practice, they must give a written excuse to one of the coaches stating the reason for the absence with their parent’s signature.

Refer to the MSHSAA OFFICIAL HANDBOOK for additional requirements. Additional information about high school activities can be found at https://www.mshsaa.org/.

Athletics & Activities – NCAA Eligibility

The National Collegiate Athletic Association (NCAA) establishes requirements that athletes must meet to be able to play at colleges and universities that sponsor sports in which NCAA conducts a championship. High school athletes should make certain they could meet the academic and core-course requirements of colleges that might recruit them or where they might participate in NCAA sports. More detailed information about eligibility requirements is available at https://web3.ncaa.org/ecwr3/.

Before a student is eligible to participate in college athletics at the NCAA Division I, II, or III level, the NCAA Clearinghouse Eligibility Center must certify the student. Part of that certification process ensures that studentathletes have taken the required core courses. Further eligibility requirements are available through the NCAA Eligibility Center.

College-bound student-athletes should ensure they have taken the following steps:

✓ Ensure the high school courses you take are on the school’s list of NCAA-approved courses by visiting the Eligibility Center
✓ Register at the beginning of your sophomore year at https://web3.ncaa.org/ecwr3/
✓ Submit your high school transcripts to the NCAA Eligibility Center at the end of your junior year
✓ Send your ACT score to the Eligibility Center using code 9999
✓ Ensure you have completed the required NCAA core classes before graduation
✓ Complete final transcript request on senior checkout day, designating NCAA as one of the institutions receiving official final transcripts

Athletics & Activities – NAIA Eligibility

The National Association of Intercollegiate Athletics (NAIA) website has additional information on playing sports at the NAIA level. Please visit https://play.mynaia.org/ for information on eligibility.

A+ Schools Program

Students graduating from a designated Missouri A+ School may qualify to receive 48 hours of college credit over a four-year period to assist with tuition, books, and fees to attend a Missouri community college or vocational/technical school. Both Raytown High School and Raytown South High School are designated A+ Schools.

To be eligible, each student must have entered into a written agreement with the school prior to high school graduation, and:

• Attended a designated A+ School for three consecutive years prior to high school graduation
• Graduated from high school with a GPA of 2.5 or higher
• Maintained at least a 95% attendance record
• Performed at least 50 hours of unpaid, school-based tutoring or mentoring for younger students
• Maintained a record of good citizenship and avoidance of unlawful use of drugs
• Score proficient or advanced on the Algebra I End of Course Exam or another approved math EOC (this requirement may be waived after completing one semester of post-secondary education with a 2.5 GPA or better)
• Male students at 18 years of age must register with the selective service
• Make a documented, good faith effort to secure all available federal post-secondary student financial assistance funds that do not require repayment (FAFSA).

The student financial incentive will be available for a period of four years after high school graduation. To maintain eligibility during that time, each participating student must enroll and attend a Missouri public community college or career-technical school on a full-time basis and maintain a GPA or 2.5 or higher.

Qualified A+ graduates are eligible to receive the following:

• Tuition and general fees to attend any public community college (some four-year schools accept A+ funds for the first two years), vocational school or technical school in the State of Missouri for two years
• The financial incentives will be available only after the student has made a documented effort to secure any available post-secondary student financial assistance funds that do not require repayment (See above section)
• The tuition incentives will only be made available to reimburse the unpaid balance of the cost of tuition and general fees after available federal financial aid funds have been applied to those costs.
• Students will be eligible to receive financial incentives for two years if they are enrolled as a full-time student (12 hours or more) and maintain a 2.5 GPA in the post-secondary setting.
• Private scholarships will not affect eligibility for the A+ Program, nor will they reduce the States’ responsibility to a college or technical school.
• Students must complete the 48 college credit hours of full-time enrollment at a community college or public vocational / technical school within four years of graduating from Raytown High School or Raytown South High School
• Financial need is not a factor in determining eligibility for the A+ Program

Secondary Education Fees

The following is a list of all Secondary Education Fees pending approval by the Board of Education for the 2026 - 2027 school year. Fees are listed per semester unless otherwise noted.

High School
 

Herndon Career Center and Summit Technology Academy fees vary by program. Please contact directly to determine precise student fees.

Additionally, any medical equipment (slings, crutches, etc.) borrowed from Sports Trainers and not promptly returned will be billed at the market rate.

Middle School

 

Additionally, any medical equipment (slings, crutches, etc.) borrowed from Sports Trainers and not promptly returned will be billed at the market rate.

* Students who qualify for Free/Reduced Lunch may receive the optional laptop insurance for $11 per student with a $22 / per family maximum.

Weighted Courses

The classes listed in the course guide with the Weighted Grade icon are calculated for GPA using a weighted calculation for students earning a C or better in the classes. Students earning a grade of D or F will not benefit from a weighted calculation. This weighted calculation is given to recognize the increased rigor of these classes. Students taking these classes can increase their overall GPA by taking these more challenging courses.

Grade cards and transcripts report both a weighted and unweighted GPA. Most universities and the NCAA and NAIA Clearinghouses use an unweighted GPA. However, the weighted GPA is used in calculating class rank.

GPA is calculated by adding the proper GPA factor for each class and dividing by the number of classes taken. The GPA factors are as follows for regular and weighted classes:

Dual & Articulated Credit Courses

To assist students in making a smooth transition from high school to college, Raytown Quality Schools has several courses in which students may receive college credit while taking the course in high school. College tuition and fees may apply. The Coordinating Board of Higher Education requires students to meet specific GPA requirements. In addition, universities have attendance requirements to earn college credit. To assist the collaborating universities in verifying that students enrolled into the Dual Credit program meet these requirements, the district will share cumulative GPA with the university to which the student has completed an application. The district may also share course attendance percentage, for the enrolled dual credit course only, upon request of the university. Every university has specific requirements for eligibility to enroll in Dual Credit courses. Log into the university website for information on whether you qualify to enroll for dual credit courses.

UMKC Requirements: https://www.umkc.edu/hscp/
MCC Requirements: https://www.mcckc.edu/college-acceleration-program/dual-credit.aspx
UCM Requirements: www.ucmo.edu/dualcredit/
NWMSU Requirements: https://www.nwmissouri.edu/academics/dualcredit/
Missouri S&T Requirements: https://pltw.mst.edu/undergraduate-credit/
Drury University Requirements: https://www.drury.edu/go/dual-credit-program

Enrollment in dual credit can be a complex and sometimes confusing process. Your teacher is your first connection to the process of enrolling in dual credit with an institution. By enrolling with a college partner, you are creating a relationship with that institution that is governed by the institution’s rules and procedures. Your instructor will work hard to make sure you are aware of your responsibilities, but Raytown Quality Schools has little influence over issues of enrollment, billing, or other procedural questions with the different universities.

Pay careful attention to deadlines, enrollment requirements, cost commitments, and communications from the university you are working with. As a college student, you are responsible for meeting the requirements of the university with which you are enrolling. Please, if you have any questions, do not hesitate to ask your instructor, or seek guidance from your counselor.

To be eligible for dual credit courses, including career and technical education (CTE) courses, students must meet the same requirements for placement into individual courses as on-campus students. This includes meeting proficiency levels on placement tests like the ACT, ASSET, or COMPASS, or other tests as determined by the Coordinating Board for Higher Education. Students in the 11th and 12th grades must also meet additional criteria:

• 11th and 12th Graders with a GPA of 3.0 or higher: Automatically eligible for dual credit courses.
• 11th and 12th Graders with a GPA between 2.5 and 2.99: Must provide a signed letter of recommendation from their principal or guidance counselor, along with written permission from a parent or legal guardian.

For 9th and 10th graders interested in dual credit, the following additional requirements apply:

• 10th Graders: Must have a GPA of 3.0 or higher and provide a signed letter of recommendation from their principal and guidance counselor, along with written permission from a parent or guardian.
• 9th Graders: Must have a GPA of 3.0 or higher, score at the 90th percentile or above on the ACT or SAT and provide a signed letter of recommendation from their principal and guidance counselor, along with written permission from a parent or guardian.

For a complete list of Dual and Articulated Credit offerings, see Appendix A

Advanced Placement (AP) Courses

Students may also earn Advanced Placement credit in select courses. Colleges and universities give credit in these courses based on scores earned on nationally administered examinations. The College Board sets the fees for all AP exams. For more information about the AP exams and fees visit www.collegeboard.com. See your counselor for more information.

Missouri Seal of Biliteracy

Students who demonstrate strong proficiency in English and a second language, and who use these languages to support others, may earn the Missouri Seal of Biliteracy upon graduation. This program is open to all students, including those taking World Languages courses and ELD courses. Students prove English proficiency through the English II EOC, ACT Reading test, or WIDA ACCESS and second language proficiency through the AAPPL test. Recipients of this award may earn 6 to 14 college credits in the second language at one of several Missouri universities. For more information, see your World Languages or ELD teacher.

The Academies of Raytown

The Academies of Raytown are a redesigned high school experience that help students connect what they learn in class to real careers, real interests, and real opportunities. Beginning with the Class of 2029, Raytown students will experience wallto-wall academies. Ninth graders attend the Freshman Academy, where students explore their strengths, interests, and the Profile of a Learner skills that prepare them for success in any pathway. During this year, students learn about the full menu of options before selecting an academy for tenth through twelfth grade.

Starting in grade ten, students choose one of two themed academies. The Health and Human Services Academy includes Healthcare, Human Services, First Responders, and Environmental Science pathways. The Business, Innovation, and Industry Academy includes Business and Marketing, Arts, Entertainment and Design, Manufacturing and Industry Trades, and Information Technology. Each pathway offers a sequence of courses, hands-on learning, and experiences with local partners that help students build purpose, confidence, and a strong plan for life after graduation. Raytown Quality Schools is a designated member of the Ford Next Generation Learning network, which recognizes communities that redesign high school through strong industry, education, and civic partnerships. Our academies are built in close collaboration with the Raytown Chamber of Commerce and many local and regional business and community partners who help ensure that our students graduate future ready.

RQS Early College Program

The Raytown Quality Schools Early College Program is a partnership with Metropolitan Community College–Longview that allows eligible seniors to earn college credit while still enrolled in high school. Students attend their high school for part of the day and take college courses at MCC, earning dual credit that counts toward both high school graduation and a future college degree. Courses focus on transferable general education credits, are offered at a reduced tuition rate, and provide students with authentic college experiences while maintaining support from RQS counselors and staff. This program is designed for students who are on track academically and ready for increased rigor and independence.

RQS + Access Point

Raytown Quality Schools partners with the Access Point Program to provide students with a structured pathway into high-demand technology careers. Through this partnership, eligible students can earn college credit, receive targeted technical and professional skill development, and participate in paid apprenticeships leading to entrylevel roles in software development and information technology. Access Point aligns with the Academies of Raytown by strengthening college, career, and workforce readiness through industry-connected learning.

Students become eligible in their junior year.

High School Course Offerings

HERNDON CAREER CENTER

SUMMIT TECHNOLOGY ACADEMY is located at The Missouri Innovation Campus Building, 1101 NW Innovation Parkway, Lee’s Summit, MO (STA.LSR7.org).

The list below denotes the courses available to Raytown Quality Schools students through our partnership with Summit Technology Academy. All courses are pending Lee’s Summit Board of Education approval. For the most accurate course descriptions, including requirements and pre-requisites, visit https://documents.lsr7.org/view/615574317/ or https://sta.lsr7.org/ and look for the “catalog” tab.

All STA capstone courses are part of the International Baccalaureate Career-Related Program course, which incorporates the educational principles, vision and learner profile of the IB into a unique offering that specifically addresses the needs of students who wish to engage in career-related education. The IBCP encourages students to benefit from an IB education, through a selection of two or more Diploma Program courses in addition to a unique IBCP core, comprised of a Personal and Professional Skills course (see description in the social studies section of the course guide), a reflective project, language development, and community service. All Summit Tech Academy programs require home internet access.
 

The counseling program is an integral part of the total education program. As part of the total continuing education process, its components are identifiable, accountable, and focus on all children rather than just those who would seek out the counselor.

Based on individual, family, school, and community needs, the school counseling program is delivered through the direct components of the guidance curriculum, individual planning, system support and responsive services. Indirect services supporting the total educational process are also provided by the counseling program.

As a comprehensive and developmental educational program, the counseling program is responsible for assisting all students in:

• Personal/social development
• Educational planning and development
• Career exploration and planning

The counseling program provides responsive services designed to aid individuals in resolving problems which prevent their healthy development, or which require remedial attention. Additionally, the counseling program provides a systematic plan to help each student monitor and direct his/her own educational, vocational, and personal development. Finally, the counseling program includes system support activities designed to establish, maintain, and enhance the total program.

Counseling services are available in grades 6-12. There are full time counselors in the middle and high school counseling offices to assist students with their academic, career, and personal-social interests and concerns. In addition to counseling, materials are available concerning areas of occupation or college information. Each student is encouraged to visit with their counselor. As part of the continuing guidance services offered to students as they graduate, exit surveys and one and five-year follow-up surveys are conducted. Information gathered includes documentation of graduate plans. It also provides information relative to graduates continuing the paths they initially planned. All surveys collect information on the quality of education provided and how helpful it was in preparing graduates for further education and careers. Finally, this service offers updated demographic information on our graduates.

Career paths are clusters of occupations/careers grouped according to participants’ interests and talents or skills. All paths include a variety of occupations that require various levels of education and training. Thus, career paths provide a plan for all students, whatever their interests, abilities, talents, or desired levels of education. Selecting a career path provides a student with an area of FOCUS, along with FLEXIBILITY and a VARIETY of ideas to pursue. The focus of career paths is on helping students choose a career path, not a specific occupation. Selecting a career path is not a lifelong commitment; it is a place to begin focusing one’s energies. As students take different courses and learn more about themselves and careers, they may change career paths. Students who understand the career paths concept will be aware that there are a variety of other related possibilities if the first path no longer fits them. If different career paths become more interesting, the students can reevaluate plans, make appropriate decisions, and revise their high school plans, as necessary.
 

The 16 Career Clusters is an organizing framework for careers based on common knowledge and skills. The clusters assist students and educators in tailoring coursework and experiences that will best prepare them for success in their chosen career areas. The clusters provide depth to Missouri’s six Career Paths, which have been used by educators for years with younger students, and the clusters further narrow with pathways that describe a more specific collection of careers.

Raytown’s students complete career exploration assessments starting in the 8th grade. This is a way the student can identify an initial career path choice. Counselors and Advisory teachers will then use this information to assist students in making course selections and developing a five-year plan.

To be eligible for dual credit courses, including career and technical education (CTE) courses, students must meet the same requirements for placement into individual courses as on-campus students. This includes meeting proficiency levels on placement tests like the ACT, ASSET, or COMPASS, or other tests as determined by the Coordinating Board for Higher Education. Students in the 11th and 12th grades must also meet additional criteria:

• 11th and 12th Graders with a GPA of 3.0 or higher: Automatically eligible for dual credit courses.
• 11th and 12th Graders with a GPA between 2.5 and 2.99: Must provide a signed letter of recommendation from their principal or guidance counselor, along with written permission from a parent or legal guardian.

For 9th and 10th graders interested in dual credit, the following additional requirements apply:

• 10th Graders: Must have a GPA of 3.0 or higher and provide a signed letter of recommendation from their principal and guidance counselor, along with written permission from a parent or guardian.
• 9th Graders: Must have a GPA of 3.0 or higher, score at the 90th percentile or above on the ACT or SAT and provide a signed letter of recommendation from their principal and guidance counselor, along with written permission from a parent or guardian.