Overview of Division V
Mr. Hamilton ~ 2007-2008
Introduction/Philosophy
The Renaissance Academy emphasizes the
development of the individual. Our challenging academic curriculum is
structured to accommodate the individual needs of students; our objective is
to educate the whole person; our desire is to give each student the skills
to become a lifelong learner; our hope is that this will be accomplished
in an enjoyable manner.
Further, we believe that the role of
teachers is not merely to present facts, but to challenge, question, and
encourage that students learn for themselves. As academic mentors, teachers
have continuous contact with the student in class and are available to
provide extra help whenever the student requires it.
The Division V instructor will strive to
integrate content as well as experience into a dynamic learning community.
To this end, the instructor is responsible for the entire curriculum for all
students. We believe strongly that students’ needs are best met through a
coherent, integrated, and responsive curriculum where student help construct
meaning from the curriculum and teachers model the process of investigating,
learning, creating, and finding solutions in all classes.
The middle school student finds him or
herself in a complex and confusing stage of life. We feel it is important
for students to experience a community where people value each other’s
talents, feelings, opinions, beliefs and unique qualities, and where people
help each other discover, develop, and celebrate them. We work hard to
design a program with the flexibility that allows for exploration within a
structured environment—an environment that fosters order, discipline, and
personal responsibility.
Division V is small, caring and safe. Our
students come here because they like it.
Our academic program is based on three
premises:
1. Our students learn best when they
are active participants in learning. “Knowledge is not merely passed on,
it evolves and is created. Learning is a matter of active construction not
merely retention.” J.H. Lounsbury
2. Learning should be a meaningful
experience, enjoyable yet “possessing the optimal level of challenge that
allows the student to win success after difficulty.”
3. Our life skills curriculum is in
place to teach each student the skills necessary for success now, in high
school, and beyond.
Communication
We take pride in the many ways we
communicate with you. The following is a list of the ways, the sources, and
the frequency of our communication with Division V families.
•Division V Newsletter: The
newsletter is created by Ron Hamilton and published electronically and
emailed to Division V families bi-monthly.
•The Renaissance Academy Web Page:
The school web page (www.therenaissanceacademy.org) contains information
not only about Division V, but also the entire school.
•Grade reporting: see section
on evaluations.
•Parent conferences: Division V
teachers meet formally with parents and students two times a year—at the
conclusion of 1st and 3rd quarters. In addition,
mini-conferences may be requested at the conclusion of 2nd and 4th
quarters.
•Office Hours: Due to the
irregular nature of our schedule, parents and students are encouraged to
call Mr Hamilton or Mrs. Harder between 7:00-8:00 P.M.-Mon-Thursday
and 1:00-4:00 P.M. on the weekends. Calls received during the school
day will be returned when the teachers are available to do so.
E-mail is encouraged! divisionv@therenaissanceacademy.org
It is the responsibility of the parent to
inform the teachers of situations that may affect the academic, social, or
emotional well-being of their child (e.g. a death of a pet, illness within
the family, changing residence, or any upset in their routine). It is
essential that we are informed of children on medication and/or in therapy
so that we may support the efficacy of these treatments. Please notify Mr.
Hamilton or the office, in advance, of any scheduled absences or
appointments so we can try to accommodate them with the least possible
disruption of the educational experience.
Academic Expectations
The academic expectations of Division V
focus on excellence. Successful students will be motivated to complete
assignments and create projects that demonstrate their learning. First year
Division V students may expect an increase in academic assignments from
their Division IV experience. For example, homework time will increase and
reading and writing assignments will expand. Second and third Year
Division V students may expect to have additional academic requirements on
specific projects because of their advanced skills. The program is designed
to prepare students in a developmentally appropriate and individualized way
for the optimal acquisition and retention of knowledge and skills.
Accommodations will be made for students
with special needs (large print copies, Alphasmart, laptop, oral assignments
and exams, etc.) as determined through meetings with instructors, the
curriculum coordinator and other specialists. However, our overall goal is
a "No Excuses" policy. Each student needs to develop a plan to complete an
assignment based on using their strengths to help compensate for any
difficulties. This is a choice that a student makes. Teachers and parents
can not make a student want to succeed beyond providing a positive,
encouraging influence.
Academic Standards
As part of a challenging academic program,
Division V has established concrete standards and procedures for academic
performance. The purpose of these standards and procedures is to
acknowledge academic success as well as to assist students who are
encountering academic difficulty. The faculty strongly believes that these
guidelines will allow every student to attain the highest possible level of
academic success.
Letter/Number Grades
and Ranges for Summative Evaluations
A+ = (97-100) B+ =
(87-90) C+ = (77-79) D+ = (67-69)
A = (93-96) B =
(83-86) C = (73-76) D = (63-66) F = (59-0)
A- = (90-92) B- =
(80-82) C- = (70-72) D- = (60-62)
Grade Marking for
Formative Evaluations
In an effort to keep students focused on
learning during the formative phase of each curricular unit, Division V uses
a marking system using a check marking system (√, √+, √-). The standard
check indicates sufficient work. The check minus indicates improvement is
needed and the assignment will require further work in the form of a PC
(“please correct”) opportunity. The check plus indicates that the
assignment has been completed with superlative effort or skill. All of
these marks will be accompanied by written comments describing the teacher’s
opinion of the work and suggestions for future work. Students will track
these marks in the same way they track letter and number grades for
summative assignments.
Academic Performance
Consequence
Overall A-
average Director’s List
with no grade below B
Overall B
average Honor Roll
with no grade below C
2 D’s or 1 F at midterm/pre-final
•Academic Probation for remainder of term
•Academic
Improvement Notice to Parent(s)
•Meeting with
Parent(s)/Teachers
Cumulative term average of C- •Academic
Probation for 1 term
(72%) or
below •Academic Improvement Notice to
Parent(s)
•Meeting with
Parent(s)/Teachers
2 D’s or 1 F at end of term
•Academic Probation for 1 term
•Academic
Improvement Notice to Parent(s)
•Meeting with
Parent(s)/Teachers
Two consecutive terms on
•Academic Probation continued for 1 term
Academic
Probation •Academic Improvement Notice to
Parent(s)
•Meeting with Parent(s)/Teachers/Director or Curriculum Coordinator
Three consecutive terms
on •Letter to Parent(s)
Academic
Probation •Meeting with
Parent(s)/Teachers/Director or Curriculum Coordinator
•Discussion of dismissal
Academic Study Hall:
One-hour session normally held each week, Tuesday-Thursday afternoons, from
3:30-4:30 P.M. (see Study Hall section) Students will go directly from
class to Study Hall.
Academic Probation:
Time period of academic warning where a student is required to attend
Mandatory Academic Study Hall each week. A student’s academic standing will
be reviewed at the end of the probationary period. If the student regains a
cumulative C average with no F and not more than one D, he/she will be
removed from probation.
Academic Dismissal:
Separation from the school for the remainder of the academic year and loss
of all academic credit for that period. To return to The Renaissance
Academy, the student must reapply through the office and be accepted by the
school.
Grade
inflation:
Renaissance Academy believes that a C represents average work. Work that is
completed adequately typically receives a C. To achieve beyond a C, a
student must demonstrate some of the following: creativity (beyond the
obvious), connections to other relevant subjects, graphic input, overall
presentation of work is of superior quality. These efforts may require more
than the 60-90 minute time allotment for homework. Most assignments
receiving letter or number grades will be accompanied by a rubric or scoring
checklist so that students will have knowledge of the specific effort needed
to achieve high rankings.
Academic Study Hall
Academic Study Hall is provided as a
educational tool to assist students with managing their academic
responsibilities. Study hall will be held most weeks from 3:30pm to 4:30pm
on Tuesday-Thursday in the Division IV classroom. Students are expected to
bring and work on academic assignments for the entire one-hour period. Each
study hall session will be supervised by a teacher or administrator. In
order to participate in study hall a student must submit a parent-signed
Study Hall Permission Form. If students sign-up for study hall, they must
do so for an entire term. Each student must also indicate on which days
they will participate. Once a student signs up for study hall, he/she is
required to attend unless a parent signs him/her out of study hall with the
study hall teacher and removes them from study hall. Please note that
parents are asked to pick-up their child promptly at 4:30 PM. Any
students who are not picked up by 4:45 will be admitted to the After Care
program and parents will be billed.
Class work
Students will follow a weekly schedule of
academic activity periods (language arts, social studies, math, foreign
language, science etc.). Academic requirements will be completed using a
variety of groupings and settings including individual work, small team
projects/labs, class instruction/lecture, and field trips. In order to
complete the academic requirements of Division V, students will be required
to use a myriad of resources (textbooks, primary sources, periodicals, the
Internet, etc).
Academic achievement will in large part be
determined by the motivation, determination, and creativity of each
student. Remaining focused and on task will lead to the greatest amount of
productivity and achievement.
Parents are vital components of the support
network that provides encouragement and guidance. Interest by parents in
ongoing projects, classwork, and upcoming field trips is just one way of
expressing support. Information on class activities and field trips is
published in the Division V newsletter.
Homework
Homework is assigned for a variety of
reasons; to further the exploration of the academic subject, to help
students develop time-management skills and self-discipline, and to provide
opportunities to apply knowledge and practice skills taught in the
classroom. Students can expect to complete an average of 60-90 minutes of
homework each night. Homework assignments will also be completed over the
weekend. In addition, graduating students will be expected to manage
long-term assignments that will require time allocation beyond the 60-90
minutes. If students are confused or need assistance with their
assignments, they should first access their classmates to obtain or
clarify information needed for home. Students may also call Ron
Hamilton at 684-7932, between 7:00-8:00 P.M. Mon -Thursday and
1:00-4:00 P.M. on the weekends. Unless it is an emergency, please
restrict calls to these times. Assignments may also be e-mailed to Mr.
Hamilton at divisionv@therenaissanceacademy.org or
hamiltonteachers@gmail.com.
We understand that students, at the
beginning of the year, need time to adjust to new responsibilities and the
homework load. Initially, homework will be minimal and increased gradually
throughout the first quarter. We expect there will be a transition period
as students adjust to the graduated increase in homework responsibilities,
especially for those that are new to the school or first year Division V
students. We do not, however, expect students to spend all of their time
outside of school on their homework. Family time and after-school
activities are also critical to your child's development. The amount of
time we expect a student to spend on homework varies by divisional level.
Although the 60-90 minute guideline is in place, the amount of work
accomplished in the allotted time period varies by many factors.
It is important for the student to
responsibly communicate with teachers about homework and take personal
responsibility for working with an instructor to create a balanced schedule.
Each student will be responsible for
maintaining an Assignment Book/Organizer that is provided by
the school in which they will record their short and long term assignments.
Completing homework assignments on time will lead to more advanced study and
improved evaluations. Both parents and students will benefit from sharing
assignment information. Parents will be more closely connected to Division
V's academics and can support the students in their efforts to complete work
on time.
The most critical aspects of successful
academic work completed at home lies in providing students with three
essential elements:
·
the physical space to
complete assignments
·
the work materials necessary
to complete the assignment
·
the time to complete the
task.
Parents play a vital role in providing
these elements.
Students are responsible for properly
recording assignments, bringing materials and resources from school, and
making their best effort to complete the task. If a student is unable to
complete a task, it is their responsibility to call Mr. Hamilton or to
submit an written explanation of the dilemma to the appropriate work folder
between 8:15-8:30 A.M. These notes will be read as the teacher verifies
daily homework submissions, and a conversation about the issue will occur at
that time.
Late/Missing Assignments
Time management is an important skill to
learn as our Division V students prepare for high school. All assignments
are due in the assignment folders by 8:30 A.M. Students who
are unable to meet a due date are expected to discuss the possibility of an
extension before the due date (by phone or in person). If a student does
not communicate with the teacher and homework is not turned in by 8:30 A.M.,
then the homework is considered late and a note must be submitted in the
appropriate folder. This written documentation of an assignment’s reason
for lateness is very important.
Absence due to illness is an acceptable
excuse for an extension (1 day for each day absent) but will not change the
due date for long-term projects and assignments. If a student does not make
arrangements regarding a late assignment, the following consequences will
occur:
1st Year Division V Students
A deduction of 10% will be made for each
day an assignment is late past its due date.
2nd & 3rd Year Division V Students
A deduction of 10% will be made for an
assignment that is turned in one day late. Any assignment that is turned in
more than one day after the due date will be given a non-graded evaluation
and receive a zero.
"PC" Assignments (Please Correct)
Oftentimes there is a mark of "p.c." and a
date on a returned paper. In these situations, p.c. means "please correct."
Students may make corrections on these assignments and turn them in for more
credit by the date specified. The opportunity to p.c. all work closes a week
before the quarter ends to discourage last minute p.c. binges. Students who
are on track to graduate will lose the opportunity to p.c. after 2nd
quarter. The policy is as follows:
1st Year Division V Students
Students may p.c. an assignment within one
week of the date on the top, if it is scored 80% or less. The maximum score
that assignment may receive is 90%.
2nd and 3rd Year
Division V Students
Students may p.c. an assignment within one
week of the date on the top, if it is scored 85% or less. The maximum score
that assignment may receive is 90%.
Missing Assignments
Missing assignments prohibit the student
from fully participating in the learning process and realizing the benefits
of the learning environment. In many instances, students are assessed on a
body of work that is reviewed at the end of quarter and any missing work
will adversely affect the evaluation of their portfolio. Even though some
assignments do not receive a letter or numerical grade, there is a short and
long term learning benefit to completing all work assigned.
Late/Missing Work Plan
Students with late/missing work are
expected to develop a “plan” for completing their work. These students
must check in with Mr. Hamilton at lunch with their plan. With a
plan, a student may go out for recess if he/she chooses. If a student does
not have a plan, he/she must use recess time to develop and implement a plan
before going outside. Loss of recess time is not intended as a punishment
for missing homework.
Organizational Skills
Time and organizational management are
important skills to learn as our Division V students prepare for high
school. The amount of information given to students increases dramatically,
and students need to develop skills for organizing the material so that they
can improve access and recall. In Division V, students will develop tools
for practicing these skills. Ultimately, our goal is for students to
become independent and organized learners.
Student 3-ring notebooks (1 ½ inch) will be
organized in the following way:
Notebook 1
(Reading, Grammar, and Vocabulary/Spelling, Writing)
Notebook 2
(Math)
Notebook 3
(Science)
Notebook 4
(Social Studies)
Students will record their progress and
achievement in all academic subjects on a Grade Reporting Sheet
(located in each student’s file cabinet). This is designed to help
students track their own progress and thus have more control of their
education. Parents can also use these progress sheets to assess their
child’s progress. Students will receive bonus points for maintaining an
complete grade reporting sheet and organized graded work folders.
Evaluations
Evaluation of student work will be
conducted on a continual basis throughout the year. Students can expect
constructive feedback in oral, written, or numerical form on all
assignments. The goal of this feedback is to further learning and lead to
concept and skill mastery.
Report Cards/IEN
At the end of each quarter,
parents/students will receive Report Cards. In addition,
Individualized Education Narratives (IEN) will also be
distributed at the end of second and fourth quarters. An IEN
specifically outlines the content and assesses the student’s progress in
integrating skills and content during the previous quarters. In addition,
students/parents will receive Mid-Quarter Reports. These
assessments are specifically designed to communicate mid-quarter progress
with parents and students and provide students and parents with feedback so
that they may evaluate and readjust their academic strategies. Parents are
expected to review these assessments with their children and return a signed
copy to school. Students will calculate their own Pre-final grades
(2 weeks before the end of the quarter) and turn in their grade reporting
sheets to be reviewed and signed by the teacher. If the student has
calculated an incorrect grade, the teacher will write the correct grade next
to the students’ calculation. Students are encouraged to discuss with the
teacher any discrepancies that may exit between the grade they calculated
and the teacher's grade book.
Assignment Assessment
Academic averages in specific disciplines
will be determined according to a Total Points System. Each assignment
during the academic quarter will be given a specific point value.
Typically, the following point values are possible:
Homework
10-20 pts. Quiz 20-40 pts.
Lab 30-50 pts. Test 60 - 100 pts.
Special Projects
40-100 pts.
Students will track their academic averages
for each discipline by recording their evaluations on a Grade
Reporting Sheet. A student can determine his/her average by using
the following formula:
Average (%) =
Total Points Earned x 100
Total Points
Possible
Social Expectations
Division V students represent the oldest
group of learners at Renaissance Academy. As the most mature students, they
are expected to be positive leaders and role models for the rest of the
student body. Cooperation, self-control, responsibility, and respect for
oneself and others are personality traits that exemplify a Division V
student. It is important for each student to accept and support the other
students within Division V. Teamwork and cooperation will lead to greater
achievement both individually and collectively.
Behavioral expectations are based upon
respect and safety. Disrespectful behavior such as excluding, ridiculing,
or putting down a classmate will not be accepted. In addition, the use of
inappropriate language (swearing) or negative gestures will not be
accepted. The classroom is a place for learning, and behavior that
interferes with this mission is unacceptable. The display of pictures or
representations related to violent or threatening themes (guns, etc.) is
also unacceptable.
Moreover, Division V students must be
sensitive to their impact on younger students. Walking quietly in hallways,
dressing appropriately (no torn clothes or improper slogans), and including
younger students are examples of how Division V students can demonstrate
their maturity and responsibility. Rewards and privileges are earned by
Division V students for demonstrating their ability to be positive student
leaders. Consequences for inappropriate behavior, on the other hand, are
specifically outlined in the Disciplinary System below.
Ultimately, the safety of each student is paramount, and therefore any
behavior that threatens the safety of a person will be immediately referred
to the Director.
In addition to practicing positive behavior
skills within the school community, students will have the opportunity to
contribute to and learn about the wider Colorado Springs community through
Community Service Learning. Throughout the year we will be
choosing a community service learning project that also complements our
studies and enriches the curriculum. For example, students may complete
projects with local assisted-living centers, environmental organizations,
relief agencies, local historians, or artisans.
Division V students are required to
complete and document a minimum number of Community Service Learning hours
each semester.
1st Year Division V Students
must complete and document 25
hours of Community Service Learning per semester.
2nd and 3rd Year
Division V Students must
complete and document 50 hours of Community Service Learning per semester.
These hours may be completed as part of a
school function or through independent endeavors outside of the school day.
Students will receive assistance developing a plan for completing these
hours as needed.
Disciplinary System
The goal of the disciplinary system is to
insure a safe and respectful community atmosphere that fosters learning at
The Renaissance Academy. Students are encouraged and praised for behavior
that supports our mission to be such a community. The most effective
learning occurs in an environment where behavior is predictable, both in
students and the teacher. To help students understand our mission,
administrators, teachers, and parents will communicate and practice the
social expectations of the school. For behavior that falls outside the
social boundaries of the school, a set of procedures have been developed to
help guide students in the appropriate direction. The process of guiding
students in the proper direction involves the communication of conflict
resolution steps, for most inappropriate behavior arises from either
internal conflict or conflict between individuals. We are committed to
modeling for our students effective conflict resolution measures and our
students must be committed to developing effective coping mechanisms.
Major Offenses
The following offenses are extremely
serious and require the immediate attention of the teacher, the Director and
parents.
1) Physical-verbal attack,
threat or harassment 5) Cheating/plagiarism
2) Destruction of
school/personal property 6) Lying or other acts of dishonesty
3) Theft, stealing, or
borrowing without permission 7) Possession or use of illegal
substances
4) Racist language & swearing 8) Chronic minor offenses
In the event that a student commits a major
offense, they will be immediately sent to the Director and will receive
at least a Third Level Offense consequence as outlined below. The
consequence may be increased at the discretion of the Director. In
addition, when a student commits a minor offense while on Disciplinary
Probation, they will move to the next, more serious level in the
disciplinary consequence system.
Minor Offenses
Typically, minor behavior issues involve
the low-level disruption of the classroom or school learning environment.
Minor behavior that is not acknowledged sometimes evolves into major issues
and therefore all behavior issues, however minor, must be resolved to
insure the most productive and safe classroom environment. Moreover, minor
offenses can monopolize the attention of an instructor and negatively affect
the learning experience of other students. We are, therefore, committed to
developing a school environment where students and teachers understand the
boundaries of behavior and are dedicated to seeking constructive solutions
to conflict rather than raising tension and turmoil. For example, if a
student is making a repetitive noise and is asked to stop, an appropriate
response would be to find an alternative behavior that does not create a
distraction rather than becoming argumentative and uncooperative. A student
who responds cooperatively, seeking a solution, would be praised while a
student who chooses to escalate the conflict would commit a minor
offense. In the table below, you will find additional examples of
destructive and constructive behavior.
Destructive behaviors Constructive
behaviors
• inappropriate noises-loud
tapping or outbursts • excuses oneself, seeks to develop alternative
behavior that does not interrupt class
• interrupting classmates and/or
instructors • politely seeks appropriate opportunity to
contribute
• throwing items across the
room • hands items personally or asks student to come over
• uncooperative,
argumentative • listens and responds with explanation
of problem and possible solutions
Consequences
There will be a consequence for each
behavior that falls outside the social expectations of the school. Whenever
a student’s behavior deviates from our social expectations, the student will
be counseled to assist him/her with making behavior modifications.
Mandatory Community Service is a way that students can give back to the
community in a situation where they have disrupted its harmony. Adults will
make an effort to warn students of inappropriate behavior, however, a
student is responsible for controlling his/her behavior and thus must accept
the consequence of behavior that disrupts the learning environment of the
school without prior verbal warning.
Level
Type of Offense Consequence
1st
Level First Minor Offense Time Out (10 minute), Behavior Notice to
Director and Parents
2nd
Level Second Minor Offense Time Out (30 minute or class
period), Behavior Notice to Director and
within 2 weeks of the first offense Parents
3rd Third Minor Offense Transmittal to Office, Time out (30
minute or class period),
Level within 4 weeks Meeting with
Director/Teacher/Student to create a Behavior Contract
(or) Behavior Notice & Call to Parents
Major
Offense 1 hr. Community Service
Disciplinary Probation - Loss of privileges for 1 week
4th Fourth Minor Offense Transmittal to Office
Level within 6 weeks Minimum 1 day In-School
Suspension
(or) Behavior Notice & Call to Parents
Major
Offense 2 hrs. Community Service
(or)
Meeting with Director/Teacher/Student/Parents to reassess the
Minor offense on Disc.
Probation Behavior Contract
Disciplinary Probation - Loss of privileges for 3 weeks
5th Fifth Minor Offense Transmittal to Office
Level within 8 weeks Minimum 2 day At-Home Suspension
(or) Behavior Notice & Call to Parents
Major
Offense 4 hrs. Community Service
(or) Meeting with Director/Teacher/Student/Parents to consider
dismissal
Minor offense on Disc. Probation Behavior Contract review
Disciplinary Probation - Loss of privileges for 5 weeks
If there are no additional offenses within
the time period indicated above, then any new minor offense results in a 1st
level consequence. A major offense results in a 3rd level
consequence.
Mandatory Community Service:
A one-hour work session to be served from 3:30 pm to 4:30 PM as soon as
possible. The student will be supervised by a faculty member who will
evaluate the performance of the service. If the service is not
satisfactory, then the student will re-serve their community for one hour.
Disciplinary Probation - Loss of Privileges:
Time period where a student has lost the privilege of participating with
classmates in activities like recess, field trips, after-school activities,
etc. The teacher has the discretion to designate activities that the
student may not participate in.
In-School Suspension:
Period of separation from the class in which the student remains in the
office area and does not participate in class activities including lunch.
The student may complete academic assignments given during the in-school
suspension; however, the instructor is not required to provide extra time to
tutor the student.
At-Home Suspension:
Period of separation from school in which the student and parents have the
opportunity to re-evaluate their commitment to their own personal growth and
their contribution to the classroom community. No academic credit will be
given for assignments due during the suspension. However, students are to
complete assignments to prepare themselves for cumulative tests or
assessments later in the term.
Disciplinary Dismissal:
Separation from the school for the remainder of the academic year and loss
of all academic credit for that period. To return to The Renaissance
Academy, the student must reapply through the office and be accepted by the
school.
Curriculum Overview 2007-2008
Writing
The curriculum centers on the Writing
Workshop model where students are provided the space, time and materials to
write. Students will be encouraged to write in a wide variety of genres and
formats during the school year. Throughout the writing curriculum students
will develop writing skills: proofreading, editing, rewriting, and
publishing. Writing will be edited and evaluated through a portfolio
system.
Vocabulary
Textbook (American Heritage Dictionary,
Advanced Thesaurus)
The curriculum for 2007-2008 will be
centered on the expansion of vocabulary and spelling through introduction,
practice, and use of words from our study of Indo-European Root word
families, as well as supplementary words from social studies, science, and
math. Students will also pursue the study of etymology by becoming Word
Hunters.
Reading
The curriculum centers on the Reading
Workshop model where students are provided the space, time and materials to
read. Students will be encouraged to read a wide variety of literature
during the school year. In addition, students will be required to read
specific books related to a content area and to participate in a book group
style discussion of their reading. The class will visit the local library
frequently to search for new reading materials. All students are required
to have a personal library card. Students may not use another person’s
library card. Materials checked out during school must be for school
assignments, unless specific permission is granted by the instructor.
Although systems are in place to help students return library materials in a
timely manner, students and parents are ultimately responsible for making
sure that library materials are re-checked or returned in order to avoid
late fees. The student assumes all responsibility for lost library
materials.
Grammar
Textbook (selected readings English
Workshop, Warriner; Warriner’s English Grammar and Composition,
Warriner; Practice Exercises in Basic English, Continental Press)
The curriculum for 2007-2008 will be a
review of the elements of grammar with an emphasis on their most effective
application.
Mathematics
Textbook (Pre-Algebra, Glencoe;
Algebra 1 & 2, Glencoe; Geometry, Glencoe)
The curriculum for 2007-2008 will cover
Pre-Algebra, Algebra I, Geometry and as advanced as Algebra II, depending
upon each student’s level of advancement. The graphing calculator will also
be introduced as a mathematical and scientific tool.
Social Studies
The curriculum for
2007-2008 will be a study of Early Humans and Ancient Civilizations,
covering world geography, evolution, migration, the processes of
archeological and sociological discovery, lasting cultural developments, and
the influence and interrelation of periods in human history.
Science
The curriculum for 2007-2008 will
concentrate on chemistry and physics. During this course, projects,
demonstrations, and classroom experimentation will be emphasized. Moreover,
science will be integrated into the other curricular areas.
Resource Classes
Students will participate in resource
classes during the week in the following areas. Exemption from any of these
classes includes a formal procedure and the recommendation of a community
professional (i.e. medical doctor, clinician, educational specialist, etc.).
Drama Physical Education
Spanish
Art Computer
