Bishop Miege High School is pleased to offer a wide range of courses to provide our students with a top-notch and well-rounded educational program. For a complete listing of our courses and teachers in each department, just click on the department links at the left.

Course Phasing

All courses have been phased from 1 to 5. This phasing is to help the student ascertain the expectations of instructors within each course, the difficulty of subject matter in the course, and the amount of individual-oriented rather than teacher-oriented work that must be accomplished within the course. For certain courses, phasing does over-lap (3-4) or (3-5); this indicates a course that can be handled by the average student but is still challenging to the academically accelerated student. Other overlapping phases (1-5) indicated that the course can, by the nature of its content, be appropriate for students of varied abilities.

Phases 4-5: Advanced Placement/Honors Courses
Freshman through Senior years, students will be selected based on scores from the placement exam, other standardized tests taken during high school, and grades received in the particular academic discipline. The recommendation of the current teacher will be a major factor in the selection process. AP/Honors courses attain an increased G.P.A. rating (1.0).

A student may obtain college credit in certain courses either through dual enrollment with Benedictine College, Rockhurst College or Johnson County Community College or by the successful completion of Advanced Placement Exams.

Phase 3: College Prep
These courses are geared toward meeting the academic needs of capable and motivated students who are able to function both in and out of the classroom setting without continual pressure from the instructor. Students are challenged to perform at a level which will give them the opportunity to succeed in college work.

Phases 1-2: General Academic Courses
This coursework and material is chosen for those students who feel the lack of some fundamentals that would help them to function adequately within a given discipline and, because of this need, desire instructional assistance to help them acquire the necessary background for further study in an area.

It should be clearly understood that an individual student can work well in differently phased courses in various areas of study. For example, a student may rightfully choose a 4-5 phasing in math and yet function best in a phase 3 English course. The school, through the guidance department, teachers, and the academic advisor, will attempt to guide the student to course selections which, in their professional judgment, seem to be consistent with the student’s academic background. Students and parents both need to understand that student's phasing for one course for one year does not label the student or disallow him/her from enrolling in lower or higher phased coursework during succeeding years of his/her high school career.