Art Courses

Art Survey

Challenger High School 2022-2023

ART SURVEY

CEDARS Course Code: 05151

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Teacher’s Name: Shawn Foote	Phone: (253) 863-6819
Grade Level: 9-12	Credit: Art or Elective NCAA Approved
District Course Code: ART 101	Prerequisite Courses: None Credits: .5

Course Description: Art Survey explores historical, practical and reflective concepts in art. Art can simply be defined as “creative self-expression”. But if we don’t know ourselves, how can we express it? We must become self-aware. We achieve this by examining various time periods, styles, and artists. Students will create their own art that expresses their ideas, feelings, and concepts. Students will reflect on the meaning of their work and critically analyze their art as well as the artwork of others. Students will learn key vocabulary and techniques used in art while experiencing how creativity can be employed in the workplace and as an important skill in life. In the end, the goal is to expand each student’s self-awareness along with expanding their creativity, all while making art more accessible, relevant, and practical in life.

Course Objective and Goals:

Art content to be discovered:

Introduction/ “What is art?”

Creativity and Abstraction

Communicating and expressing the self through art

Developing a personal style or “aesthetic”

Critiquing, responding and reflecting on art

Bethel School District Priority Standards (or industry standards addressed):

1) Generating ideas and concepts

2) Producing art that expresses ideas, feelings and concepts

3) Critiquing and interpreting meaning and artistic presentation
4) Reflecting and connecting to social and cultural contexts

Teacher and Course Expectations:

Art classrooms are expressive environments where personality and individuality are encouraged. Students are to be treated respectfully. Cell phone use should be limited during class and daily attendance is critical for optimum success. Please turn in all assignments by the due dates given. Class lectures and topics often develop into meaningful group discussions that cannot be captured on Canva; be sure to attend class as much as possible! All assignments will be introduced and demonstrated in class with class time devoted to completing each assignment. If you miss school for any reason, be sure to check Canvas for assignment details and instructions, as well as other announcements, grades, and feedback.

Grading Policy:

Turning in all assignments is critical in determining grades; however, skill, craftsmanship, critical thinking, expressing ideas and feelings, and the ability to assess your own artwork and the artwork of others, are the main standards addressed in this class.

Grades are broken down into four categories by the National Core Arts Standards. Here are the “anchor standards” for this class. Each student will need to achieve a passing grade in each category:

1) Generating ideas and concepts

2) Producing art that expresses ideas, feelings and concepts

3) Critiquing and interpreting meaning and artistic presentation

4) Reflecting and connecting to social and cultural contexts

Course Grading Categories:

Formative Assignments will make up 30% of your grade.
Summative Assignments will make up 70% of your grade.

Summative Assessments:

Grading Scale:

A: 100-94, A-: 93.99-90

B+ 89.99-87, B: 86.99-84, B-: 83.99-80

C+: 79.99-77, C: 76.99-74, C-: 73.99-70

D+: 69.99-67, D: 66.99-64, D-: 63.99-60

F: 59.99-0.

Textbook Used: Sketchbook

Culinary Arts I
Challenger High School

Culinary Arts 1

CEDARS Course Code: 16056

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Instructor: Lennie Foster Phone: (253) 683-6894

Grade Level: 9, 10,11,12             Credit: Occupational or Elective 0.5        NCAA Approved District

Course Code: CTF 217                   Prerequisite Courses: None Credits: .5

Time Requirements:

Students will be required to do 4.5 hours per week of class work, and to do 2.5 hours of homework per week.

Course Description:

Culinary Arts prepares individuals to provide cooking services in restaurants and other commercial food establishments. The course includes instruction in food safety and sanitation practices, recipe and menu planning, preparing, portioning, and cooking foods, supervising and training kitchen assistants, the management of food supplies and kitchen resources, aesthetics of food presentation, and familiarity or mastery of a wide variety of cuisines and culinary techniques.
- Course content: student will demonstrate a basic understanding of the following: (9 week period of time to earn a .5 credit.) CTF 217
Units:
- 1. Food Safety and sanitation practices
  2. Safety in the kitchen
  3. Knives and hand tools in the Professional Kitchen
  4. Knife skills
  5. Knife skills with final assessment
  6. Small wares identification
  7. Large equipment
  8. Using standard recipes
  9. Employable skills for career development
This course meets State Essential Academic Learning Requirements (EARL) or Grade Level Expectations (GLE) defined by the school district. This course meets the State and School District graduation requirements.

Standards and Competencies
- Standard I: The Hospitality Industry
- Standard II: Safety
- Standard III: Kitchen Basics
- Standard IV: Food Service Equipment
- Standard V: Food Preparation Techniques ● Standard VI: Resource Management
- Standard VII: Nutrition & Meal Planning
- Standard VIII: Customer Service/Relations
- Standard IX: People Skills & Teamwork
- Refer to:OSPI web site under, Career Clusters: Hospitality and Tourism, Food Production & Services, Culinary
Arts (200492.200493,200498) http://www.k12.wa.us/CareerTechEd/Clusters/HospitalityTourism.aspx to identify corresponding EALRs or GLEs (Taught & Assessed in Standards)

Materials (may include but are not limited to)
- District approved textbook: The Culinary Professional
- Internet Sites, Lab experiences, Computer based learning models, Reading materials, Videos
- All materials will be provided by the instructor
Assessment (may include but not limited to)
- Oral/Written expression for mastery understanding of course concepts and demonstration of the application of course concepts.
- Performance based evaluations through labs and projects.
- Progress reports will be done monthly by the instructor.
Progress
- Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on weekly evaluations and the students’ ability to complete the required learning benchmarks for that month.
- If a student fails to make collective progress for all weeks, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each month.
- In addition to the course schedule, these benchmarks may also come in the form of lesson, unit, assignment and/or assessment completion dates.
- These established progress benchmarks will allow teachers and students to assess the students’ educational progress in meeting the course learning standards.
Grading Scale:
- A (90-100%) Student demonstrates exemplary abilities through scores earned; student showed outstanding mastery of expected skills.
- B (80-89%) Student demonstrates adequate abilities through scores learned on assessments; student shows adequate mastery of expected skills.
- C (70-79%) Student demonstrates average abilities through scores earned; students showed average mastery of expected skills.
- F (59% or below) Student unable to demonstrate mastery of expected skills.
Relationships to other Content Areas

● Completion of this course will require the student to integrate: mathematical, logical linguistic, social, historical, societal, technological, and writing skills.

Class Expectations:
- Students practice and demonstrate digital responsibility
- Students play an intentional role to be learners and processors
- We make food safety and kitchen safety a high priority to keep ourselves and others safe
Leadership Syllabus
CHALLENGER HIGH SCHOOL

Leadership Syllabus

GEN 203/204

CEDARS CODE: 22101

Instructor: Melissa Stugart Phone:(253) 683-6813

Grade Level: 9, 10, 11, 12 Credit: Elective Prerequisite:   Teacher approval/Application submitted

Time Requirement:

Students are required to complete 75 hours of documented time to earn a .5 credit. Please refer below for the minimum hourly requirements.

Course Description:

This class provides school and community service through participation in activities. Learning includes group dynamics, decision-making, getting organized, and developing positive self-image, improving communication, conducting effective meetings and producing creative visuals. This class is designed for ASB officers, and other students interested in school leadership roles. Students are required to attend activities outside of class time and meetings in order to earn leadership credit.

Grading:

This extracurricular course will be graded once the student submits the documented 75 hours and presents a multimedia presentation on or before May 24, 2017.   The multimedia presentation will be a compilation of pictures, experiences and reflections of the student’s leadership and service throughout the school year. The multimedia component can be in the form of a PowerPoint, a blog, or any form that is pre-approved by the teacher. See Multimedia Presentation for grading scale. There is no penalty for not completing the hours or the presentation. However, in this case, a grade will not be earned.   Students may earn a “P”, “B” or “A” letter grade worth .5 credit:

“Pass” - 50 hours documented and “Standard” presentation

“B” - 60 hours documented and “Excellent” presentation

“A” - 75 hours documented and “Distinguished” presentation

Students must have the minimum hours in the following categories:
- School Service – Minimum 20 hours
- Community Service – Minimum 20 hours
- Leadership and/or ASB Meetings or Trainings - Minimum 5 hours
- Multimedia Presentation – Required Final – Approx. 5 hours
- Miscellaneous (in any of the above areas) – 25 hours or more
CATEGORIES FOR EARNING HOURS (75 hours minimum):

Your leadership activities may include, but are not limit to the following:

School Service – outside of scheduled class time (20 hours minimum in any category):
- Assisting with activities around school climate/culture
- School landscaping or clean-up projects
- Prom set up and clean up
- Catering events
- Staff or student appreciation activities
- Assisting teachers or staff after school hours
Community Service (20 hours minimum in any category):
- Helping at Elementary Schools
- Helping at nursing home
- Assisting with food drives
- Church related service
- Blood drives
- Serving in any non-profit organization
Meetings (5 hours minimum in any category):
- 30 minutes for meetings during advisory (twice a month)
- 1 hours for each meeting after school (twice a month)
- 4-6 hours for leadership training (if offered)
Other Assignments (no minimum):
- Leadership Application (1 hour credit) – required
- Complete Leadership survey & sign up for remind.com (1 hour) – required
- Character Building (2 hours max) - Optional
- Leadership Packet (5 hours max) - Optional
Final Multimedia Presentation (Required for credit)
- 5 hours maximum for creating Power Point
- 1 hour maximum for practicing presentation
- 10 - 20 minutes for presentation

ELA Courses

Pre-AP English Language Arts 9
Challenger High School 2022-2023

Pre-AP English Language Arts 9

CEDARS Course Code: 01001

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Teacher’s Name: Shawn Parks

Phone:   253-800-6823

Grade Level:       9
Credit: 1.0
NCAA Approved

District Course Code: ENG 141/142                            Prerequisite Courses: None   Credits: .25/term

Course Description (from District Course Catalog):

This year-long course focuses on integrating reading, writing, speaking and listening, and use of language. Students will examine a variety of literary and informational texts and authors, and reading instruction will allow students to cite textual evidence and determine main ideas and themes. Students will expand writing skills through practice on informative, explanatory, and argumentative texts, and will develop skills in organization and style. Students will also participate in a range of collaborative discussions, building on others’ ideas and clearly expressing their own. Students work toward meeting standards on the Washington State 9 - 10 ELA Learning Standards. Completion of this course is required for graduation.

Course Objective and Goals:

Throughout the course, students will meet the following goals:
- Demonstrate knowledge of foundational works of literature.
- Analyze seminal works of literary nonfiction and evaluate their structure and reasoning.
- Analyze the impact of an author’s choices regarding how to develop and relate elements of a text.
- Demonstrate increasing sophistication in the routine and process of writing.
- Learn to use Standard English from a variety of grammar lessons.
Bethel School District Priority Standards (or industry standards addressed):
- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
- Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Teacher and Course Expectations Assignments will include:
- Interactive lessons that include a mixture of instructional videos and tasks ● Assignments in which you apply and extend learning in each lesson
- Assessments, including quizzes, tests, and cumulative exams
Grading Policy

Course Grading Categories:
- - Formative Assignments will make up 30% of your grade.
  - Summative Assignments will make up 70% of your grade.
Summative Assessments:

Grading Scale:

A: 100-94, A-: 93.99-90

B+ 89.99-87, B: 86.99-84, B-: 83.99-80

C+: 79.99-77, C: 76.99-74, C-: 73.99-70 D+: 69.99-67, D: 66.99-64, D-: 63.99-60 F: 59.99-0.

Textbook Used:

Springboard English Language Arts I

Pre-AP English Language Arts 10 - Pearson

Challenger High School 2022-2023

Pre-AP English Language Arts 10

CEDARS Course Code: 01002

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Teacher’s Name: Shannon Pearson Phone: (253) 800-6805 Email: spearson@bethelsd.org

Grade Level: 10 Credit: ELA NCAA Approved

District Course Code: ENG 241/242 Prerequisite Courses: None Credits: .5

Time Requirements

Students will be required to complete about seven hours of classwork per week. Students are required to contact the instructor prior to an absence in order to determine how the student will make up any missed assignments.

Course Description

This year-long course emphasizes further development of reading, writing, speaking and listening, and use of

language. Students will examine a variety of significant literary and informational texts and authors, and reading instruction will allow students to comprehend and analyze more complex texts independently and proficiently. Students will strengthen their ability to write clear claims, use valid reasoning and sufficient evidence in their writing, as well as write explanatory texts to examine complex ideas and concepts. Both collaboratively and individually, students will apply knowledge of language to understand how language functions in different contexts and to make effective choice for meaning and style. Students work toward meeting standard on the Common Core 9-10 grade specific standards. Completion of this course is required for graduation.

Course Content

Students will demonstrate a basic understanding of the following:

ENG 241

Explaining specific choices writers make relative to the rhetorical situation
Identifying and describing the claim of an argument and explaining how the evidence supports or does not support the claim
Explaining the function of alternative perspectives and counterarguments
Addressing alternative perspectives by considering and responding to relevant evidence
Developing and organizing a line of reasoning that relates to a claim, developing commentary that connects evidence and reasoning, and strategically choosing language for the rhetorical situation
Focusing deliberate attention on the craft of sentence-level writing
Identifying and describing the claim of an argument, explaining how the evidence supports or does not support the claim, and explaining the function of counterarguments
Identifying and describing differing claims or lines of reasoning about related subjects by analyzing texts, infographics, and film
Synthesizing sources in support of a sustained argument based on readings and research
Developing and organizing a line of reasoning that relates to a claim, selecting and using evidence that both develops and supports a line of reasoning, and strategically choosing language for the rhetorical situation
Focusing deliberate attention on the craft of sentence-level writing

ENG 242

Identifying and describing what specific textual details reveal about a character and that character's perspectives and motives, as well as describing how details reveal nuances and complexities in characters' relationships with one another
Explaining how a significant event or related set of events affects a plot and how conflict functions in a text
Identifying and explaining the function of symbols, imagery, and allusions
Identifying and describing specific textual details that convey or reveal a setting and explaining the relationship between characters and setting
Focusing deliberate attention on the craft of sentence-level writing
Identifying and explaining the function of a simile, a metaphor, an allusion, or personification in a poem or play
Distinguishing between the literal and figurative meaning of words and phrases and explaining the function of specific words and phrases in a text
Developing defensible claims about interpretations of texts and thesis statements that convey those claims
Developing commentary that establishes and explains relationships among textual evidence, lines of reasoning, and claims
Identifying and explaining the function of point of view in a text and describing details that reveal a narrator's perspective

Common Core State Standards:

This course meets the state and Bethel School District graduation requirements.

Grade Level 10 (11 Standards)

Priority Standard	Priority Standard Language
Reading Literature
RL 3	Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Reading Informational Text
RI 2	Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI 5	Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI 6	Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Writing
W 1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W 2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W 7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W 8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Speaking and Listening
SL 1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL 4	Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Language
L 1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Materials (may include but are not limited to)

SpringBoard textbook and website materials
Teacher-selected essays and writings

Assessments (may include but are not limited to)

Diagnostic Assessments
Student’s Learning Plan as a foundation for assessing learning
Student Discussions, Questions, Participation
Partners Sharing as Teacher observes
Student’s response to inquiry
Student’s teaching students as Teacher observes
Teacher Observation of Student Skills as compared to student’s learning plan
New lessons & assessments for learning based on student’s need
Embedded Assessments
Performance Tasks
Learning Checkpoints

Progress

Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on monthly evaluations and the students’ ability to complete the required learning objects for that month.
If a student fails to make collective progress monthly progress is deemed unsatisfactory. Student monthly progress is specifically evaluated against progress objectives, which are clearly defined in the course for each month.
In addition to the course schedule, these learning targets may also come in the form of lesson, unit, assignment and/or assessment completion dates.
These established progress-learning targets will allow teachers and students to assess the students’ educational progress in meeting the course learning standards.

Grading Scale (Progress reports will be done monthly)

A (Excellent) - (90-100%) Consistently scored high; demonstrated exemplary abilities through scores earned on assessments. Student showed outstanding mastery of skills they were expected to learn in this course.
B (Proficient) - (80-89.99%) Consistently worked toward mastery of skills they were expected to learn in this course. Occasionally scored high; demonstrated adequate abilities through scores earned on assessments. Student shows adequate mastery of skills they were expected to learn in this course.
C (Standard) - (70-79.99%) Demonstrated average abilities through scores earned on assessments. Student showed average mastery of skills they were expected to learn in this course.
D (Passing) (60 – 69.99%) Demonstrates minimal understanding of the material and completion of various assessments but does not have mastery of all concepts for the course.
F - (59.99% or below) Opted out of opportunities to redo assignments to show mastery of assignments. Failed or scored below average; failed to demonstrate mastery of the skills taught through scores on assessments.

Relationships to Other Content Areas

Completion of this course will require the student to integrate social, historical, societal, and technological skills.

Classroom Expectations

Students will use technology (iPad) to support learning objectives
Students may be required to work in small groups
Students will be to class on time
Students will fully engage in learning opportunities
Students will meet assignment due dates
Additional expectations given on the first day of class

Pre-AP English Language Arts 10 - Martin/Pearson

Challenger High School 2022-2023

Pre-AP English Language Arts 10

CEDARS Course Code: 01002

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Instructor: Annalisa Martin and Shannon Pearson
Phone: (253) 800-6805

Grade Level: 10
Credit: .05 Per Semester
NCAA Approved

District Course Code: ENG 241-242 Prerequisite Courses: None Credits: .5

Time Requirements

Course Description

This year-long course emphasizes further development of reading, writing, speaking and listening, and use of language. Students will examine a variety of significant literary and informational texts and authors, and reading instruction will allow students to comprehend and analyze more complex texts independently and proficiently. Students will strengthen their ability to write clear claims, use valid reasoning and sufficient evidence in their writing, as well as write explanatory texts to examine complex ideas and concepts. Both collaboratively and individually, students will apply knowledge of language to understand how language functions in different contexts and to make effective choices for meaning and style. Students work toward meeting standards on the Common Core 9-10 grade specific standards. Completion of this course is required for graduation.

Course Content

Students will demonstrate a basic understanding of the following:

ENG 241

Explaining specific choices writers make relative to the rhetorical situation
Identifying and describing the claim of an argument and explaining how the evidence supports or does not support the claim
Explaining the function of alternative perspectives and counterarguments
Addressing alternative perspectives by considering and responding to relevant evidence
Developing and organizing a line of reasoning that relates to a claim, developing commentary that connects evidence and reasoning, and strategically choosing language for the rhetorical situation
Focusing deliberate attention on the craft of sentence-level writing
Identifying and describing the claim of an argument, explaining how the evidence supports or does not support the claim, and explaining the function of counterarguments
Identifying and describing differing claims or lines of reasoning about related subjects by analyzing texts, infographics, and film
Synthesizing sources in support of a sustained argument based on readings and research
Developing and organizing a line of reasoning that relates to a claim, selecting and using evidence that both develops and supports a line of reasoning, and strategically choosing language for the rhetorical situation
Focusing deliberate attention on the craft of sentence-level writing

ENG 242

Identifying and describing what specific textual details reveal about a character and that character's perspectives and motives, as well as describing how details reveal nuances and complexities in characters' relationships with one another
Explaining how a significant event or related set of events affects a plot and how conflict functions in a text
Identifying and explaining the function of symbols, imagery, and allusions
Identifying and describing specific textual details that convey or reveal a setting and explaining the relationship between characters and setting
Focusing deliberate attention on the craft of sentence-level writing
Identifying and explaining the function of a simile, a metaphor, an allusion, or personification in a poem or play
Distinguishing between the literal and figurative meaning of words and phrases and explaining the function of specific words and phrases in a text
Developing defensible claims about interpretations of texts and thesis statements that convey those claims
Developing commentary that establishes and explains relationships among textual evidence, lines of reasoning, and claims
Identifying and explaining the function of point of view in a text and describing details that reveal a narrator's perspective

Common Core State Standards:

This course meets the state and Bethel School District graduation requirements.

Grade Level 10 (11 Standards)

Priority Standard	Priority Standard Language
Reading Literature
RL 3	Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Reading Informational Text
RI 2	Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI 5	Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI 6	Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Writing
W 1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W 2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W 7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W 8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Speaking and Listening
SL 1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL 4	Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Language
L 1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Materials (may include but are not limited to)

SpringBoard textbook and website materials
Teacher-selected essays and writings

Assessments (may include but are not limited to)

Diagnostic Assessments
Student’s Learning Plan as a foundation for assessing learning
Student Discussions, Questions, Participation
Partners Sharing as Teacher observes
Student’s response to inquiry
Student’s teaching students as Teacher observes
Teacher Observation of Student Skills as compared to student’s learning plan
New lessons & assessments for learning based on student’s need
Embedded assessments
Performance Tasks
Learning Checkpoints

Progress

Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on monthly evaluations and the students’ ability to complete the required learning objects for that month.
If a student fails to make collective progress monthly progress is deemed unsatisfactory. Student monthly progress is specifically evaluated against progress objectives, which are clearly defined in the course for each month.
In addition to the course schedule, these learning targets may also come in the form of lesson, unit, assignment and/or assessment completion dates.
These established progress-learning targets will allow teachers and students to assess the students’ educational progress in meeting the course learning standards.

Grading Scale (Progress reports will be done monthly)

A (Excellent) - (90-100%) Consistently scored high; demonstrated exemplary abilities through scores earned on assessments. Student showed outstanding mastery of skills they were expected to learn in this course.
B (Proficient) - (80-89.99%) Consistently worked toward mastery of skills they were expected to learn in this course. Occasionally scored high; demonstrated adequate abilities through scores earned on assessments. Student shows adequate mastery of skills they were expected to learn in this course.
C (Standard) - (70-79.99%) Demonstrated average abilities through scores earned on assessments. Student showed average mastery of skills they were expected to learn in this course.
D (Passing) (60 – 69.99%) Demonstrates minimal understanding of the material and completion of various assessments but does not have mastery of all concepts for the course.
F - (59.99% or below) Opted out of opportunities to redo assignments to show mastery of assignments. Failed or scored below average; failed to demonstrate mastery of the skills taught through scores on assessments.

Relationships to Other Content Areas

● Completion of this course will require the student to integrate social, historical, societal, and technological skills.

Classroom Expectations

Students will use technology (iPad) to support learning objectives
Students may be required to work in small groups
Students will be to class on time
Students will fully engage in learning opportunities
Students will meet assignment due dates
Additional expectations given on the first day

English 11 - Martin

Challenger High School

English 11 ENG 301/302 Syllabi

CEDARS Code: 01003
Term 1: September 6 - November 10, 2022
Term 2: November 14, 2022 - February 3, 2023

Instructor: Annalisa Martin

Phone: (253) 800-6805

Grade Level: 11
Credit: ELA .5 credit per quarter
NCAA Approved

Time Requirements:

Students will be required to do 4.5 hours per week of class work and to do 2.5 hours of homework per week. Students are required to contact the instructor prior to an absence in order to determine how the student will make up any missed assignments. All assignments will be available through Canvas.

Course Description:

This course emphasizes sophisticated development of reading, writing, speaking and listening, and use of language. Students will read literary and informational texts of increasing complexity with greater independence, with deliberate examination of seventeenth, eighteenth and nineteenth century foundational documents of historical and literary significance. With increasing independence, students will develop confidence in expressing their own arguments and sharing research. Students will write synthesized arguments, using multiple sources to write more sophisticated claims, use more complex logical structures, and varied evidence. They will conduct short and sustained research, developing a capacity to evaluate sources and analyze more substantive topics. Students work toward meeting proficiency on the Common Core 11-12 grade specific standards. Completion of this course is required for graduation. The district-wide ELA SpringBoard curriculum will be used predominantly in this course. SBA prep assignments and test practice will also be assigned.

Course Content: Student will demonstrate a basic understanding of the following:

ELA 301

Identifying and synthesizing a variety of perspectives
Analyzing and evaluating the effectiveness of arguments
Analyzing representative texts from the American experience
Understanding and developing persuasive techniques in writing

ELA 302

Analyze the impact of the author's choices regarding how to develop and relate elements of a story.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
Analyzing structure, style, and themes, as well as smaller elements such as figurative language, imagery, symbolism, tone, and characterization in literature.
Moving effectively through the states of the writing process with careful attention to revising and evaluating stylistic techniques that illustrate sophisticated writing skills

This course meets the state and Bethel School District graduation requirements.

Springboard helps accelerate the full implementation of the Common Core State Standards so all students can achieve the outcome defined in the standards, including higher-order critical thinking skills, precision in reading and writing, accurate analysis and evaluation, problem-solving skills, deeper conceptual understanding, expanded academic vocabulary, and media literacy. The course emphasizes standards-based assessment of the following priority standards chosen by the district.

Priority Standard	Priority Standard Language
Reading Literature
RL 3	Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL 4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL 6	Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Reading Informational Text
RI 2	Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI 5	Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI 6	Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Writing
W 1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W 5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of
	Language standards 1-3 up to and including grades 11-12 here.)
W 7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Speaking and Listening
SL 1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Language
L 1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Materials (may include but are not limited to)

Springboard Textbook: English III
Novel
Teacher selected essays & writings
Teacher selected media
Student selected texts

Assessments (may include but are not limited to)

Diagnostic and Benchmark Assessments
Student’s Learning Plan as a foundation for assessing learning ● Student Discussions
Formative Standards-Based Reading and Writing Assignments ● Summative Assessments: ○ Synthesis Essay

○ Persuasive Speech

○ Analytical Essay

○ Satirical Piece

Grading Categories:

Formative: 0%
Summative Revisions: 30%
Summative Writing Process: 20%
Summative Writing Progress: 20%
Summative Writing Product: 30%

Progress

Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on monthly evaluations and the students’ ability to complete the required learning targets for that month.
Student monthly progress is specifically evaluated against progress objectives, which are clearly defined in the course for each assignment. In addition to the course schedule, these learning targets may also come in the form of lesson, unit, assignment and/or assessment completion dates.
These established progress-learning targets allow teachers and students to assess the students’ educational progress in meeting the course learning standards.

Grading Scale: (Progress reports will be provided monthly)

A (Excellent) - (90-100%) Consistently demonstrating exemplary abilities through scores earned on assessments. Showing outstanding mastery of skills students are expected to learn in this course.
B (Proficient) - (80-89.99%) Occasionally demonstrating proficient abilities through scores earned on assessments. Consistently working toward mastery of skills students are expected to learn in this course.
C (Standard) - (70-79.99%) Demonstrating average abilities through scores earned on assessments. Showing average mastery of skills students are expected to learn in this course.
D (Passing) (60 – 69.99%) Demonstrating minimal understanding of the material and completion of various assessments but does not have mastery of all concepts for the course.
F - (59.99% or below) Opting out of opportunities to redo assignments to show mastery of assignments. Failing to demonstrate mastery of the skills taught through scores on assessments.

Relationships to other Content Areas

Completion of this course will require the student to integrate: social, historical, societal, and technological skills.

Class Expectations:

Students will use electronics to support learning goals.
Students will bring a charged school issued iPad to class each day.
Students may be required to work in small groups.
Students will get to class on time.
Students will fully engage in learning opportunities.

English 11 - Stugart

Challenger High School

English 11 ENG 301/302

Term 1: September 6 - November 10, 2022

Term 2: November 14, 2022 - February 3, 2023

CEDARS Code: 1003, 9/6/22

Instructor: Dr. Melissa Stugart

Phone: (253) 800-6813

Grade Level: 11 Credit: ELA .25 credit per quarter NCAA Approved

Time Requirements:

Course Description:

Course Content: Student will demonstrate a basic understanding of the following:

ELA 301

Identifying and synthesizing a variety of perspectives
Analyzing and evaluating the effectiveness of arguments
Analyzing representative texts from the American experience
Understanding and developing persuasive techniques in writing

ELA 302

Understanding and developing persuasive techniques in writing
Identifying Media in the American Market Place
Synthesizing information from multiple sources
Analyzing and creating an Op-Ed News Project

This course meets the state and Bethel School District graduation requirements.

Priority Standard	Priority Standard Language
Reading Literature
RL 3	Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL 4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL 6	Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Reading Informational Text
RI 2	Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI 5	Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI 6	Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Writing
W 1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W 5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)
W 7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Speaking and Listening
SL 1	Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Language
L 1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Materials (may include but are not limited to)

Springboard Textbook: English III
Teacher selected essays & writings
Teacher selected media
Student selected texts

Assessments (may include but are not limited to)

Diagnostic and Benchmark Assessments
Student’s Learning Plan as a foundation for assessing learning ● Student Discussions
Formative Standards-Based Reading and Writing Assignments ● Summative Assessments: ○ Synthesis Essay

○ Persuasive Speech

○ Analytical Essay

○ Satirical Piece

Grading Categories:

Formative: 0%
Summative Revisions: 30%
Summative Writing Process: 20%
Summative Writing Progress: 20%
Summative Writing Product: 30%

Progress

Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on monthly evaluations and the students’ ability to complete the required learning targets for that month.
Student monthly progress is specifically evaluated against progress objectives, which are clearly defined in the course for each assignment. In addition to the course schedule, these learning targets may also come in the form of lesson, unit, assignment and/or assessment completion dates.
These established progress-learning targets allow teachers and students to assess the students’ educational progress in meeting the course learning standards.

Grading Scale: (Progress reports will be provided monthly)

A (Excellent) - (90-100%) Consistently demonstrating exemplary abilities through scores earned on assessments. Showing outstanding mastery of skills students are expected to learn in this course.
B (Proficient) - (80-89.99%) Occasionally demonstrating proficient abilities through scores earned on assessments. Consistently working toward mastery of skills students are expected to learn in this course.
C (Standard) - (70-79.99%) Demonstrating average abilities through scores earned on assessments. Showing average mastery of skills students are expected to learn in this course.
D (Passing) (60 – 69.99%) Demonstrating minimal understanding of the material and completion of various assessments but does not have mastery of all concepts for the course.
F - (59.99% or below) Opting out of opportunities to redo assignments to show mastery of assignments. Failing to demonstrate mastery of the skills taught through scores on assessments.

Relationships to other Content Areas

Completion of this course will require the student to integrate: social, historical, societal, and technological skills.

Class Expectations:

Students will use electronics to support learning goals.
Students will bring a charged school issued iPad to class each day.
Students may be required to work in small groups.
Students will get to class on time.
Students will fully engage in learning opportunities.

English 12

Challenger High School

English 12 ENG 401/402 Syllabi

Term 1: September 6 - November 10, 2022
Term 2: November 14, 2022 - February 3, 2023
CEDARS Code: 01004, 9/6/22

Instructor: Dr. Melissa Stugart

Phone: (253) 683-6813

Grade Level: 12 Credit: ELA .50 credit per quarter NCAA Approved

Time Requirements:

Course Description:

This term-long course emphasizes further development of reading, writing, speaking and listening, and use of language. Students will examine a variety of significant literary and informational texts and authors, and reading instruction will allow students to comprehend and analyze more complex texts independently and proficiently. Students will strengthen their ability to write clear claims, use valid reasoning and sufficient evidence in their writing, as well as write explanatory texts to examine complex ideas and concepts. Both collaboratively and individually, students will apply knowledge of language to understand how language functions in different contexts and to make effective choices for meaning and style. Students work toward meeting proficiency on the Common Core 11-12 grade specific standards. Completion of this course is required for graduation. The use of district wide Springboard curriculum will be used predominantly in this course.

Course Content: Student will demonstrate a basic understanding of the following:

(Over a 18 week period to earn a 1.0 credit and 9 week period of time to earn a .5 credit.)

ELA 401

Analyzing and interpreting samples of good writing.
Identifying and explaining an author’s use of rhetorical strategies and techniques so that students may employ them in their writing.
Creating and sustaining arguments, interpretations, and reflections based on readings, research, and/or personal experience.
Moving effectively through the states of the writing process, with careful attention to inquiry, drafting, revising, editing, and reviewing.
Examining the relationship between perspective and critical theory.

ELA 402

Analyzing a variety of texts to deepen knowledge of the ways writers use language to provide meaning and convey pleasure for the reader.

Analyzing structure, style, and themes, as well as smaller elements such as figurative language, imagery, symbolism, tone, and characterization in literature.
Analyzing representative literary works from various genres, periods, perspectives and cultures. ∙ Writing to interpret, evaluate, and negotiate differing critical perspectives in literature.
Moving effectively through the states of the writing process with careful attention to revising and evaluating stylistic techniques that illustrate sophisticated writing skills

This course meets the state and Bethel School District graduation requirements.

Springboard helps accelerate the full implementation of the Common Core State Standards so all students can achieve the outcome defined in the standards, including higher-order critical thinking skills, precision in reading and writing, accurate analysis and evaluation, problem-solving skills, deeper conceptual understanding, expanded academic vocabulary, and media literacy. The course emphasizes standards-based assessment of the following priority standards chosen by the district.

●

Priority Standard	Priority Standard Language
Reading Literature
RL 2	Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL 3	Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL 4	Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Including Shakespeare as well as other authors.)
Reading Informational Text
RI 5	Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI 6	Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Speaking and Listening
SL4	Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Writing
W 1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W 3	Write narratives to develop real or imagined experiences or events using effective
	technique, well-chosen details, and well-structured event sequences.
W 4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W 5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)
W8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Language
L1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Materials (may include but are not limited to)

Springboard Textbook: English IV
Teacher selected essays & writings
Teacher selected media
Graphic novels
Student selected texts

Assessments (may include but are not limited to)

Diagnostic and Benchmark Assessments
Student’s Learning Plan as a foundation for assessing learning ● Student Discussions
Formative Standards-Based Reading and Writing Assignments ● Summative Assessments: ○ Analytical Essay

○ Graphic Short Story

Grading Categories:

Formative: 0%
Summative Revisions: 30%
Summative Writing Process: 20%
Summative Writing Progress: 20%
Summative Writing Product: 30%

Progress

Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on monthly evaluations and the students’ ability to complete the required learning targets for that month.
Student monthly progress is specifically evaluated against progress objectives, which are clearly defined in the course for each assignment. In addition to the course schedule, these learning targets may also come in the form of lesson, unit, assignment and/or assessment completion dates.
These established progress-learning targets allow teachers and students to assess the students’ educational progress in meeting the course learning standards.

Grading Scale: (Progress reports will be provided monthly)

A (Excellent) - (90-100%) Consistently demonstrating exemplary abilities through scores earned on assessments. Showing outstanding mastery of skills students are expected to learn in this course.
B (Proficient) - (80-89.99%) Occasionally demonstrating proficient abilities through scores earned on assessments. Consistently working toward mastery of skills students are expected to learn in this course.
C (Standard) - (70-79.99%) Demonstrating average abilities through scores earned on assessments. Showing average mastery of skills students are expected to learn in this course.
D (Passing) (60 – 69.99%) Demonstrating minimal understanding of the material and completion of various assessments but does not have mastery of all concepts for the course.
F - (59.99% or below) Opting out of opportunities to redo assignments to show mastery of assignments. Failing to demonstrate mastery of the skills taught through scores on assessments.

Relationships to other Content Areas

Completion of this course will require the student to integrate: social, historical, societal, and technological skills.

Class Expectations:

Students will use electronics to support learning goals.
Students will bring a charged school issued iPad to class each day.
Students may be required to work in small groups.
Students will get to class on time.
Students will fully engage in learning opportunities.

CTE Courses

Career Choices

Challenger High School 2022-2023

Career Choices

CEDARS Course Code: 04398

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Instructor: Georgi Blocker Phone: (253) 800-6801

Grade Level: 12	Credit: Careers, CTE, or Elective	NCAA Approved
Course Number: CTW201	Prerequisite Courses: None	Credits: .5

Course Description

Introducing high school students to the working world, this course provides the knowledge and insight necessary to compete in today’s challenging job market. This relevant and timely course helps students investigate careers as they apply to personal interests and abilities, develop skills and job search documents needed to enter the workforce, explore the rights of workers and traits of effective employees, and address the importance of professionalism and responsibility as careers change and evolve. This two-semester course includes lessons in which students create a self-assessment profile, a cover letter, and a résumé that can be used in their educational or career portfolio.

Course Objectives

You will meet the following goals by taking this course:

Evaluate the business cycle and determine its effect on employment
List components of a job application and explain how to complete an application properly
Describe rules and procedures for maintaining a safe work environment and explain how to respond effectively to workplace emergencies
Explain the importance of good communication in a workplace and identify methods for improving communication skills
Summarize how technology is transforming the workplace
Describe how copyright laws affect the use of technology

Student Expectations

This course requires the same level of commitment from you as a traditional classroom course. You are expected to spend approximately five to seven hours per week online on:

Interactive lessons that include a mixture of instructional videos and tasks.
Assignments in which you apply and extend learning in each lesson.
Assessments, including quizzes, tests, and cumulative exams.

Communication

Your teacher will communicate with you regularly through discussions, e-mails, chats, and system announcements. You will also communicate with classmates, either via online tools or face to face, as you collaborate on projects, ask and answer questions in your peer group, and develop your speaking and listening skills.

Grading Policy

(Progress reports will be done monthly)

A (90-100%) Student demonstrates exemplary abilities through scores earned; students showed outstanding mastery of expected skills.
B (80-89%) Students demonstrate adequate abilities through scores learned on assessments; Students show adequate mastery of expected skills.
C/P (70-79%) Students demonstrate average abilities through scores earned; students showed average mastery of expected skills.
D (69% or below) Student unable to demonstrate mastery of expected skills.
F (59% or below) Student unable to demonstrate mastery of skills and will not receive credit for the course.

You will be graded on the work you do online and the work you submit electronically to your teacher. The weighting for each category of graded activity is listed below:

Grading Category	Weight
Assignments	20%
Formative Assessments	30%
Summative Assessments	50%

Progress:

Grading will be completed every Monday. I will attempt to get it sooner, but I will make sure it is completed on Mondays.
Student progress is monitored weekly. Students are required to complete all work on the week assigned by Friday. A percent grade will be given on Fridays. The grade will remain that percentage unless a student contacts the teacher with a substantial reason for the delay or prior arrangements are made. It is the teacher’s discretion whether that grade will be changed.
Student monthly progress is at the discretion of the certificated teacher based on weekly evaluations and the students’ ability to complete the required learning benchmarks for that month.
If a student fails to make collective progress for all weeks, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each month.
In addition to the course schedule, these benchmarks may also come in the form of lesson, unit, assignment and/or assessment completion dates.
These established progress benchmarks will allow teachers and students to assess the students’ educational progress in meeting the course learning standards.
At a minimum, students must turn in at least 70% of assignments assigned per week to maintain a status of “making monthly progress,” but will need to complete all the instructor is asking for each week in order to complete the course on time.
Most Assignments are completed in Canvas
You must be able to access your MyBethel/Canvas account to succeed in the class.
Please notify the instructor immediately if you have a problem accessing your account.

Class Expectations

Students are required to complete the following ten (10) tasks:

Career Assessments (e.g. Xello) (100% of Required Assignments)
Resume (with checklist)
Pathways/Clusters
Goals (Short Term and Long Term)
FAFSA ID
Financial Plan
High School and Beyond Checklist
13 Year Plan
High School and Beyond Essay with rubric and supporting documentation
Career PowerPoint with rubric; and

Students should attempt to complete all other assignments not highlighted.

Materials (may include but are not limited to)

IXL online reading software
Internet sites, ELA lab experiences, computer based learning models, reading materials, video clips
Other materials will be provided by the instructor

Assessment (may include but not limited to)

Oral/Written expression for mastery understanding of course concepts and demonstration of the application of course concepts.
Performance based evaluations through labs, quizzes, participation, and group and individual projects.
Progress reports will be issued monthly by the instructor.

Relationships to other Content Areas

● Completion of this course will require the student to integrate: mathematical, logical linguistic, social, historical, societal, technological, and writing skills.

Common Core Standards

Students will be able to meet standards set up by Bethel School District and Challenger High School.

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among key ideals and ideas.
Evaluate various explanations for actions and events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Determine the meanings of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Evaluate author’s differing points of view on the same historical event or issue by assessing the author’s claims, reasoning, and evidence.
Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or issue.
Evaluate the author’s premises, claims, and evidence by corroborating or challenging them with other information.
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Scope and Sequence

The units of study are listed below:

Unit 1:	Performing a Self-Assessment and Exploring Careers
Unit 2:	The Job Search Process
Unit 3:	Resume/Applying/Interviewing for Employment
Unit 4:	Succeeding in the Workplace
Unit 5:	Education
Unit 6:	Funding Your Education
Unit 7:	Preparing for a Career Future Plan

Digital Photography I
Challenger High School 2022-2023

Digital Photography 1

CEDARS Course Code: 11001

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Teacher’s Name: Georgi Blocker   Phone: (253) 800-6801

Grade Level: 12 Credit: CTE, Art or Elective     NCAA Approved

District Course Code: CTA201            Prerequisite Courses: None    Credits: .5

Course Description (from District Course Catalog): Students are introduced to the techniques and technology of journalistic, fine art and graphic design digital photography. Students will create color and black and white digital prints and digital portfolios. A 5 megapixel or better camera is provided.

This course includes a study of the elements and principles of art.

Course Objective and Goals:

Knowledge and Skills Gained:
- Students develop a cumulative digital portfolio, showcasing their artistic design and technical camera/ editing skills.
- Interpreting works of art and design through the steps of art criticism.
- Understand exposure and depth of field.
- Research and communicate information regarding photography based careers.
- Explore and present information on the Elements of Art and Principles of Design.
- Explore basic photo composition techniques.
- Basic photo development / editing in LightRoom for iPad Course Setup & Navigation:
This course uses requirements. This means that you must complete an assignment before you are able to move on to the next assignment. You must fulfill the requirements of one module before moving on to the next module. Start with module learning block one (1) and begin working your way through the assignments in that module. When you have completed all requirements you will be able to move on to the next module learning block. Modules are paced at one module per week. You may work ahead as long as you move in order and fulfill the requirements. You must not fall behind.

Expectations & Schedule:

You will have lesson presentations, photo shoot assignments, photo edit assignments (using the photos from your photo shoot). You will participate in canvas discussions. You will participate in a student show of your work. There will be quizzes on the history, terminology, art elements, design principles, rules of composition, steps to art criticism, exposure and camera operations. The term will culminate in the building of a portfolio of your work and a final exam.

Week 1 -
Week 2 -
Week 3 -
Week 4 -
Week 5 -
Week 6 -
Week 7 -
Week 8 -
Week 9 -
Bethel School District Priority Standards (or industry standards addressed):

Grading Policy:

You may submit any late work until the final day of the term grading window. Although, it is critical that you submit work on time and crucial to not receive 0%. You will receive 0% on assignments that are not submitted should there be any that do not fall into the requirements of a module to move forward. You may have a second attempt at a quiz after discussing with the teacher. You may make up a quiz by building a multimedia presentation on the subject matter of the quiz you are attempting to make-up. Leadership is based on attendance, participation and commitment.

Course Grading Categories:
- Formative Assignments will make up 30% of your grade.
- Summative Assignments will make up 70% of your grade.
Grading Scale:

A: 100-94
A-: 93.99-90
B+ 89.99-87
B: 86.99-84
B-: 83.99-80
C+: 79.99-77
C: 76.99-74
C-: 73.99-70
D+:69.99-67
D: 66.99-64
D-: 63.99-60
F: 59.99-0.

What Will You Need To Be Successful?

Technical Skills

You should be able to:
- Download apps from Self Service.
- Use Notability to mark-up and upload pdf documents to Canvas.
- Take online quizzes in Canvas.
- Join online Zoom sessions.
- Utilize Google Drive.
- Create, name and organize folders on a computer and iPad.
- Troubleshoot and operate your iPad with minimal assistance.
Prerequisites

There are no prerequisites.

Textbook Used:

Supplies You Will Need
- Your school issued iPad 6 with Adobe Lightroom for iPad downloaded from self service.
- Index/notecards to create flashcards.
Standards of Academic Integrity:

Having academic integrity means valuing and demonstrating positive regard for:
- Intellectual honesty
- Personal truthfulness
- Learning for its own sake
- The creations and opinions of others (i.e., intellectual property)
You are acting with academic integrity to the extent that you demonstrate these values, and in particular:
- Take full credit for your own work, and give full credit to others who have helped you or influenced you, or whose work you have incorporated into your own.
- Represent your own work honestly and accurately.
- Collaborate with other students only as specifically directed and authorized.
- Report breeches of academic integrity to a teacher, counselor, or administrator.
What is cheating?

Cheating is defined as seeking to obtain (or aiding another to obtain) credit or improved scores through the use of any unauthorized or deceptive means.

Some examples of what cheating looks like:
- Presenting information collected, organized, or envisioned by someone else as your own (with or without the author’s permission) or allowing someone else to present your work as his or her own.
- Taking shortcuts (such as unauthorized use of study aids) that allow you to bypass steps of an assignment.
- Using forbidden material to "help" during an exam, such as cheat sheets, graphing calculators, or cell phones.
- Asking about or sharing questions and/or answers to quizzes and exams.
- Submitting the same work for more than one assignment without express permission from your teacher(s).
- Altering corrections or scores with the intent of changing your grade.
- Misrepresenting yourself in any way to your teachers in regard to the work you have done, such as saying you’ve turned in an assignment when you did not, or that you’ve worked hours longer than you actually did to complete an assignment.
- Fabricating information to try to earn more time, more credit, or grading leniency on an assignment, project, or exam.
- Missing class in order to avoid turning in an assignment or taking a test.
- Doing more or less than your share of a group project without permission from your teacher.
For more information view the BSD Internet Code of Conduct Page

Internet Etiquette or "Netiquette" Guidelines for Engagement:
- Be professional. Engage in relevant discussions, avoid partisan political messaging.
- Be respectful. Express opinion with civility, avoid insulting and/or offensive language.
- Be considerate. Respect and value the contributions of others by affording them the opportunity to learn, share and grow in a non-threatening environment.
Content/Activity Prohibited - Prohibited Content includes, but is not limited to content that:
- is patently offensive and promotes racism, bigotry, hatred or physical harm of any kind against any group or individual;
- harasses or advocates harassment of another person;
- exploits adults or children in a sexual or violent manner;
- contains nudity, violence, or offensive subject matter or contains a link to an adult website;
- promotes information that you know is false or misleading or promotes illegal activities or conduct that is abusive, threatening, obscene, discriminatory, defamatory or libelous;
- involves the transmission of "junk mail," "chain letters," or unsolicited mass mailing, instant messaging, or "spamming;'
- furthers or promotes any criminal activity or enterprise or provides instructional information about illegal activities including, but not limited to promoting terrorism, making or buying illegal weapons, violating someone's privacy, or providing or creating computer viruses;
- violates any law, rule, regulation of statute, including any communications laws;
- solicits passwords or personal identifying information for commercial, criminal or unlawful purposes from other users;
- involves commercial activities and/or sales or marketing activities not authorized and sponsored by the College Board such as contests, sweepstakes, barter, advertising, or pyramid schemes;
- depicts a photograph or other image of another person posted without that person's prior, written consent or, in the case of minors, the written consent of that minor's parent or legal guardian.

Engineering Essentials

Challenger High School 2022-2023

Engineering Essentials

CEDARS Course Code: 21001

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Teacher's Name: Scott Birdseye

Phone: (253) 800-6822

Grade Level: 9, 10, 11, 12

Credit: Occupational/CTE, Fine Arts, or Elective 1.0

NCAA Approved

District Course Code: CTM101

Prerequisite Courses: None Credits: .5

Course Description: In Engineering Essentials, students explore the work of engineers and their role in the design and development of solutions to real-world problems. The course introduces students to engineering concepts that are applicable across multiple engineering disciplines and empowers them to build technical skills through the use of a variety of engineering tools, such as geographic information systems (GIS), 3-D solid modeling software, and prototyping equipment. Students learn and apply the engineering design process to develop mechanical, electronic, process, and logistical solutions to relevant problems across a variety of industry sectors, including health care, public service, and product development and manufacturing.

Course Objective and Goals:

This class is an introductory course designed to promote different aspects of engineering. Students will explore the design process and how it relates to all aspects of critical and creative problem solving. Following an in-depth look at the design process, students will take on the challenge urban design and reimagining spaces from an environmentally lens. At Challenger High School we believe that all students can think like an engineer and we provide opportunities and for all students to do so.

Bethel School District Priority Standards:

Standards - this course meets the State and School District graduation requirements. This course meets the Next Generation Science Standards:

Ecosystems: Interactions, Energy, and Dynamics HS.LS2.7

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Earth and Human Activity HS.ESS3.4

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Disciplinary Core Ideas ETS1.A Defining and Delimiting Engineering Problems

Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.

ETS1.B Developing Possible Solutions

When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS- ETS1-3)

ETS1.C Optimizing the Design Solution

Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (secondary to HS-PS1-6)

Science and Engineering Practices

Practice 1 Asking Questions and Defining Problems

Practice 2 Developing and Using Models

Practice 3 Planning and Carrying Out Investigations

Practice 4 Analyzing and Interpreting Data

Practice 6 Constructing Explanations and Designing Solutions

Practice 7 Engaging in Argument from Evidence

Practice 8 Obtaining, Evaluating, and Communicating Information

Teacher and Course Expectations:

Daily Activities – You are encouraged to participate in weekly activities that promote fitness and health.

Class Projects: Each lesson in the course will have a final project that will act as your summative assessment for that course of learning. These projects may be either individual or group based, but your grade will be your own.

Grading Rubrics – Standards based rubrics will be used to evaluate your progress on formative and summative assessments. (See Canvas for Project Rubrics).

ALE Progress - Your progress is monitored weekly. Progress is at the discretion of the certificated teacher based on weekly evaluations and the students#!ability to complete the required learning benchmarks for that week. If a student fails to make collective progress, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each week. In addition to the course schedule, these benchmarks may also come in the form of lesson, unit, assignment and/or assessment completion dates. These established progress benchmarks will allow teachers and students to assess the students educational progress in meeting the course learning standards. At a minimum, students must turn in at least one assignment per week to maintain a passing grade and a status of $making monthly progress,” but will need to complete all the instructor is asking for each week in order to complete the course on time.

Grading Policy:

Course Grading Categories:

Formative Assignments will make up 30% of your grade.

Summative Assignments will make up 70% of your grade.

Summative Assessments:

Summative assessments for this course will be end of unit projects.

Grading Scale:

A: 100-94, A-: 93.99-90

B+ 89.99-87, B: 86.99-84, B-: 83.99-80

C+: 79.99-77,C: 76.99-74, C-: 73.99-70

D+: 69.99-67, D: 66.99-64, D-:63.99-60

F: 59.99-0.

Textbook Used:

The course textbook is available online via PLTW’s website. It is accessed via the Bethel portal and Clever.

Class Expectations:

" No personal electronic devices out during class unless approved by teacher

" All class rules of conduct and safety adhered to

" Students will be to class on time

Math Courses

Algebra 1

Challenger High School 2022-2023

Algebra 1

CEDARS Course Code: 02052

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Instructor: Sarah McKinley (or) Barbara Faubion (when co-taught) Phone: (253)800-6807

Grade Level: 9, 10, 11, 12 Credit: Mathematics 1.0 NCAA Approved

District Course Code: MTH 103/104 Prerequisite Courses: None Credits: .5

Course Description: This course emphasizes the concepts of Algebra at the high school level. Topics include: data exploration, proportional reasoning and variation, linear equations, fitting a line to data, systems of equations and inequalities, exponents and exponential models, functions, transformations, quadratic models, probability and an introduction to geometry. In addition to these topics, students will interpret and make decisions based on numerical information and find ways to solve problems that arise in real life while working independently and in groups. Over the course of the year the student will earn a 1.0 credit (or a 0.5 credit over the course of a semester, or a 0.25 credit over the course of a quarter).

MTH103

Quarter 1: 9/6 – 11/10	Quarter 2: 11/14 – 2/3
Constructing Graphs	Creating Linear Models
Multiple Representations	Descriptive Statistics
Functions	Solving Linear Equations and
Rate of Change	Inequalities
Moving Beyond Slope-Intercept MTH 104	Absolute Value Equations
Quarter 3: 2/6 – 4/20	Quarter 4: 4/21 – 6/23
Systems of Linear Equations and	Graphs of Quadratic Functions
Inequalities	Operations on Polynomials
Other Methods for Solving Systems	Modeling with Quadratic Functions
Other Nonlinear Relationships Laws of Exponents Exponential Functions and Equations	Solving Quadratic Equations

This course meets Common Cores State Standards – Mathematics as defined by the state and the school district. This course meets the state and school district graduation requirements.

Common Core State Standards for Mathematics (which can be found on line at http://www.corestandards.org/Math/ for more detail and to identify specific standards.

CCSS – M Clusters covered in this course: ● N-RN 1-3: The Real Number System ● N-Q 1-3: Quantities.

N-CN 1-9: The Complex Number System
A-SSE 1-4: Seeing Structure in Expressions
A-APR 1-7: Arithmetic with Polynomials and Rational Expressions
A-CED 1-4: Creating Equations
A-REI 1-12: Reasoning with Equations and Inequalities
F-IF 1-9: Interpreting Functions
F-BF 1-5: Building Functions
F-LE 1-5: Linear, Quadratic, and Exponential Models
S-ID 1-3, 5-9: Interpreting Categorical and Quantitative Data ● Math Practices 1 – 8

Materials:

District approved curriculum: Agile Mind: Algebra
All other supplementary materials will be provided by the instructor or accessed on the iPad

Grading Scale: (Progress reports will be done monthly)

A (92-100%)
A- (90 – 91.9%)
B+ (87-89.9%) ● B (82 – 86.6%)
B- (80-81.9%)
C+ (77-79.9%)
C (72-76.9%)
C (70-71.9%)
D+ (67 – 69.9%)
D (60 – 66.9%)
NC (59.9% or below) Student unable to demonstrate mastery of expected skills.

Grading:

40% Formative – exit slips and assignments that show students understanding as we progress through a topic and are used to inform instruction
60% Summative – topic assessments and performance tasks

Class Expectations:

Each student is responsible for their own behavior and should act in a manner that will not detract from the learning environment for other students. Refer to the student handbook for further detail on behavioral expectations. Failure to abide by these expectations may result in a warning, removal from the class for a specified time period, parent phone call and/or conference, or additional discipline as spelled out in the student handbook.

- On the Canvas Home page for this course students and parents are able to access the “lesson plan” for each day and a description of any graded assignments that need to be completed. If a student needs access to an assignment or quiz after it has closed they should let me know and I will reopen it for them.

- Grades are kept up to date on Synergy (Student and Parent Vue) at least weekly if not more often. If there are any questions as to a grade or an assignment I can be contacted at smckinley@bethelsd.org.

Attendance is crucial in this class. Please be in class, on time, regularly. Many experiences in the classroom cannot be re-created on an individual basis. Research shows that students who miss even a few days of school each month are at a greater risk of academic failure and dropout. It is the student’s responsibility to get assignments and activities that have been missed due to absence from the course Canvas page. Students will spend 4 – 5 hours in class each week and can expect to have 2.5 hours of homework outside of class time.

Please fill out the information below and either submit on Canvas, email to smckinley@bethelsd.org, or print this page and bring it back to class.

_________________________________________________	________________________________________________
Student Name	Best way to contact student outside of class
_________________________________________________	________________________________________________
Parent Name	Parent preferred contact phone number

________________________________________________

Parent preferred contact email

Any questions so far about his class or the expectations? Write them down below and I will be sure to get an answer to you as soon as I can.

Advanced Algebra

Challenger High School 2022-2023

Advanced Algebra

CEDARS Course Code: 02056	Term 1: Sept 6, 2022 to Nov 10, 2022 Term 2: Nov 14 to Feb 3, 2023 Term 3: Feb. 6, 2023 to Apr. 20, 2023 Term 4: Apr. 21, 2023 to Jun. 23, 2023
Teacher’s Name: Dennis Moon	Phone: (253) 800-6812
Grade Level: 9 - 12	Credit: Math, Elective NCAA Approved
District Course Code: MTH253	Prerequisite Courses: Algebra, Applied Algebra

Credits: 1.0

Course Description:

Advanced Algebra deepens the work of Algebra—interpreting, building, and applying functions. Common Core Mathematical Practices such as problem solving, reasoning, and modeling are used with the complex number system and with new function types (rational and trigonometric). The Math Practices are also used for interpreting and drawing inferences from data. This course is aligned with Common Core State Standards for Mathematical Content and Practices.

Course Objective and Goals:

This course emphasizes the concepts of Advanced Algebra at the high school level. Topics include: problem solving; patterns and recursion; describing data; linear models and systems; functions, relations, and transformations; exponential, power, and logarithmic functions; matrices and linear systems; quadratic and other polynomial functions; parametric equations and trigonometry; conic sections and rational functions; trigonometric functions; series; probability; and applications of statistics. In addition to these topics, students will interpret and make decisions based on numerical information and find ways to solve problems that arise in real life while working independently and in groups.

MTH253

Quarter 1: (9/6/2022 – 11/10/2022) (.25 credit)

Arithmetic and Geometric Series
Polynomial Functions

Quarter 2: (11/14/2022 – 2/3/2023) (.25 credit)

Inverse and Joint Variation
Rational Functions

MTH254

Quarter 3: (2/6/2023 – 4/20/2023) (.25 credit)

Square Root Functions
Quadratic Functions
Trigonometric Functions

Quarter 4: (4/21/2023 – 6/23/2023) (.25 credit)

Exponential Functions
Logarithmic Functions

Bethel School District Priority Standards (or industry standards addressed):

Refer to: Common Core State Standards for Mathematics (which can be found on line at http://www.k12.wa.us/CoreStandards/Mathematics/pubdocs/CCSSI_MathStandards.pdf) for more detail and to identify specific standards.

CCSS – M Clusters covered in this course:

N-CN 1-2, 7-9: The Complex Number System
A-SSE 1-4: Seeing Structure in Expressions
A-APR 1-6: Arithmetic with Polynomials and Rational Expressions
A-CED 1-4: Creating Equations
A-REI 2, 4, 11: Reasoning with Equations and Inequalities
F-IF 4-6, 7-9: Interpreting Functions
F-BF 1, 3-5: Building Functions
F-LE 4,5: Linear, Quadratic, and Exponential Models
F-TF 1-2, 5, 8: Trigonometric Functions
S-IC 1-6: Making Inferences and Justifying Conclusions
Math Practices 1 – 8

Teacher and Course Expectations:

Each student is responsible for their own behavior and act in a manner that will not detract from the learning environment for other students. Refer to the District Students Rights and Responsibilities handbook for further detail on behavioral expectations. Failure to abide by these expectations may result in a warning, removal from the class for a specified time period, parent phone call and/or conference, or additional discipline as spelled out in the Students Rights and Responsibilities.

Student assignments may be found on their Canvas course and they may download and access missing assignments at any time. These assignments are updated daily and include directions and often examples. Their grades are also kept up to date in family access (at least weekly if not more often). If there are any questions as to a grade or an assignment I can be contacted at 253-800-6812 or at dmoon@bethelsd.org.

Attendance is crucial in this class. Please be in class, on time, regularly. Many experiences we do cannot be re-created on an individual basis. We have learned that students who miss even a few days of school each month are at a greater risk of academic failure and dropout. We have set a goal that every student in our school attends school regularly (no more than nine absences per year, approximately one absence per month, and that includes excused absences). It is the student’s responsibility to get assignments and activities that have been missed due to absence.

Grading Policy:

Course Grading Categories:

Formative Assignments will make up 40% of your grade.
Summative Assignments will make up 60% of your grade.

Summative Assessments (may include but not limited to)

Oral/Written expression for mastery understanding of course concepts and demonstration of the application of course concepts.
Performance based evaluations through labs and projects.
Summative Assessments will be given at the end of each unit through the on-line assessment function of the curriculum being used (Agile Minds). ● Progress reports will be done monthly by the instructor.

Grading Scale:

A (90-100%) Student demonstrates exemplary abilities through scores earned; student showed outstanding mastery of expected skills.
B (80-89%) Student demonstrates adequate abilities through scores learned on assessments; student shows adequate mastery of expected skills.
C/P (70-79%) Student demonstrates average abilities through scores earned; students showed average mastery of expected skills.
NC (69% or below) Student unable to demonstrate mastery of expected skills.

This grade will come from demonstrating mastery of the standards being measured through formative and summative assessments.

Progress

Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on weekly evaluations and the students’ ability to complete the required learning benchmarks for that month.
If a student fails to make collective progress for all weeks, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each month.
In addition to the course schedule, these benchmarks may also come in the form of lesson, unit, assignment and/or assessment completion dates.
These established progress benchmarks will allow teachers and students to assess the students’ educational progress in meeting the course learning standards.

Material Used:

District approved curriculum: Agile Minds Texts and Internet Site
Internet Sites, Lab experiences, Computer based learning models, Reading materials, Videos
All materials will be provided by the instructor

Geometry

Challenger High School 2022-2023

Geometry

CEDARS Course Code: 02072

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Instructors:
Sarah McKinley Phone: (253)800-6807
Barbara Faubion (when co-taught)

Grade Level: 9, 10, 11, 12 Credit: Mathematics 1.0 NCAA Approved

District Course Code: MTH 151/152 Prerequisite Courses: None Credits: .5

Course Description: This course emphasizes the concepts of Geometry at the high school level. Topics include: reasoning in geometry, using tools in geometry, discovering and proving triangle properties, polygon properties, circle properties, angle/line relationships, transformations, area, volume, similarity, Pythagorean Theorem, and an introduction to trigonometry. In addition to these topics, students will interpret and make decisions based on geometric information and find ways to solve problems that arise in real life while working independently and in groups. Over the course of the year the student will earn a 1.0 credit (or 0.25 credit over the course of each quarter.)

MTH152

Quarter 1: 9/6 – 11/10	Quarter 2: 11/14 – 2/3
Using Inductive Reasoning and Conjectures	Lines and Transversals
	Properties of a Triangle
Rigid Transformations	Special Lines and Points in Triangles
Deductive Reasoning, Logic, and Proof	Congruent Triangle Postulates
Conditional Statements and Converses MTH 152	Using Congruent Triangles
Quarter 3: 2/6 – 4/20	Quarter 4: 4/21 – 6/23
Dilations and Similarity	Algebraic Representations of Circles
Applications of Similarity	Modeling with Area
Pythagorean Theorem and the Distance	Prisms and Cylinders
Formula	Pyramids and Cones
Right Triangles and Trig Relationships	Spheres

This course meets Common Cores State Standards – Mathematics as defined by the state and the school district. This course meets the state and school district graduation requirements.

Refer to: Common Cores State Standards for Mathematics (which can be found online at http://www.corestandards.org/Math/Content/HSG/introduction/) for more detail and to identify specific standards.

The CCSS-M priority standards for Bethel are:

G.CO.B.6 Transformations and Congruence
G.CO.C.10 Prove Theorems about Triangles
G.MG.A.1 Modeling with Geometric Shapes
G.MG.A.3 Solve Design Problems using Geometric Methods
G.GMD.A.3 Use Volume Formulas to Solve Problems
G.SRT.B.4 Prove Theorems about Similar Triangles
G.SRT.B.5 Use Congruence and Similarity in Geometric Figures
G.SRT.C.6 Definitions of Trigonometric Ratios
G.SRT.C.8 Trigonometric Ratios and Pythagorean Theorem

Materials:

District approved curriculum: Agile Mind: Geometry
All other supplementary materials will be provided by the instructor or accessed on the iPad

Grading Scale: (Progress reports will be done monthly)

A (92-100%)
A- (90 – 91.9%)
B+ (87-89.9%) ● B (82 – 86.6%)
B- (80-81.9%)
C+ (77-79.9%)
C (72-76.9%)
C (70-71.9%)
D+ (67 – 69.9%)
D (60 – 66.9%)
NC (59.9% or below) Student unable to demonstrate mastery of expected skills.

Grading:

40% Formative – exit slips and assignments that show students understanding as we progress through a topic and are used to inform instruction
60% Summative – topic assessments and performance tasks

Class Expectations:
Each student is responsible for their own behavior and should act in a manner that will not detract from the learning environment for other students. Refer to the student handbook for further detail on behavioral expectations. Failure to abide by these expectations may result in a warning, removal from the class for a specified time period, parent phone call and/or conference, or additional discipline as spelled out in the student handbook.

- On the Canvas Home page for this course students and parents are able to access the

“lesson plan” for each day and a description of any graded assignments that need to be completed. If a student needs access to an assignment or quiz after it has closed they should let me know and I will reopen it for them.

- Grades are kept up to date on Synergy (Student and Parent Vue) at least weekly if not more often. If there are any questions as to a grade or an assignment I can be contacted at smckinley@bethelsd.org.

Please fill out the information below and either submit on Canvas, email to smckinley@bethelsd.org, or print this page and bring it back to class.

_________________________________________________	________________________________________________
Student Name	Best way to contact student outside of class
_________________________________________________	________________________________________________
Parent Name	Parent preferred contact phone number

________________________________________________

Parent preferred contact email

Any questions so far about his class or the expectations? Write them down below and I will be sure to get an answer to you as soon as I can.

Modeling Our World with Mathematics
Challenger High School 2022-2023

Modeling Our World with Mathematics

CEDARS Course Code: 02137

Term 1: Sept 6, 2022 to Nov 10, 2022

Term 2: Nov 14, 2022 to Feb 3, 2023

Term 3: Feb. 6, 2023 to Apr. 20, 2023

Term 4: Apr. 21, 2023 to Jun. 23, 2023

Teacher’s Name: Dennis Moon

Phone: (253) 800-6812

Grade Level: 11, 12

Credit: Math, Elective

District Course Code: MTH363/364 Prerequisite Courses:

Credits: 1.0

Course Description:

This course contains five thematic units where students use high school mathematics to analyze everyday life experiences and to support informed life choices. The math applications support student interest and career connections and can be sequenced in any order. Units include: Finances for Life, Civic Readiness, Health and Fitness, Digital World, Music and Art.

Course Objective and Goals:

Modeling Our World with Mathematics (MOWWM) is a five-module mathematics course developed locally by OSPI with input from educators across Washington, and is designed to follow Geometry. It contains career-connected thematic units where students use high school mathematics to analyze everyday life and work. The content and instructional strategies support increased attainment of the common core high school content standards while developing the standards for mathematical practice. There will also be ACT and SBA preparatory lessons throughout the course.

MTH363

Quarter 1: (9/6/2022 – 11/10/2022) (.25 credit)
1. Getting Started
2. Health and Fitness (Linear equations)
Quarter 2: (11/14/2022 – 2/3/2023) (.25 credit)
1. Finance 1 (Ratio/Proportion/Percent and Linear functions)
2. Finance 2 (Exponential functions vs Linear functions)
MTH364

Quarter 3: (2/6/2023 – 4/20/2023) (.25 credit)
1. Civics
2. Art Topic
3. Trigonometric Functions
Quarter 4: (4/21/2023 – 6/23/2023) (.25. credit)
1. Digital World
2. Civics
Bethel School District Priority Standards (or industry standards addressed):

Refer to: Common Core State Standards for Mathematics (which can be found on line at http://www.k12.wa.us/CoreStandards/Mathematics/pubdocs/CCSSI_MathStandards.pdf) for more detail and to identify specific standards.

CCSS – M Clusters covered in this course: • N-RN 1-3: The Real Number System
- N-Q 1-3: Quantities.
- A-SSE 1,3: Seeing Structure in Expressions
- A-CED 1-4: Creating Equations
- A-REI 1,3,6,7,10-12: Reasoning with Equations and Inequalities
- F-IF 1,2,4-9: Interpreting Functions
- F-BF 1,3: Building Functions
- F-LE 1-3,5: Linear, Quadratic, and Exponential Models
- S-ID 1-3, 5-8: Interpreting Categorical and Quantitative Data
- S-IC 1-2: Making Inferences and Justifying Conclusions
- S-MD 6,7: Using Probability to Make Decisions
- G-CO 1,3-5: Congruence
- G-MG 1-3: Modeling with Geometry
- G-MD 4: Geometric Measurement and Dimension
- G-SRT 6-8: Similarity, Right Triangles, and Trigonometry
- Math Practices 1 – 8
Teacher and Course Expectations:

Each student is responsible for their own behavior and act in a manner that will not detract from the learning environment for other students. Refer to the District Students Rights and Responsibilities handbook for further detail on behavioral expectations. Failure to abide by these expectations may result in a warning, removal from the class for a specified time period, parent phone call and/or conference, or additional discipline as spelled out in the Students Rights and Responsibilities.

Student assignments may be found on their Canvas course and they may download and access missing assignments at any time. These assignments are updated daily and include directions and often examples. Their grades are also kept up to date in family access (at least weekly if not more often). If there are any questions as to a grade or an assignment I can be contacted at 253-800-6812 or at dmoon@bethelsd.org.

Attendance is crucial in this class. Please be in class, on time, regularly. Many experiences we do cannot be re-created on an individual basis. We have learned that students who miss even a few days of school each month are at a greater risk of academic failure and dropout. We have set a goal that every student in our school attends school regularly (no more than nine absences per year, approximately one absence per month, and that includes excused absences). It is the student’s responsibility to get assignments and activities that have been missed due to absence.

Grading Policy:

Course Grading Categories:
- Formative Assignments will make up 40% of your grade.
- Summative Assignments will make up 60% of your grade.
Summative Assessments (may include but not limited to)
- Oral/Written expression for mastery understanding of course concepts and demonstration of the application of course concepts.
- Performance based evaluations through labs and projects.
- Summative Assessments will be given at the end of each unit through the on-line assessment function of the curriculum being used (Agile Minds).
- Progress reports will be done monthly by the instructor.
Grading Scale:
- A (90-100%) Student demonstrates exemplary abilities through scores earned; student showed outstanding mastery of expected skills.
- B (80-89%) Student demonstrates adequate abilities through scores learned on assessments; student shows adequate mastery of expected skills.
- C/P (70-79%) Student demonstrates average abilities through scores earned; students showed average mastery of expected skills.
- NC (69% or below) Student unable to demonstrate mastery of expected skills.
This grade will come from demonstrating mastery of the standards being measured through formative and summative assessments. Progress
- Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on weekly evaluations and the students’ ability to complete the required learning benchmarks for that month.
- If a student fails to make collective progress for all weeks, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each month.
- In addition to the course schedule, these benchmarks may also come in the form of lesson, unit, assignment and/or assessment completion dates.
- These established progress benchmarks will allow teachers and students to assess the students’ educational progress in meeting the course learning standards.
Material Used:
- District approved curriculum (to include Desmos and Agile Minds), Internet Sites, Lab experiences, Computer based learning models, Reading materials, Videos, calculator
- iPad
- Desmos account
- Paper - lined and graph
- Pencil
- Ruler or straightedge

Physical Education Courses

Health
Challenger High School 2022-2023

Health

CEDARS Course Code: 08051
Term 1: Sept 6 to Nov 10, 2022

Teacher’s Name: Faith Heimlich        Phone: (253) 800-6806

Grade Level: 9, 10, 11, 12       Credit: Health or Elective NCAA Approved

District Course Code: HEF215            Prerequisite Courses: None Credits: .5

Welcome!

In this course students learn the importance of total health/wellness by studying the mental, physical and social aspects of healthy lifestyles. Topics include the nervous system, alcohol and substance abuse, nutrition, fitness, eating disorders, sexual health, and stress management.

9 Week Course:

Week 1: Intro to Health and Wellness

Week 2: Assessing health-enhancing and health-compromising factors and behaviors

Week 3: Analyzing influences and testing claims

Week 4: Healthy relationships

Week 5: Sexual health and reproduction

Week 6: Substance use and abuse

Week 7: Impact on mental health

Week 8: Advocating for positive health behaviors

Week 9: Final Assessment

*May be subject to change

Priority standards addressed in this course:
1. I can regularly demonstrate personal and social responsibility through:
- - Engagement in classroom activities
    
    Following Co-created Norms
    
    Personal Reflections
National PE Standards

4,5

National Health Standards

5,7,8
1. I can prepare for lifelong health and wellness through:
- - Goal Setting
    
    Self-assessments and reflections
    
    Analyzing and testing claims
    
    Assessments and projects
National Health Standards

1,5,6,7
1. I can demonstrate my understanding of the dimensions of health and the many factors that impact each dimension in my own life through:
- - Engaging in class discussions and activities
    
    Analyzing influence of relationships, culture, media, environment, and other factors on health behaviors
    
    Accessing valid information and products to enhance health
    
    Advocating for personal, family, and community health
National Health Standards

1, 2,3,4,8
1. I can demonstrate my understanding of health enhancing behaviors through:
- - Engagement in class activities
    
    Goal setting
    
    Self reflection and assessments
    
    Critical thinking and decision making
National Health Standards

1,3, 4, 5,,7
1. I can create projects about lifelong health and wellness through writing, demonstration, findings & evidence; and determine a theme or central idea of a text and analyze in detail using:
  - Clear and coherent writing
  - Information and findings that are presented clearly, concisely, and logically
  - Analysis of themes and key health information
ELA Standards (Common Core)

CCRA.W.4

SL.9-10.4

RL.9-10.2
1. - Standards - this course meets the State and School District graduation requirements. This course met the Common Core Standards for Washington State and the National Health Education Standards. It is also aligned with appropriate practices recommended from SHAPE America.
  - Common Core (Math and ELA) http://www.corestandards.org/
  - National Health Standards:
https://www.k12.wa.us/sites/default/files/public/healthfitness/standards/healtheducationk-12learningstandards.pdf

Teacher and Course Expectations:

Be Ready to be Actively Engaged in Class!
1. - Be on time – Connect with me if you are unable to attend.
  - Follow the flipped learning assignments in Canvas
  - Co-create and practice classroom norms:
  - Respect for self and others
  - Tech agreements
- Come prepared: charged ipads and notebooks (or your choice of note taking device)
- Practice 21^st century skills of communication, collaboration, critical thinking, and creativity
Be Ready to Demonstrate your Learning!

Course Grading Categories:
- Formative Assignments will make up 20% of your grade.
  - Portfolio - You will complete a Canvas portfolio that includes health self-assessments, challenge lessons, literacy assignments, cognitive rehearsal activities, and projects that require application of health skills and critical thinking.
○ Daily Activities – Do-Nows, note-taking, class discussions, and projects.
- Summative Assignments will make up 80% of your grade.
  - Projects and Assessments – You will take unit quizzes, a final exam, and have two project based summative assessments.
- Grading Rubrics – Standards based rubrics will be used to evaluate your progress on formative and summative assessments. (See Canvas for Project Rubrics).
- ALE Progress - Your progress is monitored weekly. Progress is at the discretion of the certificated teacher based on weekly evaluations and the students’ ability to complete the required learning benchmarks for that week. If a student fails to make collective progress, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each week. In addition to the course schedule, these benchmarks may also come in the form of lesson, unit, assignment and/or assessment completion dates. These established progress benchmarks will allow teachers and students to assess the students’ educational progress in meeting the course learning standards. At a minimum, students must turn in at least one assignment per week to maintain a passing grade and a status of “making monthly progress,” but will need to complete all the instructor is asking for each week in order to complete the course on time.
- Redo/Late Work Policy - Our focus is on student learning how to create individual life-long fitness plans. Some students progress at different speeds. We believe that students should have more than one opportunity to demonstrate what they have learned. With this in mind, we have developed the following policy for retaking tests:
- - Any student who wishes to improve their test grade may retake any exam, except the final exam.
    
    A test or assignment must be redone during the quarter grading period and prior to the final turn in date.
    
    All assignments can be accessed in Canvas and turned in via canvas, email, or in hard copy by the FINAL TURN IN DATE.
Grading Scale:

A: 100-94, A-: 93.99-90

B+ 89.99-87, B: 86.99-84, B-: 83.99-80

C+: 79.99-77, C: 76.99-74, C-: 73.99-70

D+: 69.99-67, D: 66.99-64, D-: 63.99-60

F: 59.99-0.

Textbook Used:

G-W Essential Health Skills for High School
Intro to Fitness
Challenger High School 2022-2023

Introduction to Lifetime Fitness

CEDARS Course Code: 08001

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Instructor: Faith Heimlich Phone: (253) 800-6806

Grade Level: 9,10,11,12

Credit: Health and Fitness or Elective .5       NCAA Approved

District Course Code: HEF 111                       Prerequisite Courses: None   Credits: .5

This course is a prerequisite for physical education courses.

Welcome! This class is an introductory course designed to promote lifetime fitness. Students will understand the five components and perform various activities to enhance their fitness levels in all five areas. Fitness assessments will be administered and evaluated throughout the quarter. Students will understand elements of nutrition, safety and basic anatomy and physiology. At Challenger High School we believe that all students can improve their level of fitness and we provide opportunities for all students, regardless of fitness level.

9 Week Course:

Week 1: Pre-Baseline Fitness Testing

Week 2: Five Components of Fitness

Week 3: FITT Principle

Week 4: Intensity Levels & Target Heart Rate

Week 5: Midterm Review & Midterm

Week 6: Healthy habits

Week 7: Muscular System

Week 8: CPR/AED/RICE & Post Fitness Testing

Week 9: Final Exam Review & Final Exam

*May be subject to change

Priority standards addressed in this course:
1. I can regularly demonstrate personal and social responsibility through:
- - Engagement
    
    Following Co-created Norms
    
    Personal Reflections
National PE Standards

4,5

National Health Standards

5,7,8
1. I can consistently demonstrate my understanding of the importance of all phases of a workout/physical activity through:
- - Quality time (participation) in activity!
    
    Warm-up
    
    Main Activity
    
    Cool-Down
National PE Standards

1,2,3

National Health Standards

1,2,3,4,7
1. I can demonstrate my understanding of the Five Components of Fitness, Fitness Principles and Fitness Skills, as well as identify which activities address each of these components through:
- - Quality time in activity!
    
    Identification of fitness components/fitness principles during activity
    
    Written Assessments
National PE Standards

1,2,3,5

National Health Standards

1,3,4,6,7
1. I can demonstrate my understanding of simple and complex motor skills through:
- - Quality time in activity!
    
    Proficiency in movement combinations
    
    Effective movement skills in complex games / exercises
National PE Standards

1,2

National Health Standards

1,5,6,7
1. I can prepare for lifelong fitness through:
- - Quality time in activity!
    
    Goal Setting
    
    Written Assessments
    
    Health / Fitness Planning
National PE Standards

3,4,5

National Health Standards

1,5,6,7
1. I can create projects about lifelong fitness through writing, demonstration, findings & evidence, & determine a theme or central idea of a text and analyze in detail:
  - Produce clear and coherent writing
  - Present information and findings clearly, concisely, and logically
  - Written Assessments
  - Determine themes and analyze health and fitness information
ELA Standards (Common Core)

CCRA.W.4

SL.9-10.4

RL.9-10.2

Additional course standards:
1. - Standards - this course meets the State and School District graduation requirements. This course met the Common Core Standards for Washington State and the National Physical Education Standards. It is also aligned with appropriate practices recommended from SHAPE America.
  - Common Core (Math and ELA) http://www.corestandards.org/
  - National PE Standards http://portal.shapeamerica.org/standards/pe/default.aspx
Teacher and Course Expectations:

Be Ready to be Actively Engaged in Class!
1. - Be on time – Connect with me if you are unable to attend.
  - Follow the flipped learning assignments in Canvas
  - DRESS FOR PHYSICAL ACTIVITY
  - Co-create and practice classroom norms
○ Respect for self and others

○ Tech agreements
- Come prepared: charged ipads and notebooks (or your choice of note taking device)
- Practice 21^stcentury skills of communication, collaboration, critical thinking, and creativity
Be Ready to Demonstrate your Learning!

Standards Based Grading
- Portfolio - You will complete a Canvas portfolio that includes fitness scores (pre and post), health and fitness challenge lessons, literacy assignments, and cognitive rehearsal activities.
- Daily Activities – You are encouraged to participate in daily and weekly activities that promote fitness and health.
- Midterm/Health and Fitness CBA – You will take unit quizzes, a midterm, and a final exam. All of the work that you do during the quarter will be addressed on the exams. There are no retakes on the final exam.
- Grading Rubrics – Standards based rubrics will be used to evaluate your progress on formative and summative assessments. (See Canvas for Project Rubrics).
Grading Policy:

Course Grading Categories:
- Formative Assignments will make up 20% of your grade.
  - Portfolio - You will complete a Canvas portfolio that includes fitness scores (pre and post), health and fitness challenge lessons, literacy assignments, and cognitive rehearsal activities.
○ Daily Activities – You are encouraged to participate in daily and weekly activities that promote fitness and health. Participation in class workouts and activities are essential for helping students master the class content and see growth in health and fitness competencies.
- Summative Assignments will make up 80% of your grade.
  - Assessments- Midterm/Health and Fitness CBA – You will take unit quizzes, a midterm, and a final exam. All of the work that you do during the quarter will be addressed on the exams. There are no retakes on the final exam.
○ Fitness plan- Students will work all quarter to complete a fitness plan that includes baseline fitness assessments, goal-setting activities, progress checks, final fitness assessments, and reflections.
- Grading Rubrics – Standards based rubrics will be used to evaluate your progress on formative and summative assessments. (See Canvas for Project Rubrics).
- ALE Progress - Your progress is monitored weekly. Progress is at the discretion of the certificated teacher based on weekly evaluations and the students’ ability to complete the required learning benchmarks for that week. If a student fails to make collective progress, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each week. In addition to the course schedule, these benchmarks may also come in the form of lesson, unit, assignment and/or assessment completion dates. These established progress benchmarks will allow teachers and students to assess the students’ educational progress in meeting the course learning standards. At a minimum, students must turn in at least one assignment per week to maintain a passing grade and a status of “making monthly progress,” but will need to complete all the instructor is asking for each week in order to complete the course on time.
- Redo/Late Work Policy - Our focus is on student learning how to create individual life-long fitness plans. Some students progress at different speeds. We believe that students should have more than one opportunity to demonstrate what they have learned. With this in mind, we have developed the following policy for retaking tests:
  - Any student who wishes to improve their test grade may retake any exam, except the final exam.
  - A test or assignment must be redone during the quarter grading period and prior to the final turn in date.
  - All assignments can be accessed in Canvas and turned in via canvas, email, or in hard copy by the FINAL TURN IN DATE.
Grading Scale:

A: 100-94, A-: 93.99-90

B+ 89.99-87, B: 86.99-84, B-: 83.99-80

C+: 79.99-77, C: 76.99-74, C-: 73.99-70

D+: 69.99-67, D: 66.99-64, D-: 63.99-60

F: 59.99-0.

Course Grading Categories:
- Formative Assignments will make up 30% of your grade.
- Summative Assignments will make up 70% of your grade.
Summative Assessments:

Grading Scale:

A: 100-94, A-: 93.99-90

B+ 89.99-87, B: 86.99-84, B-: 83.99-80

C+: 79.99-77, C: 76.99-74, C-: 73.99-70

D+: 69.99-67, D: 66.99-64, D-: 63.99-60

F: 59.99-0.

Science Courses

Environmental Science A/B
Challenger High School 2022-2023

Environmental Science A/B

CEDARS Course Code: 03003

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Instructor: Veronica Hagman School Phone: (253) 800-6820

Grade Level: 9, 10, 11, 12 Credit: Lab Science or Elective 0.5         NCAA Approved

District Course Code: SCI 201/202 Prerequisite Courses: None    Credits: .5

Time Requirements/Absences:

Students will be required to complete 15 hours of class time and about 3 hours of homework per week for this science class. Students are encouraged to contact the instructor about absences in order to determine how the student will make up any missed assignments. Parents can contact the Main Office to excuse absences.

Course Description:

Students enrolled in this course will conduct in depth scientific studies of ecosystems, population dynamics, resource management, water and air resources, pollution and the environmental consequences of natural and anthropogenic processes. Topics covered in this course include: ecosystem structure and function, earth’s biomes, the role and impact of human activities on natural systems, overpopulation, resource depletion, toxic substances and pollution of air, water and land. Students will formulate, design and carry out laboratory and field investigations. Students will exit the course with essential tools for understanding the complexities of national and global environmental systems. Hands-on activities and laboratory experiments are included. A list of science standards can be found at the following link: https://www.nextgenscience.org/get-to-know

HS-LS-2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

HS-LS-2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems at different scales.

HS-LS-2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS-2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere and geosphere.

HS-LS-2-6 Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-LS-2-7 Design, evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-LS-4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

HS-ESS-2-5 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

HS-ESS-2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS-3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

HS-ESS-3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Course content: student will demonstrate a basic understanding of the following:

(Over a 18 week time period to earn a 1.0 credit and 9 week period of time to earn a .5 credit.)

SCI201
1. STEM Careers & Environmental/Climate Justice
2. Ecology & Ecosystem Dynamics & Biodiversity
3. Biodiversity & Evolution
4. Natural Resources: Water Resources & Pollution
SCI202
1. Renewable and Nonrenewable Resources (Wind/Solar Energy Projects)
2. Energy types, transfers and trade-offs
3. Environmental Quality & Concerns -- Air pollution & Climate Change
4. Soil & Agriculture Unit
Materials (may include but are not limited to)
- District approved curriculum (textbook & online resources: Environmental Science Sustaining Your World by National Geographic & Cengage Learning)
- iPad, writing utensils and science notebook (can be a notebook that is composition-style or spiral-bound)
- Students will use the Canvas website to interact with this course throughout the school year.
Students will be given access and instructions on navigating and interacting with Canvas.
- Internet Sites, Lab experiences, Computer based learning models, Reading materials, Videos
- All materials will be provided by the instructor
Assessments (may include but not limited to)
- Oral/Written expression for mastery understanding of course concepts and demonstration of the application of course concepts.
- It is highly recommended that Formative Assessments (FASS) (includes Daily Work, Class Work, Homework, etc.) be thoroughly completed in a timely manner. Late work can slow the learning progress, but will not affect grades. Work is graded on a standard of knowledge demonstrated by the student.
- Assessments that take place after learning has presumably occurred will be used to determine the overall grade.
- Summative assessments (SASS) can be retaken (one time) to demonstrate proficiency and for a better overall grade. Only the improved grade will appear in the grade book (Synergy).
- New information showing additional learning and growth about any given standard will replace old information and grades will reflect the most recent learning.
- Performance based evaluations through labs and projects.
- Assessment weights:
○ 70% Summative Assessments (SASS) -- tests, quizzes, & projects

○ 30% Formative Assessments (FASS) -- practice, daily work, classwork, homework, participation/engagement/performance, Lab and group work

● Grades are available on Synergy through the StudentVUE or ParentVUE

● Progress reports will be done monthly by the instructor.

Progress
- Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on weekly evaluations and the students’ ability to complete the required learning benchmarks for that month.
- If a student fails to make collective progress for all weeks, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each month.
- In addition to the course schedule, these benchmarks may also come in the form of lesson, unit, assignment and/or assessment completion dates.
- These established progress benchmarks will allow teachers and students to assess the students’ educational progress in meeting the course learning standards.
- At a minimum, students must turn in at least one assignment per week to maintain a status of “making monthly progress,” but will need to complete all the instructor is asking for each week in order to complete the course on time.
Grading Scale: (Progress reports will be done monthly)
- A (92-100%) Student demonstrates exemplary abilities of science knowledge/skills through scores earned on assessments; student shows outstanding mastery of expected skills/learning.
- A- (90-91.99%)
- B+ (87-89.99%)
- B (82-86.99%) Student demonstrates approaching exemplary abilities of science knowledge/skills through scores earned on assessments; student shows approaching mastery of expected skills/learning.
- B- (80-81.99%)
- C+ (77-79.99%)
- C (72-76.99%) Student demonstrates adequate abilities of science knowledge/skills through scores earned on assessments; student shows adequate mastery of expected skills/learning.
- C- (70-71.99%)
- D+ (67-69.99%)
- D (60-69%) Student demonstrates emerging abilities of science knowledge/skills through scores earned on assessments; student shows limited mastery of expected skills/learning.
- F (59% or below) Student has not yet demonstrated ability of expected science knowledge/skills through scores earned on assessments; student showed minimal or no evidence of expected skills/learning
Relationships to other Content Areas

● Completion of this course will require the student to integrate the following skills: mathematical, logical, linguistic, social, historical, societal, technological, reading and writing.

Online Learning / Class Expectations
- Participate in classes by following the instruction schedule as much as possible. Teachers are introducing, presenting and reviewing the day’s lesson during these sessions. There will also be opportunities for small groups or one-on-one assistance to help students be successful. Providing ‘face-to-face’ instruction gives a sense of community, participation, and two-way feedback.
- Communicate with the teacher. Open communication is super important, especially if you have a situation that prevents you from joining class sessions.
- Complete homework / asynchronous (on your own) assignments. Each week, you will have learning tasks/activities/homework to complete on your own time. Completing homework supports cognitive rehearsal and incorporation of information into your long-term memory.
- Do not use cell phones during class. Devices can be distracting from the tasks important to learning. Always inform your teacher if there is an emergency.
- Follow directions the first time, the fast way. We will be able to learn effectively when we can accomplish tasks quickly. There are learning procedures and routines to enable us to know what to do in most situations and it is critical to pay attention to the teacher to gain skills and knowledge.
- Show Respect. All students have a right to learn in a safe and equitable classroom. They have the right to ask questions and be heard in classroom discussions. Ideas are discussed in a science community, not the people who present the ideas. Students will be required to participate & work in small groups and will be assessed on their performance/demonstration of skills and knowledge.
- Regular attendance is critical to the learning of this class; plan on being punctual and using class time to remain on-task. Students are expected to make positive contributions to class discussions and assignments. Many class experiences cannot be re-created on an individual basis. It is the student’s responsibility to get assignments or make-up for activities that have been missed due to an absence.
- Ask questions and/or seek help when needed. It is the responsibility of the student to keep up to date records including use of a planner and science notebook. Students are encouraged to put forth hard work in class and use all of the opportunities for extra assistance available.
Do your best work; incomplete work will be returned for you to complete.
- Demonstrate self-control. All students are expected to act in a manner that does not detract from the learning of others. Each student is responsible for his/her own behavior. Refer to the District Students Rights and Responsibilities Handbook for further details on behavioral expectations.
Biology
Challenger High School 2022-2023

Biology

CEDARS Course Code: 03051

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

(You can get the District Course Code from Synergy - Section ID)

Instructor: Veronica Hagman School Phone: (253) 800-6820

Grade Level: 9, 10, 11, 12 Credit: Lab Science or Elective 0.5         NCAA Approved

District Course Code: SCI 205/206      Prerequisite Courses: None           Credits: .5

Time Requirements/Absences:

Students will be required to complete 4.5 hours of class time and about 2.5 hours of homework per week for this science class. Students are encouraged to contact the instructor about absences in order to determine how the student will make up any missed assignments. Parents can contact the Main Office to excuse absences.

Course Description:

This course engages and supports students working toward their immediate and long-term goals:
- Becoming science-literate citizens
- Meet WA State graduation requirements
- Pursue additional courses and careers in Life Science (e.g. Environmental Science, Biotechnology, Forensics, Anatomy & Physiology)
- Appreciate the diversity, complexity, and importance of living systems on our planet.
In this two trimester NGSS-aligned course, students will construct and evaluate claims about the interactions between Earth’s biosphere and other systems using scientific evidence from varying sources. Students will develop, use, and evaluate models to help demonstrate their understanding of relevant phenomena, including both observable and unobservable components. This course includes both molecular and macro biology concepts. Students are working toward meeting state and national standards in science for biology. A list of science standards can be found at the following link:

https://www.nextgenscience.org/get-to-know

Performance Expectations for Life Science (LS) (Disciplinary Core Ideas (DCI)) Standards:

HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. The summative assessment is a written/digital explanation.

HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. The summative assessment consists of developing a model of human body systems that interact such as the digestive system, circulatory system and respiratory system.

HS-LS1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. The summative assessment will consist of a lab report.

HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. The summative assessment is a written/digital test using a model to explain the process of mitosis for a specific phenomena.

HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. The summative assessment will consist of a written/digital test using a model to show the process of photosynthesis.

HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The summative assessment will consist of a written/digital test.

HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. The summative assessment will consist of a written/digital test.

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. The summative assessment will consist of a written/digital test.

HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. The summative assessment will consist of a written/digital test.

HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. The summative assessment will consist of a written/digital test.

Standards in both Science and Engineering Practices (SEP) and Crosscutting Concepts (CCC) are represented in each Performance Expectation listed above. For example, SEPs include categories such as:
- Asking questions
- Developing and/or using models
- Planning and carrying out investigations
- Analyzing and interpreting data
- Using mathematical and computational thinking
- Constructing explanations and designing solutions
- Engaging in argument from evidence
- Obtaining, Evaluating & Communicating Information
Standards for Crosscutting Concepts are:
- Patterns
- Cause and effect
- Scale, Proportion & Quantity
- Systems and System Models
- Energy and Matter
- Structure and Function
- Stability and Change
- Course content: student will demonstrate a basic understanding of the following: (Over a 18 week time period to earn a 1.0 credit and 9 week period of time to earn a .5 credit.)
SCI205
- Cells
- Macromolecules / Biochemistry
- Photosynthesis
- Cellular Respiration
- Homeostasis
SCI206
- Mitosis & Meiosis
- Genetics & Inheritance
- Punnett Squares
- DNA Structure, Function & Mutations
- Protein Synthesis (Transcription & Translation)
- Evolution & Natural Selection
Materials (may include but are not limited to)
- District approved curriculum (McGraw Hill Inspire Biology textbook & online resources)
- iPad, writing utensils and science notebook (can be a notebook that is composition-style orspiral-bound)
- Students will use the Canvas website to interact with this course throughout the school year.
Students will be given access and instructions on navigating and interacting with Canvas.
- Internet Sites, Lab experiences, Computer based learning models, Reading materials, Videos
- All other materials will be provided by the instructor
Assessments (may include but not limited to)
- Oral/Written expression for mastery understanding of course concepts and demonstration of the application of course concepts.
- It is highly recommended that Formative Assessments (FASS) (includes Daily Work, Class Work, Homework, etc.) be thoroughly completed in a timely manner. Late work can slow the learning progress, but will not affect grades. Work is graded on a standard of knowledge demonstrated by the student.
- Assessments that take place after learning has presumably occurred will be used to determine the overall grade.
- Summative assessments (SASS) can be retaken (one time) to demonstrate proficiency and for a better overall grade. Only the improved grade will appear in the grade book (Synergy). ● New information showing additional learning and growth about any given standard will replace old information and grades will reflect the most recent learning.
- Performance based evaluations through labs and projects.
- Assessment weights:
○ 70% Summative Assessments (SASS) -- tests, quizzes, & projects

○ 30% Formative Assessments (FASS) -- practice, daily work, classwork, homework, participation/engagement/performance, Lab and group work

● Grades are available on Synergy through the StudentVUE or ParentVUE

● Progress reports will be done monthly by the instructor.

Progress
- Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on weekly evaluations and the students’ ability to complete the required learning standards for that month.
- If a student fails to make collective progress for all weeks, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each month.
- In addition to the course schedule, the benchmarks may also come in the form of lesson,unit, assignment and/or assessment completion dates.
- These established progress benchmarks will allow teachers and students to assess the students’ educational progress in meeting the course learning standards.
- At a minimum, students must turn in at least one assignment per week to maintain a status of“making monthly progress,” but will need to complete all the instructor is asking for each week in order to complete the course on time.
Grading Scale: (Progress reports will be done monthly)
- A (92-100%) Student demonstrates exemplary abilities of science knowledge/skills through scores earned on assessments; student shows outstanding mastery of expected skills/learning.
- A- (90-91.99%)
- B+ (87-89.99%)
- B (82-86.99%) Student demonstrates approaching exemplary abilities of science knowledge/skills through scores earned on assessments; student shows approaching mastery of expected skills/learning.
- B- (80-81.99%)
- C+ (77-79.99%)
- C (72-76.99%) Student demonstrates adequate abilities of science knowledge/skills through scores earned on assessments; student shows adequate mastery of expected skills/learning.
- C- (70-71.99%)
- D+ (67-69.99%)
- D (60-69%) Student demonstrates emerging abilities of science knowledge/skills through scores earned on assessments; student shows limited mastery of expected skills/learning.
- F (59% or below) Student has not yet demonstrated ability of expected science knowledge/skills through scores earned on assessments; student showed minimal or no evidence of expected skills/learning
Relationships to other Content Areas

● Completion of this course will require the student to integrate the following skills: mathematical, logical, linguistic, social, historical, societal, technological, reading and writing.

Class Expectations
- Participate in classes as much as possible. I will be introducing, presenting and reviewing the day’s lesson during class. There will also be opportunities for small group or one-on-one assistance to help students be successful. Providing ‘face-to-face’ instruction gives a sense of community, participation, and two-way feedback.
- Communicate with the teacher. Open communication is super important, especially if you have a situation that prevents you from joining class sessions.
- Complete homework / asynchronous (on your own) assignments. Each week, you will have learning tasks/activities/homework to complete on your own time. Completing homework supports cognitive rehearsal and incorporation of information into your long-term memory.
- Do not use cell phones during class. Devices can be distracting from the tasks important to learning. Always inform your teacher if there is an emergency.
- Follow directions the first time, the fast way. We will be able to learn effectively when we can accomplish tasks quickly. There are learning procedures and routines to enable us to know what to do in most situations and it is critical to pay attention to the teacher to gain skills and knowledge.
- Show Respect. All students have a right to learn in a safe and equitable classroom. They have the right to ask questions and be heard in classroom discussions. Ideas are discussed in a science community, not the people who present the ideas. Students will be required to participate & work in small groups and will be assessed on their performance/demonstration of skills and knowledge.
- Regular attendance is critical to the learning of this class; plan on being punctual and using class time to remain on-task. Students are expected to make positive contributions to class discussions and assignments. Many class experiences cannot be re-created on an individual basis. It is the student’s responsibility to get assignments or make-up for activities that have been missed due to an absence.
- Ask questions and/or seek help when needed. It is the responsibility of the student to keep up to date records including use of a planner and science notebook. Students are encouraged to put forth hard work in class and use all of the opportunities for extra assistance available.
Do your best work; incomplete work will be returned for you to complete.
- Demonstrate self-control. All students are expected to act in a manner that does not detract from the learning of others. Each student is responsible for his/her own behavior. Refer to the District Students Rights and Responsibilities Handbook for further details on behavioral expectations.

Social Studies Courses

Civics
Challenger High School 2022-2023

Civics

CEDARS Course Code: 04161

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Teacher’s Name: Shawn Parks Phone:   253-800-6823

Grade Level:       11, 12 Credit: .5 NCAA Approved

District Course Code: SST 201                Prerequisite Courses: None   Credits: .5

Course Description (from District Course Catalog):

This course is designed to give students a foundation in local, state and federal political systems that include, but are not limited to, fundamentals of the United States Constitution; political processes and the separate functions of executive, legislative, and judicial branches of government; political culture; party systems; interest groups; bureaucracies; institutions (military, etc.); civil society; media roles; public policy (civil liberties, rights). Emphasis will be on the study of local government and factors influencing public policy making in the United States and other nations in the world.

Course Objective and Goals/Bethel School

District Priority Standards
- Evaluate one’s own viewpoint and the viewpoints of others in the context of a discussion
- Assess options for individual and collective action to address local, regional, or global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
- Analyze the impact of constitutions, laws, treaties and international agreements on the maintenance of national and international order.
- Analyze citizens’ and institutions’ effectiveness in addressing social and political ● problems at the local, state, tribal, national and/or international level.
- Analyze the origins, functions, and structure of government with reference to the United States, Washington State, and tribal constitutions.
- Evaluate the effectiveness of our system of checks & balances in limiting the power of government at the national, state, and local levels.
Teacher and Course Expectations Assignments will include:
- Interactive lessons that include a mixture of instructional videos and tasks ● Assignments in which you apply and extend learning in each lesson
- Assessments, including quizzes, tests, and cumulative exams
Grading Policy

Course Grading Categories:
- - Formative Assignments will make up 30% of your grade.
  - Summative Assignments will make up 70% of your grade.
Summative Assessments:

Grading Scale:

A: 100-94, A-: 93.99-90

B+ 89.99-87, B: 86.99-84, B-: 83.99-80

C+: 79.99-77, C: 76.99-74, C-: 73.99-70

D+: 69.99-67, D: 66.99-64, D-: 63.99-60

F: 59.99-0.

Textbook Used:

TCI Government Alive
US Studies
Challenger High School 2022-2023

US Studies

CEDARS Course Code: 04103

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Teacher’s Name: Ross Mailhiot   Phone: (253) 800-6804

Grade Level: 10, 11                             Credit: Social Studies.            NCAA Approved

District Course Code: SST 205, 206 Prerequisite Courses: None Credits: .5 per term

Course Description:

Students will examine basic features of United States history during the period of 1877 to the present. The catalyst for studying this period in United States history will be the themes of change, national identity, power, authority and governance and global connections. The course will include, but not be limited to, the following: industrialization, immigration, reform, World War I, depression and the New Deal, World War II, civil rights, the Vietnam War and world periods. Within this survey course considerable attention will be given to formation and development of geography competency skills, analyzing primary and secondary sources, bias detection, essay writing and presentation skills.

Course Objective and Goals: Students will demonstrate a basic understanding of the following: (Over a 9 week period of time to earn a .5 credit.) SST 205:
- Review the Founding Ideals and Documents; review United States geography
- Review the Colonial Era, review the American Revolution
- Review the National Period; review Civil War and Reconstruction Era
- The West; Indian Wars; The Closing of the Frontier
- The Gilded Age; Innovation and Industry, 6. Immigration; Problems at the Turn of the Century; Progressive Era
- Expansionism; Spanish American War; Modern Ideas
- World War I; Post WWI America; Second-class citizens
- Harlem Renaissance; Traditionalism vs. Modernism; Roaring Twenties SST 206:
- The Great Depression and the New Deal; Political Ideologies in the U.S.
- Origins of World War II, the United States enters WWII
- The Early Years of the Cold War; The Forgotten War-Korea
- The 1950s; American Music; Two Americas
- Civil Rights Movement in the South; Civil Rights Movements across America
- The 1960s; Technology for the Future; A Man on the Moon
- The Cold War continues; Vietnam War
- The 1970s; the rise and fall of a president
- America since the1980s
Bethel School District Priority Standards (or industry standards addressed):

SSS1: Uses critical reasoning skills to analyze and evaluate claims.

SSS2: Uses inquiry-based research.

SSS3: Deliberates public issues.

SSS4: Creates a product that uses social studies content to support a claim and presents the product in an appropriate manner to a meaningful audience.

Teacher and Course Expectations:

Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on weekly evaluations and the students’ ability to complete the required learning benchmarks for that month.

If a student fails to make collective progress for all weeks, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each month.

In addition to the course schedule, these benchmarks may also come in the form of lesson, unit, assignment and/or assessment completion dates.

These established progress benchmarks will allow teachers and students to assess the students’ educational progress in meeting the course learning standards.

At a minimum, students must turn in at least one assignment per week to maintain a status of “making monthly progress,” but will need to complete all the instructor is asking for each week in order to complete the course on time.

Grading Policy:

Oral/Written expression for mastery understanding of course concepts and demonstration of the application of course concepts.

Performance based evaluations through labs, quizzes, participation, and group and individual projects. Progress reports will be issued monthly by the instructor.

Course Grading Categories:
- Formative Assignments will make up 30% of your grade.
- Summative Assignments will make up 70% of your grade. Summative Assessments: Exams, Projects, DBQ Essays Grading Scale:
A: 100-94, A-: 93.99-90

B+ 89.99-87, B: 86.99-84, B-: 83.99-80

C+: 79.99-77, C: 76.99-74, C-: 73.99-70

D+: 69.99-67, D: 66.99-64, D-: 63.99-60

F: 59.99-0.

Textbook Used: History Alive
World History
Challenger High School 2022-2023

World History

CEDARS Course Code: 04053

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Teacher’s Name: Mailhiot Phone: (253) 800-6804

Grade Level: 9, 10        Credit: Social Studies            NCAA Approved

District Course Code: SST 207, 208    Prerequisite Courses: None Credits: .5 per term

Course Description (from District Course Catalog): World Studies is a combination of the study of world history and current world issues. The study of world history centers on investigating the events of the pass and their effect today: i.e.; ancient India, ancient China, rise of Islam, Europe since the Renaissance, and Africa and Latin America since the post-classical period. The investigation of current world issues today is dictated by events and issues that dominate world discourse: i.e.; regional and world conflicts, environmental problems, world economy, human rights, population, etc. Upon completion of this course, students will have an understanding of the historical background and possible resolution of major current issues.

Course Objective and Goals: student will demonstrate a basic understanding of the following:

(Over a 9 week period of time to earn a .5 credit.)

SST 207: World Studies A
- Themes of World History
- World Religions
- African Trading Empire
- Expanding Empires Outside of Europe
- Transformations in Europe
- An Age of Global Revolutions
SST 208: World Studies B
- Changes in World Population
- Managing Natural Resources
- Patterns of Global Interaction
- Conflict, Cooperation, and Security
- World Religions
- Human Rights Issues
Bethel School District Priority Standards (or industry standards addressed):

SSS1: Uses critical reasoning skills to analyze and evaluate claims.

SSS2: Uses inquiry-based research.

SSS3: Deliberates public issues.

SSS4: Creates a product that uses social studies content to support a claim and presents the product in an appropriate manner to a meaningful audience.

Teacher and Course Expectations:

Student progress is monitored weekly. Student monthly progress is at the discretion of the certificated teacher based on weekly evaluations and the students’ ability to complete the required learning benchmarks for that month.

If a student fails to make collective progress for all weeks, then monthly progress is unsatisfactory. Student monthly progress is specifically evaluated against progress benchmarks, which are clearly defined in the course for each month.

In addition to the course schedule, these benchmarks may also come in the form of lesson, unit, assignment and/or assessment completion dates.

These established progress benchmarks will allow teachers and students to assess the students’ educational progress in meeting the course learning standards.

At a minimum, students must turn in at least one assignment per week to maintain a status of “making monthly progress,” but will need to complete all the instructor is asking for each week in order to complete the course on time.

Grading Policy:

Oral/Written expression for mastery understanding of course concepts and demonstration of the application of course concepts.

Performance based evaluations through labs, quizzes, participation, and group and individual projects. Progress reports will be issued monthly by the instructor.

Course Grading Categories:
- Formative Assignments will make up 30% of your grade.
- Summative Assignments will make up 70% of your grade. Summative Assessments: Exams, Projects, DBQ Essays Grading Scale:
A: 100-94, A-: 93.99-90

B+ 89.99-87, B: 86.99-84, B-: 83.99-80

C+: 79.99-77, C: 76.99-74, C-: 73.99-70

D+: 69.99-67, D: 66.99-64, D-: 63.99-60

F: 59.99-0.

Textbook Used: History Alive World Connections

World Language Courses

Spanish 1A

CEDARS Course Code: 06101
Term 1: Sept 6 to Nov 10, 2022 Term 2: Nov. 14 to Feb 3, 2022

Teacher’s Name: Señora Willmott Phone: 253-800-6813 Email:kwillmott@bethelsd.org

Grade Level: 9, 10, 11, 12 Credit: .5 NCAA Approved

District Course Code: WLS 101 -102 Prerequisite Courses: None Credits: .5

Time Requirements:

Students will be required to do 5 hours per week of class work and to do 7.5 hours of homework per week. Students are required to contact the instructor prior to an absence in order to determine how the student will make up any missed assignments.

Class Information: Spanish is a popular World Language to study because of its practicality, immediate opportunities for use, and the way it gives access to the fascinating and diverse cultures of Spanish speakers around the world. In this beginning class, students are introduced to Spanish language and cultures. Students develop skills in listening and speaking, reading and writing, and acquire an appreciation for the many diverse, Spanish-speaking cultures.

Course Objectives

1. Students will be able to communicate information, needs and opinions in Spanish.
2. The students will further develop their existing literacy skills and will be able to read and understand authentic Spanish texts.
3. Students will also study the common roots and close connections between the Spanish and English languages and learn to apply these linguistic connections to enhance their facility in both languages.
4. Students will learn about several Spanish speaking cultures and compare them to their own.

Course goals and student learning outcomes are in accordance with state and National Standards regarding: Communication, Cultures, Connections, Comparisons, and Communities.
Motivation and self-monitoring will be facilitated through frequent feedback. The textbook is Auténtico Level 1 for Spanish 1 and Auténtico Level 2 for Spanish 2 with accompanying workbook. Supplementary materials include audio, CDs, handouts, readings and videos.

Grading: Students earn points through class work, performance, quizzes, and tests based on demonstrating ability through listening, speaking, reading, and writing. Mid-term at the 4.5th week and final exam at the 9th week will be given.

Grades are cumulative for each quarter. The =76-73, C- =72- 70, F =69-0. The overall quarter grades will be based on 25% Summative (assessments, quizzes, and tests), 75% Formative (classwork).

LATE WORK: After an excused absence, it is the student’s responsibility to determine what was missed by checking Canvas, asking a fellow student in the class, or asking the instructor or by e-mail. The student has 3 days to turn in MAKE UP work. Some classroom participation activities, however, cannot be made up. For any other late or missing assignments, please see me to make arrangements.

Redo Policy: If a student’s performance on a quiz results in an F, he/she may redo it within 5 days of receiving the test or quiz at a time agreed upon with instructor. The highest grade possible for a redo shall be 75%. Redos cannot be repeated. This option cannot be used for midterms, or final exams.

Redo opportunities are available to students who are working hard towards content mastery but need an additional testing opportunity to demonstrate proficiency. Students given a redo opportunity must have shown effort on the first assessment and will be required to complete teacher directed work outside of class. Please note: Redo opportunities may not be given to students who choose not to prepare for an exam and those who refuse to take an exam or who abuse the redo opportunity.

Grade Inquires: Parents or students wanting information about grades can check Synergy, Canvas, or may email me @ kwillmott@bethelsd.org.

Additional Help: Students may study after school with Señora Willmott or via Zoom, by arrangement.

Attendance/Tardies: Students are expected to be seated when the bell rings. Late students disrupt class and learning. Repeated tardiness (after 3) can result in detention and/or loss of hall pass privileges. Attendance is essential if a student wants to learn the language and pass the class. Since language learning is the result of accumulating vocabulary and skills, students who miss class get behind quickly.

Electronics: Students will only be allowed to use cell phones in class with PRIOR PERMISSION from Señora Willmott. Cell phones can only be used for specific educational purposes.

Additional expectations: Students are expected to:

1. Treat staff and each other with respect.
2. Learn and allow others to learn; allow teachers to teach, administrators to administer.
3. Treat school and personal property with respect.
4. All information will be posted on our Canvas page. Be sure to check Canvas every day for the assignments.
5. Return textbooks and other materials in good condition.
6. Come to class prepared to learn with all appropriate materials.
7. Come to class with a charged iPad.
8. Use iPad for educational purposes only, not to watch entertainment videos, play games, or any other distracting activities.
9. Demonstrate honest and responsible behavior. Cheating by copying the work of others or by using “cheat” notes in any form will result in an F grade for that assignment. A student who provides work for another to copy may also receive an F. Subsequent cheating will result in progressive disciplinary action.
10. Be aware of and comply with CHS rules and policies as outlined in the student handbook and the Bethel School District Student Rights and Responsibilities.
Spanish 2A & B

CEDARS Course Code: 06101

Term 1: Sept 6 to Nov 10, 2022

Term 2: Nov 14 to Feb 3, 2022

Teacher’s Name: Señora Willmott Phone: 253-800-6813 Email: kwillmott@bethelsd.org NCAA Approved

Grade Level: 9, 10, 11, 12 Credit: 1.0
District Course Code: WLS 251-252 Credits: .5

Prerequisite Courses: Spanish 1st Year with a grade of “C-“ or better

Students will continue to develop skills introduced in Spanish 1st year. Students will acquire more vocabulary and use more complex grammatical structures with the goal of more functional communication abilities. Students may participate in song, dance, and food from the Spanish culture.

Time Requirements: Students will be required to do 5 hours per week of class work and to do 7.5 hours of homework per week. Students are required to contact the instructor prior to an absence in order to determine how the student will make up any missed assignments.

Class Information: Spanish is a popular World Language to study because of its practicality, immediate opportunities for use, and the way it gives access to the fascinating and diverse cultures of Spanish speakers around the world. In this beginning class, students are introduced to Spanish language and cultures. Students develop skills in listening and speaking, reading and writing, and acquire an appreciation for the many diverse, Spanish speaking cultures.

1. Students will be able to communicate information, needs and opinions in Spanish.
2. The students will further develop their existing literacy skills and will be able to read and understand authentic Spanish texts.
3. Students will also study the common roots and close connections between the Spanish and English languages and learn to apply these linguistic connections to enhance their facility in both languages.
4. Students will learn about several Spanish speaking cultures and compare them to their own.

Course goals and student learning outcomes are in accordance with state and National Standards regarding: Communication, Cultures, Connections, Comparisons, and Communities.
Motivation and self-monitoring will be facilitated through frequent feedback. The textbook is “Autético” Level 1 for Spanish 1 and “Auténtico” Level 2 for Spanish 2 with accompanying workbook. Supplementary materials include audio, CDs, handouts, readings and videos.

Grading: Students earn points through class work, performance, quizzes, and tests based on demonstrating ability through listening, speaking, reading, and writing.
Mid-term at the 4.5th week and final exam at the 9th week will be given.

Grading Scale (Progress reports will be done monthly)

● A (Excellent) - (90-100%) Consistently scored high; demonstrated exemplary abilities through scores earned on assessments. Student showed outstanding mastery of skills they were expected to learn in this course.

● B (Proﬁcient) - (80-89.99%) Consistently worked toward mastery of skills they were expected to learn in this course. Occasionally scored high; demonstrated adequate abilities through scores earned on assessments. Student shows adequate mastery of skills they were expected to learn in this course.

● C (Standard) - (70-79.99%) Demonstrated average abilities through scores earned on assessments. Student showed average mastery of skills they were expected to learn in this course.

● F (Failing) (69.99% or below) Opted out of opportunities to redo assignments to show mastery of assignments. Failed or scored below average; failed to demonstrate mastery of the skills taught as determined by assessment scores.

LATE WORK: After an excused absence, it is the student’s responsibility to determine what was missed by checking Canvas, asking a fellow student in the class, or asking the instructor or by e-mail. The student has 3 days to turn in MAKE UP work. Some classroom participation activities, however, cannot be made up. For any other late or missing assignments, please see me to make arrangements.

Redo Policy: If a student’s performance on a quiz results in an F, he/she may redo it within 5 days of receiving the test or quiz at a time agreed upon with instructor. The highest grade possible for a redo shall be 75%. Redos cannot be repeated. This option cannot be used for midterms, or final exams.

Redo opportunities are available to students who are working hard towards content mastery but need an additional testing opportunity to demonstrate proficiency. Students given a redo opportunity must have shown effort on the first assessment and will be required to complete teacher directed work outside of class. Please note: Redo opportunities may not be given to students who choose not to prepare for an exam and those who refuse to take an exam or who abuse the redo opportunity.

Grade Inquires: Parents or students wanting information about grades can check Synergy, Canvas, or may email me @ kwillmott@bethelsd.org.

Additional Help: Students may study after school with Señora Willmott or via Zoom, by arrangement.

Attendance/Tardies: Students are expected to be seated when the bell rings. Late students disrupt class and learning. Repeated tardiness (after 3) can result in detention and/or loss of hall pass privileges. Attendance is essential if a student wants to learn the language and pass the class. Since language learning is the result of accumulating vocabulary and skills, students who miss class get behind quickly.

Electronics: Students will only be allowed to use cell phones in class with PRIOR PERMISSION from Señora Willmott. Cell phones can only be used for specific educational purposes.

Additional expectations: Students are expected to:

1. Treat staff and each other with respect.
2. Learn and allow others to learn; allow teachers to teach, administrators to administer.
3. Treat school and personal property with respect.
4. All information will be posted on our Canvas page. Be sure to check Canvas every day for the assignments.
5. Return textbooks and other materials in good condition.
6. Come to class prepared to learn with all appropriate materials.
7. Come to class with a charged iPad.
8. Use iPad for educational purposes only, not to watch entertainment videos, play games, or any other distracting activities.
9. Demonstrate honest and responsible behavior. Cheating by copying the work of others or by using “cheat” notes in any form will result in an F grade for that assignment. A student who provides work for another to copy may also receive an F. Subsequent cheating will result in progressive disciplinary action.
10. Be aware of and comply with CHS rules and policies as outlined in the student handbook and the Bethel School District Student Rights and Responsibilities.

Art Courses

Art Survey

Culinary Arts I

Leadership Syllabus

ELA Courses

Pre-AP English Language Arts 9

Pre-AP English Language Arts 10 - Pearson

Pre-AP English Language Arts 10 - Martin/Pearson

English 11 - Martin

English 11 - Stugart

English 12

CTE Courses

Career Choices

Digital Photography I

Engineering Essentials

Math Courses

Algebra 1

Advanced Algebra

Geometry

Modeling Our World with Mathematics

Physical Education Courses

Health

Intro to Fitness

Science Courses

Environmental Science A/B

Biology

Social Studies Courses

Civics

US Studies

World History

World Language Courses

Spanish 1A

Spanish 2A & B