High School

On behalf of the high school faculty and staff, it is my pleasure to welcome you to the OCS high school. OCS has enjoyed tremendous success for decades and has established many incredible traditions and legacies throughout the years.  I sincerely hope you will take the time to look throughout the high school section of our website and view the numerous opportunities available to all the students who are part of our Saints family.

Our goal as educators is to support all students academically, socially, and spiritually.  We will make every effort so that all students that graduate from OCS will be able to meet the demands and rigors of society, but most importantly that they will be “fishers of men”.  In Matthew 28, Jesus commissioned the disciples to “go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you.”

The staff at OCS High School is fully committed to fulfilling the mission of the school by partnering with families in educating the whole person to glorify God. We anticipate a wonderful school year and look forward to seeing God work.

Sincerely,

Brant Breeden
High School Principal

Mr. Brant Breeden

HS Principal

Mrs. Adria Smith

HS Assistant Principal

Course Offerings

Bible

Bible I (9th grade)
The first semester is a survey of the Old Testament focusing on God’s revelation of Himself and His plan of redemption throughout the Old Testament. The second semester is a study of the four New Testament Gospels revealing Jesus Christ, the Promised Messiah; the fulfillment of God’s plan and promise for man’s redemption. Emphasis is placed on pursuing and building a stronger relationship with God through His Son Jesus Christ.

Bible II (10th grade)
This course consists of a comprehensive study of the New Testament with special attention paid to various topics, ideas, and issues that apply to today’s teenage Christian journey in life. Students will be searching for Biblical guidance to then implement in spiritual and physical relationships with the hope of developing into men and women of God.

Bible III/Worldview (11th grade)
This course begins with building a foundation of the understanding of what a worldview is (religious and non-religious) and building a worldview based on Christianity.  Students learn about post-religious thought to gain an understanding of the layers of atheistic viewpoints in our society. The second semester is designed as a comprehensive survey of Christian theology and several other religions including Judaism, Islam, Buddhism, and Hinduism. Students will examine and compare these other religions to Christianity and in so doing will arrive at a greater understanding both of those religions and of Christianity itself. This understanding should strengthen the student’s faith in Christianity and equip him/her to dialogue lovingly and intelligently with members of other religions.

Bible IV-Apologetics (12th grade)
This course is designed as a comprehensive survey of Christian apologetics (or defending the faith) from both classic and contemporary standpoints for faith in Christ. Students will learn that Biblical Christianity is both logical and truthful.  It also engages common challenges and objections that people offer to (1) belief in God, and (2) belief in Christianity. Students will leave the class with a better understanding of why they believe what they believe. The goal is to help them prepare to face challenges to their faith as they enter college and begin their adult lives, as well as, to give them a foundation to do what Peter commands all Christians to do in 1 Pet. 3:15, “give an answer to everyone who asks them to give the reason for the hope that they have, doing this with gentleness and respect.”

English & Communications

  • English I (9th grade)
    Students receive instruction in and demonstrate an understanding of the different genres of literature including novels, plays, poetry, short stories, and the epic poem.  In those genres, they receive instruction in and demonstrate understanding of literary techniques and figurative language used in the texts.  The students will also exhibit and apply an understanding of formal English grammar and usage in writing in several formal essays.  The students receive instruction in and demonstrate an understanding of the research paper.  Their understanding will include MLA format, the development of an introduction and thesis, the ability to incorporate research with correct citations, the ability to organize an argument, and the development of a conclusion. Students will also continue to build a useful vocabulary for written and oral communication.
  • Pre-AP English I (9th grade) **
    In addition to the course description of English I, students complete and study various novels that have appeared on the AP Exam.  Timed Writings are introduced and used to mimic the AP exam.  Additional projects and outside reading requirements are also included in this course. Prerequisite: NWEA results considered.
  • English II (10th grade) World Literature and Rhetoric
    This class continues to build upon the foundations laid in English I, preparing the student for the ACT and PSAT/SAT testing, a variety of writing modes, and for additional topics at the English III and English IV levels. Additional focus will be directed toward preparing the students for research-based writing and the understanding of literature through written and oral examples, as well as, introducing the idea of rhetoric in nonfiction and fiction texts. This course is designed to challenge students in literature analysis and composition. Literature study incorporates world literature and some modern pieces.  The focus of our grammatical study will be to develop the abilities of each student as a writer through self-reflection and specified grammatical lessons based on gaps in understanding.
  • Pre-AP English II (10th grade) World Literature and Rhetoric **
    In addition to the course description of English II, students focus more on analysis of rhetorical devices and the use of rhetoric in nonfiction pieces.  Students are expected to read more outside novels and be able to develop a well-composed work of writing in a segment of time.  Prerequisite: NWEA results considered.
  • English III (11th grade) English Language and Composition: American Literature Survey
    The students will receive instruction in and demonstrate understanding of the chronological nature and trends of American literature from 1607 through the mid-20th century. Their understanding includes dates of literary eras, the philosophies held by the authors of said eras, and examples of literary styles and genres from the eras.  Literary forms studied will include essays, short stories, poems, and novels. The students will receive instruction in and demonstrate understanding of elevated vocabulary. The students receive instruction in and demonstrate understanding analytical essays. Their understanding will include MLA format and be based on the analysis of assigned short stories or poems as well as a research paper.
  • Pre-AP English III (11th grade) American Literature, Language, and Composition **
    In addition to the American literature course studies, the students will read complex texts with understanding and write prose of sufficient richness and complexity to communicate effectively with mature readers. This course is designed to be a college level writing course, which engages in becoming skilled readers of prose in many rhetorical contexts and in becoming skilled writers who compose for many different purposes. Analysis of these readings will be communicated through dialectical journals, timed writings, independent essays, collaborative writing, and in-class responses. Research skills will be a major element of the course leading to synthesis of primary and secondary sources cited correctly using MLA conventions. Prerequisites: NWEA results considered.
  • English IV (12th grade) English Literature and Composition
    This course is a study of British literature from 450 AD to the Modern Period as well as literature from former British colonies around the world. The student will also develop analytical skills in writing small and large expository papers on these literary pieces and the thematic thread connecting each piece to one another. The student will learn words from a word bank from the SAT to prepare for the test and college.
  • AP English (12th grade) Literature and Composition **
    An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature.  Through the close reading of the selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers.  As they read, students consider a work’s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. Students are responsible for the exam fee (approximately $93) determined by the College Board. Description from CollegeBoard.org.  Prerequisites: NWEA results considered.

Social Studies

  • US Government .5 credit (9th grade)
    This course is designed to give students an in-depth understanding of the structure and function of US Government.  Throughout the course, students examine and evaluate the institutions of government, those who influence these institutions, the public policies made by these institutions, and the influences of the electorate on policies.  In addition, students are able to connect concepts in government with economic policies and procedures.
  • Oklahoma History-.5 credit (9th grade)
    This course will help prepare students to examine the impact of US History on the area of Oklahoma and the integration of Oklahoma history into US History.  Students engage in extensive writing and discussion about how Oklahoma felt the decisions of the nation in every area of life: cultural, religious, agricultural, and technological.
  • World History (10th grade)
    Students will study the expanse of time from the growth of early civilizations to the mid-1900s.   Students will focus on the transitions of power, exploration and expansion; the revolutionary advances that changed the patterns of living for the people; and finally the impact these beginnings have on the world in the twentieth (and twenty first) century.
  • AP European History (10th-12th grade) **
    AP European History is designed to be the equivalent of a two-semester introductory college or university European history course.  This Advanced Placement course focuses on developing students’ understanding of European history from approximately 1450 to the present.  The course has students investigate the content of European history for significant events, individuals, developments, and processes in four historical periods, and develop and use the same thinking skills and methods employed by historians when they study the past. At the end of the course, students are expected to take the AP exam in the spring. *CollegeBoard.org, 2016. Prerequisite: NWEA results considered.
  • US History (11th grade)
    Students will describe and analyze the causes, events, and effects of the Civil War and Reconstruction era; examine the impact of immigration and the Westward Movement on American society; and the changing role of the United States in world affairs at the turn of the twentieth century. He or she will also describe the social, cultural, and economic events between the World Wars; investigate and analyze the Great Depression, and the causes, events and effects of World War II; and assess the foreign and domestic policies of the United States since World War II. The student will continue to strengthen, expand, and put to use the full range of process and research skills in social studies.
  • US History Concurrent (11th grade)
    This college-level course provides students with the thinking skills and understanding necessary to deal critically with the main issues and documents of US History.  Students will analyze and use primary and secondary sources to evaluate the main cause and effects of US History.  Topics such as migration and settlement and politics and power will be examined, analyzed, and used to express views in written argumentation. UCO Course Description. Prerequisites are a certain ACT score and GPA.  Students interested must attend the meeting about concurrent courses offered in the spring to obtain this information since it changes each year.
  • Human Geography (12th grade)
    This course introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface.  Students learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences.  They also learn about the methods and tools geographers use in their research and applications. *CollegeBoard AP Human Geography Description
  • AP Art History (11th/12th grade) **
    This Advanced Placement course is designed to be the equivalent of a two-semester introductory college or university art history survey course.  AP Art History explores such topics as nature of art, its uses, its meanings, art making, and responses to art.  Through investigation of diverse artistic traditions of cultures from prehistory to the present, the course fosters in-depth and holistic understanding of the history of art from a global perspective. Students learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, constructing understanding of individual works and interconnections of art-making processes and products throughout history.*CollegeBoard.org Description, 2015.  Prerequisite: NWEA results may be considered.

Mathematics

  • Algebra I (9th grade)
    Algebra I is the in-depth introduction of variables, constants, expressions and equations. The student will receive instruction in and demonstrate ability in the areas of understanding order of operations, solving equations, simplifying expressions, using properties (field axioms), arithmetic operations with polynomials, factoring, graphing (linear and quadratic functions), working with radicals and rational expressions.  Fundamentals of graphing calculators will be taught.
  • Pre-AP Algebra I (8th grade) **
    This course covers topics from Algebra I at an accelerated pace and covers some advanced topics more thoroughly than the regular course.  Prerequisite: NWEA results considered.
  • Geometry (10th/11th grade)
    The student will receive instruction and demonstrate abilities and understanding of one, two and three-dimensional objects and their properties. Deductive and inductive reasoning as well as investigative strategies in drawing conclusions are stressed. Properties and relationships of geometric objects  include the study of: (1) points, lines, angles and planes; (2) polygons, with a special focus on quadrilaterals, triangles, right triangles; (3) circles; and (4) polyhedra and other solids. An understanding of proof and logic is developed. Use of graphing calculators and computer drawing programs is encouraged. Prerequisite: Algebra I.
  • Pre-AP Geometry (9th/10th grade) **
    This course includes the study of traditional plane geometry concepts at an accelerated pace and covers some advanced topics more thoroughly the regular course.  Prerequisite: Pre-AP Algebra I and NWEA results considered.
  • Algebra II (10th/11th grade)
    Algebra II is a course that expands on the topics of Algebra I and provides further development of the concept of a function. The student will receive instruction and demonstrate ability in areas of understanding quadratic and linear functions, equations and inequalities, conic sections, applying properties of exponents with polynomial and rational functions, logarithmic and exponential functions, and sequences and series. Prerequisite: Algebra I & Geometry.
  • Pre-AP Algebra II (10th or 11th grade) **
    This course covers the same subject matter as Algebra II plus some advanced topics.  Material is covered at a faster pace and in greater depth in order to prepare students for AP mathematics.  A graphing calculator is required. Prerequisite: Pre-AP Algebra I & Pre-AP Geometry and NWEA consideration.
  • Pre-AP PreCalculus and Trigonometry (11th or 12th grade) **
    This course is designed to prepare students for Advanced Placement or college Calculus.  Topics extended from previous studies are polynomial functions, rational functions, systems of equations, complex numbers, and analytic geometry.  New topics introduced are trigonometry, probability, sequences and series, and limits.  A graphing calculator is required for this course. Prerequisite: advanced math courses.
  • College Algebra or Algebra III (Student choice of dual credit) 
    This course is designed by the university and taught by our teacher or a concurrent teacher from a university.  The course mirrors college algebra with an in depth study of linear and quadratic functions, polynomials functions, inequalities, exponents, and logarithms.  The second semester of the course will also include the study of several basic trigonometry concepts.
  • AP Calculus AB (11th/12th grade) **
    AP Calculus AB is structured around three big ideas: limits, derivatives, and integrals and the Fundamental Theorem of Calculus. This Advanced Placement course studies elementary functions, limit of a function, derivatives, integral and techniques of integration, and applications of calculus to real-world problems in fields of life science, business and economics, social science, physics, and engineering. Students will learn to formulate written responses to support conclusions resulting from mathematic computations.  A graphing calculator is required.  Students taking this course are expected to take the AP exam in the spring. Prerequisite: Pre-AP PreCalculus.
  • AP Calculus BC (12th grade) **
    The topics covered in AP Calculus (BC) include: limits of differential calculus, using calculus to find extrema, Integral calculus, sequences and series.  This course may be taken as an extension of AP Calculus (AB) or as a replacement.  A graphing calculator is required.  Students enrolled in this course are expected to take the AP exam in the spring. Prerequisite: AP Calculus AB or Pre-AP PreCalculus.
  • Math for Finance (12th grade)
    This is an introductory course in Financial Mathematics.  The course covers the following fundamental topics in finance: the time value of money, portfolio theory, capital market theory, security price modeling, and financial derivatives.  Students will learn about the different types of interest (simple, discount, compound), annuities, debt retirement methods, investing in stocks and bonds.  Time permitting, more advanced topics will also be covered like the dissecting of financial models.

Science

  • Biology (9th grade) 
    This course covers the essential biological concepts and applications common to all living organisms. The nature of science, science processes and inquiry will be continually incorporated. Such processes include observation, measurement, classification, proper scientific experimentation, interpretation and communication of experimental results, and biological modeling. The biological concepts covered will include the cell as the fundamental unit of life.
  • Pre-AP Biology (9th grade) **
    This course presents these concepts necessary to understand all forms of life, including cell structure of plants and animals, functions within these cells, genetics, the scientific method, and ecology at a faster rate and with more in-depth study of the material than in the regular course. Additional projects, computer applications, outside readings, and activities may be required.  Prerequisite: NWEA results considered.
  • Physical Science (10th grade)
    This laboratory course consists of introductory level chemistry and physics including: measurement; motion; forces; work and power; atomic structure; elements and the periodic table; compounds; matter and temperature.  Emphasis is placed on inquiry-style learning and development of skills such as observing, inferring, data collecting, and graphing. It is recommended that students take Algebra I prior to this class.
  • Chemistry (10th/11th grade)
    This laboratory course emphasizes a hands-on learning approach to chemistry.  Topics include: solutions, acids, bases, atomic theory, periodic law, chemical bonding, and gas laws.   Quantitative and qualitative analysis of these topics will be examined. Prerequisite: Biology.
  • Pre-AP Chemistry (10th grade) **
    This lab course covers the same material as general chemistry; however, Pre-AP is more in-depth in some areas and may cover additional topics.  Students who can think abstractly and are willing to be challenged are encouraged to take this course.  Prerequisite: Algebra I and Pre-AP Biology, NWEA results considered. 
  • Pre-AP Chemistry II (11th grade) **
    This lab course is a completion of Pre-AP Chemistry I with the combination of both courses to be an equivalent of a first semester college course in chemistry.  This course continues skills and content introduced in Pre-AP Chemistry I.  Prerequisite: Pre-AP Chemistry I and Algebra II-previously or concurrently.
  • Physics (11th/12th grade)
    This course is an Algebra-based physics course covering Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and mechanical waves and sound.  The course may also include but is not limited to: electric circuits; fluid mechanics; thermodynamics; electricity and magnetism; optics; and atomic and nuclear physics. Prerequisite: Algebra II and Physical Science.
  • Zoology/Human Anatomy (11th/12th grade) ** for Juniors only
    The first semester of this course covers animal behavior, ecology, anatomy/physiology and species diversity.  Students work in groups to complete lab practicals in dissection or microscope work.  The second semester consists of the internal and external structures of the human body and how it performs vital functions.  Prerequisite: Biology.
  • AP Environmental Science (11th/12th grade) **
    This Advanced Placement course is designed to have students engage with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, identify and analyze environmental problems, both natural and human-made, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving and/or preventing them. Environmental Science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry and geography. *College Board, 2016. Prerequisites: At least one life science and one year of physical science as well as Algebra II.

World Language

  • Spanish I (9th-11th grade)
    This course introduces students to the language through reading, writing, speaking, and listening skills.  Each study of grammar and vocabulary enhance the skills needed to be effective communicators of the language. In addition to the language itself, students also learn history, culture, and countries of the Spanish speaking world by comparing it to their own in the areas of history, art, and geography.
  • Spanish II (9th-12th grade)
    This course continues and builds the skills of language learned in Spanish I.  Familiarity in language and use of past, present, and future tenses are used to communicate in writing and speaking about every day events, from ordering a meal to going to the movies.  Students continue learning more in depth about the Spanish speaking culture around the world. Prerequisite: Spanish I
  • Spanish III/Conversational Spanish Honors (10th-12th grade)
    This course is designed to build and move students into fluency in speaking, writing, and reading.  Students practice their skills within the course and through interactive computer technology. Students will also learn about the culture of the Spanish-speaking world, with primary emphasis being placed on our neighbor Mexico and Nicaragua, home of OCS’ sister school.  Students also pursue cultural studies by reading literature of important Spanish authors.  Prerequisite: Spanish I, II
  • Spanish IV Honors (11th/12th grade)
    This course is designed and conducted in Spanish and requires a higher proficiency in speaking, writing, reading, and listening.  This course is designed to enhance students’ oral and written performance in Spanish.  Students read numerous texts in Spanish, as well as participate in discussions, extensive writing assignments, and grow in understanding of the complex structures of the language.  Prerequisite: Spanish I, II and III

Fine Arts

  • Choir (9th-12th grade)
    The choir course is designed to emphasize vocal performance in a choral setting.  Students sing a varied repertoire as they develop their vocal skills.  It is open to any student who has a sincere interest in the study of choral music and desires to work toward a proficiency in part singing and sight-reading with an emphasis on American folk music, including spirituals, gospel, jazz, and contemporary.  Performances will be throughout the year.
  • Band (Traditional/Jazz) (9th-12th grade)
    This course is open to students with instrument experience.  Band is devoted to performance and includes but not limited to the following areas: Pep Band in the fall for games, Christmas and All-State preparation, contest and festival competition preparation.  Students may also work through music theory, principals of eighteenth century harmonization, and/or music history appreciation elements.
  • Introduction to Drama and Speech (9th-12th grade)
    The first semester of this course is a beginning course in drama and designed to enrich confidence and creativity.  The course deals with many phases of drama including interpretation, class and group scenes, blocking, etc.  The second semester of this course emphasizes the importance of public speaking.  Students will research, develop, and organize information for a variety of presentations/speeches including but not limited to those intended to inform, persuade, and entertain.
  • Advanced Drama (10th-12th grade)
    This course will build on the introductory elements of Drama/Speech.  Students will focus on many aspects of the theatre, including but not limited to, theatre history, audition techniques, improvisation, directing, script and character analysis.  This class will provide multiple opportunities for public performance including contest and main stage shows.  Some after school and weekend rehearsals and performances will be required. Prerequisite: Drama/Speech
  • Stagecraft (10th-12th grade)
    This course is designed to introduce students to the various aspects of the theatre including: set building, costumes, lighting, sound, and makeup.  Students will work together to gain experience in the practical application of theatre production. A requirement to work as crew on a production requires after school and weekend rehearsals which students will be expected to attend.
  • Art Foundations (9th-12th grade)
    This course introduces students to the elements (line, shape, form, texture, value, color, and space) and principles of design (unity/harmony, balance, hierarchy, scale/proportion, dominance/emphasis, similarity/contrast) through daily sketchbooks and projects of varying mediums.
  • Intermediate Art (10th-12th grade)
    This course introduces students to the basics of art history from prehistory into contemporary.  Projects and sketchbooks correlate to the historical period of study.  Some research and outside time on projects may be required. Prerequisite: Art I
  •  AP Art III/Studio Art (11th/12th grade)
    This course is designed for the serious art student looking to develop his/her skills in a variety of media.  The student will select a theme and work in a breadth of media the first semester while exploring the intricacies of the theme and media.  The second semester will concentrate on select pieces that may result in submission to AP College Board for possible college credit.Prerequisites: Art I & II
  • Digital Art (11th/12th grade)
    This course is designed with an innovative approach to the changing industry of art direction and design.  The primary emphasis is on technical skills, conceptual ability and technology in the field of two-and three dimensional design.  The course will introduce students to the disciplines of advertising, design, graphic design and package design. Prerequisite: Art I

Technology

  • Computer I (9th-12th grade)
    This course provides an introduction to many aspects of computers and principles of its usage and operation, including the history of computers, hardware, web design using HTML, CSS, networking, digital security, image manipulation using Adobe Photoshop, if time allows graphic design using Adobe Illustrator, and the business and psychology of computer games.
  • AP Computer Science Principles (9th-12th grade)
    This course introduces students to the creative aspects of programming, abstractions, algorithms large data sets, the Internet, and cybersecurity.  Students will earn the basics of Javascript and how to build an app in Code. Org’s App Lab.  In addition to class work, students will complete two performance tasks and take a final exam as part of the AP College Board requirements.

Non-Departmental Electives

  • Leadership (Student Council)
  • Concurrent Public Communications

Miscellaneous Electives

Creative Writing (10th-12th grade) **
This course provides students with a solid understanding and usage of the writing process, from finding inspiration to exploring the genres of fiction, memoir, poetry, and playwriting.  By the end of the course, students learn how to glean their creative thoughts and turn those ideas into fully realized pieces of creative writing.

Journalism (9th-10th grade)
This course is designed to introduce students to the aspects of journalism in all forms: digital, writing, and photo.  Students will learn the ethics and basic skills of journalism like researching, interviewing, gathering facts and photos, and writing a publishable story.  The foundations learned in the class are paramount in seeking to take Yearbook or Video Production in future years.

Journalism II (10th-12th grade)
This course allows students to build on skills learned in Journalism I.  Classes will be a mix of students from Journalism I and Journalism II, each class operating as a news or production team.    Prerequisite: Journalism I

Robotics (10th-12th grade)
This is a beginning course in robotics.  The objective of this course is to introduce the student to basic programming as well as problem solving strategies.  Students will work hands-on in teams to design, build, program and document their progress.  Topics may include motor control, gear ratios, torque, friction, sensors, timing, program loops, logic gates, decision-making, timing sequences, propulsion systems and binary number systems. Participation in at least one competition is a requirement.

Yearbook (10th-12th grade) **
This course will enable students to learn the journalism skills and develop the ability to apply those skills to the actual production of the yearbook. The skills include teamwork, responsibility, brainstorming, content, coverage, concept, production, reporting, writing, headlines, captions, editing, photography, typography, design, graphics, and distribution.  Students are responsible for pages; therefore, grades include meeting deadlines, photographing events, and completing page layouts.  Summer work may be a requirement for much of the staff.

Admission

Academic Support Program

In the high school classroom, OCS teachers strive to provide the level of differentiation necessary for individual students. When that level of differentiation is not adequate, OCS provides additional academic support that assists students with assignment completion and additional time-on-task.

Two levels of academic support are offered at the high school level:

  • Accommodations plan – student receives a written accommodation plan which is implemented in the regular classroom. The purpose of an accommodations plan is to provide the least amount of accommodation necessary for the student to become successful in the classroom. There is no financial cost to be placed on an accommodation plan.
  • Pull-out lab – student receives daily academic support in-person with the academic support teacher in the academic support room. In addition to one-on-one and small group support, the student also receives an accommodation plan.

Admission Procedure

Students are admitted to the academic support program through a formal process. First, students are identified by either a teacher or parent as a candidate for services. Academic struggles and low grades are often the first indicators that a student may require additional support. Once a child is identified, the principal will schedule a meeting with parents and the academic support teacher to discuss the benefits and details of receiving academic support services.

Admission Qualifications

To qualify for a written accommodations plan or to receive services in the pull-out lab, students must meet the following criteria:

  • Have a diagnosed learning disability; or
  • Receive below 70% average in their core classes on their semester report card, or
  • Be on academic probation; or
  • Receive a “Low” score in any major category of their NWEA standardized testing. Students that receive a “Low Average” score on their NWEA standardized testing may qualify for a written accommodations plan at the discretion of the middle school principal.

Program Tuition

The cost of participating in the Academic Support Program is $1,000 per year. For students who do not need an entire year of services, the annual tuition will be prorated. There is no charge for receiving a written accommodations plan.

Opportunities to Serve

OCS high school students have the opportunity to serve and learn to lead in a variety of contexts. Each high school student is required to acquire service hours each year. Many students, however, go above and beyond the required expectations and serve others both locally and abroad.

International Mission Trips

OCS high school students may participate in two overseas mission trips each January as part of the mini-mester week.  One team heads to Jamaica, where they build relationship and focus their energies on constructing homes for low-income families.  A second group travels to Nicaragua, where they join forces with a local church, conducting evangelism and discipleship activities.

Student Council

High School Student Council is comprised of an executive board of six leadership-oriented seniors, four class presidents, and a male and a female representative from each class. Student Council’s goal is to plan and execute our school’s two homecomings, three senior nights for co-curricular activities, and two major philanthropic events. The first of these events is a long-standing Christmas party at Westwood Elementary in Oklahoma City. Each Westwood student receives a large box packed with gifts, but the true value of the day is in the one-on-one attention lavished on the Westwood students by our high school students. The second event is H.E.R.O.E.S. Week, a week of full-campus activities to raise money for a worthy beneficiary. Our recipients range from local families and charities, to Christian schools in Sierra Leone and Haiti, to villages in Kenya.

H.E.R.O.E.S. Week

H.E.R.O.E.S. stands for Hands Extended Reflecting Our Exalted Savior. H.E.R.O.E.S. Week originated in 2003 when a group of students wanted to make a unique difference in the lives of others. The High School Student Council determines the recipient each year, organizing and sponsoring this event. In the past, our school has helped members of our own OCS family who have medical needs, have raised funds for a medical center in Sierra Leone, and have raised money for Christian schools in Haiti. Altogether, OCS’s mission-focused H.E.R.O.E.S. Week has raised more than $365,000 to benefit our community and world since 2003.

Westwood Day

“Westwood Day” is organized and run by the OCS High School Student Council. Always in early December, it is a day when all of our high school students bring boxes of gifts to children at Westwood Elementary in Oklahoma City, and each Westwood student is paired with one of our high school students for a morning of one-on-one time. The gifts are always fun and appreciated, but the fellowship is much more valuable. We model Jesus when we reach out to children and to those across socio-economic boundaries. We are humbled to remember that we, the church, are His body in this world. We are never so blessed than when we give of ourselves. Each year we pray our students have a great day, feel used of God, and are challenged to look beyond their own circumstances. We pray that the powerful lessons of God’s love, acceptance, compassion, and encouragement will come shining through to the Westwood students as well as ours. Parent partnership in this effort helps set the tone for that whole day. We ask that parents make this day and our goals a topic of discussion at home to help kick off each Christmas season.

Student Leadership

Student leadership at OCS has many faces. Formally, there are executive councils for every organization on campus, beginning at the middle school level. Depending on the function of the organization, positions on these councils are attained either through election or teacher assignment. The most active group on campus is the OCS High School Student Council. Comprised of four class presidents, eight class representatives and a six-person executive council of seniors, the student council plans and executes two homecoming celebrations, three senior night recognitions, and two major philanthropic events that reach into our local community and the world. On another level, it is our goal to foster within the heart of every student a desire to give of themselves. The spirit of volunteerism is encouraged, and many of our students serve on local and international mission teams during breaks from school.

Spiritual Formation

Bible Integrated Academics

Chris Spradlin is our High School Campus Pastor. One of the benefits of a Christian school is the opportunity to provide a biblical perspective on all academic content, not just Bible class. Course content is approached on a foundation that God exists and has been actively engaged with His creation since the beginning. Nothing occurs by chance, history is moving in a certain direction, and there is a God-centered answer for the tough questions of life.

While the Bible does not address every subject or provide specifics on every topic, the Bible does provide broad theological, ethical, and philosophical principles that can provide the framework for every academic discipline. Teachers at OCS work to ensure that students understand what God has to do with every academic subject.

High School Chapel

OCS students attend chapel once per week. High school chapel provides an opportunity to worship Christ in a atmosphere of interdenominational unity,encouragement and truth. While Bible classes tend to be intellectual with academic accountability, the chapel program will strive to create a more relaxing and “softer” approach to feeding the soul and nourishing the spirit. The chapel program will pursue discipleship and equipping in areas not addressed in the classroom. Chapel is held most weeks in the school auditorium. Chapel consists of worship led by a local worship pastor, followed by a relevant biblical message by local pastors, speakers, faculty, or OCS students or student group.

The OCS chapel program is overseen by Chris Spradlin, OCS campus pastor. Student leaders are also instrumental in planning and organizing the chapel program.

Daily Bible Class

A distinction of an OCS education is daily Bible class. Each student from Pre-K to 12th grade receives daily Bible instruction from a qualified Bible teacher. Bible is considered a core class at OCS and is recorded on the high school transcript. Bible teachers must be certified through the Association of Christian School International.

Mission Trips

OCS high school students may participate in overseas mission trips each January as part of the mini-mester week. Teams have served in Jamaica, where they build relationship and focus their energies on constructing homes for low-income families. Other groups have served in Nicaragua and Costa Rica, where they join forces with a local church, conducting evangelism and discipleship activities.  Applications for missions trips  occur at the beginning of the school year.

Lunch

Food Service Provider

OCS is pleased to partner with Heritage Kitchens. To view the lunch menu and order lunches click here.

Off Campus Lunch

Occasionally, parents choose to take their child off campus for lunch. Parents should check-out the child through the high school office. Every attempt should be made to have students back in class and ready to learn once the class has returned from the cafeteria. Parents should only take their child to lunch (not their child and a friend – even with permission from the friends’ parents).

Juniors and Seniors have the privilege of off-campus lunch.  Sophomores may ride with an upperclassman on Mondays in the fall with the addition of Fridays in the Spring semester.

College Counseling

Welcome to the OCS college counseling department!

OCS offers an intensive college placement program for our students. We develop strategies for each student as they complete their college preparatory education. Our college counseling office assists students as they navigate the planning and application process.

Family Connection (Naviance)

Students and parents will find a vast number of resources on our website specifically designed for College Prep.  Use the link to the right to access the Family Connection website to find test prep resources, a calendar of upcoming events, college visits, scholarship links, and much more.

Our office is passionate about educating and developing the whole person and engaging students in the creation of their own personal stories. We continually look across the divisions for opportunities to engage students, support their academic development, and encourage an exploratory culture inside and outside the classroom. We are deeply committed to quality and we work hard to deliver high-level services to all students and families.

Sherry Sage, M.S., LPC
College Counselor
405-341-2265 Ext 504
ssage@ocssaints.org

Student Centered

When the time comes to narrow the focus on the college search, selection, and application process, we empower our students. We equip them with rich resources, excellent advice, and unparalleled insight into the world of admissions so that they become fully engaged self-advocates. This approach creates real ownership and ultimately results in a decision made by the student and his or her team, not by the team for the student.

Match-Driven

We believe that the stronger the match between person and place, the greater the potential for continued growth, development, and success. Ultimately, we believe in our students’ futures and strive to help each student find the college that is the right fit. Our office also studies enrollment patterns and data and maintains close relationships with admissions personnel in an effort to demystify the admissions process and give our students and families realistic expectations for outcomes.