Online Registration

 

STUDENT REGISTRATION AND SCHEDULING STEPS
There are two major steps for students in planning for next year's program of studies: 
(1) registration and (2) scheduling.  During January, EHS Registration information for the following year is distributed.  Students then register for courses; that is, they select their programs of studies for the next school year.  Based on student registration data, the school principal will determine courses/sections to be offered, staff needed, and a master schedule of classes for the next year. Therefore, students should register with care and after consultation with parents.
 
After students' registration plans have been approved by parents and counselors, We schedule classes for students for the fall, winter, and spring trimesters. 
 

 

January/                               Students in grade 8 at a Middle School and grades 9-11 at EHS register  “online”
February                              for courses at EHS for the next academic year.
 
February/                           Principal identifies the exact number of teachers who will be required to provide 
March                                requested classes for EHS students.
 
March/                                The master schedule of classes is built, using registration requests from students and 
April                                   teachers selected to teach at EHS.
 
April/May                           Student registration requests are computer loaded into the master schedule.

 

District 196 and EHS Graduation Requirements

 

 

Eagan High School offers over 500 different courses in 12 subject areas, along with a full range of special education courses and work program alternatives.  Many of these courses are designed to meet the needs of students across a broad range of abilities, interests, and post-high school aspirations.  However, certain courses focus on special needs of students.

 

Esoteric courses are offered across the curriculum to meet the special needs of exceptional students interested in testing and extending their personal and intellectual limits in the classroom.  Students can choose from a variety of demanding offerings in each department, including different Advanced Placement courses which not only stretch the limits, as indicated above, but offer college-bound students the opportunity to earn college credit while in high school.  The AP examinations are optional for students and are administered through the nonprofit College Board for a student-paid fee.  Additional opportunities are available for the exceptional students and include such courses as the Mentor Program, College in the Schools, and the cooperative programs with local colleges and universities.   AP classes are college-level classes, not college prep classes.  Each department has separate application and selection criteria. 

 

Advanced program offerings can be found in most departments.  In each case, the design of the course is outlined in the course description, along with a note identifying that the course is geared for the high performing, college-bound student.

 

Non-college bound students will find courses offered throughout the curriculum that are designed to provide them with a liberal exposure to academics and experiences in a variety of subject areas, along with opportunities that provide a focus on a vocational interest/skill.

 

The Special Education/Work Programs, provide a continuum of services for students having academic, social, emotional, or psychological difficulties which may interfere with the schooling experience.

 

 

College entrance requirements vary. Some institutions of higher learning require many selective courses while others will accept students with a high school diploma.  For this reason, college-bound students should make contact with school counselors to become familiar with the entrance requirements of their chosen colleges. The specific college catalog should be read for complete information.

 

Most colleges in Minnesota require that students be in the upper half of their graduating class and perform satisfactorily on an entrance exam such as the American College Test (ACT), or Scholastic Aptitude Test (SAT). Colleges look with favor upon the student who has earned better than average grades, but who has also taken college preparatory subjects and has been involved in cocurricular activities.

 

As a general rule, college-bound students should take at least 3 years of math (through higher algebra) and 3 years of science (such as chemistry and physics) after Grade 9.  Students planning to pursue courses in engineering, architecture, or any of the scientific fields should complete courses in algebra, geometry, higher algebra, and precalculus.  Chemistry and physics are frequently considered essential.  Students are strongly encouraged to enroll in upper-level English courses, and 2-4 years of world languages for college preparation. 

 

For those students who are planning a specific career immediately after high school, the courses selected should be chosen with vocational preparation in mind.  Courses should be chosen to give students a broad base of preparation for the future.  Therefore, vocation-bound students should select a variety of subjects.

 

Good grades are important to students, in addition to the development of a good general school record.  The importance of positive attitudes about school, as well as good study habits, should not be underestimated.  Prospective employers are very interested in applicants' records of absences, tardiness, and effort in school work.  In addition perspective employers are also impressed by student involvement in a variety of co-curricular program offerings while in high school.

 

Post-high school training opportunities should be explored by vocation-bound students.  Technological advances have increased the need for specialists in many fields.  Therefore, students should strongly consider attending a business, trade, or technical school after high school.  The Dakota County Technical College Center offers post-high school training in many fields to students.  Many students plan to further their education in the military.  Students who plan to attend a technical school while in the Armed Forces should plan their high school courses accordingly.

 

A good mathematics background (at least algebra and geometry) is required for post-high school vocational school and Armed Forces training in such fields as drafting, electronics, construction, and machine trades.  Business, technical, and trade schools are emphasizing the importance of good communication skills in reading, writing, speaking, and listening.  Employers often hire applicants with certain expectations about their potential for future advancement.  Therefore, it is most important that vocation-bound students plan their high school courses with care.

 

 

Students may take a total of 3 credits each year (limit of 1 per trimester) on a "Grade/Pass Option" basis, regardless of whether they are taking 5, 6, or 7 subjects per trimester.  This option is to encourage students to explore interests in a subject in which they may not be willing to risk receiving a low grade.

 

Procedure:  Students must apply within the first 20 school days of the trimester.  Written permission of parents is required.  An application form is available in the Counseling Office.  "Grade/Pass Option" students will take all tests, turn in all regular class work, and receive marks along with the other students.  The final mark will be a "Pass" if the students completes all work at the passing level.  The final mark will be "No-Credit" if the student does not do passing work.  A credit toward graduation will be granted for a "Pass" mark.  No credit toward graduation will be granted for a "No-Credit" mark.  Subjects taken on the "Grade/Pass Option" basis willnot be averaged into a student's class rank or honor roll standing.  Students may convert the "P" grade into the appropriate letter grade if desired.

 

When a student is having academic difficulty in a class, the teacher should be consulted for assistance.  We also suggest that students inform his/her counselor of the problem, especially if grades in more than one class are being affected.

 

Students who fail a required class should see their counselor without delay to make arrangements for completing the course in an alternative manner.  Failure to make up required courses will jeopardize a student's graduation.  Credits for failed elective subjects must also be made up.  The advice of the school counselor must be sought in deciding which classes are to be repeated and where substitute credits are acceptable.

 

Incomplete grades are assigned at the discretion of the teacher to those students who have not successfully completed required class assignments/expectations during the trimester.  This is usually as a result of medical complications.  When students receive an "incomplete" grade they should see their teacher as soon as possible to arrange for needed make up work and hand it in on time.  The deadline for making up an Incomplete grade is at the end of 20 school days into the next trimester.  Incomplete grades that are not made up will result in a grade of F for the course and loss of credit.

 

 

Qualifying students in 11th and 12th grades may register for an Independent Study which will provide an opportunity for an in depth study of a selected interest area.  Independent Study courses may only be taken on a Grade/Pass option basis.  aIn order to qualify, students must:

            1.   Complete all prerequisite background courses.
            2.   Demonstrate mastery of related skills and technical information.
            3.   Possess unusual interest in the Independent Study subject.
            4.   Have a well-established record of self-motivation, self-discipline and exemplary leadership.

HOW TO USE THIS GUIDE
 
Most of this guide consists of course descriptions.  Listed below are notes about these course descriptions.
 
        1.   The courses are organized by departments, in alphabetical order, beginning with Art courses.  The page numbers for the departments are listed in the Table of Contents.
 
        2.   The format in which courses are listed was designed to make the selection of courses easier for students and their parents.  Departments list courses under the following headings:
 
Courses Offered to Students in Grades 9, 10, 11, and 12.  These include courses first open to 9th grade students, as indicated by course numbers that end in digits 01-25.  That is, this group of courses are generally considered to be grade 9 level courses that, in most cases, are also available to students in grades 10, 11, and 12.
 
Courses Offered Only to Students in Grades 10, 11, and 12.  These include courses first open to 10th grade students, as indicated by course numbers that end in digits 26-50.  That is, this group of courses are generally considered to be grade 10 level courses that, in most cases, are also available to students in grades 11 and 12.
 
Courses Offered Only to Students in Grades 11 and 12.  These include courses first open to 11th grade students, as indicated by course numbers that end in digits 51-75.  That is, this group of courses are generally considered to be grade 11 courses that, in most cases, are also available to students in grade 12.
 
Courses Offered Only to Students in Grade 12.  These include courses first open to 12th grade students, as indicated by course numbers that end in digits 76-99.  That is, this group of courses are generally considered to be grade 12 level courses.
 
Thus, students in grade 9 would find courses open to their grade level listed in one section.  Students in grade 10 could choose courses from two sections; students in grade 11 from three sections; and students in grade 12 from all four sections.
 
    3.   Each course has its own number, is 1 trimester (12 weeks) in length, meets during 1 class period daily (unless otherwise stated), and is worth 1 credit (unless otherwise stated in the course description).
 
    4.   The time of year that each course will be offered is not listed.  This will be determined after students have made their course selections for next year.  In this manner, the schedule of classes can be designed to meet students' needs and interests.
 
    5.   The grade levels for each course are listed, as well as any prerequisites (requirements needed before the student enrolls in the course).
 
    6.   Although each course is 1 trimester in length, some courses are intended to last the full year.  These year-long courses are noted in the course description.  If it is required that students sign up for all 3 trimesters, the 3 courses and course numbers are listed together.  Students are strongly encouraged to sign up for all other courses offered in a year-long sequence.
 
    7.   Both the course title and the course number must be indicated by students on their registration sheets.  Students may notenroll for the same course number and course title more than once (unless otherwise stated).  If a course is listed again, with a different course number, it is considered a separate course and may be taken again by students if the grade level and prerequisite requirements are satisfied.
 
    8.   The description for each course should be read carefully before course selections are made.  Additional information about any course is available from a classroom teacher in that department, the department coordinator, the school counselor, or school administrators.

 

Individual course descriptions can be found within the appropriate academic areas listed below when information is available for 2021/2022.

COLLEGE ADMISSION GUIDELINES

(Carleton, Stanford, Harvard, Northwestern, Notre Dame) Honors/AP coursework required.

• 4 years of English

• 4 years of social studies

• 4 years of math

• 4 years of science

• 4-5 years of a foreign language

• Some require 1 year of fine arts

• Leadership in co-curricular activities

• Volunteer/community service

• ACT composite of 30 or higher

• Class rank in top 10%

 

Very Selective (St. Olaf, UW-Madison, U of MN, UW-LaCrosse) Honors/AP classes recommended.

• 4 years of English

• 4 years of social studies

• 4 years of math

• 4 years of science

• 4-5 years of a foreign language

• some require 1 year of fine arts

• ACT composite of 26 or higher

• Class rank in top 20%

 

Moderately Selective (State Universities, St. Thomas, Hamline, UW-River Falls) Some Honors/AP classes helpful

• 4 years of English

• 4 years of social studies

• 3-4 years of math

• 3-4 years of science

• 2 years of foreign language may be required, more can be helpful

• ACT composite of 21 or higher

• Class rank in top 50%

 

Open Enrollment (Community Colleges, Technical Colleges)

• No specific class rank or GPA required

• Testing provided by the college

• No specific high school course work is required; however, students should take the most difficult classes that they can be successful with to prepare them for college-level courses.