Download High - North Carolina Public Schools

APPENDIX A
Evidence of Need
In 2011-2012, the percentage of North Carolina public schools meeting and or exceeding their academic growth
goals decreased from 81.4% to 79.5%, and 46.2% of all schools that met all of their Annual Measurable Objectives
(AMO). In grades 3-8, 67.5% of students were considered at or above the proficient level in reading and
1
mathematics. Although North Carolina has made significant progress is closing the achievement gap as well as
increasing the high school graduation rate, there is clearly still a need for good educational options. In a world
increasingly driven and supported by technology and the Internet, we need school options that can provide our
children and our students with opportunities to learn about, become acquainted with, and master technological
applications. North Carolina has taken encouraging steps to promote online education, as seen through the State
Board of Education’s direction to the North Carolina Virtual Public School to develop a plan “requiring each student
in North Carolina to successfully complete a teacher-led online course before they graduate beginning with the
2
class of 2020.” A fully virtual public school option like NCVA can provide students with the unique, individualized
learning opportunities, the meaningful parent/teacher involvement, the continuous assessment of learning
st
growth, and the 21 century skills they need to achieve success.
Across the country, more students are taking online and blended courses than ever before. Keeping Pace, a report
published for the past ten years, in part sponsored by iNACOL (International Association for K–12 Online Learning),
and recognized for its timely online education policy information, estimates 310,000 students attended fully online
schools in SY 2012-2013. Keeping Pace recognizes 31 states including Washington DC with at least one fully online
statewide school. The report goes state by state across the country reporting on the “state” of online learning in
each one. About North Carolina, the report establishes, “there are no fully virtual online schools although the State
3
Board of Education has approved procedures for the operation of virtual charter schools.”
North Carolina has a tremendous history with Charter schools and providing public school choice to families.
However, all of the current charter schools and the traditional public schools limit enrollment to geography for
parents/students in making their public school choice. Providing a charter school within the state of North
Carolina that overcomes the boundaries of location will open up the public school choice option for many more
families and students. Now the choice for families is focused on what learning environment works best for their
child. Never before in the state has there been such freedom for parents to make this type of choice. Public school
choice was still bound by location and the parents or the district’s ability to transport the child to the location. By
having a virtual charter school choice, the boundaries that location and transportation bind public school choice
has lifted. The demand that our partner, K12, has seen through the nearly 50,000 inquiries from North Carolina
families between October 2012 and October 2013 is astounding and proves that parents are asking for a new
choice in public education in their state (see Map of Inquiries below). Based on K12’s experience with the rate of
1
Public Schools of North Carolina. “Students and Achievement.” Retrived from
http://www.ncpublicschools.org/quickfacts/students/
2
Evergreen Education Group. (2013). Keeping pace with K-12 Online and Blended Learning. Retrieved from
http://kpk12.com/
3
Ibid
A-1
enrollments which actually result from inquiries and the rate of enrollment growth each year the school is in
operation, we conservatively projected a first year enrollment of 2,750 K-10 students. Our partner, K12, indicates
that North Carolina student population counts and inquiries of interest as presented in the data in the application
should be ample to generate the enrollments proposed. K12’s experience is also that the demographics of the
inquiring families typically mirror the demographics of the locality from which they come.
Any student residing in North Carolina in the appropriate grade will be eligible to attend NCVA subject to space
limitations, including students from diverse backgrounds such as students with disabilities, students who are
struggling academically and in need of an alternative choice for their public school education, gifted and talented
students and students pursuing significant athletic or artistic pursuits in need of a flexible environment. We
believe students will choose NCVA for a variety of reasons including but not limited to: flexible schedule, relief
from an environment of bullying, relief from an environment that intensifies student anxiety, a placement for
students with medical needs that impact their ability to attend school, more individualized learning opportunities,
parents wanting a more active role in their child’s education, more robust course offerings for rural students,
students working at their own pace, etc. According to the 2013 Keeping Pace report, in North Carolina “no virtual
charter schools – or other fully online options – are available” as of this school year. A fully virtual public school
option like NCVA is critical to meet the different needs of students all over North Carolina.
We have estimated that our “at risk” school population will be approximately 50% and require an intervention
model to be included as a part of their Individual Learning Plan. Our plan to meet the requirement to serve them is
student-centered--looking at each student as an individual and matching teaching methods to individual learning
styles and student performance. It is based on K12’s National Instructional Model (NIM) plus an intervention plan
which adds the support of our certified teachers online and, as needed, face-to-face at local physical spaces for
remediation. Student services such as guidance counseling, diagnostic achievement testing, health services, college
and career counseling, coordinated with a detailed instructional model and intensive academic intervention
programs will be part of our approach.
NCVA will have no restrictions upon enrolling students with any type of disability, regardless of the severity of that
disability once they submit all required general education documents for enrollment. Based on North Carolina
state averages, we have assumed the following proportions of NCVA students enrolled in Year 1 (2015-2016): 13%
Special Education SWD, 12% Gifted (AIG), and 4% ELL.
Career Pathways
st
Training a prepared and educated workforce with 21 century knowledge and skills is the key to a successful and
productive economy and society. NCVA will provide a Career Pathways program designed to achieve high
academic performance that meets rigorous academic standards as well as prepares all North Carolina students for
college, career, and citizenship by providing them with the vision, motivation, and the practical and technical skills
they need in a rapidly changing workplace and society. NCVA’s Career Pathways program is based on the national
Career Cluster model designed by the National Association of State Directors of Career Technical Education
Consortium. Each pathway is designed to accommodate a student’s specific career interests and capabilities,
provide an individualized academic experience, and transition a student smoothly into a career or a postsecondary
education. NCVA students who choose to be a part of the Career Pathways program benefit from a comprehensive
system of education that enables both academic and applied learning based on individualized learning plans,
exploratory, foundational and advanced level Career Pathways courses, concurrent enrollment and dual credit
options, internships and mentorships, community, post-secondary, enterprise and organizational partnerships,
ultimately resulting in college and career readiness and the highest achievement standards. To read a full
A-2
description of the Career Pathways program, please refer to Section III. Education Plan.
NC Inquiries by County
County
State
Inquiry Total Oct 2011 – Oct 2013
Mecklenburg County
NC
5457
Wake County
NC
4263
Cumberland County
NC
2783
Guilford County
NC
2351
Forsyth County
NC
1761
Durham County
NC
1246
Gaston County
NC
1116
Onslow County
NC
1063
Buncombe County
NC
1028
Cabarrus County
NC
1002
Union County
NC
993
Robeson County
NC
982
Pitt County
NC
930
Johnston County
NC
850
Davidson County
NC
839
New Hanover County
NC
801
Iredell County
NC
793
Randolph County
NC
759
Harnett County
NC
738
Rowan County
NC
726
Catawba County
NC
723
A-3
Alamance County
NC
708
Wayne County
NC
664
Nash County
NC
592
Rockingham County
NC
575
Craven County
NC
560
Brunswick County
NC
557
Wilson County
NC
497
Henderson County
NC
495
Cleveland County
NC
491
Orange County
NC
417
Surry County
NC
390
Lee County
NC
373
Carteret County
NC
373
Hoke County
NC
365
Lincoln County
NC
361
Wilkes County
NC
350
Franklin County
NC
348
Moore County
NC
340
Caldwell County
NC
340
Sampson County
NC
336
Halifax County
NC
336
Columbus County
NC
323
Vance County
NC
314
Edgecombe County
NC
311
Burke County
NC
306
Lenoir County
NC
292
Stanly County
NC
285
Granville County
NC
279
Haywood County
NC
276
Rutherford County
NC
270
Pasquotank County
NC
266
Duplin County
NC
263
Pender County
NC
259
Beaufort County
NC
253
McDowell County
NC
251
Person County
NC
241
Richmond County
NC
240
Stokes County
NC
222
Scotland County
NC
218
Bladen County
NC
186
Alexander County
NC
172
Yadkin County
NC
171
Macon County
NC
170
A-4
Dare County
NC
170
Watauga County
NC
155
Davie County
NC
155
Chatham County
NC
150
Martin County
NC
140
Ashe County
NC
138
Transylvania County
NC
136
Anson County
NC
135
Jackson County
NC
133
Cherokee County
NC
123
Northampton County
NC
122
Hertford County
NC
119
Madison County
NC
115
Washington County
NC
101
Montgomery County
NC
97
Currituck County
NC
96
Warren County
NC
87
Bertie County
NC
86
Caswell County
NC
85
Perquimans County
NC
81
Swain County
NC
76
Greene County
NC
69
Yancey County
NC
67
Mitchell County
NC
66
Polk County
NC
64
Gates County
NC
58
Pamlico County
NC
57
Chowan County
NC
55
Clay County
NC
51
Avery County
NC
51
Camden County
NC
47
Graham County
NC
44
Alleghany County
NC
35
Jones County
NC
34
Hyde County
NC
31
Tyrrell County
NC
20
A-5
APPENDIX B
Proposed Curriculum Outlines
B – Elementary Grades K – 5
B1 – Middle Grades 6 – 8
B2 – High School Grades 9 – 12
B3 – High School 9 – 12 Core Content and Electives
B-1
APPENDIX B
Proposed Curriculum Outlines
B Elementary Grades K - 5
B-1 Middle Grades 6 - 8
Traditional K-8 Curriculum Path
Grade Level
Kindergarten
1st
2nd
3rd
4th
Language Arts
Language Arts / Phonics
Language Arts / Phonics
Language Arts
Language Arts
Language Arts
Math
Math+K
Math+1
Math+2
Math+3
Math+4
Science
Science K
Science 1
Science 2
Science 3
Science 4
Social Studies
History K
History 1
History 2
History 3
History 4
5th
Math+5
Math 6 or Fundamentals of
Geometry and Algebra
Science 5
History 5
Science 6
7th
Language Arts
Language Arts 6th or Intermediate
English A
Language Arts 7th or Intermediate
English B
Math 7 or Pre-Algebra
8th
Language Arts 8th
Algebra I or Geometry
6th
Music
Preparatory Music
Beginning 1 Music
Beginning 2 Music
Introduction to Music
Intermediate 1 Music
History 6
Art
Art K
Art 1
Art 2
Art 3
Art 4
Intermediate Art/ American
A
Intermediate Art/ American
B
Science 7
History 7
Intermediate Art/World A
Music Concepts A
Science 8
History 8
Intermediate Art/World B
Music Concepts B
Intermediate 2 Music
Intermediate 3 Music
B-2
APPENDIX B
Proposed Curriculum Outlines
B2 - High School 9 - 12
Sample High School Curriculum Path
Elective Requirement #11 credit Health /Physical
Education and 2 credits
CTE or Arts or World
Language
Grade Level
Language Arts
9th
English Literature and
Composition I
Algebra I
Physical Science
10th
English Literature and
Composition II
Geometry
Biology
11th
American Literature and
Language or AP English
Language and Composition
Algebra II
Environmental Science
or AP Environmental
Science
Modern U.S. History
British and World Literature
and Language or AP English
Literature and Composition
U.S. Government and
Choice of 4th year Math Choice of 4th year
Politics and U.S. and
including: PreScience including:
Global Economics or
Calculus/Trigonometry or Physics, Earth Science, AP Government /AP
Probability and Statistics Chemistry, or AP
Macroeconomics or
Choice of any elective
or Consumer Math
Biology or Chemistry Microeconomics
course
12th
Math
Science
Social Studies
Physical Education or Skills
for Health/Nutrition and
Wellness
World History
Introduction to
U.S. History or AP U.S. Entrepreneurship OR Fine
Arts or Spanish I
History
Elective Requirement #2- 4
credits electives CTE, Arts, or
other subject areas (examples
below in CTE and Social
Studies area)
Sociology or Digital Arts I/II
Psychology/Anthropology or
Image Design and
Editing/Web Design
Introduction to Marketing Contemporary World Issues
or Music Appreciation or or Game Design/Flash Game
Spanish II
Development
Modern World Studies or AP
European History or AP World
History or 3D Art I/II
B-3
APPENDIX B
Scope and Sequence
Elementary
Middle School
High School
B-4
Course Scope & Sequence
Language Arts 1
Course Overview | Course Outline | Number of Lessons and Scheduling | materials |
COURSE OVERVIEW
In this course, students get structured lessons on reading skills, language skills, and literature to
help develop comprehension, build vocabulary, and promote a lifelong interest in reading.
PHONICS
Using magnetized letter tiles and multisensory activities, the advanced PhonicsWorks program
builds decoding skills and helps students become confident, independent readers. Handwriting
Without Tears focuses on careful practice at a pace that matches your student's development of
fine motor skills.
LANGUAGE SKILLS
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Composition—Students progress from writing words and sentences to writing a
paragraph
Grammar, Usage, and Mechanics—Students learn basic rules of usage, as well as
sentence structure and types, parts of speech, punctuation, and capitalization
Primary Analogies—Students develop test-taking and critical thinking skills as they
connect words and ideas
Public Speaking—Reciting a poem or reading a literary passage helps students learn to
address a group confidently
LITERATURE
Literature lessons focus on classic folktales, fairy tales, fables, and poetry, such as "The Elves
and the Shoemaker," "The Lion and the Mouse," and "The Tortoise and the Hare." Read-aloud
and guided reading lessons help students apply and extend the skills introduced in Phonics.
COURSE OUTLINE
PHONICS
Introduction to Advanced Phonics
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Review Letters and Vowel Sounds
Introducing Ending Blends
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Ending Consonant Blends nd, ft, lk, and ct
Ending Consonant Blends lp and lt
Ending Consonant Blends mp and sp
Ending Consonant Blends sk, st, nt, and nch
Review Ending Blends sk, st, nt, and nch
Introducing Beginning Blends
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owned by third parties.
B-5
Course Scope & Sequence
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Beginning Blends bl, cl, fl, gl, pl, and sl
Review Blends bl, cl, fl, gl, pl, and sl
Blends br, cr, dr, fr, gr, pr, and tr
Digraph Blends shr and thr
Blends sc, sp, st, sw, sk, sm, sn, and tw
Blends spr, str, squ, scr, and spl
More Advanced Phonics
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Words Ending in ank, ink, onk, and unk
Words Ending in ang, ing, ong, and ung
Blends, Digraphs, and Ending Sounds
Long Vowel Sounds
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Long Vowel Sounds for a, i, o, and u
Long u
Blends and Super e
Building on Advanced Phonics
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Contractions and Another Sound for s
Two-Syllable Words and the schwa Sound
ck and ed
le and ph
c, g, and dge
Mastering Long Vowel Sounds
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Long a
Long i
Long o
Long e
Long u
Double o
Long Vowels and Double o
Mastering Advanced Phonics
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er, ir, ur, and –ear
Short e Spelled ea
oi and oy
au and aw
ou and ow
ow, as in grow
LITERATURE AND LANGUAGE SKILLS
Read Aloud
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owned by third parties.
B-6
Course Scope & Sequence
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Listen to and discuss literature read aloud from a variety of genres
Recall details of a story read aloud
Sequence events from a story read aloud
Ask and respond to questions about the text
Predict what will happen next in stories
Junior Great Books
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Listen attentively for different ideas and details
Support opinions with reasoning and evidence, citing specific passages from the text
Build vocabulary through exposure to rich literary language
Understand and appreciate literature through writing, dramatization, and art activities
Poetry
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Listen to, memorize, and recite poetry from classical and contemporary authors
Identify words that rhyme
Make up original rhymes
Write simple rhyming poems
Grammar/Usage/Mechanics
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Demonstrate knowledge of the mechanics of language in written work
Identify and use effective sentence construction in speech and writing
Identify nouns, verbs, and adjectives in sentences
Analogies
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Solve and create analogies
Make connections and use information and skills to identify relationships
Composition
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Use prewriting strategies
Compose paragraphs that follow the conventions of mechanics and usage
Write for a variety of purposes and audiences, for example, friendly letters, invitations,
personal narratives, and brief book reports
Shared Reading
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Begin to use decoding strategies with texts beyond decodable readers
Ask and respond to questions about the text
Predict what will happen next in stories
Guided Reading
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Discuss literature from a variety of genres
Discuss main idea, plot, cause and effect, and characters
Relate stories to personal experience
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owned by third parties.
B-7
Course Scope & Sequence
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Make predictions about what will happen next and why
Recall and retell a story
HANDWRITING
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Write legibly when printing uppercase and lowercase letters on standard-ruled paper
Write legibly and with proper spacing when printing words and sentences
Copy sentences neatly and accurately
NUMBER OF LESSONS AND SCHEDULING
120 minutes
Total Lessons: 180
MATERIALS
Standard Curriculum Items
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Printing Grade 1 Teacher's Guide by Jan Z. Olsen
Printed Alphabet Desk Strips
Wide Double Line Paper
EPS Primary Analogies, Book 1
Junior Great Books, Sun Series, Vol. 1-3
Junior Great Books, Pegasus Series, Vol. 1-3
Listen, my Children: Poems for First Grade (Core Knowledge Foundation)
Classics for Young Readers Vol. 1
Ready... Set... Read! The Beginning Reader's Treasury, compiled by Joanna Cole and
Stephanie Calmenson
Weather, a book of poems selected by Lee Bennett Hopkins
My Printing Book, 2008 edition
Basic Phonics Kit
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Beginning Phonics Flash Cards
Dry Board Eraser
Black Dry-Erase Marker
Blue Dry-Erase Marker
Magnetic Board (new version)
Phonics Reader, Volumes 1-9
Small Dry Erase Board
Phonics Basic 3-Ring Binder
Magnetic Pages with Basic Tile Set
Folding Magnetic Board
Phonics DVD
Advanced Phonics Kit

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Advanced Phonics Flash Cards
Phonics Reader, Volumes 10-20
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owned by third parties.
B-8
Course Scope & Sequence
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Phonics Reader, Volumes 21-30
Magnetic Pages with Advanced Tile Set
Phonics Advanced Portfolio
Phonics Advanced 3-Ring Binder
Additional Curriculum Items
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Mrs. Piggle-Wiggle by Betty MacDonald (1957; HarperCollins, 1978)
Sylvester and the Magic Pebble by William Steig (Simon & Schuster, 1969)
Bedtime for Frances by Russell Hoban (1960; HarperCollins, 1995)
Danny and the Dinosaur by Syd Hoff (1958; HarperCollins, 1993)
A Picture for Harold's Room by Crockett Johnson (1960; HarperCollins, 1985)
Frog and Toad Are Friends by Arnold Lobel (1970; HarperCollins, 1979)
Owl at Home by Arnold Lobel (1975; HarperCollins, 1982)
Little Bear by Else Holmelund Minarik (1957; HarperCollins, 1978)
No Fighting, No Biting by Else Holmelund Minarik (1958; HarperCollins, 198)
Amelia Bedelia by Peggy Parish (1963; HarperCollins, 1992)
Who Will Be My Friends? by Syd Hoff (1960; HarperCollins, 1985)
And I Mean it, Stanley! by Crosby Bonsall (1974; HarperCollins, 1984)
Harry and the Lady Next Door by Gene Zion (1960; HarperCollins, 1978)
The First Thanksgiving by Linda Hayward (Random House, 1990)
Winnie-the-Pooh by A.A. Milne (1926; Penguin, 1992)
Tales of Amanda Pig by Jean Van Leeuwen (Penguin, 1983)
The Legend of the Bluebonnet by Tome dePaola (1983; Putnam, 1996)
NOTE: List subject to change
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owned by third parties.
B-9
Course Scope & Sequence
Math+ 1 (Green)
Course Overview | Course Outline | Number of Lessons and Scheduling | materials |
COURSE OVERVIEW
This research-based course focuses on computational fluency, conceptual understanding, and
problem-solving. The engaging course features new graphics, learning tools, and games;
adaptive activities that help struggling students master concepts and skills before moving on; and
more support for Learning Coaches to guide their students to success. This course for students in
Grade 1 extends their work with place value to numbers through 100, emphasizing fluency of
addition and subtraction facts, and focusing on number sentences and problem solving with
addition and subtraction. Students begin work with money, telling time, ordering events, and
measuring length, weight, and capacity with non-standard units. Students identify attributes of
geometric figures and also extend their work with patterns and data, including representing and
comparing data.
COURSE OUTLINE
SEMESTER 1
Unit 1: Read, Write, Count, and Compare Numbers
This unit focuses on counting, comparing, and ordering numbers. Students explore reading and
writing whole numbers, which prepares them to later add and subtract numbers. The skill of skip
counting by 2s, 5s, and 10s assist students in comparing and ordering numbers. Skip counting
also serves as an important introduction to number patterns as a first step to learning algebraic
concepts.
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Numbers Through 50
Write Numerals Through 50
Count by 10s and 5s Through 50
Count by 2s Through 50
Numbers Through 100
Write Numerals Through 100
Count by 10s and 5s Through 100
Count by 2s Through 100
Compare Numbers Through 100
Order Numbers Through 100
Unit 2: Time and Position
Students learn about the hour hand and how to tell time to the nearest hour. Then they learn
about the minute hand and how to tell time to the nearest half hour. They learn to identify when it
is exactly, a little before, or a little after the hour and the half hour, and to draw these scenarios on
a clock. Then students relate time to events, and compare events by how long they take to
complete and by the order in which they occur. Students learn to compare, arrange, and describe
the position of objects using words such as up, down, behind, in front of, next to, to the left
of,>/em> and to the right of.
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owned by third parties.
B-10
Course Scope & Sequence
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Time to the Nearest Hour
Time to the Nearest Half Hour
About Time
Arrange and Describe Position
Use Direction Words
Unit 3: Introduction to Addition
The concept of part-part-whole is foundational to many topics in math from addition and
subtraction to measurement and geometry. Students learn that the meaning of addition is putting
together groups of objects, and that the order in which groups are added does not affect the sum.
They use sketches, counting chips, and snap blocks to model addition problems, learning that
addition is combining, or putting together, groups of objects. They are introduced to the plus sign
(+) and the equals sign (=) and learn how to write number sentences using numbers, the plus
sign, and the equals sign.
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Model Addition
Add in any Order
The Plus Symbol
The Equals Symbol
Number Sentences: The Equals Symbol
Unit 4: Addition Facts for Sums Through 12
Students begin by learning different ways to add numbers to make 8, and what happens when
adding 0. Students then learn the addition facts for sums through 8, and then sums through 12.
They use online and offline flash cards and other activities to help them develop automatic recall,
and they complete a chart to document their progress.
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Facts Through 8
Sums Through 8
About Time
Facts Through 12
Sums Through 12
Unit 5: Addition Facts for Sums Through 20
Students review addition facts with sums through 12 and learn the remaining facts through 16.
Then they continue to learn addition facts through 20. Students use online and offline flash cards
and other materials and tools to help them develop automatic recall. They complete a chart to
document their progress.
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Facts Through 16
Sums Through 16
Facts Through 20
Sums Through 20
Unit 6: Addition Strategies
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B-11
Course Scope & Sequence
Students learn to find one more than and ten more than another number. They practice finding
one more and ten more using hundred charts and number lines. This leads to learning how to add
two numbers by counting on. Students use counting chips and number lines to assist with
counting on to add. They learn that counting on from the greater number is easier than counting
on from the lesser number. Students are introduced to the associative property, learning that they
can group three numbers in different ways to make it easier to find their sum. Finally, students
use the various addition strategies they have learned—counting on, using doubles, using
memorized facts and similar facts, and grouping to solve addition problems with sums through 30.

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One More, 10 More
Count On to Add
Different Ways to Add
Grouping to Add
Grouping Addends
Unit 7: Addition Number Sentences
Students identify and practice showing numbers in various ways—with models, sketches, and
with addition expressions. They then represent equivalent forms of the same number in multiple
ways. Students use a balance to help identify equivalent forms of a number, including two
addition expressions that are equal. Then they find a missing number in an addition sentence
using the balance. They identify missing sums and missing addends, using the balance and snap
cubes as tools. They learn that you can add two numbers in any order and the sum will not
change. They explore this property with balance snap cubes, then use this knowledge to find
missing addends in number sentences with addition expressions on each side.
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Different Forms of Numbers
Ways to Show Numbers
Missing Numbers in Addition
Missing Numbers in Addition Sentences
Unit 8: Introduction to Subtraction
Students learn that subtraction means to take away, and they demonstrate the meaning of
subtraction by taking away objects. They learn that when they subtract, the number that is left is
the difference. They learn the meaning of the minus symbol (-) and review the meaning of the
equals symbol (=) so they can read and write subtraction sentences. Students explore the
relationship between addition and subtraction, learning that they are opposite operations. They
demonstrate the opposite operations with objects and drawings. They learn that subtraction is not
commutative, and that subtracting zero from a given number results in a difference of the original
number. Students then learn about using subtraction in comparing numbers, which allows them to
find how much greater or lesser a number is than another number. They use pairing, modeling,
and drawings to compare numbers.
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Understand Subtraction
The Minus Symbol
Equal Expressions
More Equal Expressions
Put Together, Take Away
Order and Zero in Subtraction
Subtract to Compare
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owned by third parties.
B-12
Course Scope & Sequence

Use Pairs to Subtract
Unit 9: Subtraction Facts Through 20
Students explore different strategies to solve subtraction problems with minuends through 20,
including using models, counting back, using patterns, and using addition facts and fact families.
They practice the subtraction facts, working toward automatic recall: first through 12, then through
16, and finally through 20.
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Subtraction Facts Through 8
Relate Addition and Subtraction
Subtraction Facts Through 12
Count Back Subtraction Facts
Subtraction Facts Through 16
Facts Using Subtraction
Subtraction through 20
All the Subtraction Facts
Unit 10: Subtraction Strategies
Students learn various strategies to use in solving subtraction problems. They start by learning
how to find one less than and 10 less than a given number. Then students use hundred charts
and number lines to count back, use counting chips to model subtraction, and use facts that they
know to help them find differences.
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One Less, Ten Less
Counting Back and Other Strategies
Use Strategies to Subtract
Unit 11: Semester Review and Checkpoin
SEMESTER 2
Unit 12: Subtraction Number Sentences
Students model and draw the same number in different ways. They also write different
expressions for the same number. They use various strategies to find the missing number in a
subtraction number sentence. The missing number may be a difference or a subtrahend.
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Same Number Different Ways
Represent Numbers Different Ways
Missing Parts in Subtraction Sentences
Subtract with Missing Numbers
Unit 13: Money and Measurement
Students recognize, identify by name, and learn the value of pennies, nickel, dimes, and quarters.
They identify how many of a named coin are in a group and learn to find the value of a group of
one type of coin. They identify groups of coins that have the same value. Although the coin
names are shown on the screen, students are required to read the coin names. Students learn to
measure with nonstandard units and to compare length, weight, capacity, and volume.
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owned by third parties.
B-13
Course Scope & Sequence
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Coins
Identify Coins
Equal Money Amounts
Measure and Compare Length
Weight
Capacity and Volume
Unit 14: Place Value, Addition, and Subtraction
In this unit, students learn about place value through 100. They learn how to count and group
objects in tens and ones, how to estimate quantities and number of objects, and how to use base10 blocks to model and write a two-digit number as tens and ones. Students model two-digit
numbers different ways as an introduction to regrouping tens as ones and ones as tens. Students
apply regrouping to add and subtract with sums and minuends through 100. Students learn
several addition and subtraction strategies to help them find sums and differences of two-digit
numbers.
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Tens, Ones, and Estimation
Place Value
Represent Numbers
Place Value for Numbers
Model Numbers Different Ways
Use Objects to Add
Use Sketches to Add
Addition with Sums through 100
Different Ways to Add
Use Objects to Subtract
Use Sketches to Subtract
Subtraction with Regrouping
More Subtraction with Regrouping
Different Ways to Subtract
Add and Subtract
Unit 15: Add or Subtract: Problem Solving
Students solve story problems about the number of stars on the US flag. They learn that as we
added states to our country, we added stars to the flag. They use base-10 blocks, models, or
sketches to solve addition and subtraction story problems. Students work with the concept of
parts and total, how to recognize a problem in which amounts are combined, and that they can
use subtraction to solve a problem in which one part and the total are given and the other part is
missing. Students solve combine problems in which the total is missing as well as problems in
which a part is missing.
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Adding Stars to the Flag
Compare and Change Stories
Story Problems to 100
Part, Part, Total Problems
Problems with Parts and Total
More Exploration with Combine Story Problems
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owned by third parties.
B-14
Course Scope & Sequence
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Change Problems
Missing Numbers in Story Problems
More Exploration with Solving Change Word Problems
More Exploration with Solving Change Word Problems
Comparison Story Problems
Story Problems that Compare
More Exploration with Compare Story Problems
Unit 16: Add or Subtract: More Problem Solving
IStudents check the accuracy of an answer to a word problem, look at two word problems to see
how they are similar, and use a problem and its solution to solve a similar problem. They learn
about creating story problems that represent number sentences.
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Equalize Story Problems
Make Them Equal
More Story Problems
Explore Number Sentences
Number Sentences
Write and Solve Number Sentences
Check Your Answers
Explain Solution Strategies
Justify Selected Procedures
Justify Different Solutions
Story Problems That Are Alike
Write Story Problems
Unit 17: Geometric Figures, Data, and Attributes
This unit focuses on shape, color, size, and number patterns. Students identify and describe
plane shapes and compare them to the faces of solid figures. They demonstrate taking apart and
putting together shapes to make other shapes. They learn how to recognize and describe the
pattern core and then extend the pattern. Students identify what the shapes in a given group have
in common, sort objects by common attributes, and represent and compare data in a tally chart.
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Plane Figures
Put Together and Take Apart Shapes
Group Shapes Different Ways
Classify Objects and Data
Patterns
Tally Charts and Bar Graphs
Data in Pictures and Graphs
Unit 18: Semester Review and Checkpoint
NUMBER OF LESSONS AND SCHEDULING
60 minutes
Total Lessons:
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owned by third parties.
B-15
Course Scope & Sequence
MATERIALS
Standard Curriculum Items
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activity book
K¹² custom block set
lesson guide book
base-10 blocks set
place-value mat
items easily found in a typical home
NOTE: List subject to change
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owned by third parties.
B-16
Course Scope & Sequence
Science 2
Course Overview | Course Outline | Number of Lessons and Scheduling | materials |
COURSE OVERVIEW
Students perform experiments to develop skills of observation and analysis, and learn how
scientists understand the world. They demonstrate how pulleys lift heavy objects, make a
temporary magnet and test its strength, and analyze the parts of a flower. Students will explore
topics such as:
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Metric System—liters and kilograms, and how scientists use them
Force—motion and simple machines; physicist Isaac Newton
Magnetism—magnetic poles and fields; how a compass works
Sound—how sounds are made; inventor Alexander Graham Bell
Human Body—cells; the digestive system
Geology—layers of the earth; kinds of rocks; weathering; geologist Florence Bascom
Life Cycles—plants and animals
COURSE OUTLINE
Metrics and Measurements
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Measure length, mass, weight, temperature, and liquid volume using a metric ruler, a
balance, a spring scale, a thermometer, and a graduated cylinder,and then express those
measurements in standard metric units of centimeters, grams, newtons, degrees Celsius,
and milliliters
Distinguish the difference between mass and weight
Recognize some common equivalencies within the metric system such as 1,000 milliliters
in 1 liter, 100 centimeters in 1 meter, and 1,000 grams in 1 kilogram
Identify the boiling and freezing points of water and the average body temperature in
degrees Celsius and compare them with points on the Fahrenheit scale
Use the scientific method to ask questions, make hypotheses, collect data, analyze
results, and formulate conclusions
Forces and Motion
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Demonstrate that a force is a push or a pull that can make an object move; an object
changes position when moved; and the size of the change is related to the strength, or
the amount of force, of the push or pull
Determine that moving heavy objects requires more force than moving light objects
Observe how the force of friction affects the movement of objects, know that friction
works in the direction opposite the motion to slow down or stop sliding objects, and know
that friction occurs whenever two types of matter move against each other
Identify gravity as the force that causes all things to fall toward the Earth
Observe that gravity makes objects fall at the same rate
Observe that when an object falls, the force of friction pushes the object upward as the
force of gravity pulls it downward; all objects experience friction when they fall; and
shapes with large surfaces are most affected by friction
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owned by third parties.
B-17
Course Scope & Sequence
Simple Machines
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Explain how machines make work easier
Explain that wheels help reduce friction by allowing surfaces to roll instead of slide
Categorize common objects such as a lever, inclined plane, wedge, wheel and axle,
pulley, and screw
Demonstrate how force is transferred between a wheel and an axle
Use moveable and fixed pulleys to lift loads
Demonstrate that it takes less force to pull a load up an inclined plane than it does to lift
the load to the same height, but the load must travel a longer distance
Magnetism
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Observe that you can use magnets to make some objects move without touching them
State that magnets have two poles (north and south) and that similar poles repel each
other and opposite poles attract each other
Observe that magnets are strongest at the poles, and compare relative strengths of
magnets
Construct a temporary magnet and observe its magnetic properties
Recognize that the earth is a large magnet, with magnetic poles and fields
Observe that the north-seeking pole of a bar magnet points to the north
Recognize that the true north (the geographic North Pole) and the magnetic north pole
are close to, but not exactly at, the same location
Construct and use a compass to locate directions
Sounds Around Us
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Describe the sounds that a variety of objects make
Identify the sources of natural and man-made sounds
Explain how sound vibrations and sound waves travel
Differentiate between pitch and volume
Explain how pitch and volume change on a stringed instrument
Explain the nature of vocal cords
Tell about the life and accomplishments of Alexander Graham Bell
The Human Body
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Explain that all living things are made of cells
Identify the three main parts of an animal cell as the cell membrane, cytoplasm, and
nucleus
Identify cells and their functions
Recognize that the digestive system breaks down the food you eat to provide your body
with energy to live and grow
Describe the process of digestion and the functions of the mouth, esophagus, stomach,
small intestine, and large intestine
Identify the functions of the parts of the excretory system
Identify proper nutrient requirements using a food pyramid
Rock Hounds
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owned by third parties.
B-18
Course Scope & Sequence
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Name the three layers of the earth (crust, mantle, and core) and describe their
characteristics
Recognize that rocks are made of minerals, and that minerals form in certain shapes
called crystals
Use Moh’s Scale of Hardness to test and identify minerals
Identify igneous rock as cooled lava from a volcanic eruption
Explain that sedimentary rock forms over a long period of time from layers of sediment
State that metamorphic rock is sedimentary or igneous rock that has been changed by
heat and pressure
Demonstrate that a fossil is a plant, an animal, or an imprint of a plant or animal that has
turned to stone
Recognize that fossils give us information about plants and animals that lived long ago
Weathering, Erosion, and Soil
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State that soil is a mixture of minerals, humus, air, and water
Identify humus as part of soil that is composed of things that were once living
Recognize that clay, silt, and sand are names for different sizes of mineral particles
Explain that soils vary in texture, color, and ability to hold water
Describe weathering as the process by which rocks break down into smaller pieces
Describe erosion as the carrying away of soil and weathered rock
Recognize that plant roots help reduce erosion by trapping soil
Evaluate soils by observing, measuring, and graphing the height of bean plants grown in
different soils
Circle of Life, Plants
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Explain that the series of changes through which a living thing passes during its lifetime is
called its life cycle
Put the various stages in the life cycle of a plant into proper order
Recognize that plants can grow from parts other than seeds, such as bulbs, tubers, and
runners
Identify various parts of a flower, including sepals,petals, stamens, and pistil
Recognize that the force of gravity causes roots to grow downward
Demonstrate that plants grow toward light
Give examples of how seeds are dispersed (for example, hitchhiking, blowing in the wind,
gravity, and being eaten by animals)
Circle of Life, Animals
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Put into proper order the stages of life cycles of insects, fish, frogs, reptiles, birds, and
mammals (including humans)
State that the changes insects and frogs go through during their lives is called
metamorphosis
Recognize that as adults, both plants and animals reproduce to make more of their kind
Tell how plant and animal life cycles differ (for example, plants grow from seeds, while
animals hatch from eggs or are born live)
NUMBER OF LESSONS AND SCHEDULING
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owned by third parties.
B-19
Course Scope & Sequence
60 minutes
You might choose to split the lessons into smaller segments and take a break between
investigations. The K¹² online lesson tracking system allows you to pick up wherever you left off in
any given lesson.
Total Lessons: 72
MATERIALS
Standard Curriculum Items
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Graduated Cylinder, 100 mL
10 Newton Spring Scale
Green bean bush seeds
Blue fescue grass seeds
Directional Compass
Latch Magnet
Ring Magnet
Basic Thermometer
Bar Magnet (Pair)
U-Shaped Magnet
Safety Glasses
Magnifying Glass
Primary Balance
Unmarked Thermometer
Pulley
Iron Filings
Primary Rock & Mineral Kit
Cubes, Centimeter Gram (100)
Additional Curriculum Items
Some lessons require additional resources, including common household items, and books that
are readily available online or in your local library:
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What Makes a Magnet? by Franklyn Branley
Why Frogs Are Wet by Judy Hawes
Let's Go Rock Collecting by Roma Gans
Fossils Tell of Long Ago by Aliki
What Happens to a Hamburger? by Paul Showers
NOTE: List subject to change
Page 4 of 4
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owned by third parties.
B-20
Course Scope & Sequence
History 1
Course Overview | Course Outline | Number of Lessons and Scheduling | materials |
COURSE OVERVIEW
This course kicks off a program that, spanning the elementary grades, provides an overview of
world geography and history from the Stone Age to the Space Age. Through lively stories and
activities, students will:
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Meet nomadic children in ancient Mesopotamia who settle in the Fertile Crescent
Explore the great pyramids in ancient Egypt, and meet mighty pharaohs such as King Tut
Learn about the historical origins of Judaism through stories of Abraham, Joseph, Moses,
and David
Learn about the origins of democracy in ancient Greece, as well as the first Olympic
games, the Trojan War, Alexander the Great, and the marvelous myths of the ancient
Greeks
Visit ancient India and hear stories of the historical origins of Hinduism and Buddhism
Travel down great rivers in ancient China, hear the wisdom of Confucius, and witness the
building of the Great Wall
COURSE OUTLINE
Getting Around This Great Big World
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Reinforce basic geographic awareness using simple maps and globes
Learn about the work of historians and archaeologists
Early Civilizations
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Understand how nomadic people settled down and started villages and cities
Recognize achievements of early kingdoms in Mesopotamia and ancient Egypt
The Rise of Ancient Empires
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Become familiar with the historical origins of Judaism
Learn more about civilization in Mesopotamia
Ancient Kingdoms Rise and Fall
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Become familiar with the rise and fall of Mesopotamian, Israeli, and Egyptian empires
Ancient Greece Part I: The Land and the Myths

Become familiar with the geography, people, and myths of ancient Greece
Ancient Greece, Part II:From Athens to Alexander
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Recognize the significance of democracy
Recognize the contrast between Greek and Spartan cultures
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owned by third parties.
B-21
Course Scope & Sequence

Follow the life and campaigns of Alexander the Great
Ancient India
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Learn about the geography and history of ancient India
Become familiar with the historical origins of Hinduism and Buddhism
Ancient China
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Learn about the geography of China
Study early leaders in Chinese history
Learn about the discoveries of silk and paper, the building of the Great Wall, and the
development of Chinese writing
NUMBER OF LESSONS AND SCHEDULING
60 minutes
You might choose to split the lessons into smaller segments and take a break between
investigations. The K¹² online lesson tracking system allows you to pick up wherever you left off in
any given lesson.
Total Lessons: 72
MATERIALS
Standard Curriculum Items
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CD: Tales from the Old Testament by Jim Weiss (Great Hall Productions)
CD: Greek Myths by Jim Weiss (Great Hall Productions)
U.S./World Map (Grades K-2)
Inflatable Globe (Grades K-2)
NOTE: List subject to change
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owned by third parties.
B-22
Course Scope & Sequence
Intermediate English A
Course Overview | Course Outline | Number of Lessons and Scheduling | materials |
COURSE OVERVIEW
This course offers a systematic approach to the development of written and oral communication
skills, and is designed to give students the essential building blocks for expressing their own
ideas in standard (or formal) English.
COURSE OUTLINE
INTERMEDIATE LITERATURE A
Intermediate Literature A sharpens reading comprehension skills, engages readers in literary
analysis, and offers a variety of literature to suit diverse tastes. Through a varied selection of
classic stories, plays, and poems, many of which highlight exemplary virtues, students develop
skills of close reading and literary analysis while considering important human issues and
challenging ideas. They come to appreciate the writer's craft as they consider the feelings,
thoughts, and ideas of characters, and make connections between literature and life. Students
also learn to read for information in nonfiction texts.
Literary Analysis and Appreciation
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Identify defining characteristics of a variety of literary forms and genres
Understand elements of plot development
Identify cause-and-effect relationships
Identify conflict and resolution
Understand elements of character development
Identify character traits and motivations
Recognize stereotypes
Describe characters based on speech, action, and interactions with others
Make inferences and draw conclusions
Recognize effect of setting and culture on a literary work
Compare and contrast works from different time periods
Identify and interpret specific literary techniques
Understand and interpret point of view
Understand use of language to convey mood
Understand use of dialect
Interpret symbolism
Recognize and analyze use of irony
Recognize and explain poetic devices
Identify and discuss theme
Compare and contrast literary selections and characters
Reading Comprehension/Reading Process
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Establish and adjust purpose for reading
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owned by third parties.
B-23
Course Scope & Sequence
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Predict outcomes
Articulate an opinion and support it with evidence
Skim for facts, and take notes
Recognize author’s purpose and devices used to accomplish it
Use reading skills and strategies to understand a variety of informational texts
Differentiate between fact and opinion in informational texts
Recognize author’s attitude
Analyze appropriateness of text for purpose
READINGS INCLUDE:
Lessons Learned: Not What You Get, But What You Give
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"The Stone," by Lloyd Alexander
"The Three Brass Pennies," a Chinese legend retold by Augusta Huiell Seaman
"The Magic Prison"
"Kaddo's Wall," a West African folktale retold by Harold Courlander
"The Story of Baba Abdalla," from the Arabian Nights
Animals and Their People
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"Zlateh the Goat," by Isaac Bashevis Singer
"Black Snake," by Patricia Hubbell
"A Narrow Fellow in the Grass," by Emily Dickinson
"How a Cat Played Robinson Crusoe," by Charles G.D. Roberts
"Ode to Mi Gato," by Gary Soto
"The Open Door," by Elizabeth Coatsworth
"The Cat and the Moon," by William Butler Yeats
"Stray," by Cynthia Rylant
"Lone Dog," by Irene R. McLeod
"Vern," by Gwendolyn Brooks
"The Dog of Pompeii," by Louis Untermeyer
Nonfiction Selections
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"Are Dogs Dumb?"
"The Days the Gulls Went Crazy"
"Close Encounters of the Bear Kind"
Myths of Greece and Rome
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"Perseus and the Quest for Medusa's Head"
"Atalanta, the Fleet-Footed Huntress"
"Theseus and the Minotaur"
"Jason and the Golden Fleece"
"Damon and Pythias"
"Baucis and Philemon"
"Orpheus and Eurydice"
Required Novel (choice of one)
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owned by third parties.
B-24
Course Scope & Sequence
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The Secret Garden, by Frances Hodgson Burnett
The Adventures of Tom Sawyer, by Mark Twain
Life Stories: Creative Lives
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"The Child of Urbino," a story about Raphael, by Louise de la Ramée
"Beethoven's Moonlight Sonata"
"Mary Cassatt: Artist and Trailblazer," by Vanessa Wright
"Young Pablo Casals," by Mara Rockliff
"Marian Anderson Sings," by Mara Rockliff
Favorites from Famous Books: The Jungle Book,by Rudyard Kipling
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"Mowgli's Brothers"
"Tiger! Tiger!"
"The Tyger," by William Blake
A Matter of Justice
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"The Wisdom of Solomon"
"A Just Judge," by Leo Tolstoy
"Ooka and the Honest Thief," a Japanese folktale retold by I.G. Edmonds
"Mohandas Gandhi: Truth in Action," by Vanessa Wright
"Equal Justice Under Law: Thurgood Marshall," by Mara Rockliff
Shakespeare
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Twelfth Night (in the Shakespeare for Young People adaptation)
Bible Characters and Stories
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"Moses: The Long Journey Through the Wilderness"
"The Fiery Furnace"
"The Parable of the Good Samaritan"
Stories of Our Time
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"Thank You, M’am," by Langston Hughes
"The Circuit," by Francisco Jiménez
"The Bracelet," by Yoshiko Uchida
"The Strangers That Came to Town," by Ambrose Flack
Poetry: "To Everything There Is a Season"
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"Waiting," by Harry Behn
"Something Told the Wild Geese," by Rachel Field
Haiku (selections) translated by Harry Behn
"Check," by James Stephens
"The Pasture," by Robert Frost
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B-25
Course Scope & Sequence
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"A Wintry Sonnet," by Christina Rossetti
"The Morns Are Meeker Than They Were," by Emily Dickinson
"The Storm," by Walter De La Mare
"Swift Things Are Beautiful," by Elizabeth Coatsworth
"I Wandered Lonely As a Cloud," by William Wordsworth
"Until I Saw the Sea," by Lillian Moore
"To everything there is a season" from the Book of Ecclesiastes
Stuff and Nonsense
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Selections from Alice's Adventures in Wonderland, by Lewis Carroll
"The Walrus and the Carpenter," by Lewis Carroll
Limericks by Edward Lear
Poems by Ogden Nash
NOVELS
This program allows students to read any three novels of their choice from a selection of awardwinning works by renowned authors, from a variety of genres: fantasy, science fiction, historical
fiction, realistic fiction, and mystery. These novels are listed in order of increasing difficulty as
measured by the Lexile scale, a system that measures reading difficulty by sentence length and
vocabulary (see Lexile ratings roughly correspond to grade levels as indicated below.
SECTION BELOW NEEDS TO BE REFORMATTED
Approximate Grade Level
Lexile Range
5
750-950
6
850-1050
7
950-1075
8
1000-1100
9
1050-1150
10
1100-1200
Lexile levels are only one means of assessing whether a work is appropriate for your student.
When selecting a novel, keep in mind that the Lexile rating does not measure subject matter or
themes in the work.
Title and Author
Lexile Level
From the Mixed-up Files of Mrs. Basil E. Frankweiler, by E.L. Konigsburg 700
A Wrinkle in Time, by Madeleine L’Engle 740
The Martian Chronicles, by Ray Bradbury 740
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owned by third parties.
B-26
Course Scope & Sequence
The Outsiders, by S.E. Hinton 750
The Bronze Bow, by Elizabeth George Speare 760
Walk Two Moons, by Sharon Creech 770
War Comes to Willie Freeman, by Christopher and Lincoln Collier 770
The Sign of the Beaver, by Elizabeth George Speare 770
The Book of Three, by Lloyd Alexander 770
Tuck Everlasting, by Natalie Babbitt 770
My Side of the Mountain, by Jean Craighead George 810
Johnny Tremain, by Esther Forbes 840
The Fellowship of the Ring, by J.R.R. Tolkein 860
The Cay, by Theodore Taylor 860
Dragonwings, by Laurence Yep 870
Jacob Have I Loved, by Katherine Paterson 880
Old Yeller, by Fred Gipson 910
Roll of Thunder, Hear My Cry, by Mildred D. Taylor 920
The Dark Is Rising, by Susan Cooper 920
The Lion, the Witch and the Wardrobe, by C.S. Lewis 940
Bud, Not Buddy, by Christopher Paul Curtis 950
White Fang, by Jack London 970
Anne of Green Gables, by Lucy Maud Montgomery 990
The Door in the Wall, by Marguerite de Angeli 990
Island of the Blue Dolphins, by Scott O’Dell 1000
Ben and Me, by Robert Lawson 1010
20,000 Leagues Under the Sea, by Jules Verne 1030
Hound of the Baskervilles, by Arthur Conan Doyle 1090
Across Five Aprils, by Irene Hunt 1100
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B-27
Course Scope & Sequence
Catherine, Called Birdy, by Karen Cushman 1170
War of the Worlds, by H.G. Wells 1170
Swiss Family Robinson, by Johann Wyss 1260
The Incredible Journey, by Sheila Burnford 1320
INTERMEDIATE LANGUAGE SKILLS A
Intermediate Language Skills A offers a systematic approach to the development of written and
oral communication skills, and is designed to give students the essential building blocks for
expressing their own ideas in standard (or formal) English.
COMPOSITION
After an opening focus on paragraph writing, students write a variety of compositions in genres
they will encounter throughout their academic careers, including: compare-andcontrast,
persuasive, how-to, and research essays. In writing each essay, students go through a process of
planning, organizing, and revising, and they learn to examine their own writing with a critical eye,
paying attention to ideas, organization, structure, style, and correctness. Throughout the course,
students write in response to prompts similar to those they will encounter on standardized tests.
Introduction to Paragraph
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Parts of a Paragraph
Paragraph Decisions
Paragraph Conventions
Writing a Paragraph
Revising a Paragraph
Personal Narrative
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What Is a Personal Narrative?
Prewriting: Investigating Ideas for a Personal Narrative
Prewriting: Using Language That Shows
Drafting: Writing a Personal Narrative
Revising, Proofreading, Publishing
Compare and Contrast Essay
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What Is a Compare and Contrast Essay?
Prewriting: Planning a Compare and Contrast Essay
Drafting: Writing a Compare and Contrast Essay
Revising: Revising a Compare and Contrast Essay
Proofreading and Publishing
Persuasive Essay
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What Is a Persuasive Essay?
Prewriting: Logical Thinking
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owned by third parties.
B-28
Course Scope & Sequence
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Prewriting: Fact vs. Opinion
Prewriting: Structure of a Persuasive Essay
Prewriting: Planning a Persuasive Essay
Prewriting: Organizing a Persuasive Essay
Drafting: Writing a Persuasive Essay
Revising a Persuasive Essay
Proofreading and Publishing a Persuasive Essay
Research Report
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What Is a Research Report?
Covering the Basics
Prewriting: Finding Information
Prewriting: Finding More Information
Prewriting: Taking Notes
Prewriting: Organizing the Information
Drafting
Revising
Bibliography
Proofreading
Publishing
How-To Essay
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What Is a How-to Essay?
Prewriting: Planning a How-to Essay
Drafting: Writing a How-to Essay
Revising and Proofreading
Publishing
Advertisements
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What Are Advertisements?
Planning an Advertisement
Creating an Advertisement
Planning a Presentation
Practicing Your Presentation
Delivering a Presentation
Book Review
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What Is a Book Review?
Prewriting: Planning a Book Review
Prewriting: Summarizing
Drafting: Writing a Book Review
Revising, Proofreading, and Publishing
GRAMMAR, USAGE, AND MECHANICS
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B-29
Course Scope & Sequence
The Grammar, Usage, and Mechanics program offers practice in sentence analysis, sentence
structure, and proper punctuation. Students learn to diagram sentences in order to understand
how words, phrases, and clauses function in relation to each other. Frequent exercises and
regular practice help students absorb the rules so they can confidently apply them in their own
writing. The Barrett Kendall Language Handbook provides exercises and a ready resource for
grammar rules and conventions.
The Sentence
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Positions of Subjects
Sentence Fragments
Ways to Correct Sentence Fragments
Sentence Diagramming and Review
Nouns and Pronouns
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Common and Proper Nouns
Pronoun Antecedents
Personal Pronouns
Reflexive Pronouns
Indefinite Pronouns
Demonstrative Pronouns
Sentence Diagramming and Review
Verbs and Complements
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Action Verbs
Helping Verbs
Direct Objects
Indirect Objects
Transitive and Intransitive Verbs
Linking Verbs
Predicate Nominatives
Sentence Diagramming and Review
Adjectives and Adverbs
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Adjectives
Articles
Proper Adjectives
Predicate Adjectives
Adverbs
Adverbs that Describe Verbs
Adverbs that Modify Adjectives and Other Adverbs
Sentence Diagramming and Review
Other Parts of Speech
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Prepositions
Prepositional Phrases
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owned by third parties.
B-30
Course Scope & Sequence
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Preposition or Adverb?
Conjunctions and Interjections
Sentence Diagramming and Review
Phrases
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Adjective Phrases
Prepositional Phrases
Adjective Phrases
Misplaced Adjective Phrases
Adverb Phrases
Appositives and Appositive Phrases
Sentence Diagramming and Review
Sentence Structure
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Simple Sentences
Compound Sentences
Run-on Sentences
Sentence Diagramming and Review
Diagramming Compound Sentences
Using Verbs
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Regular and Irregular Verbs
Principal Parts of Verbs
Problem Verbs
Verb Tenses
Tense Shifts
Progressive Verb Forms
Using Pronouns
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Kinds of Pronouns
Subject Pronouns
Pronouns Used as Subjects
Pronouns Used as Predicate Nominatives
Pronouns Used as Direct Objects
Pronouns Used as Indirect Objects
Pronouns Used as Objects of Prepositions
Possessive Pronouns
Possessive Pronoun or Contraction?
Pronoun Problem: Who or Whom?
Pronouns and Their Antecedents
Indefinite Pronouns as Antecedents
Subject and Verb Agreement
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Number
The Number of Nouns and Pronouns
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B-31
Course Scope & Sequence
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The Number of Verbs
Singular and Plural Subjects
Common Agreement Problems
Verb Phrases
Doesn’t or Don’t
Prepositional Phrases after Subjects
Subjects after Verbs
Compound Subjects
Agreement Problems with Pronouns
You and I as Subjects
Indefinite Pronouns
Using Adjectives and Adverbs
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Comparison of Adjectives and Adverbs
Regular Comparisons
Irregular Comparisons
Problems with Modifiers
Double Comparisons
Double Negatives
Good or Well?
Capital Letters
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First Words and the Pronoun I
Sentences
Lines of Poetry
Parts of Letters
Outlines
The Pronoun I
Proper Nouns
Proper Adjectives
Titles
Names of People
Direct Address
Written Works and Other Works of Art
End Marks and Commas
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End Marks
Other Uses of Period
Commas that Separate
Items in a Series
Compound Sentences
Introductory Words and Phrases
Direct Address
Appositives
Commonly Used Commas
Italics and Quotation Marks
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B-32
Course Scope & Sequence
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Titles with Italics
Titles with Quotation Marks
Quotation Marks with Direct Quotations
Capital Letters with Direct Quotations
Commas with Direct Quotations
End Marks with Direct Quotations
Writing Dialogue
Other Punctuation
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Apostrophes to Show Possession
Possessive Forms of Singular Nouns
Possessive Forms of Plural Nouns
Possessive Forms of Pronouns
Contractions
Apostrophes with Contractions
Contraction or Possessive Pronoun?
Apostrophes with Certain Plurals
Semicolons
Colons
Hyphens with Divided Words
Other Uses of the Hyphen
VOCABULARY
The Vocabulary from Classical Roots program builds knowledge of Greek and Latin words that
form the roots of many English words, especially the polysyllabic terms that sometimes cause
students to stumble. Throughout this program, students will define and use words with Greek and
Latin roots, and use word origins and derivations to determine the meaning of new words, as they
increase their own vocabularies and develop valuable test-taking skills.
Numbers
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Greek root monos
Latin roots unus, duo, duplex, bi
Greek root tri
Latin roots tres, quartus, quatuor, decem, centum
All or Nothing
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Greek roots pan, holos
Latin roots omnis; totus; claudo, claudere, clausi, clausum
Latin roots incipio, incipere, incepi, inceptum; nihil; nego, negare, negavi, negatum;
vanus, vacuus; aperio, aperire, aperui, apertum
More or Less
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Greek root micros
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B-33
Course Scope & Sequence
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Latin roots minuo, minuere, minui, minutum; minus; tenuo, tenuare, tenuavi, tenuatum
tenuis; satis; impleo, implere, implevi, impletum; plenus
Greek roots macros, megas, poly
Latin roots copia, magnus
Before and After
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Latin roots ante, pre
Latin roots primus, post
Creativity
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Greek root aoide
Latin roots ars, artis, canto, cantare, cantavi, catatum; pingo, pingere, pinxi, pictum
Latin roots cresco, crescere, crevi, cretum; facio, facere, feci, factum, texo, texere, texui,
textum
Travel
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Greek root hodos
Latin roots trans, eo, ire, ivi, itum, erro, errare, erravi, erratum
Greek root tele
Latin roots iter, itineris, venio, venire, veni, ventum, via
Sports
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Latin roots celer, curro, currere, cucurri, cursum, cursor, cursoris, glomus, jacio, jacere,
jeci, jactum
Latin roots salio, salire, salui, saltum, valeo, valere, valui, valitum, volvo, volvere, volvi,
volutum
Animals
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Latin roots apis, asinus, avis, bos, bovis; canis, caper, capra, equus
Greek roots leon, zoion, zoa
Latin roots felis, leo, leonis, piscis, porcus, serpens, serpentis, simia, ursa
NUMBER OF LESSONS AND SCHEDULING
60 minutes
Total Lessons: 180
MATERIALS
Standard Curriculum Items
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The Secret Garden
Tom Sawyer
Animal Adventures
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B-34
Course Scope & Sequence
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Believing Our Ears and Eyes
Classics for Young Readers, Vol 6: Audio
BK English Language Handbook, Grade 6
Vocabulary from Classical Roots, Book A
Classics for Young Readers, Vol 6
Shakespeare: The Twelfth Night
Keyboarding CD
Word Processing Book
Novels
K¹² offers a selection of 24 novels for grades 3-5. These novels are listed in order of increasing
difficulty as measured by the Lexile scale, a system that measures reading difficulty by sentence
length and vocabulary (see Lexile ratings roughly correspond to grade levels as indicated below.
Approximate Grade Level
Lexile Range
5
750-950
6
850-1050
7
950-1075
8
1000-1100
9
1050-1150
10
1100-1200
Lexile levels are only one means of assessing whether a work is appropriate for your student.
When selecting a novel, keep in mind that the lexile rating does not measure subject matter or
themes in the work.
Title and Author
Lexile
Level
From the Mixed-up Files of Mrs. Basil E. Frankweiler,
by E.L. Konigsburg
740
A Wrinkle in Time, by Madeleine L’Engle
740
The Martian Chronicles, by Ray Bradbury
740
The Outsiders, by S.E. Hinton
750
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owned by third parties.
B-35
Course Scope & Sequence
The Bronze Bow, by Elizabeth George Speare
760
Walk Two Moons, by Sharon Creech
770
War Comes to Willie Freeman,
by Christopher and Lincoln Collier
The Sign of the Beaver, by Elizabeth George Speare
770
770
The Book of Three, by Lloyd Alexander
Tuck Everlasting, by Natalie Babbitt
770
My Side of the Mountain, by Jean Craighead George
810
Johnny Tremain, by Esther Forbes
840
The Fellowship of the Ring, by J.R.R. Tolkein
860
The Cay, by Theodore Taylor
860
Dragonwings, by Laurence Yep
870
Jacob Have I Loved, by Katherine Paterson
880
Old Yeller, by Fred Gipson
910
Roll of Thunder, Hear My Cry, by Mildred D. Taylor
920
The Dark Is Rising, by Susan Cooper
920
The Lion, the Witch, and the Wardrobe, by C.S. Lewis
940
Bud, Not Buddy, by Christopher Paul Curtis
950
White Fang, by Jack London
970
Anne of Green Gables, by Lucy Maud Montgomery
990
The Door in the Wall, by Marguerite de Angeli
990
Island of the Blue Dolphins, by Scott O'Dell
1000
Ben and Me, by Robert Lawson
1010
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owned by third parties.
B-36
Course Scope & Sequence
20,000 Leagues Under the Sea, by Jules Verne
1030
Hound of the Baskervilles, by Arthur Conan Doyle
1090
Across Five Aprils, by Irene Hunt
1100
Catherine, Called Birdy, by Karen Cushman
1170
War of the Worlds, by H.G. Wells
1170
Swiss Family Robinson, by Johann Wyss
1260
The Incredible Journey, by Sheila Burnford
1320
NOTE: List subject to change
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owned by third parties.
B-37
Course Scope & Sequence
Math+ 5 (Yellow)
Course Overview | Course Outline | Number of Lessons and Scheduling | materials |
COURSE OVERVIEW
This research-based course focuses on computational fluency, conceptual understanding, and
problem-solving. The engaging course features new graphics, learning tools, and games;
adaptive activities that help struggling students master concepts and skills before moving on; and
more support for Learning Coaches to guide their students to success. This course for students in
Grade 5 investigates whole numbers through practical situations in rounding, exponents and
powers, and elementary number theory. Students begin addition and subtraction of integers and
apply all of their work with rational numbers to problem-solving experiences. The study of algebra
includes work with variables, solving equations and inequalities, using formulas within geometry
and measurement, and work within the coordinate system. The study of geometry encompasses
properties of lines, angles, two- and three-dimensional figures, and formal constructions and
transformations.
COURSE OUTLINE
SEMESTER 1
Unit 1: Whole Numbers and Powers
Students learn to estimate or calculate sums, differences, products, and quotients in a wholenumber problem. They learn to compute a power using repeated multiplication, solve a problem
that involves powers, determine the prime factorization of a composite number, and estimate
sums and differences on a number line. They apply standard step-by-step approaches for
addition, subtraction, multiplication, and division; use estimation to predict solutions to story
problems; define and identify prime numbers; and write equations to demonstrate that whole
numbers can be factored in multiple ways.
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Round Whole Numbers in Story Problems
Estimate and Find Sums and Differences
Estimate Sums and Differences (parts A, B)
Estimate and Find Products and Quotients
Estimate Products and Quotients (parts A, B)
Bases and Exponents (parts A, B)
Solve Problems Involving Powers
Prime Factorization
Unit 2: Geometry
Students learn to identify, measure, and draw angles, perpendicular and parallel lines, rectangles,
and triangles with appropriate math tools. They predict, describe, and perform transformations on
two-dimensional shapes. They learn about right, acute, obtuse, and straight angles; lines that are
parallel, intersecting, and perpendicular; and different types of triangles and quadrilaterals. They
learn the attributes of isosceles, equilateral, and right triangles, parallelograms, rectangles, and
squares.
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owned by third parties.
B-38
Course Scope & Sequence
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Angles (parts A, B)
Perpendicular and Parallel Lines
Construct Triangles and Quadrilaterals
Angles and Triangles (parts A, B)
Angles in a Quadrilateral (parts A, B)
Transformations (parts A, B)
Draw 2-D Views of 3-D Objects
Unit 3: Fractions: Multiplication & Division
Students learn to multiply and divide fractions and explain a step-by-step approach. They simplify
factors in fraction multiplication problems in which numerators and denominators have common
factors. They multiply and divide fractions by whole numbers to solve story problems.
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Use Models to Multiply Fractions
Understand Division of Fractions
Multiply Fractions (parts A-C)
Divide Fractions (parts A-C)
Unit 4: Problems Involving Fractions
Students learn to solve story problems involving addition, subtraction, multiplication, and division
of fractions. They use objects or sketches to solve story problems that involve addition or
subtraction of fractions. They solve and simplify problems that involve addition or subtraction of
fractions with unlike denominators.
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Solve Fraction Story Problems (parts A-C)
Add and Subtract Fractions (parts A-D)
Unit 5: Decimals: Addition and Subtraction
Students learn to round decimal number to any place through hundredths, estimate the sum or
difference in problems involving decimal numbers, and solve addition or subtraction problems
involving decimal numbers. They learn how to verify that the calculated result of a problem
involving addition or subtraction of decimal numbers is reasonable. They solve story problems
involving addition or subtraction of decimal numbers.
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Round Decimals to Hundredths
Estimate Decimal Sums/Differences (parts A, B)
Reasonable Answers and Decimal Problems
Solve Story Problems with Decimals (parts A, B)
Unit 6: Decimals: Multiplication and Division
Students practice solving multiplication and division problems that involve decimal numbers and
verify that the calculated results are reasonable.
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Estimate Decimal Products, Quotients (parts A-C)
Multiply and Divide Decimals (parts A-C)
Compute Decimal Story Problems (parts A-C)
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B-39
Course Scope & Sequence
Unit 7: Integers
Students learn to identify and represent decimal numbers, fractions, mixed numbers, and positive
and negative integers on a number line. They solve problems involving addition or subtraction of
integers and verify that the calculated result is reasonable. They identify relative positions of
rational numbers on a number line, identify and place negative numbers on a number line, and
estimate or calculate a sum or a difference in a whole-number problem.
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Explore Integers (parts A-C)
Add and Subtract Integers (parts A-C)
Integer Answers: Reasonable or Not?
Unit 8: Semester Review and Checkpoint
SEMESTER 2
Unit 9: Percents and Probability
In this unit, students are introduced to subtraction as taking away objects from a group of objects.
They learn to Students learn to interpret a percent as a part of a hundred and that the decimal
and percent equivalents for a common fraction represent the same value. They practice
computing a given percent of whole numbers and representing probabilities as fractions,
decimals, and percents. Students identify events that are dependent or independent, use
probability to predict future events, and identify and systematically record the possible outcomes
for simple events.
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Understand Percents (parts A, B)
Find Equivalents to Percents (parts A-C)
Percent of a Number (parts A-C)
Represent Probabilities
Identify Dependent and Independent Events
Probability and Predictions
Unit 10: Algebra
Students learn to use letters to represent unknown values in expressions and equations. They
learn to apply the distributive property in equations or expressions with variables. They evaluate
simple algebraic expressions and use expressions or equations to answer questions about a
problem.
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Understand Variables in Algebra (parts A, B)
Use the Distributive Property (parts A, B)
One Variable in Algebraic Expressions
Expression and Equation Problems (parts A-C)
Unit 11: Coordinate Graphs
Students learn to identify and graph ordered pairs in all quadrants of a coordinate plane. They
learn to use the situation presented in a problem to describe the meaning of each coordinate of
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B-40
Course Scope & Sequence
an ordered pair displayed on a graph. They practice graphing and writing equations to solve
problems that involve a linear function.
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Quadrants in the Coordinate Plane
Ordered Pairs
Graph or Write an Equation (parts A-D)
Unit 12: Perimeter, Area, and Volume
Students learn to use the formula for the area of parallelograms and triangles and use
appropriate units. They learn to use squares to approximate the area of an irregular shape. They
learn to determine the volume of a solid figure and use a formula to find the perimeter of a
rectangle or a square. They practice constructing cubes and rectangular boxes from twodimensional patterns and determining the surface area. They learn to differentiate among
appropriate units to measure perimeter, area, and volume.
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Perimeter of a Plane Figure
Area of Parallelograms (parts A, B)
Area of Triangles (parts A, B)
Surface Area
Area of Irregular Shapes
Volume of Solid Figures (parts A, B)
Units of Perimeter, Area, and Volume
Unit 13: Math Reasoning: Methods and Strategies
Students learn to prioritize and sequence the information in a story problem that involves
multiplication or division of decimal numbers. They use a variety of methods, such as words,
numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical
reasoning in nonroutine or complex problems. Students learn to apply strategies and results from
simple story problems involving fractions to more complex problems and how to break a multistep
whole-number story problem or money problem into simpler parts. They learn how to identify and
represent decimal numbers, fractions, mixed numbers, and positive and negative integers on a
number line.
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Steps to Solve Story Problems (parts A, B)
Break Down Multistep Problems
Mathematical Reasoning Methods (parts A-C)
Choose and Use Strategies (parts A-C)
Solve Simple to Complex Problems (parts A, B)
Unit 14: Math Reasoning: Solutions
Students learn to express clear and logical solutions to equal-measures problems and rate
problems. They learn to use estimation in addition and subtraction of fractions to verify whether
calculated results are reasonable. They learn the advantages of exact solutions and approximate
solutions to problems involving addition or subtraction of decimal numbers, and give answers to a
specified degree of accuracy, such as hundredths. They learn to make precise calculations and
use the situation presented in a problem involving decimal-number operations to check the
validity of the result.
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B-41
Course Scope & Sequence
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Solve Problems Logically (parts A, B)
Estimation and Reasonable Answers
Decimal Solutions
Reasonable Solutions
Unit 15: Data Analysis and Representation
Students learn to explain, compute, and compare the mean, median, or mode for a set of data.
They practice organizing and displaying single-variable data in histograms and circle graphs and
learn how to interpret information displayed in a graph or table. They learn how to use fractions
and percents to compare different data sets. They learn which types of graphs are appropriate for
various data sets.
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Mean, Median, or Mode
Compare Mean, Median, and Mode
Organize Data to Draw Histograms (parts A, B)
Create Circle Graphs
Interpret Graphs and Tables
Fractions, Percents, and Graphs
Choose an Appropriate Graph
Unit 16: Semester Review and Checkpoint
NUMBER OF LESSONS AND SCHEDULING
60 minutes
Total Lessons:
MATERIALS
Standard Curriculum Items
 textbook
 lesson guide book
 protractor
 items easily found in a typical home
NOTE: List subject to change
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B-42
Course Scope & Sequence
Science 5
Course Overview | Course Outline | Number of Lessons and Scheduling | materials |
COURSE OVERVIEW
Students perform experiments, develop scientific reasoning, and recognize science in the world
around them. They build a model of a watershed, test how cell membranes function, track a
hurricane, and analyze the effects gravity. Students will explore topics such as:
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Water Resources—water pollution; conservation; aquifers; watersheds; wetlands
The World's Oceans—properties of ocean water; currents, waves, and tides; the ocean
floor; marine organisms
Earth's Atmosphere—layers; weather patterns, maps, and forecasts; fronts; El Niño;
and the greenhouse effect
Forces of Motion—types of pushes or pulls; position and speed; inertia; energy as a
measure of work; gravity and motion
Chemistry—structure of atoms; elements and compounds; the Periodic Table; chemical
reactions; acids and bases
Cells and Cell Processes—structure; membrane function; respiration and
photosynthesis; growth cycles; genes and DNA
Taxonomy of Plants and Animals—levels of classification; plants, animals, monerans,
viruses, protists, and fungi
Animal Physiology—circulatory, respiratory, digestive, excretory, and immune systems
COURSE OUTLINE
Water Resources
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Identify the various sources of water, its uses, and different ways to conserve it
Identify the typical steps that water-treatment plants go through to purify drinking water
Describe how both natural processes and human activities affect water quality in
watersheds
Differentiate between point source pollution and nonpoint source pollution, and identify
some ways by which they can both be reduced
Identify and describe the different parts of a watershed
Interpret a topographic map to identify the boundaries of a watershed
Explain how a model of something differs from the real thing, but can be used to learn
about the real thing
Explain why wetlands are important to watersheds and how they can improve water
quality
The World's Oceans
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Explain that water covers approximately three-quarters of the Earth's surface and that,
since all the earth's oceans are connected, their water circulates through them all
Define salinity and explain how the density of ocean water changes as salinity levels and
temperature change
Describe the movements of both the ocean's surface currents and its deep-water currents
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B-43
Course Scope & Sequence
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Explain how ocean waves form, identify their properties (such as height, length, crest,
and trough),and describe their motions
Explain how the combined gravitational pull of the sun and moon causes daily high and
low tides
Explain that the monthly cycle of spring and neap tides results when the earth, sun, and
moon change their relative positions
Describe characteristics of ocean habitats, and explain how various organisms are
adapted to living in them
Explain that the continental margin extends into the ocean and has three regions: the
continental shelf,the continental slope, and the continental rise
Describe some major features of the ocean floor, such as abyssal plains, trenches,
ridges, seamounts, and reefs
Identify some devices scientists use to study the ocean,including submersibles, sonar,
and satellites
Identify some ocean resources, such as fish, oil, and minerals, and describe how each
one is obtained
Earth's Atmosphere
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Describe some properties of the atmosphere, such as its composition, density, and
pressure, and explain how air density is related to both temperature and pressure
Identify the five layers of the atmosphere: troposphere,stratosphere, mesosphere,
thermosphere, and exosphere
Explain that the uneven heating of the earth's surface transfers heat through convection
currents in the atmosphere
Define humidity as the amount of water vapor in the air, and the dew point as the
temperature at which the air cannot hold any more water vapor
Explain how clouds form, and identify common weather patterns associated with different
types of clouds
Identify types of precipitation (rain, snow, sleet, and hail) and explain how each type
forms
Identify some sources of air pollution
Identify the three main types of storms and describe the air movements that produce
them
Identify the four types of fronts (cold, warm, stationary, and occluded) and describe how
air masses interact
Interpret weather maps to forecast the weather1
Distinguish between weather and climate, and describe some factors that influence
climate (such as latitude,altitude, and ocean currents)
Describe possible causes of climate changes (such as El Niño and the Greenhouse
Effect) and their potential effects on climate
Motion and Forces
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Plot the movement of an object across a surface as separate horizontal and vertical
movements
State that moving objects always travel in one direction with constant speed unless a
force—a push or a pull—is applied to them
Describe the mass of an object as a measure of how difficult it is to change the object's
speed or direction
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B-44
Course Scope & Sequence
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Identify different pushes and pulls (spring-driven, muscular, wind-driven, magnetic, or
electric) as forces that can change an object's speed and direction
State that every push or pull on one thing causes a balancing push or pull in the other
direction on something else, and demonstrate in some actual situations in which these
two sides of any given force are always present
Identify the forces that are in balance when an object's speed and direction stay constant
State that energy is a measure of how much work an object, or set of objects, can do
State that the total amount of energy in a system always remains constant
Recognize that moving objects have energy (kinetic energy), and that the position of an
object may give it the ability to do work (potential energy)
Describe how levers change the effects of pushes and pulls
Recognize that for an object to continue moving in a circle, a force must pull the object
toward the center of the circle, and predict that if the force disappears,the object will
continue to move in a straight line
Recognize that objects are pulled toward the earth by a force known as gravity
Recognize that, regardless of the mass of a falling object,its speed toward the ground
increases at the same rate as that of any other object
State that any two masses have a gravitational pull between them, but this pull is easily
noticeable only if at least one mass is very large
Recognize that the pull decreases as the masses move farther apart, and increases as
the size of either mass increases
Recognize that gravity causes the moon to orbit the earth and the planets to orbit the sun
Recognize that gravity is the primary force that shapes everything from clusters of stars
to enormous galaxies
Describe how our attempt to understand gravity has led to changes in our understanding
of our solar system, our galaxy, and even our universe
Chemistry
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Explain that atoms are composed of a nucleus containing protons (with positive charge)
and neutrons (with a neutral charge)
Explain that negatively charged electrons move around the nucleus in paths called shells
Describe a compound as a substance made of two or more elements
Explain that the properties of a compound differ from the properties of the elements that
make it up
Recognize that each element is made of only one kind of atom
Explain that all the elements are organized in the PeriodicTable of the Elements
according to their chemical properties
Describe some properties of metals and nonmetals
Identify some common elements and compounds by both their chemical symbols and
their formulas
Recognize that in chemical reactions, the original atoms rearrange themselves into new
combinations, and that these new combinations have properties differing from those of
the reacting compounds
Write chemical equations to show what happens in a chemical reaction
Use the pH scale to determine whether a solution is acidic or basic
Recognize that compounds can be identified by chemical reactions
Recognize that a wide variety of materials, and indeed living organisms, are often
composed of just a few elements
Explain that all chemical reactions require energy
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B-45
Course Scope & Sequence

Describe how reaction rates increase with temperature,surface area, concentration, and
the presence of a catalyst
Cells and Cell Processes
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Explain the major ideas of the cell theory
Identify the major structures of cells, and describe their functions
Compare plant and animal cells
Explain that different types of substances move across the cell membrane by means of
diffusion, osmosis, and carrier molecules
Explain that plant cells store energy through photosynthesis, and that plant and animal
cells release energy during respiration
Explain that all cells have a cycle of growth, called interphase, and a cycle of division,
called mitosis
Identify the four stages of mitosis: prophase, metaphase, anaphase, and telophase
Explain that all the information an organism needs to live and reproduce is contained in
its DNA
Explain that traits are passed from parents to offspring and are determined by a pair of
genes, one of which comes from each parent
Taxonomy of Plants and Animals
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Recognize that living things are classified according to shared characteristics, and that
there are seven major levels of classification: kingdom, phylum, class, order,family,
genus, and species
Name the five kingdoms (plants, animals, monerans,protists, and fungi) and identify
some organisms from each
Describe vascular plants as plants that have systems for transporting water, sugar, and
minerals, whereas nonvascular plants lack these structures
Explain how sugar, water, and minerals are transported in vascular plants
Compare the common characteristics, adaptations, and life cycles of gymnosperms and
angiosperms
Animal Physiology
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Recognize that all body systems play a role in maintaining a constant internal
environment
Describe how the circulatory system transports oxygen and nutrients to cells while
removing carbon dioxide and other wastes
Recognize that many organisms have specialized structures for respiration, digestion,
waste disposal,and immune response, and that these structures are responsible for the
transportation of materials such as oxygen, carbon dioxide, and nutrients
Explain how blood flows through the human heart
Describe how the respiratory system exchanges carbon dioxide and oxygen in the lungs
Put the various steps in digestion into correct order,describing the function of the mouth,
esophagus,stomach, small intestine, large intestine, and liver
Explain how the urinary system removes cellular waste from the blood, converts it to
urine, and stores it in the bladder until the waste leaves the body
Identify the types of organisms that can cause diseases and explain how they spread
Describe ways in which the body's immune system recognizes and destroys pathogens
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B-46
Course Scope & Sequence
NUMBER OF LESSONS AND SCHEDULING
60 minutes
You might choose to split the lessons into smaller segments and take a break between
investigations. The K¹² online lesson tracking system allows you to pick up wherever you left off in
any given lesson.
Total Lessons: 72
MATERIALS
Standard Curriculum Items
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Graduated Cylinder, 100 mL
Safety Glasses
Kingdoms of Life: Classification
How Bodies Work: Animal Physiology
Alum (2 tablespoons)
Advanced Thermometer
Litmus Paper
Additional Curriculum Items
Some lessons require additional resources, including common household items, and books that
are readily available online or in your local library:
 30 Newton Spring Scale
 Clay, 4 colors
 Fine Sand (5 cups)
 Coarse Sand (3 cups)
 Pea Gravel (3 cups)
 Coarse Gravel (2 cups)
 Soil (6 cups)
 Plastic Shoe Box
 Test Tube
 Marble in a Bag
NOTE: List subject to change
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B-47
Course Scope & Sequence
American History A
Course Overview | Course Outline | Number of Lessons and Scheduling | materials |
COURSE OVERVIEW
The first half of a detailed two-year survey of the history of the United States, this course takes
students from the arrival of the first people in North America through the Civil War and
Reconstruction. Lessons integrate topics in geography, civics, and economics. Building on the
award-winning series A History of US, the course guides students through critical episodes in the
story of America. Students investigate Native American civilizations; follow the path of European
exploration and colonization; assess the causes and consequences of the American Revolution;
examine the Constitution and the growth of the new nation; and analyze what led to the Civil War
and its aftermath.
COURSE OUTLINE
The Earliest Americans
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History and A History of US
Maps and Directions
Grids (optional)
North American Beginnings
Cliff Dwellers
Indians of the Northwest
Touring the Continent
The Plains Indians
The Mound Builders
The Eastern Woodland Indians
European Exploration
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Navigating Uncharted Waters
Discovering New Lands
Columbus Journeys On
The Spanish Conquest
Ponce de León and Coronado
More Conquistadors
The French Explore America
From England to America
Thirteen Colonies, Part 1
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A Beginning in Virginia
John Smith and Jamestown
Tobacco and Turning Points
Conflict
Pilgrims and Promises
What’s a Puritan?
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B-48
Course Scope & Sequence
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Waterways or Waterwheels
Thankful for Feasting (optional)
Thirteen Colonies, Part 2
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Breaks with Tradition: Roger Williams
Breaks with Tradition: Anne Hutchinson and Mary Dyer
Visiting Salem
Elsewhere in New England
The Middle Colonies
Toleration Triumphs
Benjamin Franklin: An American Renaissance Man
Colonization Heads South
A Visit to Williamsburg (optional)
Colonial Life in the South
Triangles of Trade
Road to Revolution
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Peter’s Press (optional)
The French and Indian War
Looking West
Boone Went Over the Mountain (optional)
The Stamp of English Rights
Give Us Liberty!
The Boston Massacre
The Shot Heard Round the World
Map Skills
A Continental Congress
The Fighting Begins
Will You Sign?
Life, Liberty, and the Pursuit of Happiness
The American Revolution
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John and Abigail Adams
Decisions
Best Friends
Challenges for the Continental Army
Turning Points
Sweet Surrender
What Did It All Mean?
The Constitution
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Confederation and Constitutions
The Northwest Ordinance
Thomas Jefferson: A Man for All Time
James Madison and a Philadelphia Summer
An Important Compromise
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B-49
Course Scope & Sequence
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We the People
Ratification!
Mason Makes His Mark (optional)
The Constitution: Branches and Balances
The Constitution: What Does It Say?
The Bill of Rights
A New Nation
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The Father of His Country and Ours
The Well Resorted Tavern
Parties and Change
Capital Ideas
Adams Takes the Helm
Who Will Decide?
The Louisiana Purchase and More
An Expedition
A Powerful Orator, and the Great Tekamthi (optional)
Another War!
By the Dawn's Early Light
The Monroe Doctrine
Andrew Jackson: An Uncommon Man
The First Six Presidents (optional)
A New Age and New Industries
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Revolutionary Inventions
Transportation and Travel
Steaming
Cities Grow All Around
Mills and Mines
Writing a Document-Based Essay
Americans Take New Land
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Write On, Sequoyah!
Trails of Tears
Movement and Migration
Westward Ho!
Shakers and Movers
Don't Forget to Write (optional)
Manifest Destinies
Remember More Than the Alamo
More and More States
The Mexican War
Rushing for Gold
Reform and Reflection
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Reforming a Nation
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B-50
Course Scope & Sequence
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Achieving Their Potential
Writing in America
Write Every Time (optional)
Art in America
Made in America (optional)
Slavery and Sectionalism
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Slavery in a Free Country
Can a Compromise Work?
Frederick Douglass: A Voice Against Slavery
Clay, Calhoun, and Webster Speak Out
Another Compromise
Where is Justice?
Not Really a Railroad Underground
More on the Underground Railroad (optional)
Is It Ever Okay? (optional)
Against Slavery: Harriet Beecher Stowe
Against Slavery: John Brown
Abraham Lincoln: Larger Than Life
The Civil War
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An Uncivil War
It Begins
North Versus South
Generals North and South
The War Moves Out to Sea
Through the Eyes of Mathew Brady (optional)
Proclaiming Emancipation
Fighting More Than a War
Gettysburg and Vicksburg
Important Words
Almost Over
Hope and Sorrow
Reconstruction
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Tragedy
Now What?
High Hopes
Guarantees
Write About It
New Era, New President
Executive Efforts
Legislative Labors
Single-Minded Stevens
A President on Trial
Turning Back
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B-51
Course Scope & Sequence
NUMBER OF LESSONS AND SCHEDULING
60 minutes
Total Lessons: 180
MATERIALS
Standard Curriculum Items
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US/World map (3–5)
Map Skills and Our World (Level 5)
A History of US (Concise Edition) by Joy Hakim
Volume A: Prehistory to 1800
Volume B: 1790 to 1877
American History A Student Guide
American History A Learning Coach Guide
NOTE: List subject to change
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B-52
Course Scope & Sequence
ENG102: Literary Analysis and Composition I
Course Overview | Course Length | Materials | Prerequisites | Course Outline
COURSE OVERVIEW
In this course, students work on their written and oral communication skills, while strengthening
their ability to understand and analyze works of literature, both classic and modern.
Literature: Students read short stories, poetry, drama, novels, essays, and informative articles.
The course sharpens reading comprehension skills and engages readers in literary analysis as
they consider important human issues and challenging ideas. Students also learn to read for
information in nonfiction texts.
Language Skills: Students learn to express their ideas effectively. They sharpen their
composition skills through a focus on writing good paragraphs and essays in a variety of genres,
such as persuasive and research essays. Students plan, organize, and revise written works in
response to feedback on drafts. In grammar, usage, and mechanics lessons, students expand
their understanding of parts of speech, phrases and clauses, sentence analysis and structure,
agreement, punctuation, and other conventions. Vocabulary lessons build knowledge of Greek
and Latin words that form the roots of many English words. Students use word origins and
derivations to determine the meaning of new words as they increase their vocabularies.
COURSE LENGTH
Two semesters
Comment [GM1]: Either “One semester” or
“Two semesters”
MATERIALS
Explorations: An Anthology of Literature, Volume A; English Language Handbook; Vocabulary
from Classical Roots, Book B; Julius Caesar for Young People
NOTE: List subject to change
PREREQUISITES
None
Note: This course is only for students who are new to the K¹² curriculum. Students who have
taken K¹² Intermediate English A or B or K¹² middle school Literary Analysis and Composition
courses should not enroll in this course.
COURSE OUTLINE
I. LITERATURE
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B-53
Course Scope & Sequence
Literature lessons sharpen reading comprehension skills, engage readers in literary analysis, and
offer a variety of literature to suit diverse tastes. Through a varied selection of stories, plays, and
poems, students develop skills of close reading and literary analysis while considering important
human issues and challenging ideas. They come to appreciate the writer's craft as they consider
the feelings, thoughts, and ideas of characters, and make connections between literature and life.
Students also learn to read for information in nonfiction texts and practice the critical reading and
analysis skills that are necessary for taking standardized assessments.
Readings include:
Novels (choose any two of the following)
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The Outsiders by S.E. Hinton
The Dark Is Rising by Susan Cooper
The Fellowship of the Ring by J.R.R. Tolkien
The Hound of the Baskervilles by Sir Arthur Conan Doyle
Roll of Thunder, Hear My Cry by Mildred Taylor
White Fang by Jack London
The Martian Chronicles by Ray Bradbury
Drama
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Julius Caesar for Young People(Swan Books)
Prose Fiction and Nonfiction
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Works by Langston Hughes, Francisco Jiménez, Yoshiko Uchida, John Greenleaf
Whittier, Joseph Addison, Robert E. Lee, and others.
Poetry
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Works by Emily Dickinson, William Wordsworth, Christina Rossetti, Rudyard Kipling,
Robert Frost, Walter de la Mare, Elizabeth Coatsworth, and others.
Partial List of Skills Taught:
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Describe characters based on speech, actions, or interactions with others.
Identify character traits and motivations.
Identify rhyme scheme.
Recognize use of language to convey mood.
Recognize author's purpose and devices used to accomplish it, including author's
language, organization, and structure.
Identify and interpret the use of figurative language.
Compare and contrast literary characters and selections.
Identify theme.
Identify point of view.
Make inferences and draw conclusions.
Demonstrate knowledge of authors, characters, and events of historically or culturally
significant works of literature.
Identify conflict and resolution.
Identify climax.
Recognize author's attitude or tone.
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B-54
Course Scope & Sequence
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Compare and contrast characters or literary selections.
Identify conflict and resolution.
Identify symbolism.
Recognize the effect of setting or culture on a literary work.
Recognize use of language to convey mood.
Make inferences and draw conclusions.
II. COMPOSITION
Students learn the building blocks of effective compositions by starting with the basis for all
essays—the paragraph. After they have learned about the structure and organization of ideas in a
paragraph, they begin the study of the essay. Students read model essays and analyze the
essays from the perspective of both a reader and a writer. In writing their own essays, students
apply the concepts they have learned from studying the models. Students go through a process
in writing essays: They plan, organize, write, revise, and proofread their essays, implementing
feedback they receive in the early stages of writing. Students also learn to write in response to
prompts similar to those they will encounter on standardized tests.
Introduction to the Paragraph
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Students learn about the parts of a paragraph, the importance of purpose and audience,
and the concepts of unity, clarity, and coherence. They apply what they learned as they
write their own paragraph.
Introduction to the Essay
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Students read a model essay and analyze it. They learn about the importance of
developing a strong thesis statement that controls the ideas in the rest of the essay. Then
students plan, write, revise, and proofread an essay on a topic they have chosen.
Writing to a Prompt
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As students progress through high school, they are faced with standardized tests that ask
them to write a response to a question, also known as a prompt. In this course, students
learn how to read and analyze a prompt, plan their response, and write their essay, all
within a predetermined time limit.
Personal Narrative
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The personal narrative offers students a chance to express themselves in the form of an
essay. After reading a model narrative essay, students analyze it, focusing on the way
the writer uses language to show—not merely to tell—what is happening. Students plan,
write, and revise their narrative essay, incorporating what they learned about showing
language.
Persuasive Essay
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The ability to persuade is a skill students will find useful throughout their lives. Students
focus on the elements of logical thinking and on the importance of knowing the difference
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B-55
Course Scope & Sequence
between fact and opinion as they read and analyze the model essay and as they write
their own persuasive essay.
Research Report

The Composition curriculum culminates with a research report. Before students begin
their research, they learn about information sources, both in libraries and online. They are
introduced to Internet searches and ways to determine if a source is reliable. Note-taking,
outlining, and citing sources are other topics covered in this comprehensive unit.
III. GRAMMAR
The Grammar, Usage, and Mechanics program addresses many grammatical topics, with
reinforcement activities in sentence analysis, sentence structure, and proper punctuation.
Students analyze syntax and diagram sentences in order to understand how words, phrases, and
clauses function in relation to each other. Frequent exercises and regular practice help students
absorb the rules so they can confidently apply them in their own writing.
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General Topics of Study Include:
Sentence Review
Parts of Speech Review
Kinds of Complements
Kinds of Phrases
Verbals and Verbal Phrases
Clauses
Sentence Fragments and Run-ons
Using Verbs
Using Pronouns
Subject and Verb Agreement
Using Adjectives and Adverbs
Capital Letters
End Marks and Commas
Italics and Quotation Marks
Other Punctuation
IV. VOCABULARY
The Vocabulary from Classical Roots program builds knowledge of Greek and Latin words that
form the roots of many English words, especially the polysyllabic terms that sometimes cause
students to stumble. Throughout this program, students define and use words with Greek and
Latin roots, and use word origins and derivations.
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B-56
Course Scope & Sequence
HST312: Modern U.S. History
Course Overview | Course Length | Materials | Prerequisites | Course Outline
COURSE OVERVIEW
This course is a full-year survey that provides students with a comprehensive view of American
history from the industrial revolution of the late nineteenth century to recent events. Readings are
drawn from K¹²'s The American Odyssey: A History of the United States. Online lessons help
students organize study, explore topics in depth, review in preparation for assessments, and
practice skills of historical thinking and analysis. Activities include analyzing primary sources and
maps, creating timelines, completing projects and written assignments, and conducting
independent research.
COURSE LENGTH
Two semesters
MATERIALS
The American Odyssey, a History of the United States
NOTE: List subject to change
PREREQUISITES
K¹² middle school American History Before 1865 and American History Since 1865, or equivalent.
COURSE OUTLINE
Unit 1: Founding a Nation
Students review the origins of the United States from the founding of the English colonies through
the increased tensions and Enlightenment thought that led to the American Revolution. They
explore the issues the new nation faced in forming a government, and reinforce their knowledge
of how the American system of government works under the United States Constitution.
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Semester Introduction
The New England Colonies
The Middle and Southern Colonies
New Ideas
The Road to Revolution
Toward Independence
Independence
Governing the New Nation
Creating a More Perfect Union
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B-57
Course Scope & Sequence

Our Constitution
Unit 2: Defining a Nation
Early presidents, George Washington in particular, set the nation on a sound course. The country
grew in area, population, diversity, and industry. But that growth, and questions about federalism
and the institution of slavery not answered by the Constitution, led eventually to the horror of civil
war. The Civil War kept the nation whole—though at a terrible cost—ended slavery, and pushed
the United States into the modern era.
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Setting a Course
Visions for a Nation
Growing in Area
Growing in Power
New Politics
Reforming
Expanding
Growing Apart
Debate and Division
Disunion
Terrible War
Reconstructing a Nation
Unit 3: Entering the Modern Era
During the late 1800s, the nation experienced tremendous growth in many areas. Students follow
the enormous migration across the Great Plains and its impact on Native Americans, and the rise
of new ways of manufacturing and doing business. They see the hardships factory and mine
workers faced, and the demands for reform that came from diverse segments of society.
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Settling the Great American West
The Changing West
The End of a Way of Life
New Industries Emerge
Meeting Challenges
Inventors and Industrialists
How Big is Too Big?
The Price of Industrialization
Seeking a Better Way
What to Do?
Unit 4: A New Century
The arrival of millions of immigrants and the rapid growth of cities in the late 1800s changed the
face and landscape of the United States. Students study the early years of the modern age, our
modern political system, and a modern approach to reform.
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Beacon of Hope
The Immigrant Experience
A Different Experience
Cities Grow
Urban Issues
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B-58
Course Scope & Sequence
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Cities Life
Populists
Progressives
Confronting Reality
Taking on Power
The Power of One
Unit 5: New Directions
During the last years of the nineteenth century and the first quarter of the twentieth century, the
United States stepped onto the world stage. In this unit, students trace the rise of the nation's
power from the emergence of American imperialism just before 1900 through the end of the Great
War and beyond. They examine as well, the hopes, demands, and challenges African Americans
and women faced as they sought equality at home.
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Less Than Equal
Different Visions
Demanding a Voice
An American Empire
Presidents and Policies
American Giant
Shaping a Nation
The Great War
The War at Home
Assessing the Great War
Unit 6: Turning Points
The United Sates emerged from World War I a major world power. The horror of the war left
many people around the world disillusioned and bitter, while others reveled in the music, fads,
and fashions of a new age. Students will complete a research project in this unit and then
continue their study of the inter-war era as the economic bubble of the 1920s gave way to the
Great Depression.
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Embracing the Peace
A New Culture
Action and Reaction
The Harlem Renaissance
Choosing a Research Project
Choosing a Presentation Format
The Annotated Bibliography
The Process Paper
Conducting Research
Continuing Research
Completing the Project
The Bubble Bursts
Depression
Seeking Solutions
Unit 7: Semester Review and Test
Students prepare for and take the semester test.
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B-59
Course Scope & Sequence
SEMESTER TWO
Unit 1: Facing Crisis and War
Franklin Delano Roosevelt's recovery plan, the New Deal, forever changed the way Americans
thought about government. But his programs didn't end the Great Depression. Only when World
War II began in Europe and the United States joined the Allies after the attack at Pearl Harbor did
the economy fully recover. Students will trace FDR's presidency through the Great Depression
and World War II. They will see the hardship of the 1930s and the heroic efforts from men and
women of all races and backgrounds that finally brought victory in Europe and Japan.
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Semester Introduction
Confronting the Crisis
New Strategies
Reflections
Lasting Programs
War Clouds
Going to War
The War at Home
Fighting on Two Fronts
Horror Uncovered
War's End
Unit 2: Postwar America
World War II transformed the United States into the world's wealthiest and most powerful nation.
That position brought new responsibilities. Students will witness the dangers of the atomic age
and the tension between communist and democratic countries that threatened the very existence
of humankind. They will explore life in the United States during the 1950s as television and the
automobile transformed American society. They will demonstrate their understanding of the era
by producing an online magazine reflecting the news and the new trends of the times.
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A War of Words and Ideas
Confronting Communism
The Cold War Abroad
Eisenhower at the Helm
From War to Peace
New Places to Live
A New American Dream
A New Frontier
Your Magazine Project
Unit 3: Trauma at Home and Abroad
In 1961, John F. Kennedy told the world Americans would "assure the survival and the success of
liberty." The 1960s tested that resolve. Students will explore the complexity of U.S. engagement
in Southeast Asia, the hopes and hardships of the civil rights movement, the triumphs of greater
liberty and democracy, and the thrill of seeing an American walk on the moon.
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B-60
Course Scope & Sequence
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The Beginning of Change
Demanding Change
How to Achieve Equality?
I Have a Dream
New Directions
Other Paths
Crisis
War in Vietnam
Escalation
A Different Kind of War
Those Who Served
Reflections on War
Unit 4: Turmoil
The Cold War nearly erupted in nuclear war in the early 1960s as the superpowers faced off in
Cuba. Meanwhile, on the other side of the globe, fears of communist expansion led the United
States into its longest war, a war that would tear the nation apart and take a terrible toll in lives
and in the country's image abroad and at home. Students will meet the people and groups who
emerged during these tumultuous years, some demanding an end to war, some demanding civil
rights for every group in the American mosaic, and some demanding answers to White House
secrecy, corruption, and scandal.
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Culture and Counterculture
Tragedies
Women on the Move
Voices for Change
Complex Times
The Watergate Scandal
Transition
Unit 5: Modern Turning Points
Students will choose a topic from any period in American history between 1930 and about 1980
and produce a project in one of four formats. The theme of the project, regardless of topic or
format, will be "turning points in American history, 1930 -1980." Then, they will study the end of
the twentieth century as the United States rose to the position of a superpower militarily and
economically, and faced social, cultural, and political challenges.
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The Research Project, Part 1
The Research Project, Part 2
The Research Project, Part 3
The Research Project, Part 4
A Changing Mood
Reaganomics
Cold War Warriors
Legacies
The Research Project, Part 5
The Post-Cold War World, Part 1
The Post-Cold War World, Part 2
The Post-Cold War World, Part 3
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B-61
Course Scope & Sequence
Unit 6: Toward a New Millennium
In this last unit of Modern U.S. History, students will study the events of the very recent past. As
they do, they must keep in mind that historians will continue to study and debate these events for
decades before they can draw conclusions. This is a "first rough draft" of our nation's most recent
chapter.
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A New Age
Demographics Close to Home
The Clinton Years
Divisions
Looking at North America, Part 1
Looking at North America, Part 2
Looking at North America, Part 3
Looking at North America, Part 4
The Research Project, Part 6
The Research Project, Part 7
Challenges at Century's End
Entering a New Millennium
New Realities
War and Disaster
Looking Ahead
Unit 7: Semester Review and Test
Students prepare for and take the semester test.
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B-62
Course Scope & Sequence
MTH202: Geometry
Course Overview | Course Length | Materials | Prerequisites | Course Outline
COURSE OVERVIEW
Students learn to recognize and work with geometric concepts in various contexts. They build on
ideas of inductive and deductive reasoning, logic, concepts, and techniques of Euclidean plane
and solid geometry and develop an understanding of mathematical structure, method, and
applications of Euclidean plane and solid geometry. Students use visualizations, spatial
reasoning, and geometric modeling to solve problems. Topics of study include points, lines, and
angles; triangles; right triangles; quadrilaterals and other polygons; circles; coordinate geometry;
three-dimensional solids; geometric constructions; symmetry; the use of transformations; and
non-Euclidean geometries.
COURSE LENGTH
Two semesters
MATERIALS
Geometry: A Reference Guide; a drawing compass, protractor, and ruler
NOTE: List subject to change
PREREQUISITES
MTH122: Algebra I, or equivalent
COURSE OUTLINE
SEMESTER ONE
Unit 1: An Introduction
Even the longest journey begins with a single step. Any journey into the world of geometry begins
with the basics. Points, lines, segments, and angles are the foundation of geometric reasoning.
This unit provides students with basic footing that will lead to an understanding of geometry.
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Semester Introduction
Basic Geometric Terms and Definitions
Measuring Length
Measuring Angles
Bisectors and Line Relationships
Relationships between Triangles and Circles
Transformations
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B-63
Course Scope & Sequence

Using Algebra to Describe Geometry
Unit 2: Methods of Proof and Logic
Professionals use logical reasoning in a variety of ways. Just as lawyers use logical reasoning to
formulate convincing arguments, mathematicians use logical reasoning to formulate and prove
theorems. With definitions, assumptions, and previously proven theorems, mathematicians
discover and prove new theorems. It's like building a defense, one argument at a time. In this
unit, students will learn how to build a defense from postulates, theorems, and sound reasoning.
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Reasoning, Arguments, and Proof
Conditional Statements
Compound Statements and Indirect Proof
Algebraic Logic
Inductive and Deductive Reasoning
Unit 3: Polygon Basics
We can find polygons in many places: artwork, sporting events, architecture, and even in roads.
In this unit, students will discover symmetry, work with special quadrilaterals, and work with
parallel lines and slopes.
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Polygons and Symmetry
Quadrilaterals and Their Properties
Parallel Lines and Transversals
Converses of Parallel Line Properties
The Triangle Sum Theorem
Angles in Polygons
Midsegments
Slope
Unit 4: Congruent Polygons and Special Quadrilaterals
If two algebraic expressions are equivalent, they represent the same value. What about
geometric shapes? What does it mean for two figures to be equivalent? A pair of figures can be
congruent the same way that a pair of algebraic expressions can be equivalent. Students will
learn, use, and prove theorems about congruent geometric figures.
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Congruent Polygons and Their Corresponding Parts
Triangle Congruence: SSS, SAS, and ASA
Isosceles Triangles and Corresponding Parts
Triangle Congruence: AAS and HL
Using Triangles to Understand Quadrilaterals
Types of Quadrilaterals
Constructions with Polygons
The Triangle Inequality Theorem
Unit 5: Perimeter, Area, and Right Triangles
If we have a figure, we can take many measurements and calculations. We can measure or
calculate the distance around the figure (the perimeter or circumference), as well as the figure's
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B-64
Course Scope & Sequence
height and area. Even if we have just a set of points, we can measure or calculate the distance
between two points.
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Perimeter and Area
Areas of Triangles and Quadrilaterals
Circumference and Area of Circles
The Pythagorean Theorem
Areas of Special Triangles and Regular Polygons
Using the Distance Formula
Proofs and Coordinate Geometry
Unit 6: Semester Review and Test
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Semester Review
Semester Test
SEMESTER TWO
Unit 1: Three-Dimensional Figures and Graphs
One-dimensional figures, such as line segments, have length. Two-dimensional figures, such as
circles, have area. Objects we touch and feel in the real world are three-dimensional; they have
volume.
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Semester Introduction
Solid Shapes and Three-Dimensional Drawing
Lines, Planes, and Polyhedra
Prisms
Coordinates in Three Dimensions
Equations of Lines and Planes in Space
Unit 2: Surface Area and Volume
Every three-dimensional figure has surface area and volume. Some figures are more common
and useful than others. Students probably see pyramids, prisms, cylinders, cones, and spheres
every day. In this unit, students will learn how to calculate the surface area and volume of several
common and useful three-dimensional figures.
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Surface Area and Volume
Surface Area and Volume of Prisms
Surface Area and Volume of Pyramids
Surface Area and Volume of Cylinders
Surface Area and Volume of Cones
Surface Area and Volume of Spheres
Three-Dimensional Symmetry
Unit 3: Similar Shapes
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B-65
Course Scope & Sequence
A map of a city has the same shape as the original city, but the map is much, much smaller. A
mathematician would say that the map and the city are similar. They have the same shape but
are different sizes.
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Dilations and Scale Factors
Similar Polygons
Triangle Similarity
Side-Splitting Theorem
Indirect Measurement and Additional Similarity Theorems
Area and Volume Ratios
Unit 4: Circles
You probably know what a circle is and what the radius and diameter of a circle represent.
However, a circle can have many more figures associated with it. Arcs, chords, secants, and
tangents all provide a rich set of figures to draw, measure, and understand.
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Chords and Arcs
Tangents to Circles
Inscribed Angles and Arcs
Angles Formed by Secants and Tangents
Segments of Tangents, Secants, and Chords
Circles in the Coordinate Plane
Unit 5: Trigonometry
Who uses trigonometry? Architects, engineers, surveyors, and many other professionals use
trigonometric ratios such as sine, cosine, and tangent to compute distances and understand
relationships in the real world.
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Tangents
Sines and Cosines
Special Right Triangles
The Laws of Sines and Cosines
Unit 6: Beyond Euclidian Geometry
Some people break rules, but mathematicians are usually very good at playing by them. Creative
problem-solvers, including mathematicians, create new rules, and then play by their new rules to
solve many kinds of problems.
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The Golden Rectangle
Taxicab Geometry
Graph Theory
Topology
Spherical Geometry
Fractal Geometry
Projective Geometry
Computer Logic
Unit 7: Semester Review and Test
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owned by third parties.
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Course Scope & Sequence
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Semester Review
Semester Test
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owned by third parties.
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Course Scope & Sequence
SCI202: Biology
Course Overview | Course Length | Materials | Prerequisites | Course Outline
COURSE OVERVIEW
In this course, students focus on the chemistry of living things: the cell, genetics, evolution, the
structure and function of living things, and ecology. Students follow a program of online study
days alternating with review-and-assessment days. Lessons include extensive animations,
hands-on laboratory activities, reference book study, and collaborative activities with virtual
classmates.
COURSE LENGTH
Two semesters
MATERIALS
Biology: A Reference Guide; materials for laboratory experiments, including a compound
microscope
NOTE: List subject to change
PREREQUISITES
K¹² middle school Life Science, or equivalent
COURSE OUTLINE
SEMESTER ONE
Unit 1: The Science of Biology
Students explore biology as one of the sciences and confront the concepts of scientific methods.
After exploring scientific processes as they apply to biology, students examine what "life" means
as they investigate the characteristics that all living things share. Students then look at the
importance of energy, what kinds of energy are significant when considering living things, and the
relationship of structures of living things to their functions.
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Semester Introduction
Biology and Scientific Methods
Scientific Processes 1
Scientific Processes 2
Review: Scientific Processes
The Characteristics of Life 1
The Characteristics of Life 2
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owned by third parties.
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Course Scope & Sequence
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The Characteristics of Life 3
Review: Characteristics of Life
Laboratory: Using a Microscope
Energy and Life
Review: Energy and Life
Structure and Function
Review: Structure and Function
Unit 2: The Chemistry of Life
Students explore the chemical basis for life by examining the most important groups of organic
compounds: carbohydrates, proteins, lipids, and nucleic acids. Students then examine water and
how it is important for living things. In each case, students focus on the relationship of the
molecular structure of compounds to its function in living things.
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Chemistry Review
Chemical Bonds
Review: Chemical Bonds
Carbon and Life
Review: Carbon and Life
Water
Review: Water
Laboratory: Investigating Biological Compounds 1
Laboratory: Investigating Biological Compounds 2
Simple Carbohydrates
Complex Carbohydrates
Review: Carbohydrates
Lipids
Review: Lipids
Amino Acids and Proteins
Proteins as Enzymes
Review: Proteins
Nucleic Acids
Review: Nucleic Acids
ATP
Review: ATP
Unit 3: Cell Biology
Students now are able to begin looking at the structure and function of living things. They begin
with an exploration of the cell. They confront the structure of the cell, its membranes and
organelles. In particular, they look at the processes by which cells gather and make energy
available, focusing on the activities of the mitochondrion and the chloroplast. Students then
proceed to look at cellular reproduction and study the processes of meiosis and mitosis.
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The Cell and Life
Cell Structure
Cell Organelles
Review: Cell Life, Structure, and Organelles
Two Types of Cells
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owned by third parties.
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Course Scope & Sequence
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Review: Two Types of Cells
Cell Membrane Structure
Movement Across Membranes
Review: Cell Structure and Movement
Laboratory: Determining the Rate of Diffusion 1
Laboratory: Determining the Rate of Diffusion 2
Chemical Energy and Life
Review: Chemical Energy
Respiration and Photosynthesis
Review: Respiration and Photosynthesis
Laboratory: The Rate of Photosynthesis 1
Laboratory: The Rate of Photosynthesis 2
Reproduction and Development
Mitosis
Review: Reproduction, Development and Mitosis
Laboratory: Observing Mitosis
Cell Differentiation
Review: Cell Differentiation
Cell Specialization
Review: Cell Specialization
Sexual Reproduction
Meiosis I
Meiosis II
Review: Sexual Reproduction and Meiosis
Unit 4: Mendelian Genetics
Students learn about the work of Gregor Mendel as a way of studying modern genetics. They
perform genetic crosses and begin to see how traits are inherited. As they examine Mendelian
genetics more closely, they see the relationship between inheritance and chromosomes and
between genes and alleles. This unit prepares students to go deeper into genetics at the
molecular level. Then students learn how the process of proteins synthesis is controlled, a
process called gene expression.
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The Work of Gregor Mendel
Mendelian Inheritance
Review: Mendel and Mendelian Inheritance
Laboratory: Genetic Crosses 1
Laboratory: Genetic Crosses 2
Chromosomes and Genes
Genes and Alleles
Review: Chromosomes, Genes, and Alleles
Proteins Express DNA
Review: Proteins Express DNA
Unit 5: Semester Review and Test
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Semester Review
Semester Test
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owned by third parties.
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Course Scope & Sequence
SEMESTER TWO
Unit 1: Molecular Genetics
The chemical basis for genetics is one of the cornerstones of modern biology. In this unit,
students explore the relationship between DNA, RNA, and proteins—and what this has to do with
genes and inheritance. After establishing a firm basis in molecular genetics, students are able to
understand modern applications of genetics, including biotechnology and genetic engineering.
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Semester Introduction
DNA, RNA, and Proteins
Structure of DNA
Review: Structure of DNA
Structures of RNA
Review: Structures of RNA
DNA Replication
Review: DNA Replication
Laboratory: Modeling DNA
Laboratory: Modeling DNA Replication
DNA Makes RNA
Review: DNA Makes RNA
RNA Makes Protein
Review: RNA Makes Protein
The Genetic Code
Review: The Genetic Code
Unit 2: Evolution
Evolution is the central organizing principle of biology. Students learn about the concept of
evolution and the underlying principles of natural selection. Once they have mastered the
fundamental principles, they learn how modern evolution is a science that includes gene changes
over time as the underlying mechanism for evolution.
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Evolution and Biology
Evolution of Populations
Review: Evolution Biology and Populations
Variation in Populations
Types of Natural Selection
Review: Variation and Types of Natural Selection
Evidence for Evolution 1
Evidence for Evolution 2
Evolution and Earth History
Review: Evidence for Evolution and Earth History
Laboratory: Process of Natural Selection 1
Laboratory: Process of Natural Selection 2
Genetic Basis of Evolution
Review: Genetic Basis for Evolution
Classification and Taxonomy
Modern Classification
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owned by third parties.
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Course Scope & Sequence
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Review: Classification, Taxonomy
Laboratory: Dichotomous Key
Unit 3: Systems of Living Things
Students learn about the structure and function of living things by examining systems of living
things, focusing on human biology. They explore the digestive, respiratory, nervous, reproductive,
and muscular systems and see how these systems aid in responding to the organism's
environment.
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Getting Energy
Review: Getting Energy
Digestion in Humans
Laboratory: Human Digestion Actions 1
Review: Digestion in Human
Laboratory: Human Digestion Actions 2
Oxygen and the Human Body
Review: Oxygen and the Human Body
Human Nervous System
Review: Human Nervous System
Muscular Systems
Review: Muscular Systems
How Muscles Contract
Review: How Muscles Contract
Laboratory: Chicken Muscles 1
Laboratory: Chicken Muscles 2
Fern Reproduction
Review: Fern Reproduction
Human Reproduction
Review: Human Reproduction
Human Immune Response 1
Human Immune Response 2
Review: Human Immune Response
Unit 4: Ecology and the Environment
As students have moved through this curriculum, they have learned about living things, their
structure, and functions. In this unit, they confront organisms in relationship to their environments.
Students study living things and the ecosystems in which they live, examining both the biotic and
abiotic components of the world in which organisms exist.
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Ecosystems
Biomes
Review: Ecosystems and Biomes
Energy Flow in Ecosystems
Food Chains and Food Webs
Review: Energy Flow, Food Chains, and Webs
Succession
Review: Succession
Laboratory: Patterns of Succession
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owned by third parties.
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Course Scope & Sequence
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Laboratory: The Effects of Acidity on Seed Germination 1
Water and Nitrogen Cycles
Review: Water and Nitrogen Cycles
Laboratory: Fixation in Root Nodules 1
Laboratory: Fixation in Root Nodules 2
Laboratory: The Effects of Acidity on Seed Germination 2
Unit 5: Semester Review and Test
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Semester Review
Semester Test
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owned by third parties.
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APPENDIX B
Proposed Curriculum Outline
B3 – High School 9 – 12 Core Content and Electives
* provide a visual disseminating what courses (core content and electives) will be offered in year one
through year five of the charter high school.
The following pages represent course offerings via the K12 Curriculum. Available core content and
elective courses available for grades 9 – 12 are outlined in detail. This catalog is for the 2012 – 2013
school year. While these course selections may change slightly over the next five years, this catalogue
offers extensive details of expected offerings.
B-74
2013 - 2014
COURSE CATALOG
GRADES PreK–12
B-75
LET'S LEARN
K12.COM/COURSES
B-76
Pre-Kindergarten
Courses embarK 12 ................ ...........................5
page 4
Elementary
Courses page 7
Middle
School
English & Language Arts................ 8
Math................................................12
Science............................................ 14
History & Social Sciences............... 16
Art.................................................. 17
Music.............................................. 19
World Languages.......................... 21
Orientation.................................... 24
English & Language Arts............... 28
Math............................................... 29
Science........................................... 30
History & Social Sciences.............. 32
Art.................................................. 33
Courses Music.............................................. 34
page 25
Orientation.................................... 39
High
School
Courses page 42
World Languages...........................34
English .......................................... 44
Mathematics.................................. 52
Science........................................... 60
History & Social Sciences.............. 66
World Languages.......................... 78
E lectives ........................................ 87
Technology & Computer Science... 95
Orientation.................................. 100
B-77
Pre-Kindergarten
Offerings may vary at K12-powered schools.
B-78
for kindergarten. The program includes 18 thematic units with instructional
activities in six subjects: language arts, mathematics, science, social studies, art,
and music. Developed for Pre-K children, embarK12 engages learners through direct
experience, interactive media, and a variety of multisensory activities guided by a
teacher or learning coach. Interactive technology, storytelling, personal narrative,
and functional communication are key aspects of embarK12. The program follows
guidelines for developmentally appropriate practice, and online and offline
activities align with Pre-K standards and expectations for kindergarten readiness.
Learning objectives aim to foster intellectual and socio-emotional development
in age-appropriate contexts while supporting children's physical development..
The curriculum contains 18 units and 432 learning modules. If used in its entirety,
content for each unit spans 16+ hours of instructional time; this content is designed
for flexible implementation within many different structures and schedules to
accommodate existing Pre-K programs.
Curriculum Items: I Am Special booklet; Flashcards; Children’s literature selections
Pre-Kindergarten
The embarK12 program is a comprehensive curriculum designed to prepare children
5 5
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6
B-80
Elementary
7 7
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ENGLISH &
LANGUAGE ARTS
Language Arts K (Blue)
In this course, students receive structured lessons on readiness skills through emphasis
on phonics, language skills, literature, and handwriting to help develop comprehension,
build vocabulary, and promote a lifelong interest in reading.
• P
honics: PhonicsWorks prepares students to become independent readers through
systematic, multisensory instruction in phonemic awareness and decoding skills,
using a kit of magnetized letter tiles and a variety of games and activities.
Elementary
iterature and Comprehension: Plenty of read-aloud literature kindles the
• L
imagination while building comprehension and vocabulary. The emphasis is on
classic literature—fairy tales, fables, and folktales—including many works that
embody exemplary virtues.
• Language Skills: Traditional poems, nursery rhymes, and riddles help students
develop comprehension, vocabulary, and a love of language. Offline vocabulary
instruction is accompanied by online review and practice. “All About Me” lays the
foundations of the writing process as students brainstorm, discuss, illustrate,
write, and share ideas with others.
• Handwriting: Handwriting Without Tears provides gentle instruction
to help students print letters correctly.
Curriculum Items: K12 Language Arts Blue Lesson Guide and Activity Book, K12
PhonicsWorks Basic Kit, K12 PhonicsWorks Lesson Guide, Activity Book, and Assessment
Book, K12 Read Aloud Treasury, The Rooster Crows—A Book of American Rhymes and
Jingles by Maud and Miska Petersham, Rhyme Time by Tomie dePaola, Additional
works of literature, K12 World Magazines, Handwriting Without Tears: Get Set for School
Teacher’s Guide and Activity Book, Handwriting Without Tears: Letters and Numbers
for Me Teacher’s Guide and Student Workbook, Slate chalkboard, Printed alphabet desk
strips, Wide double line paper, Items easily found in a typical home
Language Arts 1 (Green) (NEW)
In this course, students receive structured lessons on readiness skills through emphasis on
phonics, language skills, literature, and handwriting to help develop comprehension, build
vocabulary, and promote a lifelong interest in reading.
• P
honics: There are 36 units in the Phonics program. Each unit contains five lessons.
In the first four lessons, students learn new skills or practice what they’ve previously
learned. The fifth lesson in each unit begins with online review and practice activities
that reinforce skills learned in the unit, and is followed by an offline unit assessment.
In some lessons, students will read an online decodable reader. These are short,
interactive stories that consist entirely of words students are able to read. Students
will acquire the critical skills and knowledge required for reading and literacy.
• L
iterature and Comprehension: The K12 Language Arts Literature and
Comprehension program consists of 24 units with reading selections from the
Classics anthology, nonfiction magazines, trade books, and other books students
choose for themselves. Students will listen to and read a variety of poetry, fiction, and
nonfiction to develop their reading comprehension skills.
8
• H
andwriting: Students will further develop their handwriting skills through
Handwriting Without Tears. In Semester 1, students will work in the My Printing Book.
In Semester 2, students will practice handwriting on their own using the supplied
lined paper.
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ENGLISH &
• S
pelling: There are 18 units in K12 Spelling, which begins in the second semester
of Grade 1. Each unit contains five lessons. The first lesson of a unit introduces
new Spelling words. In the second and third lessons, you and your students work
together to practice the spelling words introduced in the first lesson. There is an
online review in Lesson 4 and an offline assessment in Lesson 5. Students will
master the spelling skills needed to read and write proficiently.
• W
riting Skills: The program includes 18 alternating units of Grammar, Usage, and
Mechanics lessons and Composition lessons. In odd-numbered units, students
will learn grammar, usage, and mechanics skills that will help them communicate
in standard English. The fourth lesson of each unit is an online review of the unit’s
skills, and the fifth lesson is an offline assessment. In even-numbered composition
units, students will also learn techniques for planning, organizing, and creating
different kinds of writing. Each unit starts with a journal assignment that will help get
students writing and generating ideas to be used in their writing assignments. The
program includes rubrics and sample papers to help evaluate students’ work.
Curriculum Items: My Printing Book, My Writing Book, Journal, Language Arts Green
Spelling Handbook, Book Report Kit Green Activity Books 1 and 2, Green LA Lesson
Guides 1 and 2, Story Cards, Grab bag Green Assessments Book, K¹² Language Arts
Green Lesson Guide and Activity Book, K12 PhonicsWorks DVD training video, K12
PhonicsWorks Basic & Advanced Kits, K12 PhonicsWorks Advanced Sight Word Cards,
K12 PhonicsWorks Readers Advanced, K12 PhonicsWorks Advanced Lesson Guide Book
1 and Book 2, K12 PhonicsWorks Advanced Activity Book, K12 PhonicsWorks Advanced
Assessment Book 1 and Book 2, Accomplishments chart and stickers, Dry erase board,
markers, and eraser, Accomplishments chart and stickers, Slate chalkboard, Printed
alphabet desk strips, Wide double line paper
Additional Curriculum Items: Additional works of literature, including Listen My
Children: Poems for First Graders, Ready, Set, Read, Classics for Young Readers, Items
easily found in a typical home
Elementary
• V
ocabulary: K12 Vocabulary exposes students to a wide variety of words. Students
will learn, review, and practice words online. There are 18 units in K12 Vocabulary. In
the first 8 lessons of each unit, students will study 3 sets of related words. Lesson 9
of each unit is a review of all the words. The 10th lesson is always a Unit Checkpoint,
testing students on all the words they studied.
LANGUAGE ARTS
Language Arts 2 (Orange)
This course provides a comprehensive and interrelated sequence of lessons for
students to continue building their proficiency in literature and comprehension, writing
skills, vocabulary, spelling, and handwriting.
• L
iterature and Comprehension: A guided reading approach builds comprehension
strategies and gradually transitions students to independent reading assignments.
Leveled reading selections progressively expose students to new challenges
including greater length, more complex content, and new vocabulary. The emphasis
is on classic literature from many cultures, poetry, and nonfiction articles. Students
also make their own reading choices to help foster a lifelong love of reading.
• Writing Skills: Students learn about parts of speech, usage, capitalization, and
punctuation, then apply this knowledge as they write sentences and paragraphs.
Students are introduced to the process of writing, as they pre-write, draft, revise,
and proofread their work before they share it with others. Written products include
letters, poems, literature reviews, research reports, and presentations.
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9
ENGLISH &
LANGUAGE ARTS
• V
ocabulary: Students increase their vocabulary through word study, comprehension,
and word analysis, then apply their knowledge in a variety of authentic contexts.
pelling: Students continue their exploration of spelling conventions with lessons
• S
in sound-symbol relationships and patterns.
• H
andwriting: Handwriting Without Tears helps students develop printing skills
and, if appropriate, begin cursive handwriting.
Elementary
Curriculum Items: K12 Language Arts Orange Lesson Guide, Activity Book, and
Assessment Book, Listen, My Children: Poems for Second Graders, from Core
Knowledge, K12 Classics for Young Readers, Vol. B, Surprises, a book of poems
selected by Lee Bennett Hopkins, Additional works of literature, K12 World Magazines,
Handwriting Without Tears: Printing Power Teacher’s Guide and Student Workbook,
White dry-erase board, Printed alphabet desk strips, Regular double line paper, Items
easily found in a typical home
Language Arts 3
In Language Arts 3, reading lessons are designed to develop comprehension, build
vocabulary, and help students become more independent readers. Students practice
writing as a process as they write a narrative, a report, letters, and poetry. Students learn
about sentence structure, parts of speech, and research skills. Through weekly word
lists, students learn relationships between sounds and spellings. Students read works
of nonfiction, as well as four novels. Students learn and use techniques for effective oral
presentations, and develop test-taking and critical thinking skills.
Curriculum Items: Classics for Young Readers, Vols. 3A and 3B, The Glory of Greece by
Beth Zemble and John Holdren, George Washington: Soldier, Hero, President by Justine
and Ron Fontes, The Declaration of Independence by Elaine Landau, Additional works
of literature, Handwriting Without Tears: Cursive Handwriting Teacher’s Guide and
Student Workbook, Handwriting Without Tears: Cursive Success Teacher’s Guide and
Student Workbook, Exercises in English: Student Edition, Primary Analogies, Book 3,
Wordly Wise 3000, Book B, Writing in Action, Vols. A and B, Test Ready Plus: Reading,
Test Ready: Reading Longer Passages, Test Ready Plus: Language Arts, White dry erase
board, Items easily found in a typical home
Language Arts 4
This is a comprehensive course covering reading comprehension, analysis, composition,
vocabulary, grammar, usage, and mechanics, including sentence analysis and
diagramming. Structured lessons on spelling enable students to recognize base words
and roots in related words. Lessons are designed to develop reading comprehension, build
vocabulary, and help students become more independent readers. The emphasis is on
classic literature. Additionally, students read works of nonfiction, as well as four novels
selected from a long list of classic titles. A test preparation program prepares students for
standardized tests.
10
Curriculum Items: Classics for Young Readers, Vol. 4A, Classics for Young Readers, Vol.
4B, Writing in Action, Vol. C, Writing in Action, Vol. D, Exercises in English, Millennium
ed. (Level D), New Vocabulary Workshop Workbook (Orange), Test Ready Plus:
Language Arts, Book 4, Test Ready Plus: Reading, Book 4, Robinson Crusoe by Daniel
Defoe (K12 edition, retold for young readers), Feathers, Flippers and Fur, If You Lived in
the Days of the Knights by Ann McGovern, Nature’s Way, Pollyanna by Eleanor Porter
(K12 edition, abridged for young readers), White dry-erase board
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Language Arts 5
ENGLISH &
LANGUAGE ARTS
This course provides structured lessons on reading comprehension, analysis,
composition, vocabulary, grammar, usage, and mechanics. Through emphasis on
spelling, students learn relationships between sounds and spellings in words and affixes.
Lessons are designed to develop comprehension, build vocabulary, and help students
become more independent and thoughtful readers. Students practice writing as they
write a memoir, an editorial, a research paper, a business letter, and more. Students
learn about parts of speech, punctuation, and research skills. Students study literature in
a variety of genres including fiction, poetry, nonfiction, drama, and novels.
Elementary
Curriculum Items: Classics for Young Readers, Vol. 5A, Classics for Young Readers, Vol.
5B, American Lives & Legends, Exercises in English, Millennium ed. (Level E), Vocabulary
Workshop (Blue), Test Ready: Language Arts, Book 5, Test Ready: Reading Longer
Passages, Book 5, Paddle-to-the-Sea by Holling Clancy Holling, American Tall Tales by
Adrien Stoutenburg, Bard of Avon: The Story of William Shakespeare by Diane Stanley
and Peter Vennema, Curious Creatures, Writing in Action, Vol. 5E, Writing in Action, Vol.
5F, I Didn’t Know That!, Don Quixote by Miguel de Cervantes (K¹² edition, retold for young
readers), White dry-erase board
MARK12 Reading I (Adaptive Remediation)
Mastery. Acceleration. Remediation. K12. MARK12 courses are for students in the third
to fifth grades who are struggling readers. MARK12 Reading I gives students who are
reading several grades below grade level the opportunity to master missed concepts in a
way that accelerates them through the remediation process by incorporating adaptivity
and online assessments. Students work independently and with a Learning Coach to
develop oral reading, comprehension, phonics, spelling, and fluency skills. They also
practice grammar, usage, mechanics, and composition. The engaging course features
new graphics, learning tools, and games; adaptive activities that help struggling
students master concepts and skills before moving on; and more support for Learning
Coaches to guide their students to success.
Curriculum Items: MARK12 Reading Lesson Guide, Vol. 1, MARK12 Reading Activity Book,
Vol. 1, MARK12 Classics for Young Readers, Vol. 1, Just Write! Levels 1 and 2,
Online tile kit, Pencils, Index cards, Markers; A speaker and microphone are necessary; a
headset combination is recommended.
MARK12 Reading II (Adaptive Remediation)
Mastery. Acceleration. Remediation. K12. MARK12 courses are for students in the
third to fifth grades who are struggling readers. MARK12 Reading II gives students
who are reading two or more grades below grade level the opportunity to master
missed concepts in a way that accelerates them through the remediation process by
incorporating adaptivity and online assessments. Students work independently and with
a Learning Coach to develop oral reading, comprehension, phonics, spelling, and fluency
skills. They also practice grammar, usage, mechanics, and composition. The engaging
course features new graphics, learning tools, and games; adaptive activities that help
struggling students master concepts and skills before moving on; and more support for
Learning Coaches to guide their students to success.
Curriculum Items: MARK12 Reading Lesson Guide, Vol. 2, MARK12 Reading Activity Book,
Vol. 2, MARK12 Classics for Young Readers, Vol. 2, Writing in Action, Level A, Online tile
kit, Pencils, Index cards, Markers; A speaker and microphone are necessary; a headset
combination is recommended.
B-85
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ENGLISH &
LANGUAGE ARTS
MARK12 Reading III (Adaptive Remediation)
Mastery. Acceleration. Remediation. K12. MARK12 courses are for students in the third
to fifth grades who are struggling readers. MARK12 Reading III gives students who are
reading approximately two grades below grade level the opportunity to master missed
concepts in a way that accelerates them through the remediation process by incorporating
adaptivity and online assessments. Students work independently and with a Learning
Coach to develop oral reading, comprehension, phonics, spelling, and fluency skills. They
also practice grammar, usage, mechanics, and composition. The engaging course features
new graphics, learning tools, and games; adaptive activities that help struggling students
master concepts and skills before moving on; and more support for Learning Coaches to
guide their students to success.
Elementary
Curriculum Items: MARK12 Reading Lesson Guide, Vol. 3, MARK12 Reading Activity Book,
Vol. 3, MARK12 Classics for Young Readers, Vol. 3, Writing in Action, Level B, Online tile
kit, Pencils, Index cards, Markers; A speaker and microphone are necessary; a headset
combination is recommended.
Math+ K (Blue)
This research-based course focuses on computational fluency, conceptual understanding,
and problem solving. The engaging course features new graphics, learning tools, and
games; adaptive activities that help struggling students master concepts and skills before
moving on; and more support for Learning Coaches to guide their students to success.
This course introduces kindergarten students to numbers through 30. Students learn
through reading, writing, counting, comparing, ordering, adding, and subtracting. They
experience problem solving and encounter early concepts in place value, time, length,
weight, and capacity. They learn to gather and display simple data. Students also study
two- and three-dimensional figures—they identify, sort, study patterns, and relate
mathematical figures to objects within their environment.
Curriculum Items: Activity book, Custom K12 block set, Lesson guide book, Items easily
found in a typical home
Math+ 1 (Green)
MATH
This research-based course focuses on computational fluency, conceptual understanding,
and problem solving. The engaging course features new graphics, learning tools, and
games; adaptive activities that help struggling students master concepts and skills
before moving on; and more support for Learning Coaches to guide their students
to success. This course for students in grade 1 extends their work with place value to
numbers through 100, emphasizing fluency of addition and subtraction facts, and
focusing on number sentences and problem solving with addition and subtraction.
Students begin work with money, telling time, ordering events, and measuring length,
weight, and capacity with non-standard units. Students identify attributes of geometric
figures and also extend their work with patterns and data, including representing and
comparing data.
Curriculum Items: Activity book, Custom K12 block set, Lesson guide book, Base-10
blocks set, Place-value mat, Items easily found in a typical home
12
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Math+ 2 (Orange)
MATH
This research-based course focuses on computational fluency, conceptual understanding,
and problem solving. The engaging course features new graphics, learning tools, and
games; adaptive activities that help struggling students master concepts and skills before
moving on; and more support for Learning Coaches to guide their students to success.
This course for students in grade 2 focuses primarily on number concepts, place value,
and addition and subtraction of numbers through 1,000. Special emphasis is given to
problem solving, inverse operations, properties of operations, decomposition of numbers,
and mental math. Students study money, time, and measurement; geometric figures;
analyzing and displaying data with new representations; and determining the range and
mode of data. Early concepts about multiplication, division, and fractions are introduced.
Elementary
Curriculum Items: Activity book, Custom K12 block set, Lesson guide book, Base-10
blocks set, Place-value mat, Items easily found in a typical home
Math+ 3 (Purple)
This research-based course focuses on computational fluency, conceptual understanding,
and problem solving. The engaging course features new graphics, learning tools, and
games; adaptive activities that help struggling students master concepts and skills before
moving on; and more support for Learning Coaches to guide their students to success.
This course for students in grade 3 provides a quick overview of whole number addition
and subtraction, but has a greater focus on whole number multiplication and division,
encompassing early algebraic thinking. Decimals are studied in relationship to place value
and money, and fractions are addressed through multiple representations and probability.
Students are introduced to specific methods and strategies to help them become more
effective problem solvers. Geometry and measurement are addressed through the study
of two- and three-dimensional shapes, early work with perimeter, area, and volume, and
applying measuring techniques to time, length, capacity, and weight.
Curriculum Items: Textbook, Custom K12 block set, Lesson guide book, Base-10 blocks
set, Place-value mat, Items easily found in a typical home
Math+ 4 (Red)
This research-based course focuses on computational fluency, conceptual understanding,
and problem solving. The engaging course features new graphics, learning tools, and
games; adaptive activities that help struggling students master concepts and skills
before moving on; and more support for Learning Coaches to guide their students to
success. This course for students in grade 4 moves into applications and properties
of operations. Students work with simple fraction and decimal operations, which are
applied in the study of measurement, probability, and data, and mathematical reasoning
techniques. Students begin the study of equivalencies between fractions and decimals
on the number line and early work with integers. Algebraic thinking is developed as
students work with variables, coordinate graphing, and formulas in problems involving
perimeter, area, and rate. Geometry is extended into greater classification of shapes and
work with lines, angles, and rotations.
Curriculum Items: Textbook, Color tiles set, Lesson guide book, Protractor, Items easily
found in a typical home
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ENGLISH &
MATH
LANGUAGE ARTS
Math+ 5 (Yellow)
Elementary
This research-based course focuses on computational fluency, conceptual understanding,
and problem solving. The engaging course features new graphics, learning tools, and
games; adaptive activities that help struggling students master concepts and skills
before moving on; and more support for Learning Coaches to guide their students
to success. This course for students in grade 5 investigates whole numbers through
practical situations in rounding, exponents and powers, and elementary number theory.
Students begin addition and subtraction of integers and apply all of their work with
rational numbers to problem solving experiences. The study of algebra includes work
with variables, solving equations and inequalities, using formulas within geometry
and measurement, and work within the coordinate system. The study of geometry
encompasses properties of lines, angles, two- and three-dimensional figures, and
formal constructions and transformations.
Curriculum Items: Textbook, Lesson guide book, Protractor, Items easily found in a
typical home
Science K
Kindergarten students begin to develop observation skills as they learn about the five
senses, the Earth’s composition, and the basic needs of plants and animals. Students
will also explore topics such as measurement (size, height, length, weight, capacity, and
temperature), matter (solid, liquid, and gas), the seasonal cycle, our Earth (geography,
taking care of the Earth), motion (pushes and pulls, magnets), and astronomy (the
Earth, Sun, Moon, and stars; exploring space; astronauts Neil Armstrong and Sally
Ride).
Curriculum Items: Plastic pipette, Safety glasses, Basic thermometer, Bar magnets
(pair), Magnifying glass, Mirror, Inflatable globe, Animals in Winter by Henrietta
Bancroft and Richard G. Van Gelder, My Five Senses by Aliki, The Big Dipper by Franklyn
Branley, What’s Alive? by Kathleen Weidner Zoehfeld
Science 1
Students learn to perform experiments, record observations, and understand how
scientists see the natural world. They germinate seeds to observe plant growth, and
make a weather vane. Students will also explore topics such as matter (states of matter,
mixtures, and solutions), weather (cloud formation, the water cycle), animal classification
and adaptation (insects, amphibians, birds, and mammals), habitats (forests, deserts,
rain forests), the oceans (waves and currents, coasts, coral reefs), light (how it travels,
reflections, and inventor Thomas Edison), plants (germination, functions of roots, stems),
and the human body.
SCIENCE
14
Curriculum Items: Bean seeds, Grass seeds, Directional compass, Graduated cylinder,
100 mL, Basic thermometer, Plastic pipette, Safety goggles, Magnifying glass, Bar
magnets (pair), Mirror, Feathers, Centimeter gram cubes, Primary balance, Iron
fillings, Styrofoam ball (2” diameter), Mylar paper, silver, Inflatable globe, An Octopus
Is Amazing by Patricia Lauber, Down Comes the Rain by Franklyn Branley, Flash, Crash,
Rumble, and Roll by Franklyn Branley, What Color Is Camouflage? by Carolyn Otto,
What Is the World Made Of? by Kathleen Weidner Zoehfeld
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Science 2
SCIENCE
Students perform experiments to develop skills of observation and analysis and learn
how scientists understand our world. They demonstrate how pulleys lift heavy objects,
make a temporary magnet and test its strength, and analyze the parts of a flower.
Students will explore topics such as the metric system (liters and kilograms), force
(motion and simple machines, physicist Isaac Newton), magnetism (magnetic poles and
fields, how a compass works), sound (how sounds are made, inventor Alexander Graham
Bell), the human body (cells, the digestive system), and geology (layers of the earth,
kinds of rocks, weathering).
Elementary
Curriculum Items: Bean seeds, Grass seeds, Directional compass, Graduated cylinder,
100 mL, Primary rock and mineral kit, Basic thermometer, Plastic pipette, Safety
goggles, Magnifying glass, Centimeter gram cubes, Primary balance, Iron filings, Bar
magnets, Latch magnet, Ring magnet, Horseshoe magnet, 10 Newton spring scale,
Pulley, Unmarked thermometer, Fossils Tell of Long Ago by Aliki, Let’s Go Rock Collecting
by Roma Gans, What Happens to a Hamburger? by Paul Showers, What Makes a
Magnet? by Franklyn Branley, Why Frogs Are Wet by Judy Hawes
Science 3
Students learn to observe and analyze through hands-on experiments and gain further
insight into how scientists understand our world. They observe and chart the phases of
the moon, determine the properties of insulators and conductors, and make a threedimensional model of a bone. Students will explore topics such as weather (air pressure,
precipitation, clouds, humidity, fronts, and forecasting), vertebrates (features of fish,
amphibians, reptiles, birds, and mammals), ecosystems (climate zones, tundra, forests,
desert, grasslands, freshwater, and marine ecosystems), matter (phase changes,
volume, mass, atoms), the human body, energy, light, and astronomy.
Curriculum Items: A Walk in the Boreal Forest: Biomes of North America Series, A Walk
in the Desert: Biomes of North America Series, A Walk in the Rainforest: Biomes of
North America Series, A Walk in the Tundra: Biomes of North America Series, A Walk
in the Deciduous Forest: Biomes of North America Series, A Walk in the Prairie: Biomes
of North America Series, Sunshine Makes the Seasons by Franklyn Branley, The Moon
Seems to Change by Franklyn Branley, Graduated cylinder, 100 mL, Directional compass,
Safety goggles, Magnifying glass, Advanced thermometer, Clay (four colors), Modeling
clay, Directional compass
Science 4
Students develop scientific reasoning and perform hands-on experiments in Earth, life,
and physical sciences. They construct an electromagnet, identify minerals according
to their properties, use chromatography to separate liquids, and assemble food webs.
Students will explore topics such as the interdependence of life; plant and animal
interactions; chemistry; forces and fluids; the human body; the nervous system;
invertebrates; electricity and magnetism; rocks and minerals; weathering, erosion, and
deposition; the fossil record and the history of life; and the Paleozoic, Mesozoic, and
Cenozoic eras.
Curriculum Items: Bar magnets (pair), Safety goggles, Graduated cylinder, 100 mL,
Lamp bulb receptacles, Lamp bulbs, Magnifying glass, Intermediate rock and mineral
kit, Advanced thermometer, Invertebrates, The History of Life Through Fossils (Lickle
Publishing, Clay (four colors), Bare copper wire, Gravel, Adding machine paper, Pipe
cleaners, Sand, Seashell, White tile, Plastic aquarium tubing
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SCIENCE
Science 5
Students perform experiments, develop scientific reasoning, and recognize science in
the world around them. They build a model of a watershed, test how cell membranes
function, track a hurricane, and analyze the effects of gravity. Students will explore
topics such as water resources (aquifers, watersheds, and wetlands), the oceans
(currents, waves, tides, the ocean floor), Earth’s atmosphere (weather patterns, maps,
forecasts, fronts), motion and forces (pushes or pulls, position and speed, gravity),
chemistry (structure of atoms, elements and compounds), cells and cell processes,
taxonomy of plants and animals, and animal physiology.
Elementary
Curriculum Items: Alum, Test tube, Safety goggles, Graduated cylinder, 100 mL , Litmus
paper, 30 Newton spring scale, Advanced thermometer, How Bodies Work, Classifying
Life, Marble in bag, Clay (four colors), Potting soil, Coarse gravel, Pea gravel, Coarse
sand, Fine sand, Plastic box, Tagboard
History K
This beginning course teaches the basics of world geography through a storybook
tour of the seven continents, and provides an introduction to American history and
civics through a series of biographies of famous Americans. Supplementary lessons
introduce students to symbols that represent American freedom; the laws, rights, and
responsibilities of citizens; the cultures and traditions of the United States; and basic
economic concepts.
Curriculum Items: U.S./world map (K–2), Inflatable globe (K–2), Let’s Journey: Around
the World CD, Bringing the Rain to Kapiti Plain by Verna Aardema, Follow the Drinking
Gourd by Jeannette Winter, Madeline by Ludwig Bemelmans, Possum Magic by Mem
Fox, Rechenka’s Eggs by Patricia Polacco, The Great Kapok Tree by Lynne Cherry, The
Story of Ferdinand by Munro Leaf and Robert Lawson, The Story About Ping by Marjorie
Flack and Kurt Wiese, When Clay Sings by Byrd Baylor
History 1
History 1 kicks off a program that, spanning the elementary grades, provides an overview
of world geography and history from the Stone Age to the Space Age. This course takes
students through the age of classical civilizations. Supplementary lessons focus on
concepts in economics and citizenship.
Curriculum Items: U.S./world map (K–2), Inflatable globe (K–2), CD: Tales from the Old
Testament by Jim Weiss, CD: Greek Myths by Jim Weiss, Mummies by Joyce Milton, The
Egyptian Cinderella by Shirley Climo, Tut’s Mummy: Lost and Found by Judy Donnelly,
The Trojan Horse by Emily Little
HISTORY &
SOCIAL SCIENCES
16
History 2
History 2 continues a program that spans the elementary grades, exploring world
geography and history from the Stone Age to the Space Age. This course focuses on
the time from ancient Rome to the later Middle Ages. Supplementary lessons focus on
concepts in economics and citizenship.
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HISTORY &
Curriculum Items: U.S./world map (K–2), Inflatable globe (K–2), Knights in Shining
Armor by Gail Gibbons, Pompeii …Buried Alive by Edith Kunhardt, Saint Valentine by
Robert Sabuda, The Hundredth Name by Shulamith Levey Oppenheim, Saint George
and the Dragon by Margaret Hodges, Sundiata: Lion King of Mali by David Wisniewski
SOCIAL SCIENCES
History 3
History 3 continues a program that spans the elementary grades, exploring world
geography and history from the Stone Age to the Space Age. This course focuses on
the period from the Renaissance through the American Revolution. Supplementary
lessons focus on concepts in economics and citizenship.
Elementary
Curriculum Items: Michelangelo by Mike Venezia, America 1492 (“Kids Discover”
Magazine), The Revolutionary War by Brendan January (Children’s Press, 2000),
Understanding Geography Level 3— Map Skills and Our World (maps.com, 2006),
Inflatable globe (3–6), U.S./world map (3–5)
History 4
History 4 concludes a program that spans the elementary grades, exploring world
geography and history from the Stone Age to the Space Age. This course focuses on the
period from the Scientific Revolution to modern times. Supplementary lessons focus on
concepts in economics and citizenship.
Curriculum Items: Understanding Geography Level 4—Map Skills and Our World (maps.
com, 2006), Inflatable globe (3–6), U.S./world map (3–5), Charles Dickens: The Man
Who Had Great Expectations by Diane Stanley and Peter Vennema, Inventors: A Library
of Congress Book by Martin Sandler, The U.S. Constitution and You by Syl Sobel
American History A
The first half of a detailed two-year survey of the history of the United States, this course
takes students from the arrival of the first people in North America through the Civil
War and Reconstruction. Lessons integrate topics in geography, civics, and economics.
Building on the award-winning series A History of US, the course guides students
through critical episodes in the story of America. Students investigate Native American
civilizations; follow the path of European exploration and colonization; assess the causes
and consequences of the American Revolution; examine the Constitution and the growth
of the new nation; and analyze what led to the Civil War and its aftermath.
Curriculum Items: U.S./world map (3–5), Map Skills and Our World, Level 5, A History of
US: The Concise School Edition by Joy Hakim (Vol. A: Prehistory to 1800, and Vol. B: 1790
to 1877)
Art K
Students are introduced to the elements of art—line, shape, color, and more.
They learn about portraits and landscapes, and realistic and abstract art. Students
will learn about important paintings, sculpture, and architecture; study the works and
lives of artists such as Matisse, Miró, Rembrandt, Hiroshige, Cézanne, Picasso, and Faith
Ringgold; and create artworks similar to works they learn about, using many materials
and techniques. For example, students will create brightly colored paintings inspired
by Matisse and make mobiles inspired by Alexander Calder.
ART
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ART
Curriculum Items: Come Look with Me: Enjoying Art with Children by Gladys S. Blizzard,
Come Look with Me: Animals in Art by Gladys S. Blizzard, Art Print Kit, Kindergarten,
Paintbrush, tempera, flat bristle #1, Paintbrush, tempera, medium #4, Paintbrush,
tempera, large #8, Modeling clay, assorted colors, Tempera paint set, Oil pastels
Art 1
Elementary
Following the timeline of K¹² History, Art 1 lessons include an introduction to the art and
architecture of different cultures, such as Mesopotamia and ancient Egypt, Greece, and
China. Students will identify landscapes, still lifes, and portraits; study elements of art,
such as line, shape, and texture; and create art similar to the works they learn about,
using many materials and techniques. For example, inspired by Vincent van Gogh’s
The Starry Night, students paint their own starry landscape using bold brushstrokes,
and make clay sculptures inspired by a bust of Queen Nefertiti and the Great Sphinx.
Curriculum Items: Come Look with Me: Exploring Landscape Art with Children by Gladys
S. Blizzard, Come Look with Me: World of Play by Gladys S. Blizzard, Art Print Kit, Grade
1, Paintbrush, tempera, flat bristle #1, Paintbrush, tempera, medium #4, Paintbrush,
tempera, large #8, Modeling clay, assorted colors, Tempera paint set, Oil pastels
Art 2
Art 2 lessons include an introduction to the art and architecture of ancient Rome,
medieval Europe, Islam, Mexico, Africa, China, and Japan. Students will examine elements
of art and principles of design, such as line, shape, pattern, and more; study and create
self-portraits, landscapes, sculptures, and more; and create artworks similar to works
they learn about, using many materials and techniques. For example, after studying
Winslow Homer’s Snap the Whip, students paint their own narrative landscape, and
design stained glass windows inspired by the Notre Dame Cathedral in Paris.
Curriculum Items: How Artists See Play by Colleen Carroll, How Artists See Animals by
Colleen Carroll, Art Print Kit, Grade 2, Paintbrush, tempera, flat bristle #1, Paintbrush,
tempera, medium #4, Paintbrush, tempera, large #8, Modeling clay, assorted colors,
Tempera paint set, Oil pastels
Art 3
Following the timeline of K¹² History, Art 3 lessons include an introduction to the
art and architecture of the Renaissance throughout Europe, including Italy, Russia,
and northern Europe. Students also investigate artworks from Asia, Africa, and the
Americas created during the same time period. Students will extend their knowledge
of elements of art and principles of design, such as form, texture, and symmetry, and
draw, paint, and sculpt a variety of works, including self-portraits, landscapes, and
still life paintings. For example, after studying da Vinci’s Mona Lisa, students will use
shading in their own drawings and make prints showing the features and symmetry
of the Taj Mahal.
Curriculum Items: How Artists See Families by Colleen Carroll, How Artists See Work
by Colleen Carroll, Art Print Kit, Grade 3, Paintbrush, tempera, flat bristle #1, Paintbrush,
tempera, small #1, Paintbrush, tempera, medium #4, Paintbrush, tempera, large #8,
Modeling clay, assorted colors, Tempera paint set, Oil pastels
18
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ART
Art 4
Lessons include an introduction to the artists, cultures, and great works of art and
architecture from the French and American revolutions through modern times.
Students will study and create artworks in various media, including portraits, quilts,
sculpture, collages, and more; investigate the art of the United States, Europe, Japan,
Mexico, and Africa; learn about Impressionism, Cubism, Art Nouveau, and Regionalism;
and create artworks inspired by works they learn about, using many materials and
techniques. For example, after studying sculptures and paintings of ballerinas by Edgar
Degas, students create their own clay sculptures of a figure in motion.
Elementary
Curriculum Items: Come Look at Me: The Artist at Work by R. Sarah Richardson, Come
Look at Me: Exploring Modern Art by Jessica Noelani Wright, Art Print Kit, Grade 4,
Paintbrush, tempera, flat bristle #1, Paintbrush, tempera, small #1, Paintbrush, tempera,
medium #4, Paintbrush, tempera, large #8, Tempera paint set, Burlap
Intermediate Art: American A
Intermediate Art: American A includes an introduction to the artists, cultures, and
great works of art and architecture of North America, from pre-Columbian times
through 1877. Students will study and create various works, both realistic and abstract,
including sketches, masks, architectural models, prints, and paintings; investigate the
art of the American Indians, and Colonial and Federal America; and create artworks
inspired by works they learn about, using many materials and techniques. For example,
after studying John James Audubon’s extraordinary paintings of birds, students make
bird paintings with realistic color and texture.
Curriculum Items: Come Look With Me: Art in Early America by Randy Osofsky, Come
Look With Me: Exploring American Indian Art by Stephanie Salomon, Art Print Kit,
Intermediate Art: American A, Paintbrush, tempera, small #1, Paintbrush, tempera,
medium #4, Paintbrush, tempera, large #8, White self-hardening clay, Tempera paint
set, Acrylic paint set, Burlap, Oil pastels
Preparatory Music
Kindergarten students learn about music through lively activities, including listening,
singing, and moving. Through games and folk songs from diverse cultures, students learn
musical concepts such as high and low, or loud and soft. Creative movement activities help
students enjoy the music of composers such as Grieg and Haydn. Students will sing along
with folk songs, practice moving to music, and listen actively to different kinds of music.
They will also understand concepts such as high and low, fast and slow, long and short,
loud and soft, as well as identify and contrast beat and rhythm.
Curriculum Items: Let’s Learn Music—Vol. K (DVD), Let’s Listen—Vol. K (CD), Let’s
Sing—Vol. K (CD), Let’s Sing—Vol. K (songbook), Tambourine, Slide whistle
Beginning 1 Music
MUSIC
This course is for students in grade 1, or students in grade 2 who are new to the K12 Music
program. In this course, traditional games and folk songs from many cultures help students
begin to read and write simple melodic and rhythmic patterns. Students are introduced
to the instruments of the orchestra through Prokofiev’s classic Peter and the Wolf. They
explore how music tells stories in The Sorcerer’s Apprentice and are introduced to opera
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ENGLISH &
MUSIC
LANGUAGE ARTS
through a lively unit on Mozart’s Magic Flute. Students sing along with folk songs, practice
moving to music, and listen actively to different kinds of music.
Curriculum Items: Let’s Learn Music—Vol. 1 (DVD), Let’s Listen—Vol. 1 (CD), Let’s
Sing—Vol. 1 (CD), Let’s Sing—Vol. 1 (songbook), Let’s Learn Rhythm (CD), Tambourine,
Slide whistle
Beginning 2 Music
Elementary
This course is for students in grade 2 or 3 who have completed Beginning 1 Music.
Through traditional folk songs and games, students learn to read more complicated
melodic patterns and rhythms. As students listen to works by great composers, such
as Vivaldi and Saint-Saëns, they learn to recognize these patterns in the music. Students
will sing along with folk songs; read and write music; learn to recognize melody in three
and four-note patterns; identify rhythms in music using half notes; become familiar with
string and percussion instruments of the orchestra; recognize duple and triple meter;
and begin to understand standard musical notation.
Curriculum Items: Let’s Learn Music—Vol. 2 (DVD), Let’s Listen—Vol. 2 (CD), Let’s
Sing—Vol. 2 (CD), Let’s Sing—Vol. 2 (songbook)
Introduction to Music
Introduction to Music is for students in grade 3 or 4 who are new to K12 and just
beginning their study of music. Students learn to recognize and write melodic and
rhythmic patterns with four elements, and they practice recognizing these patterns
in the music of great composers, such as Beethoven and Brahms. Students become
familiar with instruments of the orchestra as they listen to music composed by Vivaldi,
Saint-Saëns, Holst, and others. Students will read and write music; learn to recognize
melody in two-, three-, and four-note patterns; and identify rhythms in music using
eighth, quarter, half notes, and rests.
Curriculum Items: Let’s Learn Music—Vol. 2 (DVD), Let’s Listen—Vol. 2 (CD), Let’s
Sing—Vol. 2 (CD), Let’s Sing—Vol. 2 (songbook), Tambourine, Slide whistle
Intermediate 1 Music
This course is for students in grade 3 or 4 who have completed Beginning 1 and 2 Music,
or students in grade 4 or 5 who have completed Introduction to Music. Through
traditional folk songs, games, and the consistent use of solfege, students learn to read
and write a variety of musical patterns and recognize the pentatonic scale. They learn to
play simple melodies and rhythms on the recorder, and also learn fundamental concepts
in breathing and singing. They become more familiar with the orchestra, especially the
woodwind and brass families, and learn about the lives and works of Bach, Handel, Haydn,
Mozart, and Beethoven. Students will learn to recognize melody in four- and five-note
patterns; identify rhythms in music using sixteenths, dotted half notes, and whole notes;
and recognize AB and ABA form.
Curriculum Items: Let’s Learn the Recorder (DVD), Let’s Sing—Vol. 3 (CD), Let’s Listen—
Vol. 3 (CD), Let’s Sing—Vol. 3 (songbook), Recorder
Intermediate 2 Music
20
This course is for students in grade 4 or 5 who have completed Intermediate 1 Music.
The course begins by introducing notes that are lower or higher than the familiar lines
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MUSIC
and spaces of the staff. Students expand their knowledge of rhythm and learn about
the Romantic period in music. Students also study harmony and practice recognizing
pentatonic patterns. Finally, they take a musical trip through Europe, Africa, the Middle
East, the Caribbean, Japan, and China.
Curriculum Items: Let’s Sing—Vol. 4 (CD), Let’s Listen—Vol. 4 (CD), Let’s Sing—
Vol. 4 (songbook)
Intermediate 3 Music
Elementary
This course is for students in grade 5 who have completed Intermediate 2 Music.
The course introduces students to all the notes of the major scale, from low Sol all
the way up to high Do. Students also learn to recognize and sing the natural minor
scale. They expand their knowledge of rhythm with simple syncopated patterns.
This semester introduces the Modern period in music, with listening activities to help
students recognize Modern music and identify pieces by individual composers. Near
the end of the year, students explore American folk music as they follow the expansion
of the country westward. Finally, they learn to recognize the major forms of classical
music: three-part song form, theme and variations, rondo, sonata allegro, and fugue.
Curriculum Item: Let’s Listen—Vol. 5 (CD)
Exploring Music
This course is for students in grade 5 who are new to the K12 Music program. This course
presents the basics of traditional music appreciation through singing and the study of
music in history and culture. Students begin by studying some of the most important
classical composers, and then study traditional music from around the country and around
the world. Finally, they learn how to follow the form of a piece of music.
Curriculum Items: Let’s Listen and Learn—A and B (CDs), Let’s Sing for Fun (CD), Let’s
Sing for Fun (songbook)
Elementary Spanish 1
This course for beginners with little exposure to world languages is geared for younger
minds, still especially receptive to language learning through contextual interpretation
and imitation. Highly visual and amusing stories and activities are geared for these
developing students, encouraging them to begin telling stories themselves. This course
is not just a set of language lessons, but an appealing adventure for young minds. An
integrated, game-based reward system keeps learners motivated and eager to progress.
Communication expressions include greetings, introductions, songs, por favor
and gracias, and other expressions of daily courtesy, simple storytelling, and freeresponse questions. Vocabulary starts with numbers 1–10, animals, and shapes, and
moves into days of the week, seasons, colors, fruits and vegetables, simple directions,
and useful “around town” expressions. Grammar moves from simple sentence
construction, first- and third-person verbs, and indefinite articles to demonstrative
pronouns, simple conjunctions, simple possession, and ser and estar. Students also
begin to encounter the third-person past tense, imperative verbs, and second-person
present-tense verbs.
WORLD
LANGUAGES
Cultural topics introduce the geography and customs of Spanish-speaking countries.
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ENGLISH
WORLD &
LANGUAGE
LANGUAGES
ARTS
Elementary Spanish 2
The adventure story continues to build upon the base of vocabulary and linguistic
structures introduced in Elementary Spanish 1. Interactive activities and increasingly
challenging games continue to drive students toward a strong set of intermediate
language skills. An integrated, game-based reward system keeps learners motivated and
eager to progress.
Elementary
Communication expressions include social exchanges, more complex storytelling, songs,
recipes, word puzzles, and interrogative words. Vocabulary includes advanced family
and animal-related words and a review of numbers. Poems, stories, and songs are used
throughout. Grammar moves from negative and reflexive verbs and third-person plural
present verbs to noun-adjective agreement, first-person past-tense verbs, and the plural
imperative. Cultural topics include cuisine, climate, geography, and history.
Prerequisites: Elementary Spanish 1, or equivalent
Elementary French 1
This course for beginners with little exposure to world languages is geared for younger
minds, still especially receptive to language learning through contextual interpretation
and imitation. Highly visual and amusing stories and activities are geared for these
developing students, encouraging them to begin telling stories themselves. This course
is not just a set of language lessons but an appealing adventure for young minds. An
integrated, game-based reward system keeps learners motivated and eager to progress.
Communication expressions include greetings, introductions, oui and non, s’il vous plaît
and merci, and other familiar phrases, songs, simple storytelling, and description activities.
Vocabulary starts with animals, shapes, and colors and moves to fruits, farm-related words,
body parts, family words, and numbers. Grammar topics include simple nouns, first-,
second-, and third-person present-tense verbs for simple questions, basic third-person
past-tense verbs, interrogative words, simple conjunctions, articles, prepositions, and
introductory imperative and infinitive verb forms. Cultural topics introduce the geographies
and customs of French-speaking countries.
Elementary French 2
The adventure story continues to build upon the base of vocabulary and linguistic
structures introduced in Elementary French 1. Interactive activities and increasingly
challenging games continue to drive students toward a strong set of intermediate
language skills. An integrated, game-based reward system keeps learners motivated and
eager to progress.
Communication expressions include a wider array of social greetings and more complex
storytelling and songs. Vocabulary expands with more terms related to animals, body
parts, colors, familial relationships, and numbers. Grammar moves from second- and third
person plural present-tense forms, prepositional phrases, and more first- and third person
present-tense forms to additional conjunctions, reflexive verbs, imperatives, and pasttense forms.
Cultural topics include cuisine, climate, geography, and history.
Prerequisites: Elementary French 1, or equivalent
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Elementary German 1
WORLD
LANGUAGES
This course for beginners with little exposure to world languages is geared for younger
minds still especially receptive to language learning through contextual interpretation
and imitation. Highly visual and amusing stories and activities are geared for these
developing students, encouraging them to begin telling stories themselves. This course
is not just a set of language lessons, but an appealing adventure for young minds, rich
with graphics, games, and engaging interactive activities. An integrated, game-based
reward system keeps learners motivated and eager to progress.
Elementary
Communication expressions include greetings, introductions, ja and nein, danke and
bitte and other familiar phrases, songs, simple storytelling, and description activities.
Vocabulary starts with animals, body parts, numbers, shapes, small objects, and colors,
before moving on to food, farm-related words, useful “around town” expressions,
and household terminology. Grammar starts with simple nouns, first-, second-, and
third-person present-tense verbs, direct and indirect articles, the conjunction und, the
pluralization of nouns, third-person plural present-tense verbs, third-person past-tense
verbs, simple prepositions, and expressions conveying “there is,” “there are,” “isn’t,”
and “will be.”
Cultural topics introduce the geographies and customs of German-speaking countries,
with a special focus on German-speaking Switzerland.
Elementary German 2
The adventure story continues to build upon the base of vocabulary and linguistic
structures introduced in Elementary German 1. Interactive activities and increasingly
challenging games continue to drive students toward a strong set of intermediate
language skills. An integrated, game-based reward system keeps learners motivated
and eager to progress.
Communication expressions include a wider array of social greetings, introductions,
simple commands, suggestions, questions, German folk songs, and enhanced
storytelling. Vocabulary expands in the domains of animals, body parts, numbers,
shapes, small objects, familial relationships, food, cooking, and new words useful for
telling stories such as “The Three Little Pigs” and “Chicken Little” in German.
Grammar adds more third-person present-tense verbs, direct and indirect articles, and
the conjunction aber, and progresses toward new third-person plural present-tense
forms, third-person past-tense verbs, additional prepositions, and expressions conveying
understanding. Students are also exposed to the simple future tense in the third person.
Cultural topics include cuisine, climate, geography, and history.
Prerequisites: Elementary German 1, or equivalent
Elementary Latin 1
Latin remains a vital tool in improving students’ fundamental understanding of English
and other languages. While it’s considered, in the strictest sense, to be a “dead”
language, Latin comes alive in this course through the use of gaming and multimedia
techniques, creating the foundation for a deep understanding of cultural, political, and
literary history. An integrated, game-based reward system keeps learners motivated and
eager to progress.
Communication expressions include greetings, introductions, familiar phrases,
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LANGUAGES
relationships, cause and effect, likes and dislikes, and questions. Vocabulary progresses
from animals, body parts, family relationships, colors, food, plants, and numbers to
small objects, shapes, and household words. Grammar begins with simple sentence
construction, first- and third-person verbs, demonstrative pronouns, conjunctions, and
simple possession, before moving on to basic third-person past-tense and imperative
forms, as well as certain second-person present-tense forms.
Cultural topics introduce the history of the Latin language, and daily practices as well as
military, political, and artistic aspects of the Roman Empire.
Elementary
Welcome to Online Learning
Families begin the school year with Introduction Welcome to Online Learning courses
targeted to grades K–2 or 3–5 and 6-8. The courses provide an overview of each
curriculum area so students and Learning Coaches can familiarize themselves with the
philosophy behind the curriculum methodology and overall course organization. The
lessons are interactive and include actual animations or graphics that are used in the
courses themselves. By the end of the course, students will be fully prepared to begin
their K12 lessons in the online school.
ORIENTATION
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Elementary
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Middle
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ENGLISH &
LANGUAGE ARTS
Intermediate English A
This course is designed to give students the essential building blocks for expressing their
own ideas in standard (or formal) English. After an opening focus on paragraph writing,
students write a variety of compositions in genres they will encounter throughout their
academic careers. The Grammar, Usage, and Mechanics program offers practice in
sentence analysis, sentence structure, and proper punctuation. Intermediate English A
sharpens reading comprehension skills, engages readers in literary analysis, and offers
a variety of literature to suit diverse tastes.
Curriculum Items: Myths of Ancient Greece and Rome (an anthology from K¹²),
The Secret Garden by Francis Hodgson Burnett, The Adventures of Tom Sawyer by
Mark Twain, Animal Adventures (nonfiction collection), Believing Our Eyes and Ears
(nonfiction collection), Classics for Young Readers, Vol. 6 CD, Classics for Young Readers,
Vol. 6: An Audio Companion, Twelfth Night (Shakespeare for Young Readers adaptation),
Keyboarding CD, Word processing book, BK English Language Handbook, Grade 6
Barrett Kendall Publishing, Vocabulary
Middle
Novels: Students read any three novels of their choice from a selection of awardwinning works by renowned authors, from a variety of genres: fantasy, science fiction,
historical fiction, realistic fiction, and mystery. (Novels are not part of the standard
materials, but are readily available at the library or for purchase in bookstores or online.)
Intermediate English B
This course continues the development of written and oral communication skills, designed
to give students the essential building blocks for expressing their own ideas in standard
(or formal) English. Students continue to practice writing essays in various genres. They
analyze the conventional five-paragraph essay structure, and then move on to learn the
form and structure of a variety of essays they will encounter in their academic careers.
The Grammar, Usage, and Mechanics program addresses many grammatical topics.
Intermediate English B sharpens reading comprehension skills, engages readers in literary
analysis, and offers a variety of literature to suit diverse tastes.
Curriculum Items: Classics for Young Readers, Vol. 7, Classics for Young Readers,
Vol. 7: An Audio Companion, BK English Language Handbook, Grade 7 Barrett Kendall
Publishing, Vocabulary from Classical Roots, Book B Educator’s Publishing Service, The
Iliad and The Odyssey: Stories from Homer’s Epics (an anthology from K¹²), The Hobbit
by J.R.R. Tolkien, Treasure Island by Robert Louis Stevenson, City by David Macaulay,
Julius Caesar (Shakespeare for Young Readers adaptation), Keyboarding CD, Word
processing book
Novels: This program allows students to read any three novels of their choice from
a selection of award-winning works by renowned authors, from a variety of genres:
fantasy, science fiction, historical fiction, realistic fiction, and mystery. (Novels are not
part of the standard materials, but are readily available at the library or for purchase in
bookstores or online.)
Literary Analysis and Composition
28
Throughout this course, students will engage in literary analysis of short stories, poetry,
drama, novels, and nonfiction. The course focuses on the interpretation of literary works
and the development of oral and written communication skills in standard (formal)
English. The program is organized in four strands: Literature; Composition; Grammar,
Usage, and Mechanics; and Vocabulary. In the writing program, students continue
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to sharpen their composition skills through writing essays in various genres. In the
literature program, students read “what’s between the lines” to interpret literature, and
they go beyond the book to discover how the culture in which a work of literature was
created contributes to the themes and ideas it conveys.
LANGUAGE ARTS
Readings include:
Novels: Students choose four out of seven offered titles, including: Jane Eyre by
Charlotte Brontë, Great Expectations by Charles Dickens, Animal Farm by George
Orwell, and To Kill a Mockingbird by Harper Lee
Drama: Romeo and Juliet by William Shakespeare, Antigone by Sophocles
Short stories by Langston Hughes, Shirley Jackson, Jack London, Guy de Maupassant,
Edgar Allan Poe, James Thurber, and more
Autobiography: Selections by Mark Twain, Ernesto Galarza, and Maya Angelou;
Narrative of the Life of Frederick Douglass or Anne Frank: Diary of a Young Girl
Curriculum Items: Classics for Young Readers, Vol. 8, Classics for Young Readers,
Vol. 8: An Audio Companion, BK English Language Handbook, Level 1 Barrett Kendall
Publishing, Vocabulary from Classical Roots, Book C Educators’ Publishing Service,
Narrative of the Life of Frederick Douglass by Frederick Douglass, Anne Frank: Diary
of a Young Girl by Anne Frank, Romeo and Juliet (new version)
Fundamentals of Geometry and Algebra
Middle
Poetry by W. H. Auden, Gwendolyn Brooks, e. e. Cummings, Emily Dickinson, Robert
Frost, Gerard Manley Hopkins, James Weldon Johnson, John Keats, Henry Wadsworth
Longfellow, Pablo Neruda, Octavio Paz, William Shakespeare, Dylan Thomas, William
Butler Yeats, and more
Students enhance computational and problem-solving skills while learning topics in
algebra, geometry, probability, and statistics. They solve expressions and equations
in the context of perimeter, area, and volume problems while further developing
computational skills with fractions and decimals. The study of plane and solid figures
includes construction and transformations of figures. Also in the context of problem
solving, students add, subtract, multiply, and divide positive and negative integers
and solve problems involving ratios, proportions, and percents, including simple
and compound interest, rates, discount, tax, and tip problems. They learn multiple
representations for communicating information, such as graphs on the coordinate
plane, statistical data and displays, as well as the results of probability and sampling
experiments. They investigate patterns involving addition, multiplication, and
exponents, and apply number theory and computation to mathematical puzzles.
Curriculum Items: Fundamentals of Geometry and Algebra: A Reference Guide and
Problem Sets
Pre-Algebra
MATH
In this course, students take a broader look at computational and problem-solving skills
while learning the language of algebra. Students translate word phrases and sentences
into mathematical expressions; analyze geometric figures; solve problems involving
percentages, ratios, and proportions; graph different kinds of equations and inequalities;
calculate statistical measures and probabilities; apply the Pythagorean theorem; and
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MATH
LANGUAGE ARTS
explain strategies for solving real-world problems. Students who take this course are
expected to have mastered the skills and concepts of the K12 Fundamentals of Geometry
and Algebra course (or equivalent).
Curriculum Items: Pre-Algebra: Reference Guide and Problem Sets
Algebra
Students develop algebraic fluency by learning the skills needed to solve equations and
perform manipulations with numbers, variables, equations, and inequalities.
Middle
They also learn concepts central to the abstraction and generalization that algebra
makes possible. Students learn to use number properties to simplify expressions or
justify statements; describe sets with set notation and find the union and intersection
of sets; simplify and evaluate expressions involving variables, fractions, exponents, and
radicals; work with integers, rational numbers, and irrational numbers; and graph and
solve equations, inequalities, and systems of equations. They learn to determine whether
a relation is a function and how to describe its domain and range; use factoring, formulas,
and other techniques to solve quadratic and other polynomial equations; formulate and
evaluate valid mathematical arguments using various types of reasoning; and translate
word problems into mathematical equations and then use the equations to solve the
original problems. Students who take Algebra are expected to have mastered the skills
and concepts presented in the K¹² Pre-Algebra course (or equivalent).
Curriculum Items: Algebra I: Reference Guide and Problem Sets
Earth Science
The Earth Science curriculum builds on the natural curiosity of students. By connecting
them to the beauty of geological history, the amazing landforms around the globe,
the nature of the sea and air, and the newest discoveries about our universe, the
curriculum gives students an opportunity to relate to their everyday world. Students will
explore topics such as the fundamentals of geology, oceanography, meteorology, and
astronomy; Earth’s minerals and rocks; Earth’s interior; plate tectonics, earthquakes,
volcanoes, and the movements of continents; geology and the fossil record; the oceans
and the atmosphere; and the solar system and the universe.
Curriculum Items: Wall map set (science/history), Graduated cylinder, 100 mL,
Graduated cylinder, 500 mL, Pipe cleaners, Advanced rock and mineral kit, Diffraction
grating film, Stopwatch, Grape seeds, Latch magnet, Safety glasses, Magnifying
glass, Centimeter gram cubes, Clay (four colors), Fine sand, White tile, Advanced
thermometer
Advanced Earth Science
ENGLISH &
SCIENCE
LANGUAGE ARTS
30
Advanced Earth Science is a rigorous middle school course. It was conceived for the
student who loves geology or meteorology and is ready for an extra challenge. Students
tackle such topics as rocks and minerals, plate tectonics and the drifting of continents,
volcanoes, earthquakes, oceanography, weather, and astronomy. Practical, hands-on
lesson activities help students discover how scientists investigate the living world.
Students perform laboratory activities and a full unit investigation to learn about the
application of scientific methods.
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Curriculum Items: Wall map set (science/history), Graduated cylinder, 250 mL, Pipe
cleaners, Advanced rock and mineral kit, Diffraction grating film, Stopwatch, Latch
magnet, Safety glasses, Magnifying glass, Centimeter gram cubes, Clay (four colors),
Fine sand, White tile, Advanced thermometer
SCIENCE
Life Science
The K¹² Life Science program invites students to investigate the world of living things—
at levels both large and small—by reading, observing, and experimenting with aspects
of life on Earth. Students explore an amazing variety of organisms, the complex
workings of the cell, the relationship between living things and their environments,
and discoveries in the world of modern genetics. Practical, hands-on lesson activities
help students discover how scientists investigate the living world. Students perform
laboratory activities and a full unit investigation to learn about the application of
scientific methods.
Advanced Life Science
Advanced Life Science is a rigorous middle school course, conceived for the student
who loves biology and is ready for an extra challenge. Students tackle such topics as
ecology, microorganisms, animals, plants, cells, and genetics. They are also introduced
to gene expression and other aspects of cell biology. Practical, hands-on lesson
activities help students discover how scientists investigate the living world. Students
perform laboratory activities and a full unit investigation to learn about the application
of scientific methods.
Middle
Curriculum Items: Graduated cylinder, 100 mL, Compound microscope, Radish seeds,
Microscope slides (set of 12), Slide cover slips (set of 12), Transparencies (set of 12), Petri
dishes, Agar vials, Rhizobium bacteria, Green bean bush seeds, Blue fescue grass seeds,
Safety glasses, Magnifying glass, Advanced thermometer
Curriculum Items: Graduated cylinder, 100 mL, Compound microscope, Radish seeds,
Microscope slides (set of 12), Slide cover slips (set of 12), Transparencies (set of 12), Petri
dishes, Agar vials, Rhizobium bacteria, Green bean bush seeds, Blue fescue grass seeds,
Safety glasses, Magnifying glass, Advanced thermometer
Physical Science
The K¹² Physical Science program introduces students to many aspects of the physical
world, focusing first on chemistry and then on physics. The course provides an overview
of the physical world and gives students tools and concepts to think clearly about atoms,
molecules, chemical reactions, motion, electricity, light, and other aspects of chemistry
and physics. Among other subjects, students study the structure of atoms; the elements
and the Periodic Table; chemical reactions; forces, including gravitational, motion,
acceleration, and mass; and energy, including light, thermal, electricity, and magnetism.
Curriculum Items: Graduated cylinder, 250 mL, Stopwatch, 10 Newton spring
scale, Digital scale, Double pulley, Lye, Metallic rod, Metallic spring, Muriatic acid,
Phenolphthalein, Protective gloves (two pairs), D cell battery holder, Cork stoppers,
Lead weight (500 g), Enamel-coated, heavy-gauge copper wire, Non-insulated copper
wire, Insulated copper wire strips (set of five)
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ENGLISH &
SCIENCE
LANGUAGE ARTS
Advanced Physical Science
Advanced Physical Science is a rigorous middle school course conceived for the
enthusiastic science student who is ready for an extra challenge. Students learn
about the physical world and tackle topics such as matter, energy, atoms, motion,
thermodynamics, and other aspects of chemistry and physics. Practical, hands-on
lesson activities help students discover how scientists investigate the living world.
Students perform laboratory activities and a full unit investigation to learn about the
application of scientific methods.
Curriculum Items: Graduated cylinder, 250 mL, Stopwatch, 10 Newton spring
scale, Digital scale, Double pulley, Lye, Metallic rod, Metallic spring, Muriatic acid,
Phenolphthalein, Protective gloves (two pairs), D cell battery holder, Cork stoppers,
Lead weight (500 g), Enamel coated heavy gauge copper wire, Non-insulated copper
wire, Insulated copper wire strips (set of five), Directional compass, Bar magnet (set of
two), Plastic pipette, Safety glasses, Iron filings, Safety glasses, Iron filings, Lamp bulbs
(set of four), Lamp bulb receptacle (set of two), Advanced thermometer
Middle
American History B
The second half of a detailed two-year survey of the history of the United States,
this course takes students from the westward movement of the late 1800s to the
present. Lessons integrate topics in geography, civics, and economics. Building on
the award-winning series A History of US, the course guides students through critical
episodes in the story of America. Students examine the impact of the settlement of the
American West; investigate the social, political, and economic changes that resulted from
industrialization; explore the changing role of the U.S. in international affairs from the late
19th century through the end of the Cold War; and trace major events and trends in the
United States from the Cold War through the first decade of the twenty-first century.
Curriculum Items: Wall map set (science/history), A History of US: The Concise School
Edition by Joy Hakim Vol. C: 1865 to 1932, Vol. D: 1929 to Present
Intermediate World History A:
From Prehistory through the Middle Ages
In this first part of a survey of world history from prehistoric to modern times, K12 online
lessons and assessments complement The Human Odyssey, a textbook series developed
and published by K12. This course focuses on the development of civilization across a
12,000-year span: from the Ice Age to the Middle Ages, from cave paintings to stained
glass windows, from crude huts to Gothic cathedrals. The course introduces geography
concepts and skills as they appear in the context of the historical narrative.
Curriculum Item: The Human Odyssey, Volume 1: Prehistory Through the Middle Ages
HISTORY
ENGLISH &
SOCIAL
LANGUAGE
SCIENCES
ARTS
32
Intermediate World History B:
Our Modern World, 1400 to 1914
Continuing a survey of world history from prehistoric to modern times, K¹² online lessons
and assessments complement the second volume of The Human Odyssey, a textbook
series developed and published by K¹². This course focuses on the story of the past,
from the 15th century to 1914 and the beginning of World War I. The course is organized
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chronologically and, within broad eras, regionally. Lessons explore developments
in religion, philosophy, the arts, and science and technology. The course introduces
geography concepts and skills as they appear in the context of the historical narrative.
SOCIAL SCIENCES
Curriculum Item: The Human Odyssey, Volume 2: Our Modern World, 1400 to 1914
Intermediate Art: American B
Curriculum Items: Art Print Kit, Intermediate Art: American B, Paintbrush, acrylic, small
#1, Paintbrush, acrylic, medium #4, Paintbrush, acrylic, large #8, Paintbrush, acrylic, flat
bristle #1/2, Pastalina clay (10 colors), Acrylic paint set, Oil pastels
Intermediate Art: World A
Intermediate Art: World A is designed to complement Intermediate World History A:
From Prehistory Through the Middle Ages. Following the same historical timeline,
lessons include an introduction to the artists, cultures, and great works of world art and
architecture from ancient through medieval times. Students will investigate how artists
from different civilizations used various techniques, from painting to mosaic; examine
elements of design and styles of decoration, from the spiral to the solar disk; and
explore some of the best-preserved works from ancient tombs, including the treasures
of Egypt’s King Tut.
Middle
Intermediate Art: American B is designed to complement K¹² American History B.
Following the same historical timeline, lessons include an introduction to the artists,
cultures, and great works of American art and architecture from the end of the Civil
War through modern times. Students will investigate paintings done in various styles,
from Impressionist to Pop; learn about modern sculpture and folk art; discover how
photographers and painters have inspired one another; examine examples of modern
architecture, from skyscrapers to art museums; and create artworks inspired by works
they learn about.
Curriculum Items: Art Print Kit, Intermediate Art: World A, Paintbrush, acrylic, small #1,
Paintbrush, acrylic, medium #4, Paintbrush, acrylic, large #8, White self-hardening clay,
Acrylic paint set
Intermediate Art: World B
K¹² Intermediate Art: World B is designed to complement World History: Our Modern
World, 1400 to 1917. Following the same historical timeline, lessons include an
introduction to the artists, cultures, and great works of world art and architecture from
the Renaissance through modern times. Students will study various works of art from
the Renaissance and beyond; discover great works of art and see how they influenced
later artists; compare and contrast works from many civilizations, from paintings to
sculpture, architecture, book covers, prints, and more; and create artworks inspired by
works they learn about.
ART
Curriculum Item: Art Print Kit, Intermediate Art: World B
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MUSIC
LANGUAGE ARTS
Music Concepts A
This course is for students in grade 6, or students in grade 7 who are new to the K12 Music
program. Students learn the fundamentals of music, as they relate to the piano key, and
study a select group of composers and their music. The course covers the staff and the
keyboard; extending the staff; and flats, sharps, and scales. Course content is offline.
Students complete lessons using the Music Ace CD, student guides, and listening CDs.
Curriculum Items: Music Ace—Grade 6 (CD), Beethoven (CD), Mendelssohn (CD),
Mozart (CD), Vivaldi and Corelli (CD)
Note: The student guides are not available in a pre-printed format and will need to be printed from
the K12 Online School (OLS). Teacher guides are not available in any format. Parents may use the
student guide to view student lesson information.
Music Concepts B
Middle
This course is for students in grade 7 who have already completed Music Concepts A.
Students learn the fundamentals of music, as they relate to the piano key, and study a
select group of composers and their music. The course covers the elements of rhythm and
melody; rhythms, rests, and keys; and minor scales, syncopation, and harmony. Course
content is offline. Students complete lessons using the Music Ace CD, student guides, and
listening CDs.
Curriculum Items: Music Ace—Grade 7 (CD), Sousa (CD), Chopin (CD), Schumann and
Grieg (CD), Verdi (CD)
Note: The student guides are not available in a pre-printed format and will need to be printed from
the K12 Online School (OLS). Teacher guides are not available in any format. Parents may use the
student guide to view student lesson information.
Music Appreciation
This course is for students in grade 8. Music Appreciation covers the fundamentals of
music (such as rhythm, beat, melody, harmony, form, and expression), and a survey of
music history beginning with the early music of the Greeks and the Middle Ages. The
course concludes with Modern music by composers such as Copland and Prokofiev. Topics
include the elements of music; music and emotion; musical style; musical instruments of
the world; and music through history. Course content is offline. Students complete lessons
using the Music Appreciation CD set and student guides.
Curriculum Item: Music Appreciation (six-CD set)
Note: The teacher and student guides are not available in a pre-printed format and will need to be
printed from the K12 Online School (OLS).
ENGLISH
WORLD &
LANGUAGE
LANGUAGES
ARTS
34
Middle School Spanish 1 (NEW)
This fun, interactive course for middle school students is filled with diverse, multimedia
language activities. The instruction is equivalent to that found in the first semester of
High School Spanish I. Students begin their introduction to Spanish by focusing on the
four key areas of foreign language study: listening, speaking, reading, and writing. The
course represents an ideal blend of language learning pedagogy and online learning.
Each unit consists of a new vocabulary theme and grammar concept, reading and
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listening comprehension activities, speaking and writing activities, multimedia cultural
presentations, and interactive activities and practices which reinforce vocabulary and
grammar. There is a strong emphasis on providing context and conversational examples
for the language concepts presented in each unit. Students should expect to be actively
engaged in their own language learning, become familiar with common vocabulary
terms and phrases, comprehend a wide range of grammar patterns, participate in simple
conversations and respond appropriately to basic conversational prompts, analyze and
compare cultural practices, products, and perspectives of various Spanish-speaking
countries, and take frequent assessments where their language progression can be
monitored. The course has been carefully aligned to national standards as set forth by
ACTFL (the American Council on the Teaching of Foreign Languages).
LANGUAGES
*Also suitable for students of other ages, depending upon background and experience.
Middle School Spanish 2 (NEW)
Middle
Students continue their language-learning adventure by progressing to this next level
of middle school Spanish. The instruction is equivalent to that found in the second
semester of High School Spanish I. Students expand their introduction to Spanish
through focus on four key areas of foreign language study: listening, speaking, reading,
and writing. The course represents an ideal blend of language learning pedagogy and
online learning. Each unit consists of a new vocabulary theme and grammar concept,
reading and listening comprehension activities, speaking and writing activities,
multimedia cultural presentations, and interactive activities and practices which
reinforce vocabulary and grammar. There is a strong emphasis on providing context
and conversational examples for the language concepts presented in each unit.
Students should expect to be actively engaged in their own language learning, become
familiar with common vocabulary terms and phrases, comprehend a wide range of
grammar patterns, participate in simple conversations and respond appropriately to
basic conversational prompts, analyze and compare cultural practices, products, and
perspectives of various Spanish-speaking countries, and take frequent assessments
where their language progression can be monitored. The course has been carefully
aligned to national standards as set forth by ACTFL (the American Council on the
Teaching of Foreign Languages).
Prerequisites: Middle School Spanish 1, or equivalent
Middle School French 1 (NEW)
This fun, interactive course for middle school students is filled with diverse,
multimedia language activities. The instruction is equivalent to that found in the
first semester of High School French I. Students begin their introduction to French
by focusing on the four key areas of foreign language study: listening, speaking,
reading, and writing. The course represents an ideal blend of language learning
pedagogy and online learning. Each unit consists of a new vocabulary theme and
grammar concept, reading and listening comprehension activities, speaking and
writing activities, multimedia cultural presentations, and interactive activities and
practices which reinforce vocabulary and grammar. There is a strong emphasis on
providing context and conversational examples for the language concepts presented
in each unit. Students should expect to be actively engaged in their own language
learning, become familiar with common vocabulary terms and phrases, comprehend
a wide range of grammar patterns, participate in simple conversations and respond
appropriately to basic conversational prompts, analyze and compare cultural
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WORLD &
LANGUAGE
LANGUAGES
ARTS
practices, products, and perspectives of various French-speaking countries, and
take frequent assessments where their language progression can be monitored. The
course has been carefully aligned to national standards as set forth by ACTFL (the
American Council on the Teaching of Foreign Languages).
*Also suitable for students of other ages, depending upon background and experience.
Middle School French 2 (NEW)
Middle
Students continue their language-learning adventure by progressing to this next level
of middle school French. The instruction is equivalent to that found in the second
semester of High School French I. Students expand their introduction to French
through focus on four key areas of foreign language study: listening, speaking, reading,
and writing. The course represents an ideal blend of language learning pedagogy and
online learning. Each unit consists of a new vocabulary theme and grammar concept,
reading and listening comprehension activities, speaking and writing activities,
multimedia cultural presentations, and interactive activities and practices which
reinforce vocabulary and grammar. There is a strong emphasis on providing context
and conversational examples for the language concepts presented in each unit.
Students should expect to be actively engaged in their own language learning, become
familiar with common vocabulary terms and phrases, comprehend a wide range of
grammar patterns, participate in simple conversations and respond appropriately to
basic conversational prompts, analyze and compare cultural practices, products, and
perspectives of various French-speaking countries, and take frequent assessments
where their language progression can be monitored. The course has been carefully
aligned to national standards as set forth by ACTFL (the American Council on the
Teaching of Foreign Languages).
Prerequisites: Middle School French 1, or equivalent
Middle School German 1 (NEW)
This fun, interactive course for middle school students is filled with diverse, multimedia
language activities. The instruction is equivalent to that found in the first semester of
High School German I. Students begin their introduction to German by focusing on the
four key areas of foreign language study: listening, speaking, reading, and writing. The
course represents an ideal blend of language learning pedagogy and online learning.
Each unit consists of a new vocabulary theme and grammar concept, reading and
listening comprehension activities, speaking and writing activities, multimedia cultural
presentations, and interactive activities and practices which reinforce vocabulary
and grammar. There is a strong emphasis on providing context and conversational
examples for the language concepts presented in each unit. Students should expect
to be actively engaged in their own language learning, become familiar with common
vocabulary terms and phrases, comprehend a wide range of grammar patterns,
participate in simple conversations and respond appropriately to basic conversational
prompts, analyze and compare cultural practices, products, and perspectives of
various German-speaking countries, and take frequent assessments where their
language progression can be monitored. The course has been carefully aligned to
national standards as set forth by ACTFL (the American Council on the Teaching of
Foreign Languages).
*Also suitable for students of other ages, depending upon background and experience.
36
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Middle School German 2 (NEW)
Prerequisites: Middle School German 1, or equivalent
Middle School Latin 1 (NEW)
This fun, interactive course for middle school students is filled with diverse, multimedia
language activities. The instruction is equivalent to that found in the first semester of
High School Latin I. Since mastering a classical language presents different challenges
from learning a spoken world language, students learn Latin through ancient, timehonored, classical language approaches which include repetition, parsing, written
composition, and listening exercises. These techniques, combined with a modern
multimedia approach to learning grammar, syntax, and vocabulary, provide students
with a strong foundation for learning Latin. Each unit consists of a new vocabulary
theme and grammar concept, reading comprehension activities, writing activities,
multimedia culture, history, and mythology presentations, and interactive activities
and practices which reinforce vocabulary and grammar. There is a strong emphasis
on engaging with authentic classical Latin through weekly encounters with ancient
passages from such prestigious authors as Virgil, Ovid, and Lucretius. The curriculum
concurs with the Cambridge school of Latin; therefore, students will learn ancient high
classical styles of pronunciation and grammar in lieu of generally less sophisticated
medieval styles, making it possible for students to comprehend the most Latin from
the widest range of time periods. Students should expect to be actively engaged in
their own language learning, become familiar with common vocabulary terms and
phrases, comprehend a wide range of grammar patterns, understand and analyze the
cultural and historical contexts of the ancient sources they study, and take frequent
assessments where their language progression can be monitored. The course has been
carefully aligned to national standards as set forth by ACTFL (the American Council on
the Teaching of Foreign Languages).
LANGUAGES
Middle
Students continue their language-learning adventure by progressing to this next level
of middle school German. The instruction is equivalent to that found in the second
semester of High School German I. Students expand their introduction to German
through focus on four key areas of foreign language study: listening, speaking, reading,
and writing. The course represents an ideal blend of language learning pedagogy and
online learning. Each unit consists of a new vocabulary theme and grammar concept,
reading and listening comprehension activities, speaking and writing activities,
multimedia cultural presentations, and interactive activities and practices which
reinforce vocabulary and grammar. There is a strong emphasis on providing context
and conversational examples for the language concepts presented in each unit.
Students should expect to be actively engaged in their own language learning, become
familiar with common vocabulary terms and phrases, comprehend a wide range of
grammar patterns, participate in simple conversations and respond appropriately to
basic conversational prompts, analyze and compare cultural practices, products, and
perspectives of various German-speaking countries, and take frequent assessments
where their language progression can be monitored. The course has been carefully
aligned to national standards as set forth by ACTFL (the American Council on the
Teaching of Foreign Languages).
WORLD
*Also suitable for students of other ages, depending upon background and experience.
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ENGLISH
WORLD &
LANGUAGE
LANGUAGES
ARTS
Middle School Latin 2 (NEW)
Middle
Students continue their language-learning adventure by progressing to this next
level of middle school Latin. The instruction is equivalent to that found in the second
semester of High School Latin I. Since mastering a classical language presents different
challenges from learning a spoken world language, students learn Latin through ancient,
time-honored, classical language approaches which include repetition, parsing, written
composition, and listening exercises. These techniques, combined with a modern
multimedia approach to learning grammar, syntax, and vocabulary, provide students
with a strong foundation for learning Latin. Each unit consists of a new vocabulary theme
and grammar concept, reading comprehension activities, writing activities, multimedia
culture, history, and mythology presentations, and interactive activities and practices
which reinforce vocabulary and grammar. There is a strong emphasis on engaging
with authentic classical Latin through weekly encounters with ancient passages from
such prestigious authors as Virgil, Ovid, and Lucretius. The curriculum concurs with the
Cambridge school of Latin; therefore, students will learn ancient high classical styles
of pronunciation and grammar in lieu of generally less sophisticated medieval styles,
making it possible for students to comprehend the most Latin from the widest range
of time periods. Students should expect to be actively engaged in their own language
learning, become familiar with common vocabulary terms and phrases, comprehend
a wide range of grammar patterns, understand and analyze the cultural and historical
contexts of the ancient sources they study, and take frequent assessments where
their language progression can be monitored. The course has been carefully aligned
to national standards as set forth by ACTFL (the American Council on the Teaching of
Foreign Languages).
*Also suitable for students of other ages, depending upon background and experience.
Prerequisites: Middle School Latin 1, or equivalent
Middle School Chinese 1 (NEW)
This fun, interactive course for middle school students is filled with diverse, multimedia
language activities. The instruction is equivalent to that found in the first semester of
High School Chinese I. Students begin their introduction to Chinese by focusing on the
four key areas of foreign language study: listening, speaking, reading, and writing. The
course represents an ideal blend of language learning pedagogy and online learning.
Each unit consists of a new vocabulary theme and grammar concept, reading and
listening comprehension activities, speaking and writing activities, multimedia cultural
presentations, and interactive activities and practices which reinforce vocabulary and
grammar. There is a strong emphasis on providing context and conversational examples
for the language concepts presented in each unit. Both Chinese characters and pinyin
are presented together throughout the course and specific character practices are
introduced after the first quarter. Students should expect to be actively engaged in their
own language learning, become familiar with common vocabulary terms and phrases,
comprehend a wide range of grammar patterns, participate in simple conversations and
respond appropriately to basic conversational prompts, analyze and compare cultural
practices, products, and perspectives of various Chinese-speaking countries, and take
frequent assessments where their language progression can be monitored. The course
has been carefully aligned to national standards as set forth by ACTFL (the American
Council on the Teaching of Foreign Languages).
*Also suitable for children of other ages, depending upon background and experience.
38
Prerequisites: None
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Middle School Chinese 2 (NEW)
Prerequisites: Middle School Chinese 1, or equivalent
Welcome to Online Learning
Families begin the school year with an Welcome to Online Learning course targeted to
grades 6–8. The courses provide an overview of each curriculum area so students and
Learning Coaches can familiarize themselves with the philosophy behind the curriculum
methodology and overall course organization. The lessons are interactive and include
actual animations or graphics that are used in the courses themselves. By the end of the
course, students will be fully prepared to begin their K12 lessons in the online school.
LANGUAGES
Middle
The instruction is equivalent to that found in the second semester of High School
Chinese I. Students begin their introduction to Chinese by focusing on the four
key areas of foreign language study: listening, speaking, reading, and writing. The
course represents an ideal blend of language learning pedagogy and online learning.
Each unit consists of a new vocabulary theme and grammar concept, reading and
listening comprehension activities, speaking and writing activities, multimedia cultural
presentations, and interactive activities and practices which reinforce vocabulary and
grammar. There is a strong emphasis on providing context and conversational examples
for the language concepts presented in each unit. Both Chinese characters and pinyin
are presented together throughout the course and specific character practices are
introduced after the first quarter. Students should expect to be actively engaged
in their own language learning, become familiar with common vocabulary terms
and phrases, comprehend a wide range of grammar patterns, participate in simple
conversations and respond appropriately to basic conversational prompts, analyze and
compare cultural practices, products, and perspectives of various Chinese-speaking
countries, and take frequent assessments where their language progression can be
monitored. The course has been carefully aligned to national standards as set forth by
ACTFL (the American Council on the Teaching of Foreign Languages).
WORLD
ORIENTATION
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K–8 Course List
Complete list available through K12. Course offerings may vary at K12-powered schools.
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ENGLISH & LANGUAGE ARTS
WORLD LANGUAGES
Language Arts K (Blue)
Language Arts 1 (Green)
Language Arts 2 (Orange)
Language Arts 3
Language Arts 4
Language Arts 5
Intermediate English A
Intermediate English B
Literary Analysis and Composition
MARK12 Reading I (Remediation)
MARK12 Reading II (Remediation)
MARK12 Reading III (Remediation)
Elementary Spanish 1
Elementary Spanish 2
Elementary French 1
Elementary French 2
Elementary German 1
Elementary German 2
Elementary Latin 1
Middle School Spanish 1
Middle School Spanish 2
Middle School French 1
Middle School French 2
Middle School German 1
Middle School German 2
Middle School Latin 1
Middle School Latin 2
Middle School Chinese 1
Middle School Chinese 2
MATH
Math+ K (Blue)
Math+ 1 (Green)
Math+ 2 (Orange)
Math+ 3 (Purple)
Math+ 4 (Red)
Math+ 5 (Yellow)
Fundamentals of Geometry and Algebra
Pre-Algebra
Algebra
SCIENCE
Science K
Science 1
Science 2
Science 3
Science 4
Science 5
Earth Science
Life Science
Physical Science
Advanced Earth Science
Advanced Life Science
Advanced Physical Science
HISTORY & SOCIAL SCIENCES
History K
History 1
History 2
History 3
History 4
American History A
American History B
Intermediate World History A
Intermediate World History B
ART
Art K
Art 1
Art 2
Art 3
Art 4
Intermediate Art/American A
Intermediate Art/American B
Intermediate Art/World A
Intermediate Art/World B
MUSIC
Preparatory Music
Beginning 1 Music
Beginning 2 Music
Introduction to Music
Intermediate 1 Music
Intermediate 2 Music
Intermediate 3 Music
Exploring Music
Music Concepts A
Music Concepts B
Music Appreciation
ORIENTATION
Welcome to Online Learning K–2
Welcome to Online Learning 3–5
Welcome to Online Learning 6–8
= adaptive learning technology
= eBook(s) included
= new course
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B-116
High
43 43
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ENGLISH &
LANGUAGE ARTS
In K12 Core courses, topics are broken into discrete modules that are taught in tandem with
the framework students need to develop strong study skills. Rich, engaging content with
interactive demonstrations and activities help students absorb and retain information.
In K12 Comprehensive courses, students do more extensive writing and research projects,
and tackle problems that require more analytical thinking. Course projects and activities
also demand more independent thinking and self-discipline than projects in Core courses.
K12 Honors courses hold students to a greater degree of accountability, and demand even
greater independence and self-discipline. Students synthesize and evaluate information and
concepts from multiple sources and read texts typically assigned in college-level courses.
Students also demonstrate college-level writing in essays that require analysis of primary
and secondary sources, responsible use of evidence, and comprehensive citation of sources.
High
K12 AP® courses are college-level courses that follow curriculum specified by the College
Board. These courses are designed to prepare students for success on AP exams, providing
students the opportunity to earn credit at most of the nation’s colleges and universities.
Our AP courses include a companion AP Exam Review course, that provides practice for
multiple choice exams and essay writing, as well as provides students an individualized
study plan based on their results.
ENG001-APL: English Foundations I (Remediation)
Students build and reinforce foundational reading, writing, and basic academic skills
needed for success in high school. Through carefully paced, guided instruction, and
graduated reading levels, students improve reading comprehension and strategies,
focusing on literacy development at the critical stage between decoding and making
meaning from text. Instruction and practice in writing skills help students develop
their composition skills in a variety of formats. Formative assessments identify
areas of weakness, lessons are prescribed to improve performance, and summative
assessments track progress and skill development. If needed, students can continue
their remediation of reading and writing skills with English Foundations II.
Course Length: Two semesters
Prerequisites: Teacher/school counselor recommendation
ENG011-APL: English Foundations II (Remediation)
Students build and reinforce foundational reading, writing, and basic academic skills
needed for success in high school. Struggling readers develop mastery in reading
comprehension, vocabulary building, study skills, and media literacy. Students build
confidence in writing fundamentals by focusing on composition in a variety of formats,
grammar, style, and media literacy. Formative assessments identify areas of weakness,
lessons are prescribed to improve performance, and summative assessments track
progress and skill development.
Course Length: Two semesters
Prerequisites: Teacher/school counselor recommendation; ENG001-APL: English
Foundations I is not required
ENG102: Literary Analysis and Composition I (Core)
44
In this course, students work on their written and oral communication skills, while
strengthening their ability to understand and analyze works of literature, both classic
and modern.
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ENGLISH &
Literature: Students read short stories, poetry, drama, novels, essays, and informative
articles. The course sharpens reading comprehension skills and engages readers in literary
analysis as they consider important human issues and challenging ideas. Students also
learn to read for information in nonfiction texts.
LANGUAGE ARTS
Language Skills: Students learn to express their ideas effectively. They sharpen their
composition skills through focus on writing good paragraphs and essays in a variety
of genres, such as persuasive and research essays. Students plan, organize, and revise
written works in response to feedback on drafts. In grammar, usage, and mechanics
lessons, students expand their understanding of parts of speech, phrases and clauses,
sentence analysis and structure, agreement, punctuation, and other conventions.
Vocabulary lessons build knowledge of Greek and Latin words that form the roots
of many English words. Students use word origins and derivations to determine the
meaning of new words as they increase their vocabularies.
Course Length: Two semesters
Materials: Explorations: An Anthology of Literature, Volume A; English Language
Handbook; Vocabulary from Classical Roots, Book B; Julius Caesar for Young People Prerequisites: Middle school English/language arts
ENG103: Literary Analysis and Composition I
(Comprehensive)
This course challenges students to improve their written and oral communication skills,
while strengthening their ability to understand and analyze literature in a variety of genres.
High
Note: This course is only for students who are new to the K12 curriculum. Students who have taken
K12 Intermediate English A or B, or K12 middle school Literary Analysis and Composition courses,
should not enroll in this course.
Literature: Students read a broad array of short stories, poetry, drama, novels,
autobiographies, essays, and famous speeches. The course guides students in the close
reading and critical analysis of classic works of literature, and helps them appreciate
the texts and the contexts in which the works were written. Literary selections range
from classic works such as Shakespeare’s Romeo and Juliet to contemporary pieces by
authors such as Maya Angelou.
Language Skills: Students broaden their composition skills by examining model essays in
various genres by student and published writers. Through in-depth planning, organizing,
drafting, revising, proofreading, and feedback, they hone their writing skills. Students
build on their grammar, usage, and mechanics skills with in-depth study of sentence
analysis and structure, agreement, and punctuation, reinforced by online activities (Skills
Updates). Student vocabularies are enhanced through the study of Greek and Latin root
words, improving students’ ability to decipher the meanings of new words.
Course Length: Two semesters
Materials: Classics for Young Readers, Volume 8; Classics for Young Readers, Volume 8:
An Audio Companion; BK English Language Handbook, Level 1; Vocabulary from Classical
Roots, Book C; The Narrative of the Life of Frederick Douglass, An American Slave by
Frederick Douglass; Anne Frank: Diary of a Young Girl by Anne Frank; Romeo and Juliet
by William Shakespeare
Prerequisites: K12 Intermediate English A and B (or equivalent)
Note: Students who have already succeeded in K12 middle school Literary Analysis and Composition
should not enroll in this course.
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45
ENGLISH &
LANGUAGE ARTS
ENG104: Honors Literary Analysis and Composition I
This course challenges students to improve their written and oral communication skills,
while strengthening their ability to understand and analyze literature in a variety of
genres. Students enrolled in this course work on independent projects that enhance
their skills and challenge them to consider complex ideas and apply
the knowledge they have learned.
Literature: Students read a broad array of short stories, poetry, drama, novels,
autobiographies, essays, and famous speeches. The course guides students in the close
reading and critical analysis of classic works of literature, and helps them appreciate the
texts and the contexts in which the works were written. Literary selections range from
the Greek tragedy Antigone to Shakespeare’s Romeo and Juliet to contemporary pieces
by authors such as Annie Dillard and Maya Angelou.
High
Language Skills: Students broaden their composition skills by examining model essays in
various genres by student and published writers. Through in-depth planning, organizing,
drafting, revising, proofreading, and feedback, they hone their writing skills. Students
build on their grammar, usage, and mechanics skills with in-depth study of sentence
analysis and structure, agreement, and punctuation, reinforced by online activities.
Student vocabularies are enhanced through the study of Greek and Latin root words,
improving students’ ability to decipher the meanings of new words.
Course Length: Two semesters
Materials: Classics for Young Readers, Volume 8; Classics for Young Readers, Volume
8: An Audio Companion; BK English Language Handbook, Level 1; Vocabulary from
Classical Roots, Book C; The Narrative of the Life of Frederick Douglass, An American
Slave by Frederick Douglass; Anne Frank: Diary of a Young Girl by Anne Frank; Romeo
and Juliet by William Shakespeare
Prerequisites: Success in K12 Intermediate English A and B (or equivalent) and teacher/
school counselor recommendation
Note: Students who have already succeeded in K12 middle school Literary Analysis and Composition
should not enroll in this course.
ENG106: Literary Analysis and Composition I
(Credit Recovery)
In the course, students read a variety of literary works to sharpen reading comprehension
and literary analysis skills. They review composition skills and expand their understanding
of parts of speech, phrases and clauses, sentence analysis and structure, agreement,
punctuation, and other conventions. Vocabulary lessons build knowledge of Greek
and Latin words that form the roots of many English words. Diagnostic tests assess
students’ current knowledge and generate individualized study plans, so students can
focus on topics that need review.
Course Length: Two semesters
Materials: Explorations: An Anthology of Literature, Volume A; English Language
Handbook; Vocabulary from Classical Roots, Book B; Julius Caesar for Young People
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit and teacher/school counselor recommendation
ENG202: Literary Analysis and Composition II (Core)
46
In this course, students build on their language skills while reading classic and modern
works of literature and improving their writing skills.
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ENGLISH &
Literature: Students read short stories, poetry, drama, and novels, sharpening their
reading comprehension skills and analyzing important human issues.
LANGUAGE ARTS
Language Skills: Students continue to work on their oral and written expression skills,
writing a variety of essays, including persuasive and research essays. Students plan,
organize, and revise their essays in response to feedback. They build on their skills in
grammar, usage, and mechanics by studying parts of speech, phrases and clauses,
sentence analysis and structure, agreement, punctuation, and other conventions.
Thematic units focus on word roots, suffixes and prefixes, context clues, and other
strategies to help students strengthen their vocabularies.
Course Length: Two semesters
Materials: Explorations: An Anthology of Literature, Volume B; The Miracle Worker
by William Gibson
Prerequisites: ENG102: Literary Analysis and Composition I (or equivalent)
Note: Students who have taken K12 Intermediate English A or B or K12 middle school Literary
Analysis and Composition courses should not enroll in this course.
In this course, students build on existing literature and composition skills and move to
higher levels of sophistication.
Literature: Students hone their skills of literary analysis by reading short stories,
poetry, drama, novels, and works of nonfiction, both classic and modern. Authors
include W. B. Yeats, Sara Teasdale, Langston Hughes, Robert Frost, Edgar Allan Poe,
Nathaniel Hawthorne, Kate Chopin, Amy Tan, and Richard Rodriguez. Students read
Shakespeare’s Macbeth. They are offered a choice of novels and longer works to study,
including works by Jane Austen, Charles Dickens, Elie Wiesel, and many others.
High
ENG203: Literary Analysis and Composition II
(Comprehensive)
Language Skills: In this course, students become more proficient writers and readers.
In composition lessons, students analyze model essays from readers’ and writers’
perspectives, focusing on ideas and content, structure and organization, style, word
choice, and tone. Students receive feedback during the writing process to help them
work toward a polished final draft. In addition to writing formal essays, resumes, and
business letters, students write and deliver a persuasive speech. Students expand their
knowledge of grammar, usage, and mechanics through sentence analysis and structure,
syntax, agreement, and conventions. Unit pretests identify skills to address more fully.
Students strengthen their vocabularies through thematic units focused on word roots,
suffixes and prefixes, context clues, and other important vocabulary-building strategies.
Course Length: Two semesters
Materials: Journeys in Literature: Classic and Modern, Volume B; Journeys in Literature:
Classic and Modern, Volume B: An Audio Companion; Vocabulary for Achievement,
Fourth Course; Macbeth by William Shakespeare
Prerequisites: ENG103: Literary Analysis and Composition I (or equivalent)
ENG204: Honors Literary Analysis and Composition II
In this course, students build on existing literature and composition skills and move on
to higher levels of sophistication. Students work on independent projects that enhance
their skills and challenge them to consider complex ideas and apply the knowledge they
have learned.
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ENGLISH &
LANGUAGE ARTS
Literature: Students hone their skills of literary analysis by reading short stories, poetry,
drama, novels, and works of nonfiction, both classic and modern. Authors include W.
B. Yeats, Sara Teasdale, Langston Hughes, Robert Frost, Edgar Allan Poe, Nathaniel
Hawthorne, Kate Chopin, Amy Tan, Richard Rodriguez, and William Shakespeare.
Students have a choice of novels and longer works to study, including works by Jane
Austen, Charles Dickens, and Elie Wiesel.
Language Skills: In this course, students become more proficient writers and readers.
In composition lessons, students analyze model essays from readers’ and writers’
perspectives, focusing on ideas and content, structure and organization, style, word
choice, and tone. Students receive feedback during the writing process to help them
work toward a polished final draft. In addition to writing formal essays, résumés, and
business letters, students write and deliver a persuasive speech. Students expand their
knowledge of grammar, usage, and mechanics through sentence analysis and structure,
syntax, agreement, and conventions. Unit pretests identify skills to address more fully.
Students strengthen their vocabularies through thematic units focused on word roots,
suffixes and prefixes, context clues, and other important vocabulary-building strategies.
High
Course Length: Two semesters
Materials: Journeys in Literature: Classic and Modern, Volume B; Journeys in Literature:
Classic and Modern, Volume B: An Audio Companion; Vocabulary for Achievement,
Fourth Course; Macbeth by William Shakespeare
Prerequisites: Success in ENG104: Honors Literary Analysis and Composition I (or
equivalent) and teacher/school counselor recommendation
ENG206: Literary Analysis and Composition II
(Credit Recovery)
In this course, students read classic and modern works of literature, sharpening their
reading comprehension skills and analyzing important human issues. They review
effective strategies for oral and written expression, grammar, usage, and mechanics.
Thematic units focus on word roots, suffixes and prefixes, context clues, and other
strategies that help students strengthen their vocabularies. Diagnostic tests assess
students’ current knowledge and generate individualized study plans, so students can
focus on topics that need review.
Course Length: Two semesters
Materials: Explorations: An Anthology of Literature, Volume B; The Miracle Worker
by William Gibson
Prerequisites: Student previously took the course or its equivalent,
but did not receive credit and teacher/school counselor recommendation
ENG302: American Literature (Core)
In this genre-based course, students sharpen their reading comprehension skills and
analyze important themes in classic and modern works of American literature, including
short stories, poetry, drama, and novels. Students refine their skills of written expression
by writing memoirs, persuasive essays, research essays, workplace documentation, and
more. They develop vocabulary skills and refresh their knowledge of grammar, usage, and
mechanics in preparation for standardized tests.
Literature: Students read short stories, poetry, drama, and novels, sharpening their
reading comprehension skills and analyzing important themes in American literature.
48
Language Skills: Students continue to work on their oral and written expression skills,
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ENGLISH &
writing a variety of essays including memoirs, persuasive and research essays, and
workplace documentation. Students plan, organize, and revise their essays in response
to feedback.
LANGUAGE ARTS
Course Length: Two semesters
Materials: Explorations: An Anthology of American Literature, Volume C; Our Town by
Thornton Wilder; To Kill a Mockingbird by Harper Lee
Prerequisites: ENG202: Literary Analysis and Composition II (or equivalent)
ENG303: American Literature (Comprehensive)
In this course, students read and analyze works of American literature from colonial
to contemporary times, including poetry, short stories, novels, drama, and nonfiction.
The literary works provide opportunities for critical writing, creative projects, and
online discussions. Students develop vocabulary skills and refresh their knowledge of
grammar, usage, and mechanics in preparation for standardized tests.
ENG304: Honors American Literature
In this course, students read and analyze works of American literature from colonial
to contemporary times, including poetry, short stories, novels, drama, and nonfiction.
The literary works provide opportunities for critical writing, creative projects, and
online discussions. Students develop vocabulary skills and refresh their knowledge of
grammar, usage, and mechanics in preparation for standardized tests. Students enrolled
in this challenging course will also complete independent projects that deepen their
understanding of the themes and ideas presented in the curriculum.
High
Course Length: Two semesters
Materials: Journeys in Literature: American Traditions, Volume C; The Great Gatsby
by F. Scott Fitzgerald; The Glass Menagerie by Tennessee Williams. Students will also
read one selection of their choice from the following: The Old Man and the Sea by
Ernest Hemingway; The House on Mango Street by Sandra Cisneros; A Lesson Before
Dying by Ernest Gaines; The Red Badge of Courage by Stephen Crane
Prerequisites: ENG203: Literary Analysis and Composition II (or equivalent)
Course Length: Two semesters
Materials: Journeys in Literature: American Traditions, Volume C; The Great Gatsby by
F. Scott Fitzgerald; The Glass Menagerie by Tennessee Williams. Students will also read
one selection of their choice from the following: The Old Man and the Sea by Ernest
Hemingway; The House on Mango Street by Sandra Cisneros; A Lesson Before Dying by
Ernest Gaines; The Red Badge of Courage by Stephen Crane; and two selections of their
choice from the following: Billy Budd by Herman Melville; A Connecticut Yankee in King
Arthur’s Court by Mark Twain; Catcher in the Rye by J.D. Salinger; Song of Solomon by
Toni Morrison
Prerequisites: Success in ENG204: Honors Literary Analysis and Composition II
(or equivalent) and teacher/school counselor recommendation
ENG306: American Literature (Credit Recovery)
Students sharpen their reading comprehension skills and analyze important themes
in classic and modern works of American literature. They review effective strategies
for written expression. They develop vocabulary skills and refresh their knowledge
of grammar, usage, and mechanics in preparation for standardized tests. Diagnostic
tests assess students’ current knowledge and generate individualized study plans, so
students can focus on topics that need review.
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ENGLISH &
LANGUAGE ARTS
Course Length: Two semesters
Materials: Explorations: An Anthology of American Literature, Volume C; Our Town by
Thornton Wilder; To Kill a Mockingbird by Harper Lee
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit and teacher/school counselor recommendation
ENG402: British and World Literature (Core)
This course engages students in selections from British and world literature from
the ancient world through modern times. They practice analytical writing and have
opportunities for creative expression. Students also practice test-taking skills for
standardized assessments in critical reading and writing.
Course Length: Two semesters
Materials: Explorations: An Anthology of British and World Literature
Prerequisites: ENG302: American Literature (or equivalent)
ENG403: British and World Literature (Comprehensive)
High
Students read selections from British and world literature in a loosely organized
chronological framework. They analyze the themes, styles, and structures of these texts
and make thematic connections among diverse authors, periods, and settings. Students
complete guided and independent writing assignments that refine their analytical skills.
They have opportunities for creative expression in projects of their choice. Students also
practice test-taking skills for standardized assessments in critical reading and writing.
Course Length: Two semesters
Materials: Journeys in Literature: British and World Classics; Hamlet by William
Shakespeare
Prerequisites: ENG303: American Literature (or equivalent)
ENG404: Honors British and World Literature
Students read selections from British and world literature in a loosely organized
chronological framework. They analyze the themes, styles, and structures of these
texts and make thematic connections among diverse authors, periods, and settings.
Students work independently on many of their analyses and engage in creative
collaboration with their peers. Students also practice test-taking skills for standardized
assessments in critical reading and writing.
Course Length: Two semesters
Materials: Journeys in Literature: British and World Classics; Hamlet by William
Shakespeare
Prerequisites: ENG204: Honors Literary Analysis and Composition II (or equivalent )
or ENG304: Honors American Literature (or equivalent), and teacher/school counselor
recommendation
ENG406: British and World Literature
(Credit Recovery)
50
This course engages students in selections from British and world literature from the ancient
world through modern times. They practice analytical writing and have opportunities for
creative expression. Students also practice test-taking skills for standardized assessments
in critical reading and writing. Diagnostic tests assess students’ current knowledge and
generate individualized study plans, so students can focus on topics that need review.
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ENGLISH &
Course Length: Two semesters
Materials: Explorations: An Anthology of British and World Literature
Prerequisites: Student previously took the course or its equivalent,
but did not receive credit and teacher/school counselor recommendation
LANGUAGE ARTS
ENG500: AP English Language and Composition
Students learn to understand and analyze complex works by a variety of authors.
They explore the richness of language, including syntax, imitation, word choice, and
tone. They also learn composition style and process, starting with exploration, planning,
and writing. This continues with editing, peer review, rewriting, polishing, and applying
what they learn to academic, personal, and professional contexts. In this equivalent of an
introductory college-level survey class, students prepare for the AP exam and for further
study in communications, creative writing, journalism, literature, and composition.
ENG510: AP English Literature and Composition
In this course, the equivalent of an introductory college-level survey class, students are
immersed in novels, plays, poems, and short stories from various periods. Students
read and write daily, using a variety of multimedia and interactive activities, interpretive
writing assignments, and discussions. The course places special emphasis on reading
comprehension, structural and critical analyses of written works, literary vocabulary, and
recognizing and understanding literary devices. Students prepare for the AP Exam and for
further study in creative writing, communications, journalism, literature, and composition.
High
Course Length: Two semesters
Materials: The Norton Reader: An Anthology of Nonfiction, 13th ed.; Writing: A College
Handbook, 5th ed.
Prerequisites: Success in ENG204: Honors Literary Analysis) and Composition II (or
equivalent) or ENG304: Honors American Literature(or equivalent), and teacher/school
counselor recommendation
Course Length: Two semesters
Materials: Required (both semesters): The Norton Anthology of Poetry, 5th ed.; The Story
and Its Writer: An Introduction to Short Fiction, compact 7th ed.Required (first semester):
Their Eyes Were Watching God by Zora Neale Hurston; Hedda Gabler by Henrik Ibsen; A
Streetcar Named Desire by Tennessee Williams; Twelfth Night by William Shakespeare
Required (second semester): The Great Gatsby by F. Scott Fitzgerald; Annie John by
Jamaica Kincaid; Jane Eyre by Charlotte Brontë
Prerequisites: Success in ENG204: Honors Literary Analysis) and Composition II (or
equivalent) or ENG304: Honors American Literature (or equivalent), and teacher/school
counselor recommendation
ENG010: Journalism (Elective)
Students are introduced to the historical importance of journalism in America.
They study the basic principles of print and online journalism as they examine the role of
printed news media in our society. They learn investigative skills, responsible reporting,
and journalistic writing techniques as they read, respond to, and write their own news
and feature articles. Students conduct interviews, research, write, and design their own
publications.
Course Length: One semester
Prerequisites: None
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ENG020: Public Speaking (Elective)
Students are introduced to public speaking as an important component of their
academic, work, and social lives. They study public speaking occasions and develop
skills as fair and critical listeners, or consumers, of spoken information and persuasion.
Students study types of speeches (informative, persuasive, dramatic, and special
occasion), read and listen to models of speeches, and prepare and present their own
speeches to diverse audiences. Students learn to choose speaking topics and adapt
them for specific audiences, to research and support their ideas, and to benefit from
listener feedback. They study how to incorporate well-designed visual and multimedia
aids in presentations and how to maintain a credible presence in the digital world.
Students also learn about the ethics of public speaking and about techniques for
managing communication anxiety.
Course Length: One semester
Materials: Student must provide a webcam and recording software
Prerequisites: None
High
ENG030-AVT: Creative Writing (Elective)
Students create original essays, poems, and short stories in this course, which uses two
textbooks and focuses on the four-step process writing model. They read professionally
written forms of creative writing as models and then integrate their impressions of
these works with their personal life experiences as they compose their own writing
projects. Students are encouraged to write about topics they find engaging as they
practice writing on the following themes: narration, definition, process analysis, cause
and effect, and comparison/contrast. After students turn in each assignment, the
teacher supplies detailed suggestions for revision. This feedback helps students learn
how to improve their self-expression and self-editing skills.
Course Length: Two semesters
Prerequisites: None
MTH001-APL: Math Foundations I (Remediation)
Students build and reinforce foundational math skills typically found in third through
fifth grade for which they have not achieved mastery. They progress through carefully
paced, guided instruction and engaging interactive practice. Formative assessments
identify areas of weakness and prescribe lessons to improve performance. Summative
assessments track progress and skill development. If needed, students can move on
to Math Foundations II (addressing skills typically found in sixth through eighth grade)
to further develop the computational skills and conceptual understanding needed to
undertake high school math courses with confidence.
ENGLISH &
MATHEMATICS
LANGUAGE ARTS
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Course Length: Two semesters
Prerequisites: Teacher/school counselor recommendation
MTH011-APL: Math Foundations II (Remediation)
Students build and reinforce foundational math skills typically found in sixth through
eighth grade, achieving the computational skills and conceptual understanding needed to
undertake high school math courses with confidence. Carefully paced, guided instruction
is accompanied by interactive practice that is engaging and accessible. Formative
assessments identify areas of weakness and prescribe lessons to improve performance.
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Summative assessments track progress and skill development. This course is appropriate
for use as remediation at the high school level or as a bridge to high school.
MATHEMATICS
Course Length: Two semesters
Prerequisites: Teacher/school counselor recommendation; MTH001-APL: Math
Foundations I is not required
MTH322-AVT: Consumer Math (Core)
In Consumer Math, students study and review arithmetic skills they can apply in their
personal lives and in their future careers. The first semester of the course begins with
a focus on occupational topics; it includes details on jobs, wages, deductions, taxes,
insurance, recreation and spending, and transportation. In the second semester
of Consumer Math, students learn about personal finances, checking and savings
accounts, loans and buying on credit, automobile expenses, and housing expenses.
Narrated slide shows help illustrate some of the more difficult content. Throughout the
course, students participate in online discussions with each other and their teacher.
MTH112: Pre-Algebra (Core)
In this course, students learn computational and problem-solving skills and the
language of algebra. Students translate word phrases and sentences into mathematical
expressions; analyze geometric figures; solve problems involving percentages,
ratios, and proportions; graph different kinds of equations and inequalities; calculate
statistical measures and probabilities; apply the Pythagorean theorem; and explain
strategies for solving real-world problems. The textbook provides students with a ready
reference and explanations that supplement the online material. Online lessons provide
demonstrations of concepts, as well as interactive problems with contextual feedback.
High
Course Length: Two semesters
Prerequisites: None
Course Length: Two semesters
Materials: Pre-Algebra: Reference Guide and Problem Sets
Prerequisites: K12 middle school Fundamentals of Geometry and Algebra, or MTH011APL: Math Foundations II (or equivalents)
Note: Students who have already succeeded in K12 middle school Pre-Algebra should not enroll in
this course.
MTH113: Pre-Algebra (Comprehensive)
In this course, students take a broader look at computational and problem-solving
skills while learning the language of algebra. Students translate word phrases and
sentences into mathematical expressions; analyze geometric figures; solve problems
involving percentages, ratios, and proportions; graph different kinds of equations and
inequalities; calculate statistical measures and probabilities; apply the Pythagorean
theorem; and explain strategies for solving real-world problems. Online lessons provide
demonstrations of key concepts, as well as interactive problems with contextual
feedback. A textbook supplements the online material.
Course Length: Two semesters
Materials: Pre-Algebra: Reference Guide and Problem Sets
Prerequisites: K12 middle school Fundamentals of Geometry and Algebra (or equivalent)
Note: Students who have already succeeded in K12 middle school Pre-Algebra should not enroll in
this course.
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ENGLISH &
MATHEMATICS
LANGUAGE ARTS
MTH116: Pre-Algebra (Credit Recovery)
In this course, students review computational and problem-solving skills and the language
of algebra. Topics include mathematical expressions; geometric figures; percentages,
ratios, and proportions; graphs for equations and inequalities; statistical measures and
probabilities; the Pythagorean theorem; and strategies for solving world problems.
Diagnostic tests assess students’ current knowledge and generate individualized study
plans, so students can focus on topics that need review.
Course Length: Two semesters
Materials: Pre-Algebra: Reference Guide and Problem Sets
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
MTH107: Developmental Algebra (Core) (NEW)
High
This is the first course in a two-year algebra sequence that concludes with Continuing
Algebra (forthcoming in 2014–2015). In this course, students begin to explore the tools
and principles of algebra. Students learn to identify the structure and properties of the real
number system; complete operations with integers and other rational numbers; work with
square roots and irrational numbers; graph linear equations; solve linear equations and
inequalities in one variable; and solve systems of linear equations. Sophisticated virtual
manipulatives and online graphing tools help students visualize algebraic relationships.
Developmental Algebra covers fewer topics than a one-year algebra course, providing
students with more time to learn and practice key concepts and skills. After completing
Developmental Algebra, students will be prepared to take Continuing Algebra.
Course Length: Two semesters
Materials: Algebra I: Reference Guide and Problem Sets
Prerequisites: MTH112: Pre-Algebra (or equivalent)
MTH122: Algebra I (Core)
In this course, students explore the tools of algebra. Students learn to identify the
structure and properties of the real number system; complete operations with integers
and other rational numbers; work with square roots and irrational numbers; graph
linear equations; solve linear equations and inequalities in one variable; solve systems
of linear equations; use ratios, proportions, and percentages to solve problems; use
algebraic applications in geometry including the Pythagorean theorem and formulas for
measuring area and volume; complete an introduction to polynomials; and understand
logic and reasoning.
Course Length: Two semesters
Materials: Algebra I: Reference Guide and Problem Sets
Prerequisites: MTH112: Pre-Algebra (or equivalent)
Note: Students who have already succeeded in K12 middle school Algebra I should not enroll in
this course.
MTH123: Algebra I (Comprehensive)
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Students develop algebraic fluency by learning the skills needed to solve equations and
perform manipulations with numbers, variables, equations, and inequalities. They also
learn concepts central to the abstraction and generalization that algebra makes possible.
Topics include simplifying expressions involving variables, fractions, exponents, and
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radicals; working with integers, rational numbers, and irrational numbers; graphing
and solving equations and inequalities; using factoring, formulas, and other techniques
to solve quadratic and other polynomial equations; formulating valid mathematical
arguments using various types of reasoning; and translating word problems into
mathematical equations and then using the equations to solve the original problems.
Compared to MTH122, this course has a more rigorous pace and more challenging
assignments and assessments. It covers additional topics including translating functions,
higher degree roots, and more complex factoring techniques.
MATHEMATICS
Course Length: Two semesters
Materials: Algebra I: Reference Guide and Problem Sets
Prerequisites: K12 Pre-Algebra, MTH113: Pre-Algebra (or equivalent)
Note: Students who have already succeeded in K12 middle school Algebra I should
not enroll in this course.
MTH124: Honors Algebra I
High
This course prepares students for more advanced courses while they develop algebraic
fluency, learn the skills needed to solve equations, and perform manipulations with
numbers, variables, equations, and inequalities. They also learn concepts central to the
abstraction and generalization that algebra makes possible. Topics include simplifying
expressions involving variables, fractions, exponents, and radicals; working with
integers, rational numbers, and irrational numbers; graphing and solving equations and
inequalities; using factoring, formulas, and other techniques to solve quadratic and other
polynomial equations; formulating valid mathematical arguments using various types of
reasoning; and translating word problems into mathematical equations and then using the
equations to solve the original problems. This course includes all the topics in MTH123, but
includes more challenging assignments and optional challenge activities. Each semester
also includes an independent honors project.
Course Length: Two semesters
Materials: Algebra I: Reference Guide and Problem Sets
Prerequisites: Success in previous math course and teacher/school counselor
recommendation
Note: Students who have already succeeded in K12 middle school Algebra I should
not enroll in this course.
MTH126: Algebra I (Credit Recovery)
In this course, students review the tools of algebra. Topics include the structure and
properties of real numbers; operations with integers and other rational numbers; square
roots and irrational numbers; linear equations; ratios, proportions, and percentages; the
Pythagorean theorem; polynomials; and logic and reasoning. Diagnostic tests assess
students’ current knowledge and generate individualized study plans, so students can
focus on topics that need review.
Course Length: Two semesters
Materials: Algebra I: Reference Guide and Problem Sets
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
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LANGUAGE ARTS
MTH202: Geometry (Core)
Students learn to recognize and work with core geometric concepts in various contexts.
They develop sound ideas of inductive and deductive reasoning, logic, concepts, and
techniques of Euclidean plane and solid geometry, as well as a solid, basic understanding
of mathematical structure, method, and applications of Euclidean plane and solid
geometry. Students use visualizations, spatial reasoning, and geometric modeling
to solve problems. Topics of study include points, lines, and angles; triangles; right
triangles; quadrilaterals and other polygons; circles; coordinate geometry; threedimensional solids; geometric constructions; symmetry; and the use of transformations.
Course Length: Two semesters
Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler
Prerequisites: MTH122: Algebra I (or equivalent)
MTH203: Geometry (Comprehensive)
High
In this comprehensive course, students are challenged to recognize and work with
geometric concepts in various contexts. They build on ideas of inductive and deductive
reasoning, logic, concepts, and techniques of Euclidean plane and solid geometry. They
develop deeper understandings of mathematical structure, method, and applications
of Euclidean plane and solid geometry. Students use visualizations, spatial reasoning, and
geometric modeling to solve problems. Topics of study include points, lines, and angles;
triangles; right triangles; quadrilaterals and other polygons; circles; coordinate geometry;
three-dimensional solids; geometric constructions; symmetry; the use of transformations;
and non-Euclidean geometries.
Course Length: Two semesters
Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler
Prerequisites: MTH123: Algebra I (or equivalent)
MTH204: Honors Geometry
Students work with advanced geometric concepts in various contexts. They build indepth ideas of inductive and deductive reasoning, logic, concepts, and techniques of
Euclidean plane and solid geometry. They also develop a sophisticated understanding of
mathematical structure, method, and applications of Euclidean plane and solid geometry.
Students use visualizations, spatial reasoning, and geometric modeling to solve problems.
Topics of study include points, lines, and angles; triangles; right triangles; quadrilaterals
and other polygons; circles; coordinate geometry; three-dimensional solids; geometric
constructions; symmetry; the use of transformations; and non-Euclidean geometries.
Students work on additional challenging assignments, assessments, and research projects.
Course Length: Two semesters
Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler
Prerequisites: MTH123: Algebra I or MTH124: Honors Algebra I (or equivalent) and
teacher/school counselor recommendation
MTH206: Geometry (Credit Recovery)
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Students review core geometric concepts as they develop sound ideas of inductive and
deductive reasoning, logic, concepts, and techniques and applications of Euclidean
plane and solid geometry. Students use visualizations, spatial reasoning, and geometric
modeling to solve problems. Topics include points, lines, and angles; triangles, polygons,
and circles; coordinate geometry; three-dimensional solids; geometric constructions;
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symmetry; and the use of transformations. Diagnostic tests assess students’ current
knowledge and generate individualized study plans, so students can focus on topics that
need review.
MATHEMATICS
Course Length: Two semesters
Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
MTH302: Algebra II (Core)
This course builds upon algebraic concepts covered in Algebra I. Students solve
openended problems and learn to think critically. Topics include conic sections;
functions and their graphs; quadratic functions; inverse functions; and advanced
polynomial functions. Students are introduced to rational, radical, exponential, and
logarithmic functions; sequences and series; and data analysis.
MTH303: Algebra II (Comprehensive)
This course builds upon algebraic concepts covered in Algebra I and prepares students for
advanced-level courses. Students extend their knowledge and understanding by solving
open-ended problems and thinking critically. Topics include conic sections; functions and
their graphs; quadratic functions; inverse functions; and advanced polynomial functions.
Students are introduced to rational, radical, exponential, and logarithmic functions;
sequences and series; and data analysis.
High
Course Length: Two semesters
Materials: Algebra II: A Reference Guide and Problem Sets; Texas Instruments T1-84
Plus graphing calculator is recommended
Prerequisites: MTH122: Algebra I (or equivalent)
Course Length: Two semesters
Materials: Algebra II: A Reference Guide and Problem Sets; Texas Instruments T1-84
Plus graphing calculator
Prerequisites: MTH123: Algebra I and MTH203: Geometry (or equivalents)
MTH304: Honors Algebra II
This course builds upon advanced algebraic concepts covered in Algebra I and prepares
students for advanced-level courses. Students extend their knowledge and understanding
by solving open-ended problems and thinking critically. Topics include functions and their
graphs; quadratic functions; complex numbers, and advanced polynomial functions.
Students are introduced to rational, radical, exponential, and logarithmic functions;
sequences and series; probability; statistics; and conic sections. Students work on
additional challenging assignments, assessments, and research projects.
Course Length: Two semesters
Materials: Algebra II: A Reference Guide and Problem Sets; Texas Instruments T1-84
Plus graphing calculator
Prerequisites: MTH123 or MTH124 (Honors): Algebra I and MTH203 or MTH204
(Honors): Geometry (or equivalents) and teacher/school counselor recommendation
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ENGLISH &
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MTH306: Algebra II (Credit Recovery)
This course builds upon algebraic concepts covered in Algebra I. Students solve openended problems and learn to think critically. Topics include conic sections; functions and
their graphs; quadratic functions; inverse functions; and advanced polynomial functions.
Students review rational, radical, exponential, and logarithmic functions; sequences
and series; and data analysis. Diagnostic tests assess students’ current knowledge and
generate individualized study plans, so students can focus on topics that need review.
Course Length: Two semesters
Materials: Algebra II: A Reference Guide and Problem Sets; Texas Instruments T1-84
Plus graphing calculator is recommended
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
MTH307: Practical Math (Core) (NEW)
High
In this course, students use math to solve real-world problems—and real-world
problems to solidify their understanding of key mathematical topics. Data analysis,
math modeling, and personal finance are key themes in this course. Specific topics
of study include statistics, probability, graphs of statistical data, regression, finance,
and budgeting. In addition, students learn how to use several mathematical models
involving algebra and geometry to solve problems. Proficiency is measured through
frequent online and offline assessments, as well as class participation. Units focused on
projects also allow students to apply and extend their math skills in real-world cases.
Course Length: Two semesters
Materials: Practical Math: Reference Guide and Problem Sets (online)
Prerequisites: Algebra I and Geometry
MTH403: Pre-Calculus/Trigonometry (Comprehensive)
Pre-calculus weaves together previous study of algebra, geometry, and functions into a
preparatory course for calculus. The course focuses on the mastery of critical skills and
exposure to new skills necessary for success in subsequent math courses. Topics include
linear, quadratic, exponential, logarithmic, radical, polynomial, and rational functions;
systems of equations; and conic sections in the first semester. The second semester
covers trigonometric ratios and functions; inverse trigonometric functions; applications of
trigonometry, including vectors and laws of cosine and sine; polar functions and notation;
and arithmetic of complex numbers.
Cross-curricular connections are made throughout the course to calculus,
art, history, and a variety of other fields related to mathematics.
Course Length: Two semesters
Materials: Texas Instruments T1-84 Plus graphing calculator
Prerequisites: MTH203: Geometry and MTH303: Algebra II (or equivalents)
MTH413: Probability and Statistics (Comprehensive)
58
Students learn counting methods, probability, descriptive statistics, graphs of data, the
normal curve, statistical inference, and linear regression. Proficiency is measured through
frequent online and offline assessments, as well as asynchronous discussions. Problemsolving activities provide an opportunity for students to demonstrate their skills in real
world situations.
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Course Length: One semester
Materials: Probability and Statistics: Reference Guide and Problem Sets
Prerequisites: MTH 303: Algebra II (or equivalent)
MATHEMATICS
MTH433-AVT: Calculus (Comprehensive)
This course provides a comprehensive survey of differential and integral calculus concepts,
including limits, derivative and integral computation, linearization, Riemann sums, the
fundamental theorem of calculus, and differential equations. Content is presented in 10
units and covers various applications, including graph analysis, linear motion, average
value, area, volume, and growth and decay models. In this course students use an online
textbook, which supplements the instruction they receive and provides additional
opportunities to practice using the content they’ve learned. Students will use an
embedded graphing calculator applet (GCalc) for their work on this course; the software
for the applet can be downloaded at no charge.
Course Length: Two semesters
Materials: Java is needed for the embedded graphing calculator applet (GCalc)
Prerequisites: MTH403: Pre-Calculus/Trigonometry (or equivalent)
This course is the equivalent of an introductory college-level calculus course. Calculus
helps scientists, engineers, and financial analysts understand the complex relationships
behind real-world phenomena. Students learn to evaluate the soundness of proposed
solutions and apply mathematical reasoning to real-world models. Students also learn to
understand change geometrically and visually (by studying graphs of curves), analytically
(by studying and working with mathematical formulas), numerically (by seeing patterns
in sets of numbers), and verbally. Students prepare for the AP exam and further studies in
science, engineering, and mathematics.
High
MTH500: AP Calculus AB
Course Length: Two semesters
Materials: Texas Instruments T1-84 Plus graphing calculator
Prerequisites: Success in MTH204: Honors Geometry, MTH304: Honors Algebra II,
MTH403: Pre-Calculus/Trigonometry (or equivalents), and teacher/ school counselor
recommendation
MTH510: AP Statistics
This course is the equivalent of an introductory college-level course. Statistics—
the art of drawing conclusions from imperfect data and the science of real-world
uncertainties—plays an important role in many fields. Students collect, analyze, graph,
and interpret real-world data. They learn to design and analyze research studies by
reviewing and evaluating examples from real research. Students prepare for the AP
exam and for further study in science, sociology, medicine, engineering, political
science, geography, and business.
Course Length: Two semesters
Materials: Texas Instruments T1-84 Plus graphing calculator
Prerequisites: Success in MTH304: Honors Algebra II (or equivalent) and teacher/school
counselor recommendation
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MATHEMATICS
MTH520: AP Calculus BC (NEW)
This course is the equivalent of an introductory college-level calculus course. In this
course, students study functions, limits, derivatives, integrals, and infinite series.
Calculus helps scientists, engineers, and financial analysts understand the complex
relationships behind real-world phenomena. Students learn to evaluate the soundness
of proposed solutions and apply mathematical reasoning to real-world models. Students
also learn to understand change geometrically and visually (by studying graphs of
curves), analytically (by studying and working with mathematical formulas), numerically
(by seeing patterns in sets of numbers), and verbally. Students prepare for the AP Exam
and further studies in science, engineering, and mathematics.
Course Length: Two semesters
Materials: Texas Instruments T1-84 Plus graphing calculator
Prerequisites: Success in MTH204: Honors Geometry, MTH304: Honors Algebra II,
MTH403: Pre-Calculus/Trigonometry (or equivalents), and teacher/school counselor
recommendation
High
SCI102: Physical Science (Core)
Students explore the relationship between matter and energy by investigating
force and motion, the structure of atoms, the structure and properties of matter,
chemical reactions, and the interactions of energy and matter. Students develop
skills in measuring, solving problems, using laboratory apparatuses, following safety
procedures, and adhering to experimental procedures. Students focus on inquirybased learning, with both hands-on laboratory investigations and virtual laboratory
experiences.
Course Length: Two semesters
Prerequisites: K12 middle school Physical Science (or equivalent)
SCI106: Physical Science (Credit Recovery)
Students explore the relationship between matter and energy by investigating force
and motion, the structure of atoms, the structure and properties of matter, chemical
reactions, and the interactions of energy and matter. They review strategies for describing
and measuring scientific concepts. Diagnostic tests assess students’ current knowledge
and generate individualized study plans, so students can focus on topics that need review.
Course Length: Two semesters
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
SCIENCE
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SCI112: Earth Science (Core)
This course provides students with a solid earth science curriculum, focusing on geology,
oceanography, astronomy, weather, and climate. The program consists of online
lessons, an associated reference book, collaborative activities, virtual laboratories,
and hands-on laboratories students can conduct at home. The course provides a base
for further studies in geology, meteorology, oceanography, and astronomy, and gives
practical experience in implementing scientific methods.
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Course Length: Two semesters
Materials: Earth Science: A Reference Guide
Prerequisites: K12 middle school Earth Science (or equivalent)
SCIENCE
SCI113: Earth Science (Comprehensive)
This course provides students with a comprehensive earth science curriculum,
focusing on geology, oceanography, astronomy, weather, and climate. The program
consists of in-depth online lessons, an associated reference book, collaborative
activities, virtual laboratories, and hands-on laboratories students can conduct at
home. The course prepares students for further studies in geology, meteorology,
oceanography, and astronomy courses, and gives them practical experience in
implementing scientific methods.
Course Length: Two semesters
Materials: Earth Science: A Reference Guide
Prerequisites: K12 middle school Life Science (or equivalent)
This challenging course provides students with an honors-level earth science curriculum,
focusing on geology, oceanography, astronomy, weather, and climate. The program
consists of online lessons, an associated reference book, collaborative activities, and
hands-on laboratories students can conduct at home. The course prepares students
for advanced studies in geology, meteorology, oceanography, and astronomy
courses, and gives them more sophisticated experience in implementing scientific
methods. Additional honors assignments include debates, research papers, extended
collaborative laboratories, and virtual laboratories.
High
SCI114: Honors Earth Science
Course Length: Two semesters
Materials: Earth Science: A Reference Guide
Prerequisites: K12 middle school Life Science (or equivalent), success in previous science
course, and teacher/school counselor recommendation
SCI116: Earth Science (Credit Recovery)
This course provides students with a solid earth science curriculum. Students learn how
the earth works, how it changes, and its place in the universe. They become familiar with
the terminology, concepts, and practical applications of earth science and explore topics
in geology, meteorology, oceanography, astronomy, and scientific methods. Diagnostic
tests assess students’ current knowledge and generate individualized study plans, so
students can focus on topics that need review.
Course Length: Two semesters
Materials: Earth Science: A Reference Guide
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit and teacher/school counselor recommendation
SCI202: Biology (Core)
In this course, students focus on the chemistry of living things: the cell, genetics,
evolution, the structure and function of living things, and ecology. The program
consists of online lessons including extensive animations, an associated reference book,
collaborative activities, virtual laboratories, and hands-on laboratory experiments
students can conduct at home.
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ENGLISH &
SCIENCE
LANGUAGE ARTS
Course Length: Two semesters
Materials: Biology: A Reference Guide
Prerequisites: K12 middle school Life Science (or equivalent)
SCI203: Biology (Comprehensive)
In this comprehensive course, students investigate the chemistry of living things:
the cell, genetics, evolution, the structure and function of living things, and ecology.
The program consists of in-depth online lessons including extensive animations, an
associated reference book, collaborative explorations, virtual laboratories, and handson laboratory experiments students can conduct at home.
Course Length: Two semesters
Materials: Biology: A Reference Guide
Prerequisites: K12 middle school Life Science (or equivalent)
SCI204: Honors Biology
High
This course provides students with a challenging honors-level biology curriculum,
focusing on the chemistry of living things: the cell, genetics, evolution, the structure
and function of living things, and ecology. The program consists of advanced online
lessons including extensive animations, an associated reference book, collaborative
explorations, and hands-on laboratory experiments students can conduct at home.
Honors activities include debates, research papers, extended collaborative laboratories,
and virtual laboratories.
Course Length: Two semesters
Materials: Biology: A Reference Guide
Prerequisites: K12 middle school Life Science (or equivalent), success in previous science
course, and teacher/school counselor recommendation
SCI206: Biology (Credit Recovery)
Topics include the scientific method, characteristics of living things, energy, organic
compounds, and water. Students review the structure and function of living things, the
cell, genetics, DNA, RNA, and proteins. They review evolution and natural selection;
digestive, respiratory, nervous, reproductive, and muscular systems; and ecology and
the environment. Diagnostic tests assess students’ current knowledge and generate
individualized study plans, so students can focus on topics that need review.
Course Length: Two semesters
Materials: Biology: A Reference Guide
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit and teacher/school counselor recommendation
SCI302: Chemistry (Core)
This course surveys all key areas of chemistry, including atomic structure, chemical
bonding and reactions, solutions, stoichiometry, thermochemistry, organic chemistry,
and nuclear chemistry. The course includes direct online instruction, virtual laboratories,
and related assessments, used with a problem-solving book.
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Course Length: Two semesters
Materials: Chemistry: Problems and Solutions
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Prerequisites: K12 middle school Physical Science or SCI102: Physical Science and
satisfactory grasp of algebra basics, evidenced by success in MTH122: Algebra I
(or equivalent)
SCIENCE
SCI303: Chemistry (Comprehensive)
This comprehensive course gives students a solid basis to move on to future studies. The
course provides an in-depth survey of all key areas, including atomic structure, chemical
bonding and reactions, solutions, stoichiometry, thermochemistry, organic chemistry,
and nuclear chemistry. The course includes direct online instruction, virtual laboratories,
and related assessments, used with a problem-solving book.
Course Length: Two semesters
Materials: Chemistry: Problems and Solutions
Prerequisites: Satisfactory completion of either K12 middle school Physical Science
or SCI102: Physical Science and solid grasp of algebra basics, evidenced by success in
MTH122: Algebra I (or equivalents)
This advanced course gives students a solid basis to move on to more advanced courses.
The challenging course surveys all key areas, including atomic structure, chemical
bonding and reactions, solutions, stoichiometry, thermochemistry, organic chemistry,
and nuclear chemistry, enhanced with challenging model problems and assessments.
Students complete community-based written research projects, treat aspects of
chemistry that require individual research and reporting, and participate in online
threaded discussions.
High
SCI304: Honors Chemistry
Course Length: Two semesters
Materials: Chemistry: Problems and Solutions
Prerequisites: Success in previous science course, MTH123 or MTH124 (Honors): Algebra
I (or equivalents), and teacher/school counselor recommendation
SCI306: Chemistry (Credit Recovery)
Students review concepts of matter, energy, the metric system, and the scientific
method. Other topics include the atom; the periodic table; ionic and covalent bonds;
chemical reactions; stoichiometry; gases, liquids, and solids; solutions; and acids and
bases. Students review chemical thermodynamics; reaction rates and system equilibria;
electrochemical processes; organic chemistry and biochemistry; and nuclear chemistry.
Diagnostic tests assess students’ current knowledge and generate individualized study
plans, so students can focus on topics that need review.
Course Length: Two semesters
Materials: Chemistry: Problems and Solutions
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
SCI403: Physics (Comprehensive)
This course provides a comprehensive survey of all key areas: physical systems,
measurement, kinematics, dynamics, momentum, energy, thermodynamics, waves,
electricity, and magnetism, and introduces students to modern physics topics such
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as quantum theory and the atomic nucleus. The course gives students a solid basis
to move on to more advanced courses later in their academic careers. The program
consists of online instruction, virtual laboratories, and related assessments, plus an
associated problem-solving book.
Course Length: Two semesters
Materials: Physics: Problems and Solutions
Prerequisites: MTH303: Algebra II and MTH403: Pre-Calculus/Trigonometry (or
equivalents) (MTH403 strongly recommended as a prerequisite, but this course may
instead be taken concurrently with SCI403)
SCI404: Honors Physics
High
This advanced course surveys all key areas: physical systems, measurement, kinematics,
dynamics, momentum, energy, thermodynamics, waves, electricity, and magnetism,
and introduces students to modern physics topics such as quantum theory and the
atomic nucleus. Additional honors assignments include debates, research papers,
extended collaborative laboratories, and virtual laboratories. The course gives a solid
basis for moving on to more advanced college physics courses. The program consists
of online instruction, virtual laboratories, and related assessments, plus an associated
problem-solving book.
Course Length: Two semesters
Materials: Physics: Problems and Solutions
Prerequisites: MTH303: Algebra II or MTH304: Honors Algebra II and MTH403: PreCalculus/Trigonometry (MTH403 strongly recommended as a prerequisite, but this
course may instead be taken concurrently with SCI404), and teacher/school counselor
recommendation
SCI500: AP Biology
This course guides students to a deeper understanding of biological concepts including
the diversity and unity of life, energy and the processes of life, homeostasis, and genetics.
Students learn about regulation, communication, and signaling in living organisms, as well
as interactions of biological systems. Students carry out a number of learning activities,
including readings, interactive exercises, extension activities, hands-on laboratory
experiments, and practice assessments. These activities are designed to help students
gain an understanding of the science process and critical-thinking skills necessary to
answer questions on the AP Biology Exam. The content aligns to the sequence of topics
recommended by the College Board.
Course Length: Two semesters
Materials: Common household materials for labs
Prerequisites: Success in SCI204: Honors Biology, SCI304: Honors Chemistry, SCI124:
Honors Algebra I (or equivalents), and teacher/school counselor recommendation
required; success in SCI304: Honors Algebra II highly recommended
SCI510: AP Chemistry (NEW)
Students solve chemical problems by using mathematical formulation principles and
chemical calculations in addition to laboratory experiments. They build on their general
understanding of chemical principles and engage in a more in-depth study of the
nature and reactivity of matter. Students focus on the structure of atoms, molecules,
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and ions, and then go on to analyze the relationship between molecular structure and
chemical and physical properties. To investigate this relationship, students examine the
molecular composition of common substances and learn to transform them through
chemical reactions with increasingly predictable outcomes. Students prepare for the AP
exam. The course content aligns to the sequence of topics recommended by the College
Board.
SCIENCE
Course Length: Two semesters
Materials: If hands-on labs are required, materials for lab experiments must be acquired
by students
Prerequisites: Success in SCI304: Honors Chemistry and MTH304: Honors Algebra II (or
equivalents), and teacher/school counselor recommendation
SCI520: AP Physics B
Course Length: Two semesters
Materials: Schaum's Outline of College Physics,by Bueche and Hecht, 11th ed.; other
editions acceptable; materials for laboratory experiments; a graphing calculator is
recommended to prepare for the AP exam (supplied by school or student).
Prerequisites: Success in MTH303: Algebra II or in MTH304: Honors Algebra II and
MTH403: Pre-Calculus/Trigonometry (or equivalents), and teacher/school counselor
recommendation
High
This course is the equivalent of an introductory college-level survey course, but does
not require proficiency in calculus. Students focus on five general areas: Newtonian
mechanics, thermal physics, electricity and magnetism, waves and optics, and atomic
and nuclear physics. Students gain an understanding of the core principles of physics
and then apply them to problem-solving exercises. They learn how to measure the mass
of a planet without weighing it, find out how electricity makes a motor turn, and learn
how opticians know how to shape lenses for glasses. Students prepare for the AP exam
and for further study in science and engineering.
SCI530-AVT: AP Environmental Science
Students examine the natural world’s interrelationships in AP Environmental Science.
During this two-semester course, they identify and analyze environmental problems
and their effects and evaluate the effectiveness of proposed solutions. They learn to
think like environmental scientists as they make predictions based on observation, write
hypotheses, design and complete field studies and experiments, and reach conclusions
based on the analysis of resulting data. Students apply the concepts of environmental
science to their everyday experiences, current events, and issues in science, politics,
and society. The course provides opportunities for guided inquiry and student-centered
learning that build critical thinking skills. Prerequisites for enrollment include two years of
prior coursework in laboratory sciences (Biology, Chemistry, Earth Science, or Physics).
Course Length: Two semesters
Materials: Living in the Environment - 17th Edition; AP Environmental Science Lab Kit
Prerequisites: Success in two years of laboratory sciences in the following (or
equivalents): usually SCI204 or SCI500 (AP): Biology, or Life Science, and either SCI304
or SCI510 (AP): Chemistry or SCI404 or SCI520 (AP): Physics; and MTH124: Honors
Algebra I; SCI114: Honors Earth Science is recommended, and teacher/school counselor
recommendation
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SCI010: Environmental Science (Elective)
This course surveys key topic areas including the application of scientific process to
environmental analysis; ecology; energy flow; ecological structures; earth systems;
and atmospheric, land, and water science. Topics also include the management
of natural resources and analysis of private and governmental decisions involving
the environment. Students explore actual case studies and conduct five hands-on,
unit-long research activities, learning that political and private decisions about
the environment and the use of resources require accurate application of scientific
processes, including proper data collection and responsible conclusions.
Course Length: One semester
Prerequisites: Success in previous high school science course and teacher/school
counselor recommendation
SCI030: Forensic Science (Elective)
High
This course surveys key topics in forensic science, including the
application of the scientific process to forensic analysis, procedures and principles of
crime scene investigation, physical and trace evidence, and the law and courtroom
procedures from the perspective of the forensic scientist. Through online lessons,
virtual and hands-on labs, and analysis of fictional crime scenarios, students learn
about forensic tools, technical resources, forming and testing hypotheses, proper data
collection, and responsible conclusions.
Course Length: One semester
Prerequisites: Successful completion of at least two years of high school science
including SCI203: Biology (or equivalent); SCI303: Chemistry is highly recommended
HST102: World History (Core)
In this survey of world history from prehistoric to modern times, students focus on
the key developments and events that have shaped civilization across time. The
course is organized chronologically and, within broad eras, regionally. Lessons address
developments in religion, philosophy, the arts, science and technology, and political
history. The course also introduces geography concepts and skills within the context
of the historical narrative. Online lessons and assessments complement World History:
Our Human Story, a textbook written and published by K¹². Students analyze primary
sources and maps, create timelines, and complete other projects—practicing historical
thinking and writing skills as they explore the broad themes and big ideas of human
history.
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Course Length: Two semesters
Materials: World History: Our Human Story
Prerequisites: K12 middle school American History A, World History A or World History B
(or equivalents)
HST103: World History (Comprehensive)
In this comprehensive survey of world history from prehistoric to modern times,
students focus in depth on the developments and events that have shaped civilization
across time. The course is organized chronologically and, within broad eras, regionally.
Lessons address developments in religion, philosophy, the arts, science and technology,
and political history. The course also introduces geography concepts and skills within
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the context of the historical narrative. Online lessons and assessments complement
World History: Our Human Story, a textbook written and published by K¹². Students are
challenged to consider topics in depth as they analyze primary sources and maps, create
timelines, and complete other projects—practicing historical thinking and writing skills
as they explore the broad themes and big ideas of human history.
SOCIAL STUDIES
Course Length: Two semesters
Materials: World History: Our Human Story
Prerequisites: K12 middle school American History A, World History A or World History B
(or equivalents)
HST104: Honors World History
Course Length: Two semesters
Materials: World History: Our Human Story
Prerequisites: K12 middle school American History A, World History A or World History B
(or equivalents)
High
In this challenging survey of world history from prehistoric to modern times, students
focus in-depth on the developments and events that have shaped civilization across
time. The course is organized chronologically and, within broad eras, regionally.
Lessons address developments in religion, philosophy, the arts, science and technology,
and political history. The course also introduces geography concepts and skills within
the context of the historical narrative. Online lessons and assessments complement
World History: Our Human Story, a textbook written and published by K¹². Students are
challenged to consider topics in depth as they analyze primary sources and maps, create
timelines, and complete other projects—practicing advanced historical thinking and
writing skills as they explore the broad themes and big ideas of human history. Students
complete an independent honors project each semester.
HST106: World History (Credit Recovery)
This course traces the development of civilizations around the world from prehistory to
the present, with a special emphasis on key periods and primary sources. The course
covers major events in world history, including the development and influence of
human-geographic relationships, political and social structures, economics, science and
technology, and the arts. Students investigate the major religions and belief systems
throughout history and learn about the importance of trade and cultural exchange.
Other topics include the development of agriculture, the spread of democracy, the rise of
nation-states, the industrial era, the spread of imperialism, and the issues and conflicts of
the twentieth century. Diagnostic tests assess students’ current knowledge and generate
individualized study plans, so students can focus on topics that need review.
Course Length: Two semesters
Materials: World History: Our Human Story
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
HST202: Modern World Studies (Core)
Students trace the history of the world from approximately 1870 to the present. They
begin with a look back at events leading up to 1914, including the Second Industrial
Revolution and the imperialism that accompanied it. Their focus then shifts to the
contemporary era, including two world wars, the Great Depression, and global Cold
War tensions. Students examine both the staggering problems and astounding
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accomplishments of the twentieth century, with a focus on political and social history.
Students also explore topics in physical and human geography, and investigate issues of
concern in the contemporary world. Online lessons help students organize study, explore
topics, review in preparation for assessments, and practice skills of historical thinking
and analysis. Activities include analyzing primary sources and maps, creating timelines,
completing projects and written assignments, and conducting independent research.
Course Length: Two semesters
Materials: The Human Odyssey, Volume 3
Prerequisites: K12 middle school Intermediate World History A and B (or equivalents)
HST203: Modern World Studies (Comprehensive)
High
In this comprehensive course, students follow the history of the world from
approximately 1870 to the present. They begin with a study of events leading
up to 1914, including the Second Industrial Revolution and the imperialism that
accompanied it. Their focus then shifts to the contemporary era, including two world
wars, the Great Depression, and global Cold War tensions. Students examine both
the staggering problems and astounding accomplishments of the twentieth century,
with a focus on political and social history. Students also explore topics in physical
and human geography, and investigate issues of concern in the contemporary world.
Online lessons help students organize study, explore topics, review in preparation
for assessments, and practice sophisticated skills of historical thinking and analysis.
Activities include analyzing primary sources and maps, creating timelines, completing
projects and written assignments, and conducting independent research.
Course Length: Two semesters
Materials: The Human Odyssey, Volume 3
Prerequisites: K12 middle school Intermediate World History A and B (or equivalents)
HST204: Honors Modern World Studies
In this advanced course, students investigate the history of the world from
approximately 1870 to the present. They begin with an analysis of events leading up to
1914, including the Second Industrial Revolution and the imperialism that accompanied
it. Their focus then shifts to the contemporary era, including two world wars, the
Great Depression, and global Cold War tensions. Students undertake an in-depth
examination of both the staggering problems and astounding accomplishments of the
twentieth century, with a focus on political and social history. Students also explore
advanced topics in physical and human geography, and investigate issues of concern
in the contemporary world. Activities include analyzing primary sources and maps,
creating timelines, completing projects and written assignments, and conducting
research. Students complete independent projects each semester.
Course Length: Two semesters
Materials: The Human Odyssey, Volume 3
Prerequisites: K12 middle school Intermediate World History A and B (or
equivalents), success in previous social studies course, and teacher/school counselor
recommendation
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HST206: Modern World Studies (Credit Recovery)
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Students review the history of the world from approximately 1870 to the present.
The course begins with a look back at events leading up to 1914, including the Second
Industrial Revolution and imperialism. Their focus then shifts to the contemporary era,
including the World Wars, the Great Depression, and global Cold War tensions. Students
also explore topics in physical and human geography, and investigate issues of concern
in the contemporary world. Diagnostic tests assess students’ current knowledge and
generate individualized study plans, so students can focus on topics that need review.
Course Length: Two semesters
Materials: The Human Odyssey, Volume 3
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit; teacher/school counselor recommendation required
HST212: Geography and World Cultures (Core)
Course Length: One semester
Prerequisites: HST102: World History (or equivalent) is recommended, but not required
HST213: Geography and World Cultures (Comprehensive)
This one-semester course uses geographic features to explore how human
relationships, political and social structures, economics, science, technology, and the
arts have developed and influenced life in countries around the world. Throughout the
course, students learn how to read maps, charts, and graphs rigorously and critically—
and how to create them. Examining the intersection of culture and geography, students
discover how a mountain in the distance can inspire national policymakers, civil
engineers, or poets; how a river triggers the activity of bridge builders, shipbuilders, and
merchants alike; and how the sound of a busy Cairo street can inspire sociologists and
musicians. Students come to understand how the drama of human history and cultural
encounters—affecting land, natural resources, religious dominance, and more—is
played out on the geographical stage
High
This one-semester course introduces students to the countless ways in which
geography influences human relationships, politics, society, economics, science,
technology, and the arts. Special emphasis is placed on the way geographically
derived information is expressed in maps, charts, and graphs in order to teach
students how to analyze and create such documents.
Course Length: One semester
Prerequisites: HST103: World History (or equivalent) is recommended, but not required
HST216-AVT: Geography (Credit Recovery)
This course examines a broad range of geographical perspectives covering all of
the major regions of the world. Students clearly see the similarities and differences
among the regions as they explore the locations and physical characteristics, including
absolute and relative location, climate, and significant geographical features. They look
at each region from cultural, economic, and political perspectives, and closely examine
the human impact on each region. Students take diagnostic tests that assess their
current knowledge and generate individualized study plans, so students can focus on
topics that need review. Audio readings and vocabulary lists in English and Spanish
support reading comprehension.
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Course Length: Two semesters
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit; teacher/school counselor recommendation required
HST302: U.S. History (Core)
This course is a full-year survey that provides students with a view of American history
from the first migrations of nomadic people to North America to recent events. Readings
are drawn from K12’s The American Odyssey: A History of the United States. Online lessons
help students organize their study, explore topics, review in preparation for assessments,
and practice skills of historical thinking and analysis. Activities include analyzing primary
sources and maps, creating timelines, completing projects and written assignments, and
conducting independent research.
Course Length: Two semesters
Materials: The American Odyssey: A History of the United States
Prerequisites: K12 middle school Intermediate World History B or HST102: World History
(or equivalents)
High
HST303: U.S. History (Comprehensive)
This course is a full-year survey that provides students with a comprehensive view of
American history from the first migrations of nomadic people to North America to recent
events. Readings are drawn from K12’s The American Odyssey: A History of the United
States. Online lessons help students organize their study, explore topics in depth, review
in preparation for assessments, and practice skills of historical thinking and analysis.
Activities include analyzing primary sources and maps, creating time lines, completing
projects and written assignments, and conducting independent research.
Course Length: Two semesters
Materials: The American Odyssey: A History of the United States
Prerequisites: HST103: World History or HST203: Modern World Studies (or
equivalents)
HST304: Honors U.S. History
This course is a challenging full-year survey that provides students with a
comprehensive view of American history from the first migrations of nomadic people to
North America to recent events. Readings are drawn from K12’s The American Odyssey:
A History of the United States. Online lessons help students organize their study,
explore topics in depth, review in preparation for assessments, and practice advanced
skills of historical thinking and analysis. Activities include analyzing primary sources and
maps, creating timelines, completing projects and written assignments, and conducting
independent research. Students complete independent projects each semester.
Course Length: Two semesters
Materials: The American Odyssey: A History of the United States
Prerequisites: HST103 or HST104 (Honors): World History, or HST203 or HST204
(Honors): Modern World Studies (or equivalents), and teacher/school counselor
recommendation
HST306: U.S. History (Credit Recovery)
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Students review the rise of European nations and the Age of Exploration; the
founding of the American colonies; the American Revolution; and the Declaration of
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Independence, the Articles of Confederation, and the Constitution. Other topics include
the Civil War, migration across the Great Plains, immigration to American shores, and
the rise of new ways of manufacturing. Students review the early years of the modern
age and the rise of modern cities and our modern political system; the World Wars;
the Depression and the New Deal; the Cold War; Vietnam; the opposing ideologies
of conservatives and liberals; September 11; and the resultant changes in American
foreign and domestic policies. Diagnostic tests assess students’ current knowledge and
generate individualized study plans, so students can focus on topics that need review.
SOCIAL STUDIES
Course Length: Two semesters
Materials: The American Odyssey: A History of the United States
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
HST312: Modern U.S. History (Core)
Course Length: Two semesters
Materials: The American Odyssey: A History of the United States
Prerequisites: K12 middle school American History A and American History B
(or equivalents)
High
This course is a full-year survey that provides students with a view of American
history from the industrial revolution of the late nineteenth century to recent events.
Readings are drawn from K12’s The American Odyssey: A History of the United States.
Online lessons help students organize study, explore topics, review in preparation for
assessments, and practice skills of historical thinking and analysis. Activities include
analyzing primary sources and maps, creating timelines, completing projects and
written assignments, and conducting independent research.
HST313: Modern U.S. History (Comprehensive)
This course is a full-year survey that provides students with a comprehensive view
of American history from the industrial revolution of the late nineteenth century to
recent events. Readings are drawn from K12’s The American Odyssey: A History of the
United States. Online lessons help students organize study, explore topics in-depth,
review in preparation for assessments, and practice skills of historical thinking and
analysis. Activities include analyzing primary sources and maps, creating timelines,
completing projects and written assignments, and conducting independent research.
Course Length: Two semesters
Materials: The American Odyssey: A History of the United States
Prerequisites: K12 middle school American History A and American History B
(or equivalents)
HST314: Honors Modern U.S. History
This course is a challenging full-year survey that provides students with a comprehensive
view of American history from the industrial revolution of the late nineteenth century
to recent events. Readings are drawn from K12’s The American Odyssey: A History of
the United States. Online lessons help students organize study, explore topics in depth,
review in preparation for assessments, and practice advanced skills of historical thinking
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and analysis. Activities include analyzing primary sources and maps, creating timelines,
completing projects and written assignments, and conducting independent research.
Students complete independent projects each semester.
Course Length: Two semesters
Materials: The American Odyssey: A History of the United States
Prerequisites: K12 middle school American History A and American History B
(or equivalents) and teacher/school counselor recommendation
HST316: Modern U.S. History (Credit Recovery)
High
Students review American history from the industrial revolution of the late nineteenth
century to recent events. They review how the American system of government works
under the United States Constitution; federalism; settlement of the Great American
West; issues of immigration and urban life; and the hopes, demands, and challenges
African-Americans and women faced as they sought equality. Other topics include the
World Wars; the American Dream; the Civil Rights movement; Vietnam; Watergate;
Reaganomics; the collapse of the Soviet Union; immigration trends; the Clinton years;
and the new millennium. Diagnostic tests assess students’ current knowledge and
generate individualized study plans, so students can focus on topics that need review.
Course Length: Two semesters
Materials: The American Odyssey: A History of the United States
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
HST402: U.S. Government and Politics (Core)
This course uses the perspective of political institutions to explore government history,
organization, and functions. Students encounter the political culture of our country from
the Declaration of Independence to the present day, gaining insight into the challenges
faced by presidents, members of Congress, and other political participants. The course
also covers the roles of political parties, interest groups, the media, and the Supreme
Court. Students learn to use primary historical documents as evidence in evaluating past
events and government functions.
Course Length: One semester
Prerequisites: HST302: U.S. History (or equivalent) is recommended,
but not required
HST403: U.S. Government and Politics (Comprehensive)
This course studies the history, organization, and functions of the United States
government. Beginning with the Declaration of Independence and continuing through
to the present day, students explore the relationship between individual Americans and
our governing bodies. Students take a close look at the political culture of our country
and gain insight into the challenges faced by citizens, elected government officials,
political activists, and others. Students also learn about the roles of political parties,
interest groups, the media, and the Supreme Court, and discuss their own views on
current political issues.
Course Length: One semester
Prerequisites: HST303: U.S. History (or equivalent) is recommended, but not required
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HST406-AVT: American Government
(Credit Recovery)
This one-semester credit recovery course covers the historical backgrounds, governing
principles, and institutions of the government of the United States. The focus is on
the principles and beliefs that the United States was founded on and on the structure,
functions, and powers of government at the national, state, and local levels. In American
Government, students examine the principles of popular sovereignty, separation of
powers, checks and balances, republicanism, federalism, and individual rights. They
also learn about the roles of individuals and groups in the American political system.
Students compare the American system of government with other modern systems and
assess the strengths and problems associated with the American version.
Course Length: One semester
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
This course in economic principles uses real-world simulations to teach the issues
faced by producers, consumers, investors, and taxpayers in the U.S. and around the
world. Topics include markets; supply and demand; theories of early economic thinkers;
theories of value; money; the role of banks, investment houses, and the Federal Reserve;
and other fundamental features of capitalism. A survey of current issues in American
and global markets rounds out the course.
Course Length: One semester
Prerequisites: HST402: U.S. Government and Politics (or equivalent) is recommended, but
not required
High
HST412: U.S. and Global Economics (Core)
HST413: U.S. and Global Economics (Comprehensive)
In this course on economic principles, students explore choices they face as producers,
consumers, investors, and taxpayers. Students apply what they learn to real-world
simulation problems. Topics of study include markets from historic and contemporary
perspectives; supply and demand; theories of early economic philosophers such as
Adam Smith and David Ricardo; theories of value; money (what it is, how it evolved, the
role of banks, investment houses, and the Federal Reserve); Keynesian economics; how
capitalism functions, focusing on productivity, wages, investment, and growth; issues
of capitalism, such as unemployment, inflation, and the national debt; and a survey of
markets in such areas as China, Europe, and the Middle East.
Course Length: One semester
Prerequisites: HST403: U.S. Government and Politics (or equivalent) is recommended,
but not required
HST416-AVT: Economics (Credit Recovery)
In this one-semester credit recovery course, students gain a basic understanding of
economics. The course uses real-world economic applications to help students better
grasp a range of economic concepts, including macro- and microeconomic concepts.
The course covers the American free enterprise system and addresses how this system
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affects the global economy. Students learn how to think like economists as they study
economic principles and different economic systems. They analyze and interpret
data to understand the laws of supply and demand. Examining the world of business,
money, banking, and finance helps students understand how economics is applied both
domestically and globally.
Course Length: One semester
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
HST500: AP U.S. History
High
Students explore and analyze the economic, political, and social transformation
of the United States since the time of the first European encounters. Students are
asked to master not only the wide array of factual information necessary to do well
on the AP exam, but also to practice skills of critical analysis of historical information
and documents. Students read primary and secondary source materials and analyze
problems presented by historians to gain insight into challenges of interpretation and
the ways in which historical events have shaped American society and culture. The
content aligns to the sequence of topics recommended by the College Board and to
widely used textbooks. Students prepare for the AP exam.
Course Length: Two semesters
Materials: America: A Narrative History, by Tindall et al., 8th ed; other editions
acceptable
Prerequisites: Success in previous history course and teacher/school counselor
recommendation
HST510: AP U.S. Government and Politics
This course is the equivalent of an introductory college-level course. Students explore
the operations and structure of the U.S. government and the behavior of the electorate
and politicians. Students gain the analytical perspective necessary to evaluate
political data, hypotheses, concepts, opinions, and processes and learn how to gather
data about political behavior and develop their own theoretical analysis of American
politics. Students also build the skills they need to examine general propositions about
government and politics, and to analyze specific relationships between political, social,
and economic institutions. Students prepare for the AP exam and for further study in
political science, law, education, business, and history.
Course Length: One semester
Materials: The Lanahan Readings in the American Polity, 5th ed.; American
Government, by Lowi et al., 12th ed.; other editions acceptable
Prerequisites: Success in HST304: Honors U.S. History (or equivalent) and teacher/
school counselor recommendation
HST520: AP Macroeconomics
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This course is the equivalent of an introductory college-level course. Students learn why
and how the world economy can change from month to month, how to identify trends
in our economy, and how to use those trends to develop performance measures and
predictors of economic growth or decline. Students also examine how individuals and
institutions are influenced by employment rates, government spending, inflation, taxes,
and production. Students prepare for the AP exam and for further study in business,
political science, and history.
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Course Length: One semester
Materials: Macroeconomics for Today, 4th Ed., ISBN: 0-324-30197-9
Prerequisites: MTH304: MTH304: Honors Algebra II (or equivalent) and teacher/school
counselor recommendation
SOCIAL STUDIES
HST530: AP Microeconomics
This course is the equivalent of an introductory college-level course. Students explore
the behavior of individuals and businesses as they exchange goods and services in
the marketplace. Students learn why the same product can cost different amounts at
different stores, in different cities, and at different times. Students also learn to spot
patterns in economic behavior and learn how to use those patterns to explain buyer
and seller behavior under various conditions. Lessons promote an understanding of the
nature and function of markets, the role of scarcity and competition, the influence of
factors such as interest rates on business decisions, and the role of government in the
economy. Students prepare for the AP exam and for further study in business, history,
and political science.
HST540: AP Psychology
This course is the equivalent of an introductory college-level course. Students receive
an overview of current psychological research methods and theories. They explore the
therapies used by professional counselors and clinical psychologists, and examine the
reasons for normal human reactions: how people learn and think, the process of human
development and human aggression, altruism, intimacy, and self-reflection. They study
core psychological concepts, such as the brain and sensory functions, and learn to
gauge human reactions, gather information, and form meaningful syntheses. Students
prepare for the AP Exam and for further studies in psychology and life sciences.
High
Course Length: One semester
Materials: Microeconomics for Today, 4th Ed., ISBN: 0-324-30192-8
Prerequisites: Success in MTH304: Honors Algebra II (or equivalent) and teacher/school
counselor recommendation
Course Length: One semester
Materials: Psychology by David G. Myers, 9th ed.
Prerequisites: Success in SCI204: Honors Biology (or equivalent) and teacher/school
counselor recommendation
HST550: AP European History
This course is the equivalent of an introductory college-level course. It explores political,
diplomatic, social, economic, cultural, and intellectual themes in European history from
1450 to the present. Students cultivate higher-order thinking and writing skills that are
assessed through essays, various writing activities, quizzes, and tests. They apply their
historical analysis during threaded discussions, mock trials, and an Enlightenment Salon.
The course scope and rigor helps prepare students for the AP European History Exam
along with further study in the humanities.
Course Length: Two semesters
Prerequisites: Success in previous history course and teacher/school counselor
recommendation
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ARTS
HST560: AP World History
This course spans the Neolithic age to the present in a rigorous academic format
organized by chronological periods and viewed through fundamental concepts and
course themes. Students analyze the causes and processes of continuity and change
across historical periods. Themes include human-environment interaction, cultures,
expansion and conflict, political and social structures, and economic systems. In
addition to mastering historical content, students cultivate historical thinking skills
that involve crafting arguments based on evidence, identifying causation, comparing
and supplying context for events and phenomenon, and developing historical
interpretation.
Course Length: Two semesters
Materials: Siddhartha by Herman Hesse, King Leopold’s Ghost: A Story of Greed, Terror,
and Heroism in Colonial Africa by Adam Hochschild (supplied by school or student)
Prerequisites: Success in previous history course and teacher/school counselor
recommendation
High
HST010-APL: Anthropology (Elective)
Anthropologists research the characteristics and origins of the cultural, social, and
physical development of humans and consider why some cultures change and others
come to an end. In this course, students are introduced to the five main branches of
anthropology: physical, cultural, linguistic, social, and archeological. Through instruction
and their own investigation and analysis, students explore these topics, considering their
relationship to other social sciences such as history, geography, sociology, economics,
political science, and psychology. Emulating professional anthropologists, students apply
their knowledge and observational skills to the real-life study of cultures in the United
States and around the world. The content in this course meets or exceeds the standards
of the National Council for the Social Studies (NCSS).
Course Length: One semester
Prerequisites: HST103: World History (or equivalent) recommended as a prerequisite or
co-requisite, but not required
HST020-AVT: Psychology (Elective)
In this course, students investigate why human beings think and act the way they
do. This is an introductory course that broadly covers several areas of psychology.
Instructional material presents theories and current research for students to critically
evaluate and understand. Each unit introduces terminology, theories, and research
that are critical to the understanding of psychology and includes tutorials and
interactive exercises. Students learn how to define and use key terms of psychology
and how to apply psychological principles to their own lives. Unit topics in this onesemester course include methods of study, biological basis for behavior, learning and
memory, development and individual differences, and psychological disorders.
Course Length: One semester
Prerequisites: None
HST030-AVT: Economics (Elective)
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Students are introduced to the basics of economic principles, and learn how to think
like economists. They explore different economic systems, including the American free
enterprise system, analyze and interpret data, and consider economic applications in
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today's world. From economics in the world of business, money, banking, and finance,
students see how economics is applied both domestically and globally. Students take
diagnostic tests that assess their current knowledge and generate individualized study
plans, so students can focus on topics that need review. Audio readings and vocabulary
lists in English and Spanish support reading comprehension.
SOCIAL STUDIES
Course Length: One semester
Prerequisites: None
HST040-AVT: Civics (Elective)
Civics is the study of citizenship and government. This one-semester course provides
students with a basic understanding of civic life, politics, and government, and a short
history of government’s foundation and development in this country. Students learn how
power and responsibility are shared and limited by government, the impact American
politics has on world affairs, the place of law in the American constitutional system, and
which rights the American government guarantees its citizens. Students also examine
how the world is organized politically and how civic participation in the American political
system compares to that in other societies around the world today.
HST050-AVT: Sociology (Elective)
Through this two-semester course, students explore human relationships in society.
Instructional materials emphasize culture, social structure, the individual in society,
institutions, and social inequality. Unit topics for the first semester include society
and culture, what is sociology, the nature of culture, conformity and deviance, social
structure, roles, relationships and groups, and social stratification. In the second semester,
students learn about social institutions, the family, religion and education, government
and economic systems, the individual in society, the early years, adolescence, the adult
years, continuity and change, communities and change, social movements and collective
behavior, social problems, minorities and discrimination, poverty, crime, and problems of
mass society. Students use a textbook for the course.
High
Course Length: One semester
Prerequisites: None
Course Length: Two semesters
Materials: Sociology: Study of Human Relationships, 6th edition by W. LaVerne Thomas;
other editions acceptable
Prerequisites: None
HST222-AVT: Contemporary World Issues (Elective)
Students analyze governments, economies, peoples, and cultures from around the world
in this course. Instruction emphasizes the structures and policies of the United States
and how they compare to other systems in the international community. Students apply
critical thinking and research skills to examine current events and contemporary issues,
including human rights, the strengths and weaknesses of globalization, America’s role in
the international economy, the severe environmental threats facing many regions around
the world today, how religion is often used to facilitate and justify violence, and America’s
“War on Terror” and its impact on the Middle East and Islamic culture.
Course Length: Two semesters
Prerequisites: None
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WLG100: Spanish I (NEW)
Students begin their introduction to Spanish by focusing on the four key areas of foreign
language study: listening, speaking, reading, and writing. The course represents an
ideal blend of language learning pedagogy and online learning. Each unit consists of a
new vocabulary theme and grammar concept, reading and listening comprehension
activities, speaking and writing activities, multimedia cultural presentations, and
interactive activities and practices which reinforce vocabulary and grammar. There is
a strong emphasis on providing context and conversational examples for the language
concepts presented in each unit. Students should expect to be actively engaged in their
own language learning, become familiar with common vocabulary terms and phrases,
comprehend a wide range of grammar patterns, participate in simple conversations and
respond appropriately to basic conversational prompts, analyze and compare cultural
practices, products, and perspectives of various Spanish-speaking countries, and take
frequent assessments where their language progression can be monitored. The course
has been carefully aligned to national standards as set forth by ACTFL (the American
Council on the Teaching of Foreign Languages).
High
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Vox Everyday Spanish and English Dictionary or equivalent is
recommended.
Note: Students who have already completed Middle School Spanish 2 should enroll in Spanish II
rather than in Spanish I.
WLG106-AVT: Spanish I (Credit Recovery)
This credit recovery course provides students with instruction in the basics of learning
the language of Spanish. Content includes topics such as greetings, time, dates, colors,
clothing, numbers, weather, family, houses, sports, food and drink, and school. The
course also introduces basic and stem-changing verbs and their formation and use
in the present tense. Students also learn about interrogatives, question formation,
and adjectives and their form and use, in addition to possessives, prepositions, and
other grammatical structures. Finally, students become acquainted with the Spanishspeaking countries of the world and their cultures, and they learn practical information,
such as restaurant vocabulary and expressions of invitation.
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Vox Everyday Spanish and English Dictionary or equivalent is recommended.
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
WLG200: Spanish II (NEW)
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Students continue their study of Spanish by further expanding their knowledge of key
vocabulary topics and grammar concepts. Students not only begin to comprehend
listening and reading passages more fully, but they also start to express themselves
more meaningfully in both speaking and writing. Each unit consists of a new vocabulary
theme and grammar concept, reading and listening comprehension activities, speaking
and writing activities, multimedia cultural presentations, and interactive activities and
practices which reinforce vocabulary and grammar. There is a strong emphasis on
providing context and conversational examples for the language concepts presented
in each unit. Students should expect to be actively engaged in their own language
learning, understand common vocabulary terms and phrases, use a wide range
of
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grammar patterns in their speaking and writing, participate in conversations and
respond appropriately to conversational prompts, analyze and compare cultural
practices, products, and perspectives of various Spanish-speaking countries, and
take frequent assessments where their language progression can be monitored. By
semester 2, the course is conducted almost entirely in Spanish. The course has been
carefully aligned to national standards as set forth by ACTFL (the American Council on
the Teaching of Foreign Languages).
LANGUAGES
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Vox Everyday Spanish and English Dictionary or equivalent is
recommended.
Prerequisites: WLG100: Spanish I, middle school Spanish 1 and 2 (or equivalents)
WLG300: Spanish III (NEW)
High
Students further deepen their understanding of Spanish by focusing on the three modes
of communication: interpretive, interpersonal, and presentational. Each unit consists of
a variety of activities which teach the students how to understand more difficult written
and spoken passages, to communicate with others through informal speaking and
writing interactions, and to express their thoughts and opinions in more formal spoken
and written contexts. Students should expect to be actively engaged in their own
language learning, use correct vocabulary terms and phrases naturally, incorporate a
wide range of grammar concepts consistently and correctly while speaking and writing,
participate in conversations covering a wide range of topics and respond appropriately
to conversational prompts, analyze and compare cultural practices, products, and
perspectives of various Spanish-speaking countries, read and analyze important pieces
of Hispanic literature, and take frequent assessments where their language progression
can be monitored. The course is conducted almost entirely in Spanish. The course has
been carefully aligned to national standards as set forth by ACTFL (the American Council
on the Teaching of Foreign Languages).
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Vox Everyday Spanish and English Dictionary or equivalent is
recommended.
Prerequisites: WLG200: Spanish II (or equivalent)
WLG400-AVT: Spanish IV
Fourth-year Spanish expands on the foundation of Spanish grammar and vocabulary
that students acquired in the first three courses. As with all the earlier offerings, this
culminating-level Spanish language course conforms to the standards of the American
Council on the Teaching of Foreign Languages (ACTFL). Students continue to sharpen
their speaking, listening, reading and writing skills while also learning to express
themselves on topics relevant to Spanish culture. The two-semester course is divided
into ten units whose themes include people, achievements, wishes and desires, activities,
celebrations, possibilities, the past, the arts, current events, and wrap up and review.
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Vox Everyday Spanish and English Dictionary or equivalent is
recommended.
Prerequisites: WLG300: Spanish III (or equivalent)
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WLG500: AP Spanish Language and Culture (NEW)
The AP Spanish Language and Culture course is an advanced language course in which
students acquire proficiencies that expand their cognitive, analytical and communicative
skills. The AP Spanish Language and Culture course prepares students for the College
Board’s AP Spanish Language and Culture exam. It uses as its foundation the three
modes of communication (Interpersonal, Interpretive and Presentational) as defined in
the Standards for Foreign Language Learning in the 21st Century.
The course is designed as an immersion experience and is conducted almost exclusively in
Spanish. In addition, all student work, practices, projects, participation, and assessments
are in Spanish.
The course is based on the six themes required by the College Board, namely,
1. Global challenges
2.Science and technology
3.Contemporary life
4.Personal and public identities
High
5.Families and communities
6.Beauty and aesthetics
The course teaches language structures in context and focuses on the development of
fluency to convey meaning. Students explore culture in both contemporary and historical
contexts to develop an awareness and appreciation of cultural products, practices, and
perspectives. In addition, students participate in a forum where they are able to share
their own opinions and comments about various topics and comment on other students’
posts. The course also makes great use of the Internet for updated and current material.
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Vox Everyday Spanish and English Dictionary or equivalent
is recommended.
Prerequisites: Strong success in WLG300: Spanish III, or success in WLG400-AVT:
Spanish IV (or equivalents), and teacher/school counselor recommendation
WLG110: French I (NEW)
Students begin their introduction to French by focusing on the four key areas of foreign
language study: listening, speaking, reading, and writing. The course represents an
ideal blend of language learning pedagogy and online learning. Each unit consists of a
new vocabulary theme and grammar concept, reading and listening comprehension
activities, speaking and writing activities, multimedia cultural presentations, and
interactive activities and practices which reinforce vocabulary and grammar. There is
a strong emphasis on providing context and conversational examples for the language
concepts presented in each unit. Students should expect to be actively engaged in their
own language learning, become familiar with common vocabulary terms and phrases,
comprehend a wide range of grammar patterns, participate in simple conversations and
respond appropriately to basic conversational prompts, analyze and compare cultural
practices, products, and perspectives of various French-speaking countries, and take
frequent assessments where their language progression can be monitored. The course
has been carefully aligned to national standards as set forth by ACTFL (the American
Council on the Teaching of Foreign Languages).
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Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Larousse Student French-English/English-French Dictionary or
equivalent is recommended.
Prerequisites: None
LANGUAGES
Note: Students who have already completed Middle School French 2 should enroll in French II
rather than in French I.
WLG210: French II (NEW)
High
Students continue their study of French by further expanding their knowledge of key
vocabulary topics and grammar concepts. Students not only begin to comprehend
listening and reading passages more fully, but they also start to express themselves
more meaningfully in both speaking and writing. Each unit consists of a new vocabulary
theme and grammar concept, reading and listening comprehension activities, speaking
and writing activities, multimedia cultural presentations, and interactive activities and
practices which reinforce vocabulary and grammar. There is a strong emphasis on
providing context and conversational examples for the language concepts presented
in each unit. Students should expect to be actively engaged in their own language
learning, understand common vocabulary terms and phrases, use a wide range of
grammar patterns in their speaking and writing, participate in conversations and
respond appropriately to conversational prompts, analyze and compare cultural
practices, products, and perspectives of various French-speaking countries, and
take frequent assessments where their language progression can be monitored. By
semester 2, the course is conducted almost entirely in French. The course has been
carefully aligned to national standards as set forth by ACTFL (the American Council on
the Teaching of Foreign Languages).
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Larousse Student French-English/English-French Dictionary or
equivalent is recommended.
Prerequisites: WLG110: French I, middle school French 1 and 2 (or equivalents)
WLG310: French III (NEW)
interpretive, interpersonal, and presentational. Each unit consists of a variety of
activities which teach the students how to understand more difficult written and
spoken passages, to communicate with others through informal speaking and writing
interactions, and to express their thoughts and opinions in both formal and Informal
spoken and written contexts. Students should expect to be actively engaged in their
own language learning, use correct vocabulary terms and phrases naturally, incorporate
a wide range of grammar concepts consistently and correctly while speaking and
writing, participate in conversations covering a wide range of topics, respond
appropriately to conversational prompts, analyze and compare cultural practices,
products, and perspectives of various French-speaking countries, read and analyze
important pieces of literature, and take frequent assessments where their language
progression can be monitored. The course is conducted almost entirely in French. The
course has been carefully aligned to national standards as set forth by ACTFL (the
American Council on the Teaching of Foreign Languages).
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LANGUAGES
ARTS
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Larousse Student French-English/English-French Dictionary or
equivalent is recommended.
Prerequisites: WLG210: French II (or equivalent)
WLG410-AVT: French IV
Students complete their high school French language education with this two-semester
course that, like all of its predecessors, conforms to the national standards of the
ACTFL. The instructional material in French IV enables students to use the conditional
and subjunctive tenses, and talk about the past with increasing ease, distinguishing
which tense to use and when. It also helps students hone their listening skills to enhance
their understanding of native speech patterns on familiar topics. Students expand
their knowledge of French-speaking countries’ culture, history, and geography and
learn about francophone contributions in the arts. Students must pass French III as a
prerequisite.
High
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Larousse Student French-English/English-French Dictionary or
equivalent is recommended.
Prerequisites: WLG310: French III (or equivalent)
WLG510: AP French Language and Culture (NEW)
The AP French Language and Culture course is an advanced language course in which
students are directly prepared for the AP French Language and Culture test. It uses
as its foundation the three modes of communication: interpersonal, interpretive and
presentational. The course is conducted almost exclusively in French. The course is
based on the six themes required by the College Board: (1) global challenges, (2) science
and technology, (3) contemporary life, (4) personal and public identities, (5) families and
communities, and (6) beauty and aesthetics. The course teaches language structures
in context and focuses on the development of fluency to convey meaning. Students
explore culture in both contemporary and historical contexts to develop an awareness and
appreciation of cultural products, practices, and perspectives. Students should expect
to listen to, read, and understand a wide-variety of authentic French-language materials
and sources, demonstrate proficiency in interpersonal, interpretive, and presentational
communication using French, gain knowledge and understanding of the cultures of the
Francophone world, use French to connect with other disciplines and expand knowledge
in a wide-variety of contexts, develop insight into the nature of the French language and
its culture, and use French to participate in communities at home and around the world.
The AP French Language course is a college level course. The intensity, quality, and
amount of course material can be compared to that of a third-year college course.
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Larousse Student French-English/English-French Dictionary or
equivalent is recommended.
Prerequisites: Strong success in WLG310: French III, or success in WLG410-AVT: French IV
(or equivalents), and teacher/school counselor recommendation
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WLG120: German I (NEW)
WORLD
LANGUAGES
Students begin their introduction to German by focusing on the four key areas of foreign
language study: listening, speaking, reading, and writing. The course represents an
ideal blend of language learning pedagogy and online learning. Each unit consists of a
new vocabulary theme and grammar concept, reading and listening comprehension
activities, speaking and writing activities, multimedia cultural presentations, and
interactive activities and practices which reinforce vocabulary and grammar. There is
a strong emphasis on providing context and conversational examples for the language
concepts presented in each unit. Students should expect to be actively engaged in their
own language learning, become familiar with common vocabulary terms and phrases,
comprehend a wide range of grammar patterns, participate in simple conversations,
respond appropriately to basic conversational prompts, analyze and compare cultural
practices, products, and perspectives of various German-speaking countries, and take
frequent assessments where their language progression can be monitored. The course
has been carefully aligned to national standards as set forth by ACTFL (the American
Council on the Teaching of Foreign Languages). Note: Students who have already
completed Middle School German 2 should enroll in German II rather than in German I.
Note: Students who have already succeeded in middle school German 2 should enroll in German II
rather than in German I.
WLG220: German II (NEW)
Students continue their study of German by further expanding their knowledge of key
vocabulary topics and grammar concepts. Students not only begin to comprehend
listening and reading passages more fully, but they also start to express themselves
more meaningfully in both speaking and writing. Each unit consists of a new vocabulary
theme and grammar concept, reading and listening comprehension activities, speaking
and writing activities, multimedia cultural presentations, and interactive activities and
practices which reinforce vocabulary and grammar. There is a strong emphasis on
providing context and conversational examples for the language concepts presented in
each unit. Students should expect to be actively engaged in their own language learning,
understand common vocabulary terms and phrases, use a wide range of grammar
patterns in their speaking and writing, participate in conversations, respond appropriately
to conversational prompts, analyze and compare cultural practices, products, and
perspectives of various German-speaking countries, and take frequent assessments
where their language progression can be monitored. The course has been carefully
aligned to national standards as set forth by ACTFL (the American Council on the Teaching
of Foreign Languages).
High
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Larousse German Dictionary or equivalent is recommended.
Prerequisites: None
Course Length: Two semesters
Materials: LA speaker and microphone are necessary; a headset combination is
recommended. Larousse German Dictionary or equivalent is recommended.
Prerequisites: WLG120: German I, middle school German 1 and 2 (or equivalents)
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WLG320-AVT: German III
This course expands the scope of concepts and information that students mastered in
the German I and II courses and aligns with national ACTFL standards. Students learn
increasingly complex grammatical constructions, such as present, imperfect, perfect,
and future tenses; reflexive and modal verbs; prepositions; conjunctions; relative
pronouns; and adjective endings. Unit themes in this two-semester course include
vacations, travel, leisure time, healthy living, body parts and ailments, family members,
rights and responsibilities, household chores, university study, military service, personal
relationships, the importance of appearance, emotions, fairy tales, and animals. Unit
activities blend different forms of communication and culture.
Course Length: Two semesters
Materials: LA speaker and microphone are necessary; a headset combination is
recommended. Larousse German Dictionary or equivalent is recommended.
Prerequisites: WLG220: German II (or equivalent)
WLG420-AVT: German IV
High
German IV builds on the foundation of the first three courses. Students continue to
sharpen their speaking, listening, reading, and writing skills while also learning to express
themselves on topics relevant to German culture. Authentic texts, current culture, and
literature from Germany, Austria, and Switzerland all form part of the instructional
material for this course. Each unit focuses on a particular region or city and includes
such themes as culture, tourism, and current events. These units cover topics such as
contemporary and classical music, expressing opinion, German history, transportation,
family weekend travel, shopping, free-time activities, technology, multiculturalism,
education, and careers.
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Larousse German Dictionary or equivalent is recommended.
Prerequisites: WLG320-AVT: German III (or equivalent)
WLG130: Latin I (NEW)
Since mastering a classical language presents different challenges from learning a spoken
world language, students learn Latin through ancient, time-honored, classical language
approaches which include repetition, parsing, written composition, and listening exercises.
These techniques, combined with a modern multimedia approach to learning grammar,
syntax, and vocabulary, provide students with a strong foundation for learning Latin. Each
unit consists of a new vocabulary theme and grammar concept, reading comprehension
activities, writing activities, multimedia culture, history, and mythology presentations,
and interactive activities and practices which reinforce vocabulary and grammar. There is
a strong emphasis on engaging with authentic classical Latin through weekly encounters
with ancient passages from such prestigious authors as Virgil, Ovid, and Lucretius.
The curriculum concurs with the Cambridge school of Latin; therefore, students will
learn ancient high classical styles of pronunciation and grammar in lieu of generally
less sophisticated medieval styles, making it possible for students to comprehend the
most Latin from the widest range of time periods. Students should expect to be actively
engaged in their own language learning, become familiar with common vocabulary terms
and phrases, comprehend a wide range of grammar patterns, understand and analyze
the cultural and historical contexts of the ancient sources they study, and take frequent
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assessments where their language progression can be monitored. The course has been
carefully aligned to national standards as set forth by ACTFL (the American Council on
the Teaching of Foreign Languages). Note: Students who have already completed Middle
School Latin 2 should enroll in Latin II rather than in Latin I.
LANGUAGES
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Bantam New College Latin & English Dictionary or equivalent is
recommended.
Prerequisites: None
WLG230: Latin II (NEW)
High
Students continue with their study of Latin through ancient, time-honored, classical
language approaches which include repetition, parsing, written composition, and listening
exercises. These techniques, combined with a modern multimedia approach to learning
grammar, syntax, and vocabulary, prepare students for a deeper study of Latin. Each
unit consists of a new vocabulary theme and grammar concept, reading comprehension
activities, writing activities, multimedia culture, history, and mythology presentations,
and interactive activities and practices which reinforce vocabulary and grammar. The
emphasis is on reading Latin through engaging with myths from the ancient world which
are presented in Latin. The curriculum concurs with the Cambridge school of Latin;
therefore, students will learn ancient high classical styles of pronunciation and grammar
in lieu of generally less sophisticated medieval styles, making it possible for students
to comprehend the most Latin from the widest range of time periods. Students should
expect to be actively engaged in their own language learning, understand and use
common vocabulary terms and phrases, comprehend a wide range of grammar patterns,
understand and analyze the cultural and historical contexts of the ancient sources
they study, and take frequent assessments where their language progression can be
monitored. The course has been carefully aligned to national standards as set forth by
ACTFL (the American Council on the Teaching of Foreign Languages).
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Bantam New College Latin & English Dictionary or equivalent is
recommended.
Prerequisites: WLG130: Latin I (or equivalent)
WLG140: Chinese I (NEW)
Students begin their introduction to Chinese by focusing on the four key areas of foreign
language study: listening, speaking, reading, and writing. The course represents an
ideal blend of language learning pedagogy and online learning. Each unit consists of a
new vocabulary theme and grammar concept, reading and listening comprehension
activities, speaking and writing activities, multimedia cultural presentations, and
interactive activities and practices which reinforce vocabulary and grammar. There is
a strong emphasis on providing context and conversational examples for the language
concepts presented in each unit. Both Chinese characters and pinyin are presented
together throughout the course and specific character practices are introduced after
the first quarter. Students should expect to be actively engaged in their own language
learning, become familiar with common vocabulary terms and phrases, comprehend
a wide range of grammar patterns, participate in simple conversations and respond
appropriately to basic conversational prompts, analyze and compare cultural practices,
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products, and perspectives of various Chinese-speaking regions, and take frequent
assessments where their language progression can be monitored. The course has been
carefully aligned to national standards as set forth by ACTFL (the American Council
on the Teaching of Foreign Languages). Note: Students who have already completed
Middle School Chinese 2 should enroll in Chinese II rather than in Chinese I.
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Oxford Beginner’s Chinese Dictionary or equivalent is recommended.
Prerequisites: None
WLG240: Chinese II (NEW)
High
Students continue their study of Chinese by further expanding their knowledge of key
vocabulary topics and grammar concepts. Students not only begin to comprehend
listening and reading passages more fully, but they also start to express themselves
more meaningfully in both speaking and writing. Each unit consists of a new vocabulary
theme and grammar concept, reading and listening comprehension activities, speaking
and writing activities, multimedia cultural presentations, and interactive activities and
practices which reinforce vocabulary and grammar. There is a strong emphasis on
providing context and conversational examples for the language concepts presented
in each unit. Character recognition and practice are a key focus of the course and
students are expected to learn several characters each unit. However, pinyin is still
presented with characters throughout the course to aid in listening and reading
comprehension. Students should expect to be actively engaged in their own language
learning, understand common vocabulary terms and phrases, use a wide range of
grammar patterns in their speaking and writing, participate in conversations and respond
appropriately to conversational prompts, analyze and compare cultural practices,
products, and perspectives of various Chinese-speaking regions, and take frequent
assessments where their language progression can be monitored. The course has been
carefully aligned to national standards as set forth by ACTFL (the American Council on the
Teaching of Foreign Languages).
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Oxford Beginner’s Chinese Dictionary or equivalent is recommended.
Prerequisites: WLG140: Chinese I, middle school Chinese 1 and 2 (or equivalents)
WLG150-AVT: Japanese I
Students become familiar with the fundamental concepts and constructions of the
Japanese language as well as the rich and ancient world of Japanese culture in this
two-semester course. Japanese I has been designed to meet the standards of the
American Council on the Teaching of Foreign Languages (ACTFL). Unit topics consist of
the alphabet and numbers; greetings; introductions; the calendar (days, months, and
seasons); weather; time; colors; familiar objects and places; family; food; pastimes; and
school objects and routine. Course strategies include warm-up activities, vocabulary
study, reading, threaded discussions, multimedia presentations, self-checks, practice
activities and games, oral and written assignments, projects, quizzes, and exams.
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Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Oxfords Japanese Dictionary or equivalent is recommended.
Prerequisites: None
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WLG250-AVT: Japanese II
WORLD
LANGUAGES
In Japanese II, course content blends different forms of communication and culture via
unit activities to ensure that students meet all standards of the American Council on the
Teaching of Foreign Languages (ACTFL). These standards call for a focus on successful
oral and written communication as well as a through grounding in Japanese culture.
Unit themes for both semesters cover a broad range of useful everyday subjects,
including daily routine, animals, entertainment, body parts, rooms and furniture,
shopping and clothing, meals, sports and recreation, and transportation. Students must
successfully complete Japanese I in order to enroll in this course.
Course Length: Two semesters
Materials: A speaker and microphone are necessary; a headset combination is
recommended. Oxfords Japanese Dictionary or equivalent is recommended
Prerequisites: WLG150-AVT: Japanese I (or equivalent)
ART010: Fine Art (Elective)
Course Length: Two semesters
Materials: One package of white clay; one set of acrylic paint; one set of round
paintbrushes. It is recommended, but not required, that students have some means of
capturing an image of their studio art projects with a digital camera, webcam, or other
imaging device.
Prerequisites: HST103: World History (or equivalent) is recommended
as a prerequisite or co-requisite, but not required
High
This course combines art history, appreciation, and analysis, while engaging students
in hands-on creative projects. Lessons introduce major periods and movements in art
history while focusing on masterworks and the intellectual, technical, and creative
processes behind those works. Studio lessons provide opportunities for drawing, painting,
sculpting, and other creative endeavors.
ART020: Music Appreciation (Elective)
This course introduces students to the history, theory, and genres of music. The course
explores the history of music, from the surviving examples of rudimentary musical forms
through to contemporary pieces from around the world. The first semester covers early
musical forms, classical music, and American jazz. The second semester presents modern
traditions, including gospel, folk, soul, blues, Latin rhythms, rock and roll, and hip hop.
The course explores the relationship between music and social movements and reveals
how the emergent global society and the prominence of the Internet are making musical
forms more accessible worldwide.
To comply with certain state standards for the arts, a student “performance practicum”
is required for full credit each semester. The performance practicum requirement can
be met through participation in supervised instrumental or vocal lessons, church or
community choirs, community musical performances, or any other structured program
that meets at regular intervals and provides opportunities for students to build vocal and/
or instrumental skills. Parents or guardians will be required to present their proposed
practicum to the students’ teachers for approval, and validate their children’s regular
participation in the chosen performance practicum.
ELECTIVES
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ENGLISH &
ELECTIVES
LANGUAGE ARTS
Course Length: Two semesters
Materials: Finale Notepad music notation software
Prerequisites: None
ART500-AVT: AP Art History (Elective)
This course is designed to broaden students’ knowledge of architecture, sculpture,
painting, and other art forms within various historical and cultural contexts. In AP Art
History, students identify and classify artworks from prehistory through the 20th
century, formally analyze artworks by placing them in the historical context within
which they were created, consider the visual traditions of the cultures that created
artworks, and understand interdisciplinary and cultural influences on works of art. In
addition to visual analysis, the course considers issues such as patronage, gender, and
the functions and effects of artworks. This course uses a textbook. Prior art training is
not necessary for enrollment.
High
Course Length: Two semesters
Materials: Gardner’s Art Through the Ages, 12th Edition (Fred S. Kleiner,
Christin J. Mamiya)
Prerequisites: Teacher/school counselor recommendation; prior art training is not required
BUS030: Personal Finance (Elective)
In this introductory finance course, students learn basic principles of economics and
best practices for managing their own finances. Students learn core skills in creating
budgets, developing long-term financial plans to meet their goals, and making
responsible choices about income and expenses. They gain a deeper understanding of
capitalism and other systems so they can better understand their role in the economy
of society. Students are inspired by experiences of finance professionals and stories of
everyday people and the choices they make to manage their money.
Course Length: One semester
Prerequisites: None
MTH332-AVT: Integrated Math (Elective)
This course helps students develop mathematical skills that enable them to solve
problems and use reason and logic in math courses. Integrated Math gives the
man overview of the many mathematical disciplines; topics include number sense,
operations, algebraic sense, introduction to probability, geometric figures, geometric
movement, measurement, and a more in-depth look at probability (including
permutations and combination). Content is expressed in everyday mathematical
language and notations to help students learn to apply the skills in a variety of
applications. Instruction is supplemented with self-check quizzes audio tutorials, Web
quests, and interactive games that engage students in the content they are learning.
Course Length: Two semesters
Prerequisites: Algebra I
MTH342 -AVT: Accounting (Elective)
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Through this course, students gain a foundation in the skills needed for college accounting
courses, office work, and managing their own small businesses. This introduction to
accounting gives students who have never had prior accounting training an overview of
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the three forms of accounting: financial, cost, and management accounting. The course
helps build an appreciation for the role of accounting in managing a profitable business.
Instructional material covers the basic concepts, conventions, and rules of the double
entry system and includes techniques for analyzing ratios from a balance sheet. The
concept of ethics, integrity, confidentiality, and rigor are woven through all the units.
ELECTIVES
Course Length: Two semesters
Prerequisites: None
BUS040: Introduction to Entrepreneurship I (Elective)
In this introductory business course, students learn the basics of planning and launching
their own successful business. Whether they want to start their own money-making
business or create a non-profit to help others, this course helps students develop the
core skills they need to be successful. They learn how to come up with new business
ideas, attract investors, market their business, and manage expenses. Students hear
inspirational stories of teen entrepreneurs who have turned their ideas into reality, and
then they plan and execute their own business.
BUS050: Introduction to Entrepreneurship II (Elective)
Students build on the business concepts they learned in Introduction to
Entrepreneurship I. They learn about sales methods, financing and credit, accounting,
pricing, and government regulations. They refine their technology and communication
skills in speaking, writing, networking, negotiating, and listening. They enhance their
employability skills by preparing job-related documents, developing interviewing
skills, and learning about hiring, firing, and managing employees. Students develop a
complete business plan and a presentation for potential investors.
High
Course Length: One semester
Prerequisites: None
Course Length: One semester
Prerequisites: BUS040: Introduction to Entrepreneurship I (or equivalent)
BUS060: Introduction to Marketing I (Elective)
Students find out what it takes to market a product or service in today’s fast-paced
business environment. They learn the fundamentals of marketing using real-world
business examples. They learn about buyer behavior, marketing research principles,
demand analysis, distribution, financing, pricing, and product management.
Course Length: One semester
Prerequisites: None
BUS070: Introduction to Marketing II (Elective)
Students build on the skills and concepts learned in Introduction to Marketing I to develop
a basic understanding of marketing principles and techniques. By the end of the course,
they will have developed their own comprehensive marketing plan for a new business.
Course Length: One semester
Prerequisites: BUS060: Introduction to Marketing I (or equivalent)
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ENGLISH & &
ELECTIVES
COMPUTER
LANGUAGE
SCIENCE
ARTS
ENG010: Journalism (Elective)
Students are introduced to the historical importance of journalism in America.
They study the basic principles of print and online journalism as they examine the
role of printed news media in our society. They learn investigative skills, responsible
reporting, and journalistic writing techniques as they read, respond to, and write their
own news and feature articles. Students conduct interviews, research, write, and
design their own publications.
Course Length: One semester
Prerequisites: None
ENG020: Public Speaking (Elective)
High
Students are introduced to public speaking as an important component of their academic,
work, and social lives. They study public speaking occasions and develop skills as fair
and critical listeners, or consumers, of spoken information and persuasion. Students
study types of speeches (informative, persuasive, dramatic, and special occasion),
read and listen to models of speeches, and prepare and present their own speeches to
diverse audiences. Students learn to choose speaking topics and adapt them for specific
audiences, to research and support their ideas, and to benefit from listener feedback.
They study how to incorporate well-designed visual and multimedia aids in presentations
and how to maintain a credible presence in the digital world. Students also learn about the
ethics of public speaking and about techniques for managing communication anxiety.
Course Length: One semester
Materials: Student must provide a webcam and recording software
Prerequisites: None
HST010-APL: Anthropology (Elective)
Anthropologists research the characteristics and origins of the cultural, social, and physical
development of humans and consider why some cultures change and others come to an
end. In this course, students are introduced to the five main branches of anthropology:
physical, cultural, linguistic, social, and archeological. Through instruction and their own
investigation and analysis, students explore these topics, considering their relationship to
other social sciences such as history, geography, sociology, economics, political science,
and psychology. Emulating professional anthropologists, students apply their knowledge
and observational skills to the real-life study of cultures in the United States and around the
world. The content in this course meets or exceeds the standards of the National Council
for the Social Studies (NCSS).
Course Length: One semester
Prerequisites: HST103: World History (or equivalent) recommended as a prerequisite or
co-requisite, but not required
HST020-AVT: Psychology (Elective)
In this course, students investigate why human beings think and act the way they
do. This is an introductory course that broadly covers several areas of psychology.
Instructional material presents theories and current research for students to critically
evaluate and understand. Each unit introduces terminology, theories, and research that
are critical to the understanding of psychology and includes tutorials and interactive
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exercises. Students learn how to define and use key terms of psychology and how to apply
psychological principles to their own lives. Unit topics in this one-semester course include
methods of study, biological basis for behavior, learning and memory, development and
individual differences, and psychological disorders.
TECHNOLOGY &
ELECTIVES
COMPUTER SCIENCE
Course Length: One semester
Prerequisites: None
HST030-AVT: Economics (Elective)
Students are introduced to the basics of economic principles, and learn how to think
like economists. They explore different economic systems, including the American free
enterprise system, analyze and interpret data, and consider economic applications in
today's world. From economics in the world of business, money, banking, and finance,
students see how economics is applied both domestically and globally. Students take
diagnostic tests that assess their current knowledge and generate individualized study
plans, so students can focus on topics that need review. Audio readings and vocabulary
lists in English and Spanish support reading comprehension.
HST040-AVT: Civics (Elective)
Civics is the study of citizenship and government. This one-semester course provides
students with a basic understanding of civic life, politics, and government, and a short
history of government’s foundation and development in this country. Students learn how
power and responsibility are shared and limited by government, the impact American
politics has on world affairs, the place of law in the American constitutional system, and
which rights the American government guarantees its citizens. Students also examine
how the world is organized politically and how civic participation in the American political
system compares to that in other societies around the world today.
High
Course Length: One semester
Prerequisites: None
Course Length: One semester
Prerequisites: None
HST050-AVT: Sociology (Elective)
Through this two-semester course, students explore human relationships in society.
Instructional materials emphasize culture, social structure, the individual in society,
institutions, and social inequality. Unit topics for the first semester include society
and culture, what is sociology, the nature of culture, conformity and deviance, social
structure, roles, relationships and groups, and social stratification. In the second semester,
students learn about social institutions, the family, religion and education, government
and economic systems, the individual in society, the early years, adolescence, the adult
years, continuity and change, communities and change, social movements and collective
behavior, social problems, minorities and discrimination, poverty, crime, and problems of
mass society. Students use a textbook for the course.
Course Length: Two semesters
Materials: Sociology: Study of Human Relationships, 6th edition by W. LaVerne Thomas;
other editions acceptable
Prerequisites: None
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ENGLISH & &
ELECTIVES
COMPUTER
LANGUAGE
SCIENCE
ARTS
HST222-AVT: Contemporary World Issues (Elective)
Students analyze governments, economies, peoples, and cultures from around the world
in this course. Instruction emphasizes the structures and policies of the United States
and how they compare to other systems in the international community. Students apply
critical thinking and research skills to examine current events and contemporary issues,
including human rights, the strengths and weaknesses of globalization, America’s role in
the international economy, the severe environmental threats facing many regions around
the world today, how religion is often used to facilitate and justify violence, and America’s
“War on Terror” and its impact on the Middle East and Islamic culture.
Course Length: Two semesters
Prerequisites: None
PRJ010: Service Learning (Elective)
High
This project may be used in a variety of ways—as a stand-alone project, in conjunction
with another course, or as a foundation around which to base a one-semester course.
An introductory unit presents instruction on the nature of service learning. Students
are taught how to identify community needs, select projects that are meaningful to
themselves, apply practical skills, reflect on their learning experience, and behave
responsibly in a service setting. Students then move on to design and conduct service
learning experiences of their own, according to the requirements of their projects.
Documents to support teachers in guiding students through the project are included.
Project Length: Varies
Prerequisites: None
SCI010: Environmental Science (Elective)
This course surveys key topic areas including the application of scientific process to
environmental analysis; ecology; energy flow; ecological structures; earth systems; and
atmospheric, land, and water science. Topics also include the management of natural
resources and analysis of private and governmental decisions involving the environment.
Students explore actual case studies and conduct five hands-on, unit-long research
activities, learning that political and private decisions about the environment and the use
of resources require accurate application of scientific processes, including proper data
collection and responsible conclusions.
Course Length: One semester
Prerequisites: Success in previous high school science course and teacher/school
counselor recommendation
OTH010: Skills for Health (Elective)
This course focuses on important skills and knowledge in nutrition; physical activity;
the dangers of substance use and abuse; injury prevention and safety; growth and
development; and personal health, environmental conservation, and community health
resources. The curriculum is designed around topics and situations that engage student
discussion and motivate students to analyze internal and external influences on their
health-related decisions. The course helps students build the skills they need to protect,
enhance, and promote their own health and the health of others.
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Course Length: One semester
Prerequisites: None
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OTH016-AVT: Health (Credit Recovery)
TECHNOLOGY &
ELECTIVES
COMPUTER SCIENCE
This one-semester credit recovery course provides students with information that will help
them live a more healthy and productive life. The emphasis is on making healthy personal
decisions and in getting the information needed to make those choices. The course
addresses both mental and physical health. Students learn about nutrition, including food
guidelines and types of food; eating disorders are also covered. Students learn about first
aid and CPR, substance abuse, and human sexuality. The course also covers consumer
health resources, including government resources, nonprofit resources, and health
insurance. Students learn how technology is influencing health care, and they examine the
benefits of frequent physical exercise.
Course Length: One semester
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
OTH080-AVT: Nutrition and Wellness (Elective)
Course Length: One semester
Prerequisites: None
High
This one-semester elective course provides students with an overview of good nutrition
principles that are necessary for physical and mental wellness and a long, healthy
life. Instructional materials include discussions of digestion, basic nutrients, weight
management, sports and fitness, and life-span nutrition. The Nutrition and Wellness
course emphasizes an understanding of today’s food and eating trends and gives students
the capacity to intelligently evaluate all available sources of nutrition information and make
informed decisions. Unit topics include a course introduction, wellness and food choices in
today’s world, digestion and major nutrients, and body size and weight management.
OTH020: Physical Education (Elective)
This pass/fail course combines online instructional guidance with student participation in
weekly cardiovascular, aerobic, muscle-toning, and other activities. Students fulfill course
requirements by keeping weekly logs of their physical activity. The course promotes the
value of lifetime physical activity and includes instruction in injury prevention, nutrition
and diet, and stress management. Students may enroll in the course for either one or two
semesters, and repeat for further semesters as needed to fulfill state requirements.
Course Length: One semester (or more)
Prerequisites: None
OTH026-AVT: Physical Education (Credit Recovery)
Through this one-semester credit recovery course, students learn a wide variety of fitness
concepts that they will be able to use in their everyday life. The course addresses the
fundamentals of physical fitness, including goal setting and target heart rate. Students
learn about how their body works by studying static and dynamic balance, linear and
rotary motion, anatomy, and biomechanics. They are introduced to a variety of lifetime
activities, including tennis, golf, Frisbee, and orienteering. They also learn about activities
to promote cardiorespiratory fitness, including kickboxing, hip hop dance, fitness walking,
and cycling. Pilates, yoga, and breathing exercises that help promote physical and
emotional wellness are addressed as well.
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ELECTIVES
Course Length: One semester
Prerequisites: Student previously took the course or its equivalent, but did not receive
credit, and teacher/school counselor recommendation
OTH070-AVT: Drivers Safety (Elective)
Drivers Safety can provide a foundation for a lifetime of responsible driving. Instructional
material in this course emphasizes the mechanics of driving operations and the rules of
safe driving. Among other topics, students learn how to assess and manage risk, handle
social pressures, understand signs and signals, comprehend the rules of the road, and start,
steer, stop, turn, and park a car. They also learn how to contend with driving environments
including light and weather conditions, share the roadway, respond to an emergency, buy
and maintain a car, plan a trip, take a state driving test, and partner with their parents or
guardians to promote safety on the road. Students use a textbook for this one-semester
course. This course may not satisfy the state department of transportation’s or motor
vehicle’s requirements for learners permit issuance. Please consult local requirements prior
to enrolling.
High
Course Length: One semester
Materials: Responsible Driving, Street Smarts DVD
Prerequisites: None
OTH090-AVT: Life Skills (Elective)
This one-semester elective is designed to increase students’ knowledge of and ability
in using the skills necessary for everyday living. Life Skills emphasizes defining personal
values, goal-setting and planning, and solving problems. Instructional material focuses
on dealing with media and peer pressure, communication and relationships, working with
others, avoiding and/or resolving conflict, decision making, wellness and personal safety,
aspects of good citizenship, environmental awareness, and how students can contribute
to their own community. The course is organized in six units, which cover the following
topics: course introduction, thinking about yourself, thinking for yourself, taking care of
yourself, caring for your relationships, and caring about your world.
Course Length: One semester
Prerequisites: None
OTH040: Reaching Your Academic Potential (Elective)
Students learn essential academic skills within the context of their learning style,
individual learning environment, and long-term goals. This course helps students develop
habits for more successful reading, writing, studying, communication, collaboration, time
management, and concentration. It also provides insights into how the brain works when
they are learning, and ways to maximize its potential.
Course Length: One semester
Prerequisites: None
OTH050: Achieving Your Career and College Goals (Elective)
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Students explore their options for life after high school and implement plans to achieve
their goals. They identify their aptitudes, skills, and preferences, and explore a wide range
of potential careers. They investigate the training and education required for the career
of their choice, and create a plan to be sure that their work in high school is preparing
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them for the next step. They also receive practical experience in essential skills such as
searching and applying for college, securing financial aid, writing a resume and cover
letter, and interviewing for a job. This course is geared toward 11th and 12th graders.
ELECTIVES
Course Length: One semester
Prerequisites: None
OTH060-AVT: Family and Consumer Science (Elective)
In this course, students develop skills and knowledge to help them transition into adult
roles within the family. They learn to make wise consumer choices, prepare nutritious
meals, contribute effectively as part of a team, manage a household budget, and balance
roles of work and family. They gain an appreciation for the responsibilities of family
members throughout the life-span and the contributions to the well-being of the family
and the community.
Course Length: One semester
Prerequisites: None
Today’s students must be able to effectively use technology to research, organize, create,
and evaluate information. This course provides a foundation in the skills and concepts
that define computer literacy in the twenty-first century. From the basics of keyboarding
to Internet research techniques, document creation, and digital citizenship, students
practice essential skills through hands-on projects.
Course Length: One semester
Software: OpenOffice.org (free download provided in course); Mozilla Firefox
System Requirements: Microsoft Windows XP, Windows Vista, Windows 7, or Mac OS
X 10.4 or higher operating system; for Windows, 256 MB of memory (RAM), 650 MB
available hard drive space, and a 1024 x 768 or higher monitor resolution; for Mac OS X,
an Intel processor, 512 MB of memory (RAM), 400 MB available disk space, and a 1024 x
768 or higher monitor resolution
Prerequisites: None
High
TCH010: Computer Literacy (Elective)
TCH030: Image Design and Editing (Elective)
This is the perfect course for anyone who wants to create compelling, professional looking
graphic designs and photos. Students learn the basics of composition, color, and layout
before moving on to technical topics like working with layers and masks, adding special
effects, and effectively using typefaces to create visual impact. At the end of this course,
students will have a variety of original projects for their graphic design portfolio.
Course Length: One semester
Software: GIMP (free download)
System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X operating
system; 400 MHz or faster processor; 512 MB of memory (RAM); at least 2 GB of
available hard drive space
Prerequisites: None
TECHNOLOGY &
COMPUTER SCIENCE
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TCH040: Web Design (Elective)
This course provides a comprehensive introduction to the essentials of Web design,
from planning page layouts to publishing a complete site to the Web. Through real world
design scenarios and hands-on projects, students create compelling, usable websites
using the latest suite of free tools from Microsoft.
Course Length: One semester
Software: KompoZer (free download) and GIMP (free download)
System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X operating
system; 400 MHz or faster processor (must have a PowerPC processor, not Intel, for
Mac OS X); 512 MB of memory (RAM); at least 2 GB of available hard drive space
Prerequisites: None
TCH060: C++ Programming (Elective)
High
In this introductory course, students learn basic programming concepts through a series
of hands-on projects. They also learn about software development careers, the software
development process, and industry best practices. Using Microsoft Visual C++ 2008,
students master the building blocks of programming: functions, variables, loops, arrays,
and classes.
Course Length: One semester
Software: Microsoft Visual C++ 2008 Express (free download provided in course)
System Requirements: Microsoft Windows XP Service Pack 2 or Service Pack 3;
Windows Vista or Windows Vista SP1, or Windows 7 operating system; 1 GHz or faster
processor (1.6 GHz for Vista or Windows 7); 192 MB of memory (RAM) (748 MB for Vista
or Windows 7); at least 1 GB of available hard drive space
Prerequisites: None
TCH061-AVT: Programming I—VB.NET (Elective)
Students learn basic programming and the essential concepts of VisualBasic.net (VB.
NET) in this one-semester course. As an introduction to VB.NET, students are taught
the basic uses of the programming language, its similarities to the English language and
others, its architecture, program flow, and its flexibility as a programming language. The
course helps participants understand the processes involved in software development and
object-oriented programming. This is an introductory course that could lead to careers
such as software engineer, developer, or game designer. Prior coursework in computer
fundamentals is a prerequisite. Visual Studio 2008 Express Edition is required software for
this course.
Course Length: One semester
Prerequisites: Knowledge of computer fundamentals
TCH062-AVT: Programming II—Java (Elective)
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This introductory-level, one-semester course is designed for people who have very little
programming experience. In Java Programming, students gain an understanding of
Java platforms and learn how to build a stand-alone application, such as a countdown
clock or leap year indicator. Students also learn the techniques of Java and how Java can
be used in cross-platform programming. At the end of the course, students are able to
write basic programs using Java and are prepared to pursue further instruction in any
programming language. Prior coursework in computer fundamentals and programming
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TECHNOLOGY &
are prerequisites for Java Programming. JDK 1.5 or a higher version Java application is
required for this course
COMPUTER SCIENCE
Course Length: One semester
Prerequisites: Basic computer fundamentals; VB.NET Programming I or a solid
understanding of version control and general software development
TCH070: Game Design (Elective)
This course is for anyone who loves gaming and wants to design and build original
games from scratch. Students learn how to use popular game-development software
to create engaging, interactive games in a variety of styles. After learning about game
genres, students learn about all aspects of the game-design process. From there, it’s on
to a series of increasingly challenging hands-on projects that teach all the elements of
successful game development.
TCH026: Audio Engineering (Elective)
In this introductory course, students learn about the physics of sound and the history of
recording technologies. They learn about the four stages of professional music recording
projects: recording, editing, mixing, and mastering. Using Audacity, an open-source
recording and mixing program, they practice the techniques used by sound engineers to
produce multi-track recordings. Through a series of engaging hands-on projects, they
learn the fundamental concepts of audio engineering.
High
Course Length: One semester
Software: Multimedia Fusion 2 (Standard)
System Requirements: Microsoft Windows XP or Windows Vista operating system; 1 GHz
or faster processor; 256 MB of memory (RAM); at least 2 GB of available hard drive space
Prerequisites: None
Course Length: One semester
Software: Audacity (free download provided in course)
System Requirements: Microsoft Windows XP, Windows Vista, Windows 7, or Mac OS X
10.4 or higher operating system; for Windows XP and Vista Home Basic, a 1 GHz or faster
processor; for Windows Vista Home Premium/Business/Ultimate and Windows 7, a 2
GHz or faster processor; for Mac OS X, a 300 MHz or faster processor; for XP, 512 MB of
memory (RAM); for Vista Home Basic, 2 GB; for Vista Home Premium/Business/Ultimate
and for Windows 7, 4 GB; for Mac OS X, 64 MB; at least 4 GB of available hard drive space
Prerequisites: None
TCH027: Green Design and Technology (Elective)
This course examines the impact of human activities on sustainability while exploring the
basic principles and technologies that support sustainable design. Students learn about
the potential for emerging energy technologies such as water, wind, and solar power. They
find out how today’s businesses are adapting to the increased demand for sustainable
products and services. In this course, students develop a comprehensive understanding of
this fast-growing field.
Course Length: One semester
Prerequisites: None
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TECHNOLOGY &
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TCH028: Digital Arts I (Elective)
In this exploratory course, students learn the elements and principles of design, as well as
foundational concepts of visual communication. While surveying a variety of media and
art, students use image editing, animation, and digital drawing to put into practice the art
principles they’ve learned. They explore career opportunities in the design, production,
display, and presentation of digital artwork. They respond to the artwork of others,
and learn how to combine artistic elements to create finished pieces that effectively
communicate their ideas.
Course Length: One semester
Software: Inkscape (free download provided in course)
System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X 10.3 or
higher operating system, 1 GHz or faster processor; at least 512 MB of memory (RAM);
at least 1 GB of available hard drive space
Prerequisites: None
TCH029: Digital Arts II (Elective)
High
Students build on the skills and concepts they learned in Digital Arts I as they develop
their vocabulary of digital design elements. By the end of the course, they will have
created a collection of digital art projects for their digital design portfolio.
Course Length: One semester
Software: Inkscape (free download provided in course)
System Requirements: Microsoft Windows XP, Windows Vista, or Mac OS X 10.3 or
higher operating system, 1 GHz or faster processor; at least 512 MB of memory (RAM);
at least 1 GB of available hard drive space
Prerequisites: TCH028: Digital Arts I (or equivalent)
TCH036: Computer Science (Elective)
This course introduces students to computer science concepts such as computer
architecture, networks, and the Internet. Students use object-oriented programming,
event-driven processes, modular computer programming, and data manipulation
algorithms to produce finished software programs. They use the design process to create
many programs by determining specifications, designing the software, and testing and
improving the product until it meets the specifications. By the end of this course, students
will have a solid foundation for further study in this subject.
Course Length: One semester
Software: Free download provided in course
System Requirements: Microsoft Windows or Mac OS X operating systems Windows XP,
Windows Vista, or Windows 7 recommended; at least 100 MB of available hard drive space
Prerequisites: None
TCH038: Engineering Design /CAD (Elective)
98
Computer-aided design systems are used by designers and manufacturers in virtually
every industry to create engineering design solutions. In this course, students are
introduced to engineering, learning the basics of CAD software: creating points, lines,
other geometric forms, isometric drawings, and 3D models. They learn how to translate
initial concepts into functional designs and 3D walkthroughs and explore career options in
this hands-on introductory-level course.
B-172
TECHNOLOGY &
Course Length: One semester
Software: Free download provided in course
System Requirements: Microsoft Windows XP or Windows Vista operating system; 600
MHz or faster processor (1 GHz for Vista); 512 MB of memory (RAM) (1 GB for Vista); at least
2 GB of available hard drive space; 3D class video card with 128 MB of memory or higher
(256 MB for Vista)—the video card driver must support OpenGL version 1.5 or higher
Prerequisites: None
COMPUTER SCIENCE
TCH500-AVT: AP Computer Science A (Elective)
Course Length: Two semesters
Materials: Java; at least 128 MB of memory
Prerequisites: Success in MTH304: Honors Algebra II (or equivalent); previous
programming experience, such as an introductory course in C++, Pascal, Visual Basic, or
Java; basic understanding of networks; and teacher/school counselor recommendation
High
AP Computer Science A is the equivalent of a first-semester, college-level course in
computer science. The course emphasizes object-oriented programming methodology
with a concentration on problem solving and algorithm development. It also includes the
study of data structures, design, and abstraction. Students enrolling in AP Computer
Science A should have knowledge of mathematics at the Algebra II level as well as some
previous programming experience, a basic understanding of networks, and knowledge of
the responsible use of computer systems (including system reliability, privacy, legal issues,
intellectual property, and the social and ethical ramifications of computer use). To take this
course, students need regular access to a computer system with recent technology.
B-173
99
ENGLISH &
ORIENTATION
LANGUAGE ARTS
ORN010: Online Learning
The Online Learning course explains to students how the K12 high school program
works, and provides tips on successful online learning. Students are introduced
to the online tools they will use during their high school experience, including the
Learning Management System that delivers course assignments. Students take part
in online discussions and practice submitting computer-scored assessments and other
assignments to teachers. Lifelong learning skills such as time management and study
habits are also covered. By the end of the course, students will be fully prepared to
begin their K12 high school courses.
Course Length: 6–8 hours
Prerequisites: None
High
100
ORN100: Finding Your Path I
ORN200: Finding Your Path II
ORN300: Finding Your Path III
ORN400: Finding Your Path IV
Students begin each school year with a course specifically targeted to the unique
concerns of freshmen, sophomores, juniors, and seniors. This 10-hour orientation
course is unique for each student, as school counselors, advisors, and other staff guide
students through an in-depth exploration of their interests, abilities, and skills. Students
explore their education and career interests, define goals, and create a path through
high school that will get them there. In addition, this course serves as a “home base”
where students and school counselors can address topics that are critical to ensuring
success in high school and beyond.
Course Length: 10 hours
Prerequisites: None
B-174
B-175
e
ove
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El e
c tiv
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d it
Cr e
atio
edi
Re m
AP
Hon
or s
n
siv
e
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p re
Co m
e
Co r
High School Course List
ENGLISH
⬤
English Foundations I ⬤
English Foundations II ⬤
⬤
Literary Analysis and Composition I
◆
◆
⬤
⬤
Literary Analysis and Composition II
◆
◆
⬤
⬤
American Literature
◆
◆
⬤
⬤
British and World Literature
◆
◆
AP English Language and Composition
◆
AP English Literature and Composition
◆
Journalism* ◆
Public Speaking* ◆
Creative Writing ◆
MATH
⬤
Math Foundations I ⬤
Math Foundations II ⬤
Consumer Math ⬤
Practical Math
⬤
Developmental Algebra
⬤
⬤
⬤
Pre-Algebra ⬤
⬤
Algebra I ◆
◆
⬤
⬤
Geometry ◆
◆
⬤
⬤
Algebra II ◆
◆
Pre-Calculus/Trigonometry
◆
Probability and Statistics* ◆
Calculus ◆
AP Calculus AB ◆
AP Calculus BC
◆
AP Statistics
◆
⬤
Personal Finance* ⬤
Integrated Math SCIENCE
⬤
Physical Science
◆
⬤
⬤
Earth Science
◆
◆
⬤
⬤
Biology
◆
◆
⬤
⬤
Chemistry
◆
◆
Physics
◆
◆
AP Biology ◆
AP Chemistry ◆
AP Physics B
◆
⬤
AP Environmental Science Environmental Science*
◆
⬤
Forensic Science* ◆
HISTORY & SOCIAL SCIENCES
⬤
⬤
World History ◆
◆
⬤
⬤
Modern World Studies
◆
◆
⬤
⬤
Geography and World Cultures*
◆
⬤
⬤
U.S. History ◆
◆
⬤
⬤
Modern U.S. History ◆
◆
⬤
⬤
U.S. Government and Politics*
◆
⬤
U.S. and Global Economics*
◆
AP U.S. History ◆
AP U.S. Government and Politics*
◆
AP Macroeconomics*
◆
AP Microeconomics*
◆
AP Psychology*
◆
AP European History ◆
AP World History ◆
Anthropology* ◆
Psychology* ◆
⬤
Economics* ◆
Civics* ◆
⬤
Family and Consumer Science*
Contemporary World Issues ◆
Sociology
◆
B-176
= new course
= eBook(s) included
= includes vLabs (virtual labs)
= NCAA approved as part of
the math offering
Complete list available through K12. Course offerings may vary at
K12-powered schools. K12 is approved by the University of California
as a provider of “a-g” courses. Nearly 30 of our individual courses
have already received approvals and more are now in the approval
process. See K12.com/courses for the list.
= course available
◆ = NCAA eligible
◆
◆
e
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c tiv
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Cr e
El e
d it
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Hon
AP
or s
atio
n
siv
e
hen
Co m
p re
e
Co r
WORLD LANGUAGES
Spanish I
◆
Spanish II
◆
Spanish III
◆
Spanish IV ◆
AP Spanish Language and Culture
French I
◆
French II
◆
French III
◆
French IV ◆
AP French Language and Culture
German I
◆
German II
◆
German III ◆
German IV ◆
Latin I
◆
Latin II
◆
Chinese I
◆
Chinese II
◆
Japanese I ◆
Japanese II ◆
ADDITIONAL ELECTIVES
Fine Art
Music Appreciation
AP Art History Introduction to Entrepreneurship I*
Introduction to Entrepreneurship II* Introduction to Marketing I*
Introduction to Marketing II* Accounting Service Learning* Skills for Health*
Nutrition and Wellness* Life Skills* Physical Education*
Reaching Your Academic Potential*
Achieving Your Career and College Goals*
Drivers Safety* Technology & Computer Science
Computer Literacy* Image Design and Editing*
Web Design*
C++ Programming*
Programming I - VB.NET* Programming II - Java* Game Design*
Audio Engineering*
Green Design and Technology*
Digital Arts I*
Digital Arts II*
Computer Science * Engineering Design / CAD* AP Computer Science ORIENTATION
Online Learning
Finding Your Path Series I–IV
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
◆
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
⬤
* = one-semester course
All courses, unless otherwise
noted, are two semesters
K–8: K12 offers online courses for grades K–8 across seven
disciplines: language arts/English, math, science, history, world
languages, art, and music—plus adaptive courses in reading
remediation and K–5 math. For a complete listing with full
descriptions, visit K12.com/k8curriculum.
B-177
Learn about our
range of options:
tuition-free public schools in most states,
private online schooling available worldwide,
and supplemental courses that include world
languages and career-building electives.
visit:
K12.COM/COURSES
or call:
866.YOUR.K12
B-178
LET'S LEARN
B-179
K12.COM/COURSES
866.YOUR.K12
Copyright © 2013 K12 Inc. All rights reserved. K¹² is a registered trademark of K12 Inc. The K¹² logo and other
marks referenced herein are trademarks of K12 Inc. and its subsidiaries, and other marks are owned by third parties.
B-180
1204
Appendix C
North Carolina Virtual Academy 2015-2016 Academic Calendar
Student Count Days
187
July 2015
Sun
Mon
Tue
5
12
19
26
6
13
20
27
7
14
21
28
Wed
1
8
15
22
29
August 2015
Thu
2
9
16
23
30
Fri
3
10
17
24
31
Sat
4
11
18
25
6
Sun
Mon
Tue
Wed
Thu
Fri
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
Sat
1
8
15
22
29
Fri
2
9
16
23
30
Sat
3
10
17
24
31
Fri
4
11
18
25
Sat
5
12
19
26
Fri
5
12
19
26
Sat
6
13
20
27
Fri
1
8
15
22
29
Sat
2
9
16
23
30
Fri
3
10
17
24
Sat
4
11
18
25
September 2015
Sun
Mon
6
13
20
27
7
14
21
28
Tue
1
8
15
22
29
Wed
2
9
16
23
30
Thu
3
10
17
24
October 2015
Fri
4
11
18
25
Sat
5
12
19
26
Sun
Mon
Tue
Wed
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
November 2015
Sun
1
8
15
22
29
Mon
2
9
16
23
30
Tue
3
10
17
24
Wed
4
11
18
25
Thu
5
12
19
26
December 2015
Fri
6
13
20
27
Sat
7
14
21
28
Sun
Mon
6
13
20
27
7
14
21
28
January 2016
Sun
Mon
Tue
Wed
Thu
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
Mon
6
13
20
27
7
14
21
28
Tue
1
8
15
22
29
Wed
2
9
16
23
30
Thu
3
10
17
24
31
Fri
1
8
15
22
29
Sat
2
9
16
23
30
Sun
7
14
21
28
Mon
1
8
15
22
29
Mon
2
9
16
23
30
Tue
3
10
17
24
31
Wed
4
11
18
25
Thu
5
12
19
26
Wed
2
9
16
23
30
Thu
3
10
17
24
31
Tue
2
9
16
23
Wed
3
10
17
24
Thu
4
11
18
25
April 2016
Fri
4
11
18
25
Sat
5
12
19
26
Sun
Mon
Tue
Wed
Thu
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
May 2016
Sun
1
8
15
22
29
Tue
1
8
15
22
29
February 2016
March 2016
Sun
Thu
1
8
15
22
29
June 2016
Fri
6
13
20
27
Sat
7
14
21
28
Sun
Mon
Tue
5
12
19
26
6
13
20
27
7
14
21
28
Wed
1
8
15
22
29
Thu
2
9
16
23
30
Holiday
Teacher Professional Development/Workday (10)
1st and Last Days of School
Student Orientation
Semester begin and end
C-1
APPENDIX D
Sample Student Handbook
Maine
Virtual
Academy
2014-2015
School Handbook
Draft November 2013
Welcome to Maine Virtual Academy!
Dear Maine Virtual Academy Family,
Welcome to the 2014-2015 school year at Maine Virtual Academy. We are excited that
you are a part of our third year at our school! At Maine Virtual Academy, we create
real connections for students, families, and teachers within our 21st century “gathering
place.”
Maine Virtual Academy is serving students across the state. To render the best services
to our families, our teachers and administrators have developed several exciting
programs. These initiatives are briefly described in this handbook, but your family will
enjoy the greatest success in our school if you discuss your interest and participation in
these programs with your teacher.
Our goals for this school year are for students to realize the highest levels of academic
achievement and to build school community. The K12 curriculum and our school
programs were designed with these goals in mind. Our teachers are your partners and
they are eager to support and to assist you and your family.
D-1
Please keep this document handy. This handbook contains important calendars, phone
numbers, and descriptions of programs. We have an exciting year ahead of us and are
pleased that you have selected our school. We welcome your comments, criticism, and
vision for our community. We look forward to a rewarding year for all!
Best wishes for a great
year,
The Maine Virtual Academy Team
D-2
Our Vision
MEVA will be a leading 21st century public charter school in Maine and will
improve student learning outcomes through individualized instruction, as
evidenced by student academic proficiency, student academic growth, post
secondary readiness, and the demonstration of 21st century skills such as critical
thinking, problem solving, and self direction. MEVA will empower students to
acquire the academic and life skills needed to succeed in post-secondary
education and career opportunities. Our graduates will be ready for college or
other post-secondary career training opportunities.Our Mission
It is the mission of the Maine Virtual Academy (MEVA), a high-quality, full-time
online public charter school, to develop each student’s full potential with
research-based curriculum and technology applications; meaningful
teacher/student/parent involvement; an engaging, individualized learning plan
for the student’s pace and style; and continuous assessment of learning
growth.School Directory
CEO
CFO
Director of Instruction
Office Manager/Registrar
Counselors
MS Teachers
HS Teachers
Special Education Manager
Special Education Teachers
Family Support Team
K12 Customer Support
1-xxx-xxx-xxxx
With this number you will be able to reach the two support departments at K12.
CUSTOMER CARE – Choose option one if you have issues with any of the following:
Materials
Navigation/Login
PC/Printer receipt & delivery
Usernames/passwords
3|Page
D-3
TECHNICAL SUPPORT – Choose option two if you have issues with any of the following:
Hardware
Software
Platform
Blackboard
Collaborate
Academic Calendar
August 4-15
August 28
September 2
October 13
November 11
November 27-28
December 16
Dec 23-Jan 1
January 19
January 28
January 29
January 30
February 2
February 16
February 16-20
March18
April 20-24
May 25
June 24
June 24
June 26
Initial Teacher Training
No School/Teacher Professional Development
First Day of School
No School/Teacher Professional Development
No School/Holiday
No School/Thanksgiving Holiday
No School/Teacher Professional Development
No School/Winter Break
No School/Martin Luther King Holiday
st
End of 1 Semester
No School/Semester Break
No School/Semester Break
Begin 2nd Semester
No School/President’s Day
Winter break for students
No School/Teacher Professional Development
No School/Spring Break
No School/Memorial Holiday
Last Day of School for all students
High School Graduation
No School/Teacher Professional Development
Maine Virtual Academy Student Code of Conduct
The goal of Maine Virtual Academy is to provide the best possible educational experience for
each student. The instructional program, partnership of parents and teachers, clubs, outings,
and competitions help to increase student success. Coupled with the advantages of these
educational opportunities is the need for students to assume personal responsibility for their
behavior.
Students share with the school community responsibility for developing Maine Virtual
4|Page
D-4
Academy into a school that exemplifies high standards and excellence. Maine Virtual
Academy’s Code of Student Conduct is based upon this responsibility. Understanding the
information that follows is an essential responsibility of each student. The Maine Virtual
Academy Student Code of Conduct shall apply in all environments- home and community and
during the school day and at any school function that goes beyond these hours.
Non-Discrimination Equal Educational Opportunity Policy
Maine Virtual Academy shall not discriminate in its educational programs, activities, or
employment practices based on sex, sexual orientation, physical or mental disability, national
origin, ancestry, race or any other legally protected classification. This policy is in accordance
with state and federal laws, including Title VI of the Civil Rights Act of 1964, Title IX of the
Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the
Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990, Americans with
Disabilities Amendment Act of 2009, and the Maine Human Rights Act. Information relative to
special accommodation, grievance procedure, and the designated responsible official for
compliance with Title VI, Title IX, and Section 504 may be obtained by contacting the school.
Glossary of Terms
Bullying shall mean include, but is not limited to, a written, oral or electronic expression or
a physical act or gesture or any combination thereof directed at a student or students that:
1. Has, or a reasonable person would expect it to have, the effect of:
a. Physically harming a student or damaging a student's property; or
b. Placing a student in reasonable fear of physical harm or damage to the
student's property;
2. Interferes with the rights of a student by:
a. Creating an intimidating or hostile educational environment for the student; or
b. Interfering with the student's academic performance or ability to participate in or
benefit from the services, activities or privileges provided by a school; or
3. Is based on a student's actual or perceived sex, sexual orientation, physical or mental
disability, national origin, ancestry or race, or is based on a student's association with a
person with one or more of these actual or perceived characteristics or any other
distinguishing characteristics and that has the effect described in subparagraph (1) or (2).
"Bullying" includes cyberbullying.
Cyber-Bullying shall mean bullying through the use of technology or any electronic
communication, including, but not limited to, a transfer of signs, signals, writing, images, sounds,
data or intelligence of any nature transmitted by the use of any electronic device, including, but
5|Page
D-5
not limited to, a computer, telephone, cellular telephone, text messaging device and personal
digital assistant.
Student Assistance Program (SAP) shall mean a support program for students that allows for the
identification, intervention, and follow-up for students experiencing barriers to learning.
Disability shall mean a physical or mental impairment that substantially limits one or more of the
major life activities of an individual; a record of such impairment; or being regarded as having
such an impairment; or a specific disability such as: cognitive impairment, emotional impairment,
hearing impairment, visual impairment, physical impairment, other health impairment, speech and
language impairment, early childhood developmental delays, specific learning disability, severe
multiple disabilities, traumatic brain injury, autism spectrum disorder and deaf-blindness.
Expulsion shall mean the removal of a student from school indefinitely or for a defined period in
excess of 10 consecutive school days.
IEP shall mean an Individualized Education Plan to support a student with disabilities who
requires specifically designed instruction and related services.
Manifestation Determination shall mean a review of the special education student’s program and
disability to determine if misconduct is related to the disability.
Possession shall mean physical control over property (whether lost, found, or stolen), such as
clothing or bags and the contents contained therein.
Suspension shall mean the involuntary removal of a student from class attendance or school
attendance for 10 days or less.
Weapon shall mean any tool or instrument used to inflict serious bodily injury of another person.
Rights and Responsibilities for Students and Parents
Responsibilities and Rights of Students:
All students share with the administration and staff a responsibility to develop a safe learning
environment within school. Students shall have the responsibilities and rights to do the following:
• be on time and attend school daily;
• put forth a conscientious effort in all school assignments;
• have knowledge of and conform to the school rules and regulations and applicable laws;
• use appropriate speech refraining from indecent, obscene or foul language
• report incidents or activities that may threaten or disrupt the school to a staff member
• not be excluded from public schools or from school privileges because the students is
married, pregnant, has a disability, is eligible for special education services and programs
or because of sex, sexual orientation, physical or mental disability, national origin, ancestry
or race;
• not be subject of corporal punishment;
• be afforded discipline procedures as outlined in this document
• request and receive interpretation and translation assistance for school-related matters
6|Page
D-6
if English is not their primary language
Responsibilities and Rights of Parents/Guardians:
Parents/Guardians shall have the responsibilities and rights to do the following:
• ensure that their children enrolled in Maine Virtual Academy attend school regularly in
accordance with the laws of the State of Maine.
• enroll their child in another school if he/she withdraws from Maine Virtual Academy;
• present to the school administration any concern or complaint in a calm, reasoned
manner;
• work with their child daily to ensure that student is completing assignments
• know the rule set forth in this code and review the contents with their child(ren)
• ensure that their child complies with all required testing and assessments, including but
not limited to required state tests (NECAP, MHSA, MEA, PAAP, NAEP) scheduled by
Maine Virtual Academy;
• ensure that their child receives the periodic health examinations required by law.
• receive regular official reports of their child’s academic progress;
• inspect, copy, and challenge according to the appropriate guidelines any and all
information contained in their child’s records;
• receive an explanation for the basis of any grade given by the teacher;
• request a conference with the teacher and/or administrator;
• receive translations and/or interpretations of any written or verbal communications
regarding their child and their child’s education;
• appeal disciplinary actions;
• receive reasonable accommodations for any disability to have access to participate in their
child’s education, to the extent all parents are permitted to participate, upon request for
such accommodation and proof of medical necessity.
Student Infractions and Consequences
Disciplinary procedures shall be consistent with applicable requirements of the Maine Revised
Statutes, the Maine Unified Special Education Regulations and IDEA. Student offenses dictate
the severity of the consequence Maine Virtual Academy will impose. In addition to the specific
offenses set forth below, Maine Virtual Academy has the right to discipline any student who
engages in conduct that threatens the health, safety, or welfare of others or disrupts the learning
environment. The appropriate consequence will be determined at the sole discretion of Maine
Virtual Academy in accordance with the law. A student has the right to certain discipline
procedures as outlined in final section of this code.
Rule
Possible Consequence or Intervention for
Infraction
7|Page
D-7
Prohibition of Disruption of School
Discuss incident with student.
Students shall act in a courteous manner toward all
members of the school and shall not disrupt any
education or school-related program:
Hold a disciplinary meeting with parents/guardians,
student, and staff members.
If a student fails to obey directions; uses beepers, cell
phones, or telephonic devises during school function
or in class; or fails to attend class without a valid
excuse.
Suspend student from school privileges.
Suspend from school if above interventions are not
effective.
Failure to attend school without a valid excuse also
holds student to truancy violations. These are
outlined in the Attendance Policy.
Compliance with Dress Code
Students shall dress in accordance with the
standards described below:
-pants must be worn on the waist so no
undergarments are showing
-no halter tops, strapless garments, or garments
revealing midriff may be worn to a school event
-no garments that reveal undergarments or that are
see through may be worn to a school event
-no hats, stocking caps, doo rags, bandanas may be
worn inside buildings at school events
-no clothing that has profanity, drug or offensive
slogans may be worn to school events
Note: This section is enforced for students when
attending a school function such as testing, Maine
Virtual Academy Days Out, orientations, or other
face-to-face event.
Discuss incident with student.
Hold a disciplinary meeting with parents/guardians,
student, and staff members.
Suspend student from school privileges.
Suspend from school if above interventions are not
effective.
Prohibition of Offensive Language
Discuss incident with student.
Students shall not use offensive language. Violation
of this includes but is not limited to:
-curses, uses vulgar obscene language
-sending, forwarding offensive, sexually-oriented, or
threatening messages, pictures or symbols of
offensive nature.
Hold a disciplinary meeting with parents/guardians,
student, and staff members.
Mandate of Academic Honesty
Students are expected to maintain the highest
standards of honesty in their work. Violation of this
includes but is not limited to:
-copying work from another person
-plagiarizes work of another
-using answer keys provided for learning coach
-copies work from internet sources without proper
citations
-forges notes
-shares test questions with others
Suspend student from school privileges.
Suspend from school if above interventions are not
effective.
First Incident
Express concerns and provide concrete examples of
dishonesty.
(7-8) Allow students to redo assignment and resubmit
for a grade. (9-12) Citation submissions can be
resubmitted. Any others receive a grade of zero (0).
Second Incident
Hold a disciplinary meeting with parents/guardians,
student and staff members.
All second incident assignments receive a zero (0)
with no opportunity to make up.
8|Page
D-8
Abuse of Computer or Internet Privileges
Students shall respect the computer privileges
granted to them.
Violations include:
-gives his/her password to another individual or uses
another individual’s account
-illegally downloads copyrighted materials from the
internet
-visits sites on the internet which contain sexually
explicit material
-harms or destroys data of another student or person,
the internet or other networks
-creates, downloads, or uploads computer viruses; or
-violates any rule outlined in the Acceptable Use
Policy
Prohibition of Threats
A student shall not communicate, directly or indirectly,
any threat to another member of the school
community that places him/her in fear of injury, pain,
or ridicule. Serious threats to life or safety are
included in the Bully Policy and will result in zero
tolerance.
Prohibition of Fighting
Students shall refrain from mutual confrontations
involving physical contact with any members of the
school community.
Prohibition of Tobacco Products and
Paraphernalia
A student may not possess or use any tobacco
product, cigarette lighters, matches, rolling papers,
pipes, or other such paraphernalia.
Prohibition of Drugs or Alcohol for
Personal Use
Students shall not have, use or be under the
9influence
| P a g eof any alcohol, drugs, or unauthorized
Third Incident
Hold a face-to-face disciplinary meeting to discuss
ways to eliminate academic dishonest behaviors.
Discuss incident with student.
Hold a disciplinary meeting with parents/guardians,
student, and staff members.
Suspend student from school privileges.
Suspend from school if above interventions are not
effective.
In addition to above measures students will be
required to pay full restitution for acts of deliberate
damage or graffiti. Costs for damage to school district
property will include labor, materials, consulting fees
and other costs associated with replacing or restoring
the damaged property.
Discuss incident with student.
Hold a disciplinary meeting with parents/guardians,
student, and staff members.
Suspend student from school privileges.
Suspend from school if above interventions are not
effective.
If the threat is serious to an individual’s life or safety,
a student could be presented to the board for
expulsion.
Discuss incident with student.
Hold a disciplinary meeting with parents/guardians,
student, and staff members.
Suspend student from school privileges.
Suspend from school if above interventions are not
effective.
Discuss incident with student.
Hold a disciplinary meeting with parents/guardians,
student, and staff members.
Suspend student from school privileges.
Suspend from school if above interventions are not
effective.
Hold a disciplinary meeting with parents/guardians,
student, and staff members.
Refer to Student Assistance Team.
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prescription or non-prescription medication.
Suspend student from school privileges.
Suspend from school if above interventions are not
effective.
Follow up with the SAP team to get invention
measures in place.
Prohibition of Bullying and Serious
Threats
Bullying of a pupil, whether by other students, staff,
visitors, parents, guests, contractors, or volunteers, is
prohibited. All students are protected under this
policy, and bullying is prohibited without regard to its
subject matter or motivating animus.
Bullying is defined as any written, verbal, or physical
act, or any electronic communication, that is intended
or that a reasonable person would know is likely to
harm 1 or more pupils either directly or indirectly by
doing any of the following:
Discuss incident with student.
Hold a disciplinary meeting with parents/guardians,
student, and staff members.
Suspend student from school privileges.
Suspend from school if above interventions are not
effective.
Expulsion is also possible when the nature of the
incident is serious or repeated.
1. Substantially interfering with educational
opportunities, benefits, or programs of 1 or
more pupils.
2. Adversely affecting the ability of a pupil to
participate in or benefit from the Maine Virtual
Academy’s educational programs or activities
by placing the pupil in reasonable fear of
physical harm or by causing substantial
emotional distress.
3. Having an actual and substantial detrimental
effect on a pupil’s physical or mental health.
4. Causing substantial disruption in, or
substantial interference with, the orderly
operation of the school.
Prohibition of Harassment
Students shall not harass members of the school
community. A student violates this by demanding
sexual favors, threatens, intimidates or creates a
hostile environment because of someone’s gender,
age, race, color, sexual orientation (known or
perceived), national origin, religion, disability,
socioeconomic status and/or political beliefs.
Prohibition of Possession of a Weapon
Students
10
| P a g shall
e not possess any weapon as defined in
Discuss incident with student.
Hold a disciplinary meeting with parents/guardians,
student, and staff members.
Suspend student from school privileges.
Suspend from school if above interventions are not
effective.
Maine Virtual Academy has a zero tolerance policy on
weapons violations.
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this code’s glossary. A student violates this rule even
if he/she did not intend to use such thing as a
weapon.
Students in possession of a weapon will go to an
expulsion hearing.
Search and Seizure Policy
To maintain order and discipline at school functions and protect the safety and welfare of
students and school personnel, school authorities may search a student, student’s backpack or
student automobiles upon reasonable suspicion and may seize any illegal or unauthorized
materials discovered during the search.
Flag Salute
A student may refuse to recite the Pledge of Allegiance or salute the flag based on the student’s
religious conviction or personal belief. A student who declines to participate in this exercise shall
stand quietly and respect the rights and interests of classmates who do wish to participate.
Disciplinary Meetings and Action
Discipline referrals to the administration are reviewed individually, consistent with the Code of
Student Conduct. Discipline problems are best resolved expediently and closest to their source
by the parties most directly involved. Most discipline issues are resolved with minimal
administrative intervention. In the best interests of the student and the school, several disciplinary
options are available.
Procedures for Suspensions up to 10 Days
Students who are suspended for up to 10 school days shall be afforded a conference with
an administrator before being suspended. During the conference, the student shall be:
•
•
•
•
informed of the alleged violation and any of the surrounding circumstances
examined;
given an opportunity to respond to the accusations if he/she has not already done
so;
informed of the recommended remedial measures; and
informed of the consequences of future infractions.
After the conference with the student, the administrator shall implement the recommended
remedial measures and send the parent a disciplinary letter to inform them of the student’s
violation, the length of the suspension, and the day on which the student and parent/guardian are
permitted to return to class.
Expulsion
Expulsion is the any exclusion from school for a period of more than 10 days. Written notice
describing the misconduct containing specific reference to the rules and the setting the times and
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place of the hearing must be sent to the student’s parent or guardian. A formal hearing must be
held and should be private unless requested by the parent or guardian to be public. The student:
• may be represented by an attorney;
• has the right to have the information on the prosecution’s witnesses;
• has the right to testify and present witnesses on his own behalf; and
• has the right to appeal to the appropriate judicial authority
Discipline of Students with Disabilities
If a student violates the Code of Student Conduct, before consequences or punishment are
imposed, the school will consider whether the student has a disability evidenced by an IEP.
Disciplinary removals of students with disabilities shall be consistent with the Governing Board’s
policy on Disciplinary Removal of Students with Disabilities, and the Disciplinary Removal of
Students with Disabilities Administrative Procedure.
If a student with disabilities is suspended for more than 10 days, either in a row or over the whole
school year, the school must provide some services outside of the student’s regular school
program to help your child continue to work on IEP goals.
If a student with disabilities is suspended for a total of more than 10 days, there will be a meeting
to determine if the student’s behavior that led to the suspensions is related to the student’s
disability. This is called a manifestation determination. If the student’s behavior is because of
his/her disability, the IEP team will do a study of the student’s behavior and write a behavior plan,
and will return the student to his or her program (unless the suspension involved weapons, drugs
or serious injury). If the student’s behavior is not because of his or her disability, then the school
may treat the student the same way they treat other students, and will consider whether to do a
study of the student’s behavior or write a behavior plan.
If the school decides that the student’s behavior is not because of his orher disability and the
parent disagrees, the parent can ask for an expedited due process hearing. The hearing will take
place sooner than usual, within 20 days plus 10 days for the hearing officer to write a decision. If
the student was placed in a different setting because of his or her behavior, the student must
remain in that different setting while the due process hearing takes place unless the parent and
the school come to a different agreement.
Bullying and Cyber Bullying
The Governing Board of Maine Virtual Academy has approved the following anti-bullying policy.
I. Introduction
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All students have the right to attend schools that are safe and secure learning environments. It is
the intent of the Governing Board to provide all students with an equitable opportunity to learn.
To that end, the Board has a significant interest in providing a safe, orderly, and respectful school
environment that is conducive to teaching and learning.
Bullying is detrimental to the school environment and student learning, achievement and wellbeing. It interferes with the mission of the schools to educate their students and disrupts the
operations of the schools. Bullying affects not only students who are targets but also those who
participate and witness such behavior. These behaviors must be addressed to ensure student
safety and an inclusive learning environment.
It is not the Board’s intent to prohibit students from expressing their ideas, including ideas that
may offend the sensibilities of others, or from engaging in civil debate. However, the Board does
not condone and will take action in response to conduct that interferes with students’ opportunity
to learn, the educational mission of Maine Virtual Academy, and the operation of the schools.
II. Prohibited Behavior
The following behaviors are prohibited:
1. Bullying;
2. Cyberbullying;
3. Harassment and Sexual Harassment;
4. Retaliation against those reporting such defined behaviors; and
5. Knowing and false accusations of bullying behavior.
Any person who engages in any of these prohibited behaviors that constitutes bullying shall be
subject to consequences.
III. Bullying and Cyberbullying Defined
A. “Bullying” includes, but is not limited to, a written, oral or electronic expression or a physical act
or gesture or any combination thereof directed at a student or students that:
(1) Has, or a reasonable person would expect it to have, the effect of:
(a) Physically harming a student or damaging a student's property; or
(b) Placing a student in reasonable fear of physical harm or damage to the student's
property;
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(2) Interferes with the rights of a student by:
(a) Creating an intimidating or hostile educational environment for the student; or
(b) Interfering with the student's academic performance or ability to participate in or
benefit from the services, activities or privileges provided by a school; or
(3) Is based on a student’s actual or perceived race, color, national origin, ancestry,
religion, physical or mental disability, gender, sexual orientation, or any other
distinguishing characteristic, or is based on a student’s association with a person with one
or more of these actual or perceived characteristics, and that has the effect described in
subparagraph (1) or (2) above.
Examples of conduct that may constitute bullying include, but are not limited to:
1. Repeated or pervasive taunting, name-calling, belittling, mocking, put-downs, or
demeaning humor;
2. Behavior that is intended to harm someone by damaging or manipulating his or her
relationships with others, including but not limited to gossip, spreading rumors, and social
exclusion;
3. Non-verbal threats and/or intimidations such as use of aggressive, menacing, or
disrespectful gestures;
4. Threats of harm to a student, to his/her possessions, or to other individuals, whether
transmitted verbally or in writing;
5. Blackmail, extortion, demands for protection money, or involuntary loans or donations;
6. Blocking access to school property or facilities;
7. Stealing or hiding books, backpacks, or other possessions;
8. Stalking; and
9. Physical contact or injury to another person or his/her property.
10.
B. “Cyberbullying” means bullying through the use of technology or any electronic
communication, including, but not limited to, a transfer of signs, signals, writing, images, sounds,
data or intelligence of any nature transmitted by the use of any electronic device, including, but
not limited to, a computer, telephone, cellular telephone, text messaging device and personal
digital assistant.
Examples of conduct that may constitute cyberbullying include, but are not limited to:
1. Posting slurs or rumors or displaying any defamatory, inaccurate, disparaging, violent,
abusive, profane, or sexually oriented material about a student on a website or other
online application;
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2. Posting misleading or fake photographs or digital video footage of a student on websites or
creating fake websites or social networking profiles in the guise of posing as the target;
3. Impersonating or representing another student through use of that other student’s
electronic device or account to send e-mail, text messages, instant messages (IM), or
phone calls;
4. Sending e-mail, text messages, IM, or leaving voice mail messages that are mean or
threatening, or so numerous as to bombard the target’s e-mail account, IM account, or cell
phone; and
5. Using a camera phone or digital video camera to take and/or send embarrassing or
“sexting” photographs of other students.
C. “Retaliation” means an act or gesture against a student for asserting or alleging an act of
bullying. “Retaliation” also includes reporting an act of bullying when it is not made in good faith.
IV. Application of Policy
A. This policy applies to any student, school employee, contractor, visitor or volunteer who
engages in conduct that constitutes bullying or retaliation, all of whom have the responsibility to
comply with this policy.
B. This policy applies to bullying that:
1. Takes place at school or on school grounds, meaning: a school building; property on which
a school building or facility is located; and property that is owned, leased or used by the
school for a school-sponsored activity, function, program, instruction or training. “School
grounds” also includes school-related transportation vehicles.
2. Takes place while students are being transported to or from schools or school-sponsored
events;
3. Takes place at any school-sponsored event, activity, function, program, instruction or
training; or
4. Takes place elsewhere or through the use of technology, but only if the bullying also
infringes on the rights of the student at school as set forth in this policy’s definition of
bullying.
V. Reporting
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Bullying or suspected bullying is reportable in person or in writing (including anonymously) to
school personnel.
A. School staff are required to report incidents of bullying to the CEO or other school personnel
designated by the CEO.
B. Students who have been bullied or are aware of incidents of bullying are strongly encouraged
to report this behavior to a staff member or school administrator.
C. Parents and other adults who are aware of incidents of bullying are encouraged to report this
behavior to a staff member or school administrator.
D. Acts of reprisal or retaliation against any person who reports an incident of bullying are
prohibited. Any student who is determined to have falsely accused another of bullying shall be
subject to disciplinary consequences.
VI. Responding
The CEO or designee will:
A. Promptly investigate and respond to allegations of bullying behavior;
B. Keep written documentation of all allegations of bullying behavior and outcomes of the
investigations, and report substantiated incidents to the CEO;
C. Apply disciplinary actions, which may include but are not limited to, imposing a series of
graduated consequences that include alternative discipline. In determining the appropriate
response to students who engage in bullying behavior, school administrators should consider the
type of behaviors, the frequency and/or pattern of behaviors, and other relevant circumstances.
Alternative discipline includes, but is not limited to:
1. Meeting with the student and the student's parents;
2. Reflective activities, such as requiring the student to write an essay about the student's
misbehavior;
3. Mediation, but only when there is mutual conflict between peers, rather than one-way
negative behavior, and both parties voluntarily choose this option;
4. Counseling;
5. Anger management;
6. Health counseling or intervention;
7. Mental health counseling;
8. Participation in skills building and resolution activities, such as social-emotional cognitive
skills building, resolution circles and restorative conferencing;
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9. Community service; and
D. Remediate any substantiated incident of bullying to counter the negative impact of the bullying
and reduce the risk of future bullying incidents, which may include referring the victim, perpetrator
or other involved persons to counseling or other appropriate services;
E. Communicate to the parent of a student who has been bullied the measures being taken to
ensure the safety of the student who has been bullied and to prevent further acts of bullying;
F. Communicate with a local or state law enforcement agency if the CEO or designee believes
that the pursuit of criminal charges or a civil action under the Maine Civil Rights Act may be
appropriate; and
G. Notify parents, guardians and students of the right to appeal a decision of a school
administrator or the CEO’s designee related to taking or not taking disciplinary action in
accordance with this policy. The appeals procedure must be consistent with other appeals
procedures established by the Governing Board and may include an appeal to the CEO.
VII. Assignment of Responsibility
A. The Governing Board is responsible for:
1. Annually providing written versions of this policy and related procedures to students,
parents, volunteers, administrators, teachers and school staff.
2. Posting this policy and related procedures on MEVA’s publicly accessible website.
3. Including in student handbooks a section that addresses in detail this policy and related
procedures.
B. The CEO is responsible for:
1. Oversight, implementation, and enforcement of this policy.
2. Designating school personnel to administer the policies at the school level;
3. Developing a procedure for publicly identifying the CEO's designee or designees for
administering the policies at the school level;
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4. Developing procedures to implement the requirements for reporting and responding to
bullying under sections V and VI of this policy or delegating that responsibility to
designees.
5. Ensuring that any contractor, visitor, or volunteer who engages in bullying is barred from
school grounds until the CEO is assured that the person will comply with the policies of the
Governing Board; and
6. Ensuring that any organization affiliated with the school that authorizes or engages in
bullying or retaliation forfeits permission for that organization to operate on school grounds
or receive any other benefit of affiliation with the school;
7. Providing professional development and staff training in the best practices in prevention of
bullying and harassment and implementation of this policy;
8. Filing the Governing Board policies to address bullying and cyberbullying with the
Department of Education.
Where to go with Questions or Concerns
Maine Virtual Academy staff recognizes that life at school does not always run smoothly. As
problems arise, school personnel and parents must collaborate to seek solutions. Maine Virtual
Academy staff also realizes that parents and students do not always know what to do or where to
seek out answers. Parents often give up and become frustrated if problems remain unsolved.
Please follow these procedures for general information or for assistance in resolving a problem:
Step 1: All concerns and issues should first be directed to the student’s teacher. If a Maine
Virtual Academy teacher cannot resolve the issue (e.g., materials and computer issues) he or she
directs the parent/responsible adult to the appropriate contact for assistance. The Maine Virtual
Academy teacher will monitor the concern to ensure resolution.
Step 2: If the issue or concern is about the Maine Virtual Academy teacher, parents are advised
to contact the Director of Instruction. (see School Directory).
Step 3: If the concern is not resolved at the Director of Instruction level, parents/responsible
adults are advised to contact the CEO (see School Directory).
Informal Complaint Process
Anyone may use informal procedures to report and resolve complaints of harassment,
intimidation, or bullying. At the building level, programs may be established for receiving
anonymous complaints. Such complaints must be appropriately investigated and handled
consistent with due process requirements. Informal reports may be made to any staff member,
although staff shall always inform complainants of their right to, and the process for, filing a
formal complaint. Staff shall also direct potential complaints to an appropriate staff member who
can explain the informal and formal complaint process and what a complainant can expect. Staff
shall also inform an appropriate supervisor or designated staff person when they receive
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complaints of harassment, intimidation, or bullying, especially when the complaint is beyond their
training to resolve or alleges serious misconduct.
Informal remedies include an opportunity for the complainant(s) to explain to the alleged
perpetrator that the conduct is unwelcome, disruptive, or inappropriate either in writing or face-toface; a statement from a staff member to the alleged perpetrator that the alleged conduct is not
appropriate and could lead to discipline if proven or repeated; or a general public statement from
an administrator reviewing the school harassment, intimidation and bullying policy without
identifying the complainant, parent, guardian, or because Maine Virtual Academy believes the
complaint needs to be more thoroughly investigated.
Formal Complaint Process
Anyone may initiate a formal complaint of harassment, intimidation or bullying, even if the
informal complaint process is being utilized. Complainant(s) should not be promised
confidentiality at the onset of an investigation. It cannot be predicted what will be discovered or
what kind of hearing may result. Efforts will be made to increase the confidence and trust of the
person making the complaint. Maine Virtual Academy will fully implement the anti-retaliation
provisions of this policy to protect complainant(s) and witness(es). Student complainants and
witnesses may have a parent or trusted adult with them, if requested, during any school initiated
investigatory activities. The CEO or designated compliance officer (hereinafter referred to as the
compliance officer) may conclude that the school needs to conduct an investigation based on
information in their possession regardless of the complainant’s interest in filing a formal
complaint. The following process shall be followed:
1.
All formal complaints shall be in writing. Formal complaints shall set forth the specific acts,
conditions or circumstances alleged to have occurred that may constitute harassment,
intimidation or bullying. The compliance officer may draft the complaint based on the report of
the complainant, for the complainant to review and sign.
2. Regardless of the complainant’s interest in filing a formal complaint, the compliance officer
may conclude that the district needs to draft a formal complaint based on the information in
the officer’s possession.
3. The compliance officer shall investigate all formal, written complaints of harassment,
intimidation or bullying, and other information in the compliance officer’s possession that the
officer believes requires further investigation.
4. When the investigation is completed the compliance officer shall compile a full written report
of the complaint and the result of the investigation. If the matter has not been resolved to the
complainant’s satisfaction, the CEO shall take further action on the report.
5. The CEO or designee, who is not the compliance officer, shall respond in writing to the
complainant and the accused within thirty days, stating that Maine Virtual Academy intends
to take corrective action; or that the investigation is incomplete to date and will be continuing;
or that Maine Virtual Academy does not have adequate evidence to conclude that bullying,
harassment or intimidation occurred.
6. Corrective measures deemed necessary will be instituted as quickly as possible, but in no
event more than thirty days after the CEO’s written response, unless the accused is
appealing the imposition of discipline and the school is barred by due process considerations
or a lawful order from imposing the discipline until the appeal process in concluded.
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7.
If a student remains aggrieved by the CEO’s designee’s response, the student may pursue
the complaint as one of discrimination pursuant to The Maine Virtual Academy Grievance
Policy.
Students will be provided with age-appropriate information on the recognition and prevention
harassment, intimidation or bullying, and their rights and responsibilities under this and other
district policies and rule at student orientation sessions and on other appropriate occasions,
which may include parents. Parents shall be provided with copies of this policy and procedure
and appropriate materials on the recognition and prevention of harassment, intimidation and
bullying.
Grievance/Complaint Policy
Parent Complaint Response/Due Process Procedure
The Maine Virtual Academy is interested in achieving and fostering student/family satisfaction.
The following procedure ensures that student/family grievances are addressed fairly by the
appropriate people in a timely manner. Maine Virtual Academy prohibits discrimination against
students/ families on the basis of disability, race, creed, color, gender, national origin or religion.
The student and parent(s), custodian(s), or legal guardian(s) should address in writing any
concern or grievance to the CEO. The CEO responds within ten (10) working days.
If the concern or grievance is not resolved by the CEO, the parent(s), custodian(s), or legal
guardian(s) may, within ten (10) working days of the CEO’s response, request a meeting (via
phone or in person) with the CEO to discuss the concern or grievance. The meeting request must
be in writing. The CEO shall investigate and responds within ten (10) working days. If the family’s
concern is not resolved at the meeting with the CEO, the family may file a complaint with the
Maine Virtual Academy Governing Board.
Maine Virtual Academy Attendance Policy
The law in Maine governing compulsory attendance requires a parent, legal guardian, or
other person having control or charge of a child age seven to sixteen to send the child to school
during the entire school year, except under the limited circumstances specified in subsection
20-A M.R.S. §5001-A.
Attendance Responsibilities
• Attendance is logged daily in the Online School by parent/ Learning Coach.
• Schedules may be blocked or flexible; however, attendance in each course needs to be
logged each week.
• Extended family travel, except during normal school vacation periods, requires written
notification and vacation contract approval by the CEO or designee. This should be
completed at least one week prior to the extended absence.
• All families must attend a Parent Orientation and the new students will attend
“Introduction to Online Learning” course via the online school.
• The family must maintain regular communication with the Maine Virtual Charter
teachers.
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•
•
Students and parents/learning coaches must check their kmail, email, and phone
messages daily. Return response should be within 24 hours or on the next business
day.
Students must attend all required Blackboard Collaborate Live sessions for direct
instruction as directed by their teachers.
Reporting Absences: Please kmail your teacher if your student will be absent and unable
to attend ClassConnect sessions or log in to the OLS/LMS. Please state the reason
for the absence in the kmail as well as the expected duration of the absence.
Excused Absences: The school recognizes student illness, death in the family, prior
permission to leave school by parents and administrator, approved family vacations, approved
college visitations, required court appearance, religious observations, family emergencies,
counseling or administrative appointments to be excused. Remember that regardless of the
absence reason students are expected to make up work in the OLS/LMS.
Unexcused Absences: An unexcused absence is an absence not recognized by state law or
Maine Virtual Academy. Unexcused absences may result in loss of credit for assignments
missed.
Habitual Truancy: A student is habitually truant if the student is required to attend school or
alternative instruction under Maine compulsory attendance law (20-A M.R.S.A. § 5001-A) and
the student:
A. Has completed grade 6 and has the equivalent of 10 full days of unexcused absences or 7
consecutive school days of unexcused absences during a school year; or
B. Is at least 7 years of age and has not completed grade 6 and has the equivalent of 7 full
days of unexcused absences or 5 consecutive school days of unexcused absences during
a school year.
As required by law, the following procedure shall be followed when a student is habitually
truant:
A. If the school staff determine that a student is habitually truant, they shall inform the
CEO. The CEO/designee shall first try to correct the problem informally. Informal
attempts to correct the problem must include meeting with the student and the
student’s parent(s) to identify possible causes of the habitual truancy and to develop
a plan to implement solutions to the problem. If the initial meeting does not resolve
the problem, the CEO/designee shall implement interventions that best address the
problem including but not limited to:
1. Frequent communication between the teacher and the family;
2. Changes in the learning environment;
3. Mentoring;
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4. Student counseling;
5. Tutoring, including peer tutoring;
6. Placement into different classes;
7. Evaluation for alternative education programs;
8. Attendance contracts;
9. Referral to other agencies for family services; and
10. Other interventions including but not limited to referral to the school
attendance coordinator, student assistance team, or dropout prevention
committee.
Failure of the student or the student’s parent(s) to appear at scheduled meetings
does not preclude school administrators from implementing a plan to address a
student’s truancy.
B. As part of correcting the problem informally, the CEO/designee shall require the
student and his/her parent(s) to attend one or more meetings with the student’s
teacher or other school personnel designated by the CEO. The purpose of the
meeting(s) is to reinforce the plan referenced in paragraph A or to develop an
alternative plan. Such meetings may involve others including but not limited to case
managers, therapeutic treatment providers, and representatives of the Department of
Human Services, the Department of Behavioral and Developmental Services, and the
Department of Corrections. The CEO/designee shall schedule the meeting(s) at
mutually convenient times.
C. If the CEO/designee is unable to correct the student’s truancy, the CEO/designee
shall serve or cause to be served upon the parent(s) in-hand or by registered mail a
written notice that the student’s attendance is required by law. The notice shall:
1. State that the student is required to attend school pursuant to 20-A M.R.S.A.
§5001-A (the compulsory attendance law);
2. Explain the parent’s right to inspect the student’s attendance records,
attendance coordinator’s reports, and administrator’’s reports;
3. Explain that the failure to send the student to school and maintain the student in
regular attendance is a civil violation in accordance with 20-A M.R.S.A. § 5053-A
and explain the possible penalties. The penalties are described in 20-A M.R.S.A. §
5053-A and include a minimum $250.00 fine; the court may also order a parent to
take specific action to ensure the student’s attendance including compliance with
the plan developed in accordance with this policy, participation in a parent-training
class, attending school with the child, community service hours at the school, or
participation in counseling or other services as appropriate. All or part of the fine
may be suspended upon the parent’s compliance with a court order.
4. State that the CEO/designee may notify local law enforcement
authorities of a violation of the habitual truancy statute and the Department of
Health and Human Services (DHHS) as provided by 20-A M.R.S.A. § 5051-A(C)
(the notice provision); and
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5. Outline the plan developed to address the student’s habitual truancy and the
steps that have been taken to implement that plan.
D. Prior to notifying local law enforcement authorities, the CEO/designee shall schedule
at least one meeting as required by law and paragraph B of this policy and may invite
a local prosecutor.
E. If after three school days after the service of the notice described in paragraph C of
this policy the student remains truant and the parent(s) and student refuse to attend
the meeting referred to in paragraph C, the CEO/designee shall report the facts of the
unlawful absence to local law enforcement authorities.
F. When a student is determined to be habitually truant and in violation of the compulsory
attendance law and the CEO/designee has made a good faith attempt to meet the
requirements of paragraph B of this policy, the CEO/designee shall notify the
Governing Board and local law enforcement authorities of the truancy.
Instructional Time
Maine requires all public schools to offer minimum number of instructional days as specified in
20-A M.R.S. § 4801.
Instructional time can occur at anytime during the day and on any day of the week.
Instructional time must directly relate to lesson objectives which are aligned to the Maine
Standards.
Process for Attendance Monitoring
Students are required to follow the school calendar. Instructional time can be entered on any
day (e.g., weekends, holidays, etc.).
Students are expected to log into the OLS (7-8) LMS (9-12) each scheduled school calendar
day.
Truancy: a student will be considered truant after the minimum days of
unexcused absences defined above.
Doctor/Medical Excuses: students must present doctors’ notes when they are absent from
school for three or more days consecutively due to illness. Parent should send doctors’ notes
to the assigned teacher through k-mail.
Excuse Notes for Absence: in order for an absence to be registered as excused, a parent or
guardian must submit a written explanation to the teacher. Excuse notes or kmails must state
the student’s name, the date of the absence, and the reason for the absence. The parent or
guardian has three calendar days from the date of absence to submit the excuse through kmail.
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Educational Leave: Pupils may be excused for an educational purpose that has been
approved. Please understand that it shall be the family’s responsibility to contact the
teacher(s)s to determine what obligations must be met as a result of this proposed absence.
Further understand that:
• no more than ten (10) days of absence will result.
• no absence will occur in the last ten (10) days of the school year.
• experiences such as “Long Weekends” and “Vacations” will not justify any request
• request must be submitted and approved 24 hours prior to the absence
• requests will not be approved for time off during the state testing window.
No Internet Access or Power Outage: students who are unable to log into school or have a
power outage must have an alternative plan to go to a public library/public location with
computer access to do their school work. If the student does not have a back-up plan and
cannot go to the library, the student must notify his or her teacher in order to legitimize the
reason for the absence.
Testing Attendance Policy
Maine Virtual Academy, a Maine public school, must follow the laws set by the Maine
Department of Education. Every Maine Virtual Academy student will be required to participate
in required state testing. Being a part of Maine Virtual Academy means that some travel will
be required for testing. Travel includes going to and from testing locations.
Testing will be conducted at a variety of sites around the state. Efforts will be made to locate a
testing site within an hour of your home. In certain cases it may be necessary to travel longer
than an hour. These tests are given over a multi-day period depending on a student’s grade
level.
Specific testing dates and locations will be published no later than two weeks prior to the
testing window. The school cannot guarantee that the student’s assigned teacher will be the
test proctor. The school does attempt to assign teachers to testing sites where many of their
students will be participating.
Attendance FAQs
Q: When can I log attendance?
A: You are able to log attendance from your first day of school until the last day of school
Q: Where do I need to log my child’s attendance and how often?
A: Student attendance hours are logged in the attendance screen on the parent’s OLS and
must be entered daily.
Q: Why should I log attendance?
A: In addition to meeting the legal attendance requirements for Maine Virtual Academy and the
Maine Revised Statutes, logging attendance provides you and your child with a log of the
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Q: What are supplemental hours?
A: Provided that the child first completes the K12 coursework, attendance time may be logged
if the child engaged in activities related to the course objectives. Contact your teacher
before entering supplemental attendance time to ensure the additional activity you wish to
include satisfies course objectives.
Q: What should I do if I forgot to log my child’s supplemental hours?
A: You can go back to add hours after initially entering attendance. If you have already entered
hours for the specified day and clicked the “submit” button, your teacher must add the
hours for you. Contact your teacher for assistance in entering your supplemental hours.
Q: How many hours should my child log if he or she enrolled after the start of school?
A: Hours are prorated based on a student’s start date. Students who start after the first day of
school should follow the daily or weekly attendance guidelines outlined in the Instructional
Time section of this handbook. Your teacher will also provide you with a prorated schedule.
Q: Do I log attendance for the actual time the lesson took or just the default time that comes up
on the OLS?
A: You must log the actual amount of time it took for the student to complete the lesson(s)
each day. If you consistently observe your student completing lessons before he or she
accumulates the required amount of time, you may benefit from setting a time limit to each
subject, rather than just expecting one lesson per day.
Confidentiality
Every effort is made to maintain the confidentiality of students who attend Maine Virtual
Academy. Parent permission is required for a student’s name or picture to be displayed
in a public manner. Confidential student information is encrypted before being transferred over
the Internet. The encrypted information can only be decrypted by another party authorized
by Maine Virtual Academy. Student files are accessible only to authorized employees of
Maine Virtual Academy who have an interest in the education of its students. Adults and
students should not share their K12 Online School (OLS) username and password with any
unauthorized individuals.
Whenever a parent or teacher believes the security of the OLS has been compromised, the
parent can use the tools provided in the OLS to change usernames and passwords. Parents
are advised to avoid using personal information in e-mails. Using the child’s first initial rather
than full name is preferred.
Health Policy
All students must comply with Maine state immunization requirements. The only exemptions
to the school laws for immunizations are for medical reasons or religious or philosophical
beliefs. Medical Exemptions must be submitted in writing and must be signed by the child’s
physician. Religious/philosophical exemptions must be submitted in writing and must be
signed by a parent/guardian. Immunization records must be delivered to the school prior to
acceptance for enrollment. Parents should request their child’s health records from the
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previous school prior to starting school at Maine Virtual Academy. Please contact the Maine
Virtual Academy office with any questions regarding health requirements.
Physical Education
Maine Virtual Academy recognizes the important role of Physical Education in the education of
our students. Parents/guardians are an integral member of the student’s educational team.
The in-home nature of the “Virtual-school model” requires parents to assume the primary
responsibility for the implementation of physical education activities. Teachers will provide
the learning coach with resources and information concerning the Physical Education
standards. Students and learning coach can complete a log of hours and activities to match
the standards and submit it to the teacher for verification. Physical Education forms are
available for third party completion. Students should receive an average of 150 minutes of
physical education per week. Physical Education requirements for Special Education students
should be aligned in conjunction with the child’s IEP.
Academic Pacing
In grades 7-8, within the Maine Virtual Academy program, every child progresses through the
curriculum at his or her own pace. Decisions to advance in a course level are made jointly by
the parent and teacher at any time of the year. Advancement of a student from one course
level to the next requires the approval of the Maine Virtual Academy administration. Every
lesson is presented independently to each child at his or her own ability level. Students are
required to master the course objectives before advancing to the next course level. This
approach results in a solid foundation of core knowledge essential for success in the next
subject level. Although the program is self-paced and individualized, students are required to
progress and to achieve one grade level per school year as specified by state law.
Change of Home Address
In the event you change addresses after initial enrollment, please send a k-mail to the CEO or
designee verifying the updated address. Be sure to include the names of all children
associated with your household. You are to include in your K-mail:
• previous address and new address (Required)
• new phone if applicable
• effective date of address change (Required)
In addition to the kmail, you are required to submit the following documents to our office within
10 days of receipt of this letter. Please be advised, the documents are state mandated for all
enrolled students. Failure to submit the documents will cause your child to be out of
compliance with state requirements.
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Change of Data Form (complete and sign the form and submit one per child).
Proof of Residence (please see below for acceptable documentation of residency).
Submit ONE of the following:
• valid driver’s license
• valid non-driver’s license
•
•
•
•
•
•
current utility bill (gas, water, electric, sewage, cable and land line phone)
current mortgage statement
current residency card
deed, vehicle registration
property tax bill
current credit card bill
Maine Virtual Academy
Attention:
CEO
or
Designee
Address: tbd
OR please fax the documents to our main office at:
xxx-xxx-xxxx
Withdrawing From Maine Virtual Academy
Parents wishing to withdraw their children from the Maine Virtual Academy must contact
their teacher and complete a withdrawal form in order to fully process the withdrawal. The
teacher will notify school officials of their decision. The CFO or designee will confirm
withdrawal date once the form has been received and arrange for the return of all school
equipment and materials. Failure to return all school equipment and materials in satisfactory
condition may result in a collections action.
Supplemental Activities
Parents seek to provide a fuller education for their child by enriching their child’s curriculum
with extra activities and family trips. These activities may be logged into the student’s daily
schedule and counted toward his or her mandatory hours of instruction if the activity directly
relates to lesson objectives. It is necessary that the learning coach first discuss their
supplemental activities with their students’ assigned Maine Virtual Academy teachers. This
discussion must be before notifying the teachers of the hours that will be logged. This
ensures that the supplemental activities are recorded in the appropriate area(s) of the
curriculum.
Use of School Property
Maine Virtual Academy provides materials, computer, printer, books and other curricular
supplies. All provided materials are school property and must be kept in good condition.
Parents are responsible for the repair or replacement of all lost, stolen or damaged school
property. A list of property that must be returned is provided to parents. All property and
equipment must be returned in good, working condition upon withdrawal from the program. All
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printed materials are copyrighted. Unauthorized copying of those materials is a copyright
infringement. Materials cannot be sold or transferred. Materials are to be used solely by the
student in his or her studies while enrolled in the school. Parents are to comply with this policy
and all the terms and conditions of the Use of Instructional Property Agreement submitted with
the enrollment materials.
Objectionable Content Policy
There may be times a parent considers certain lessons, books or materials objectionable for
various reasons. The following process is used if a parent finds material objectionable; he or
she should contact his or her Maine Virtual Academy teacher via kmail. Teachers will work
with parents to find alternative lessons to meet the lesson objectives. An assessment
for the lesson must be completed to show that the objectives have been met.
Student Records
Student records are maintained at the Maine Virtual Academy office. The Maine Virtual
Academy provides parents with access to the academic records of their children. The
access rights of parents consist of:
• the right to inspect and review the contents of educational records
• the right to obtain one copy of the education records at no charge, and additional
copies, if requested, at a charge. These will be stamped as “unofficial.”
• the right to receive from school personnel an explanation and interpretation of the
educational records
• the right to a hearing to challenge the contents of the educational records
• the right to bring an attorney or parent advocate to review educational records
A parent seeking access to the educational records may make a request by telephone or in
person to the CEO or designee. However, prior to reviewing and inspecting the educational
records, a parent must sign an official request form. Access to educational records is
granted within forty-five days of the receipt of the written request.
After examining their child's educational record, parents may request a hearing to challenge
the contents of the record. The purpose of the hearing is to establish the accuracy of the
record. At an informal meeting between the parents and the Site Administrator or designee, an
attempt is made to answer any questions raised by the parents. If the questions are not
resolved, a formal hearing is conducted in the office of the CEO.
In general, the school may not permit access to, nor release of, educational records to third
parties without the consent of the child’s parents or guardians. However, educational records
may be released without the consent of parents to another public school system to which a
pupil transfers. Pupil directory information, which includes: the pupil's name; address; date and
place of birth; photographic likeness; major field of study; dates of attendance; degrees and
awards received; and participation in officially recognized activities and sports may be released
without the consent of the parents unless the school is notified annually by the parents not to
release the information without their prior written consent. State law provides that the following
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additional conditions will apply regarding the educational records of special needs students:
•
If you have asked to see your child's records, you must be allowed to do so prior to a
conference regarding an individualized education program and prior to a hearing
regarding the identification, evaluation, or placement of your child.
•
You may designate another person to examine your child's records, if you wish to have
further advice. You may ask for a list of the types and locations of the records kept
about your child.
Parents/legal guardians may contact the office to obtain a copy of student records. A copying
fee may be assessed. If parents/responsible adults change their address, telephone, e-mail
address, or place of employment, they are asked to notify their children’s teachers
immediately. Parents are responsible for keeping contact information current within the
account setup section of the OLS.
Internet Service Provider (ISP) Reimbursement Program
Families at Maine Virtual Academy who qualify for free and reduced lunch and make a
written request to the school will receive ISP reimbursement checks twice per year at the rate
of $12.00 per month (per family) for the school year. Disbursements will be made in January
and June, 2015. Receipts must be submitted to receive a reimbursement.
Families must participate in the Online School, as well as have compliant attendance as
described in the Maine Virtual Academy Handbook, in order to qualify for ISP reimbursement.
Additionally, there must be current proof of residence for each student enrolled.
Families are eligible for ISP reimbursement for the month in which they enroll. Students must be
in good standing and have participated in whatever testing was required during the semester
being reimbursed.
Please be aware that if an ISP check is lost, Maine Virtual Academy does not automatically
reissue a check to that family. If a check is lost, parents must contact the school office within 60
days, or a replacement may not be issued.
School Supplies
Maine Virtual Academy provides most curriculum items needed to participate in school. There
are times when household and consumable items are needed to complete a lesson. Be
sure to use the Advanced Planning feature through the Online School to assist with upcoming
lessons requiring certain materials. A suggested school supply list is provided by the teacher at
the beginning of the school year. Additionally, some elective High School courses may have
specific hard/software requirements. Refer to the High School Course Catalog for details and
planning.
Printer Ink Usage Guidelines
Printer ink is expected to be used sparingly and only for school needs. We encourage families
to use the student pages instead of printing. Maine Virtual Academy does not provide printer
ink cartridges or refills. Refills are the responsibility of the family. In order to conserve ink, it
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is recommended that your printer is set to always print in fast draft mode. To set for fast draft
mode:
• Go to your Start menu
• Go to Printers and Faxes
• Right click on your printer name
• Scroll down to Properties
• Click on the Advanced tab
• Click on Printing Defaults
• In the drop-down menu under Print Quality, choose Fast Draft
• Click Apply, then click OK
Family Education Rights and Privacy Act (FERPA)
Maine Virtual Academy maintains records concerning all children enrolled, including students
with disabilities. Records containing personally identifiable information about or related to
children with disabilities could include, but are not limited to, cumulative grade reports,
discipline records, enrollment and attendance records, health records, individualized education
programs, notices of recommended assignment, notices of intent to evaluate and to
reevaluate, comprehensive evaluation reports, other evaluation reports by public school staff
and by outside evaluators, work samples, test data, correspondence between school staff
and home, instructional support team documents, referral data, memoranda and other
education-related documents. Records can be maintained electronically, on paper,
microfiche, audio and videotape. Records can be located in the central administrative
offices of the Maine Virtual Academy, electronic storage systems and in the secure
possession of teachers, school administrators, specialists, psychologists, counselors and other
school staff with a legitimate educational interest in the information contained therein. All
records are maintained in the strictest confidentiality.
Records are maintained as long as they remain educationally relevant. The purposes of
collecting and maintaining records are to:
• ensure that the child receives programs and services consistent with his or her IEP;
• monitor the ongoing effectiveness of programming for the child;
• document for the public school and the parents that the student is making meaningful
progress;
• satisfy the requirements of state and federal agencies who have an interest in
inspecting or reviewing documents concerning particular students or groups of students
for purposes of compliance monitoring, complaint investigation, and fiscal and program
audits; and
• inform future programming for and evaluations of the child. When educational records,
other than those which must be maintained, are no longer educationally relevant, the
public school must notify the parents in writing and may destroy the records or, at the
request of the parents, must destroy them. Public schools are not required to destroy
records that are no longer educationally relevant unless the parents request so in
writing.
When educational records, other than those required, are no longer educationally relevant, the
public school shall notify parents in writing and may destroy records or, at the request of the
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parents, may destroy said records. Public schools are not required to destroy records that are
no longer educationally relevant unless the parents request so in writing.
The Family Educational Rights and Privacy Act (FERPA), affords parents and students over 18
years of age (“eligible student”) certain rights with respect to the student’s educational records.
They are:
• the right to inspect and to review the student’s educational records within 45 days of the
date Maine Virtual Academy receives a request for access.
• the right to request the amendment of the student’s education records that the parent or
eligible student believes is inaccurate or misleading.
• the right to consent to disclosure of personal information contained in the student’s
education records, except to the extent that FERPA authorizes disclosure without
consent.
• the right to file a complaint with the U.S. Department of Education concerning alleged
failures by Maine Virtual Academy to comply with the requirements of FERPA. The
name and address of the Office that administers FERPA is:
Family Policy Compliance Office
U.S. Department of Education
600 Independence Avenue, SW
Washington, DC 20202-4605
Parents or eligible students (age 18 and above) may ask Maine Virtual Academy to amend a
record that they believe is inaccurate or misleading. They should write the school
administrator, clearly identify the part of the record they want changed, and specify why it is
inaccurate or misleading.
If Maine Virtual Academy decides to not amend the record as requested by the parent or
eligible student, notice will be given to the parent or eligible student of the decision.
Information will be given advising him or her of the right to a hearing regarding the request for
amendment. Additional information regarding the hearing procedures will be included to the
parent or eligible student when they are notified of the right to a hearing.
One exception, which permits disclosure without consent, is disclosure to school officials with
legitimate educational interests. A school official is a person employed by Maine Virtual
Charter Academy as an administrator, supervisor, instructor, or support staff member
(including health or medical staff and law enforcement unit personnel); a person serving on the
Governing Board; a person or company with whom Maine Virtual Academy has contracted to
perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a
parent or student serving on an official committee, such as a disciplinary or grievance
committee, or assisting another school official in performing his or her tasks. A school
official has a legitimate educational interest if the official needs to review an education record
in order to fulfill his or her professional responsibility. Upon request, Maine Virtual Academy
discloses education records without consent to officials of another school in which a student
seeks or intends to enroll. (Note: FERPA requires a school district to make a
reasonable attempt to notify the student of the records request unless it states in its annual
notification that it intends to forward records on request.)
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(Note: Directory information includes the following information relating to a student: the
student’s name, address, telephone number, date and place of birth, major field of study,
participation in officially recognized activities and sports, weight and height of members of
athletic teams, dates of attendance, degrees and awards received, the most recent previous
educational agency or institution attended by the student, and other similar information.)
Advanced Learners Program
The Advanced Learners Program (ALP) is a supplemental enrichment program for K-8
students who are one or more grade levels ahead of their age appropriate grade level in a core
subject, have been identified as gifted through a previous program, and/or are recommended
to the program by their teacher or parents. Students in the ALP are supported with accelerated
course planning, topic enrichment, and other activities and instructional strategies that include
invitations to National Learning Circles. Participants in the ALP are expected to maintain
adequate progress and achievement. If you feel that your child would benefit from the
program, contact your teacher for more information.
At-Risk Program
Maine Virtual Academy supports the academic achievement of all students, particularly those
most at risk. The school has a strong commitment to the federally mandated goals of the No
Child Left Behind Act (NCLB). It is a priority to build strong parent/teacher/student relationships
and address the specific needs of individual students.
The At-Risk Program at Maine Virtual Academy uses an early intervention process to identify
and to serve struggling students. This process includes parents, teachers, and administrators.
It uses a multi-tier model of service delivery, problem-solving methods to make decisions, and
research-based, scientifically validated interventions/instruction. If a teacher identifies an
area of weakness for any student and prescribes intervention strategies and activities
supplementing daily curriculum, it is expected that the student would follow the prescribed
plan which could include mandatory Blackboard Collaborate sessions. Attendance is expected
and student participation required. Additional assignments may be requested, but if a student
does not participate, he or she will be subjected to the attendance policy.
Counseling Opportunities
Maine Virtual Academy will provide all students with a developmentally appropriate
comprehensive school counseling program. The school counseling program guides students
through a systematic approach to developing the academic, personal/social and career skills of
each student. Maine Virtual Academy will use a combination of curriculum, web based tools,
and strategies that have demonstrated success. The school counseling program is a key
piece of school’s mission to make all students college and career ready as they prepare for the
complex demands of the 21st century.
Maine Virtual Academy will offer the following components to support our
school
program:
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•
•
•
•
•
•
•
career assessment, exploration, and skills development
individual and group counseling services for all students on personal/social issues
study skills as determined by needs assessment
developmental guidance curriculum to promote the academic success and personal
growth of every student
parent outreach, education and support services, facilitating community resources and
referral programs
individualized academic advisement and graduation planning, ensuring all students
graduation on time with the most rigorous course selection,
college and postsecondary education counseling and web tools that guide students
through the preparation, selection, application, and admissions processes
Special Education Services
Maine Virtual Academy’s Special Education program meets the individual needs of students
by using specially-designed instruction with a standards-based curriculum in the virtual
environment. Frequent assessment of student progress is necessary. We deliver special
education programming and related services to Maine Virtual Academy students at no cost to
the parent or guardian. Students with disabilities needing special education must receive a
free appropriate public education (FAPE). These services conform to the student’s Individual
Education Program (IEP).
IDEA
The 2007 Amendments to the Individuals with Disabilities Education Act (IDEA) mandate that
every school district in the country develop a system to identify children (from birth through age
21), with disabilities, who live in that specific district. Maine Virtual Academy will make a
concerted effort to identify, to locate and to evaluate children through 21 years of age who
enroll in Maine Virtual Academy and have a confirmed or suspected disability, in accordance
with all federal regulations and state standards. In addition, it shall be the policy of Maine
Virtual Academy that children with disabilities, as well as their parents/guardians, shall be
provided with safeguards as required by law, throughout the identification, evaluation, and
placement process and to provide these children with a free appropriate public education.
Special Education Screening
Maine Virtual Academy screens and evaluates children to determine eligibility for special
education and related services. We undertake screening activities before referring most
children for a multidisciplinary team evaluation. Screening activities consist of the following:
• on-going analysis of the child’s response to instruction and performance on statewide
and district-wide assessments
• periodic vision and hearing assessments by the school nurse and review of the results
of physical examinations by school or private physicians as mandated by the Maine
Public School Code
• baseline assessment and analysis of the child’s response to individualized academic or
behavioral intervention over an extended period. Such intervention-based screening
occurs when requested by the child’s teacher, parents, or other concerned school
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personnel.
For information about the dates of various screening activities by Maine Virtual Academy,
please contact the school directly. Parents of preschool-age children (three through five) may
obtain information about screening activities, or may request a screening of their children by
calling or writing their local School District, Early Intervention Services.
Response to Intervention (RtI)
RtI is a viable means to intervene prior to academic failure. Using RtI, Maine Virtual Academy
can identify students at risk for poor learning outcomes, monitor student progress, and provide
evidence-based interventions. These interventions can be adjusted as needed depending on
a student’s responsiveness.
Maine Virtual Academy (MEVA) will have a documented process for identifying “at- risk”
students, built on Maine’s “responsiveness to intervention” (RTI) framework. MVCA stands
ready to provide parents and students with the support they need to have a successful
academic experience. MVCA will implement a system of three tiers for providing interventions
to help all students.
All students in MVCA students are a part of Tier I, with the general education teacher
supporting the regular MVCA/ K12 school curriculum in two ways:
• reviewing, recording, and analyzing Scantron benchmarks and all state-mandated
testing
• creating a differentiated Individual Learning Plan (ILP) for each student, based on their
age appropriate grade level and on curriculum placement levels.
For Tier II the general education teacher and/or subject specific specialists provide extra
support and attention to students whose progress and test scores show gaps in skills
acquisition. In Tier II, the general education teacher and/or subject specific specialists begin a
program of one to three research-based intervention strategies (best practices) and
documentation of these strategies over a six week period, including at least four assessments. If
a student responds to Tier II intervention strategies, the student can remain at this level of
support or return to Tier I, when mastery of skills occurs.
If a student does not respond to Tier II, the student is referred for a Tier III Student Meeting,
which is attended by members of the RTI Committee. The RTI Committee (which will meet biweekly) gives additional support to the teacher and the parent/guardian, implementing and
reviewing additional, more intensive strategies for the student’s specific needs. Depending on
student response to more intensive interventions, a student may remain in Tier II (if he or she
shows marked improvement) or may be referred for a meeting to determine if further
diagnostic evaluations and possible Special Education services are warranted. Teachers at
MVCA will receive continuing professional development regarding RTI and the role it plays in
our school.
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Services by Disability
Special Education services are collaborative teamwork among the parent, teachers, and
therapists to provide a systematic problem-solving approach for a quality education to each
student. All members of the Maine Virtual Academy school community believe that varied
instructional practices and learning environments benefit all children.
Services by disability area are as follows:
• Autism Spectrum Disorder Visual Impairment
• Hearing Impairment
• Cognitive Impairment
• Severe Multiple Impairments
• Traumatic Brain Injury
• Emotional Impairment
• Physical Impairment
• Early Childhood Development Delays
• Specific Learning Disability
• Speech and Language Impairment
• Deaf-Blindness
• Other Health Impairments
Commitment to Serve Students
Maine Virtual Academy is committed to the full implementation of NCLB and IDEA. When
students with special education needs are given the support necessary for success as outlined
by their IEP, we believe they can achieve at the same high standards that are required for all
students enrolled in our school. Therefore, we will ensure that our enrolled students with
special education needs will have full access to those curricular offerings aligned to Maine
Standards).
504 Service Plan
Under Section 504 of the Federal Rehabilitation Act of 1973, and under the Federal Americans
with Disabilities Amendment Act, some school-age children with disabilities who do not meet
the eligibility criteria may nevertheless be eligible for special protections and for adaptations
and accommodations in instruction, facilities, and activities. Children are entitled to such
protections, adaptations, and accommodations if they have a documented mental or physical
disability that substantially limits or prohibits participation in, or access to, an aspect of the
school program.
Academic Advancement (Grades 7-8)
It is important to understand that the decision to advance a student to the next course or grade
level is made jointly by the parent and teacher. The decision focuses on what is in the best
interest of the child. Academic achievement through content mastery is the cornerstone of the
Maine Virtual Academy and the K12 curriculum. Maine Virtual Academy understands children
do not learn at the same rate or in the same manner. The program offers families flexibility in
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scheduling and instructional strategies. Maine Virtual Academy focuses on mastery of lesson
objectives, encouraging families and students to spend the time needed daily and throughout
the year to reach mastery of most lesson objectives.
Maine Virtual Academy allows students to advance to the next course level at any time of the
year up to April 30, 2015. Parents and teachers evaluate every student’s course level and
grade level prior to the conclusion of the current school year. This evaluation does not affect
course level changes, which can be made at any time up to April 30, 2015. Together, the Maine
Virtual Academy teacher and parent arrive at a decision on the advancement of the student.
Advancement of a student from one course level to the next requires the approval of the
Maine Virtual Academy administration. Sufficient progress in all courses is expected before
course level advancement in one area may be considered.
The Middle School Programs
The Middle School Program (Grades 7-8): The Maine Virtual Academy elementary
teachers will maintain contact with students via telephone conferences, Class Connect online
lessons, face-to-face conferences, Maine Virtual Academy gatherings, and during standardized
testing participation. Through these contacts the teacher will develop clear instructional
learning goals for each student and monitor progress towards these goals throughout the
school year.
As expected, students identified as “at-risk” will hold a higher priority of contact as determined
by the teacher and the parent. Students with IEP’s will also require more interaction. The
regular and special education teachers will work in cooperation to ensure the increased
interaction.
Academic Advancement (Grades 7-8):
It is important to understand that the decision to advance a student to the next course or grade
level is made jointly by the parent and teacher. The decision focuses on what is in the best
interest of the child. Academic achievement through content mastery is the cornerstone of the
Maine Virtual Academy and the K12 curriculum. Maine Virtual Academy understands children
do not learn at the same rate or in the same manner. The program offers families flexibility in
scheduling and instructional strategies. Maine Virtual Academy focuses on mastery of lesson
objectives, encouraging families and students to spend the time needed daily and throughout
the year to reach mastery of most lesson objectives.
Maine Virtual Academy allows students to advance to the next course level at any time of the
year up to April 30, 2015. Parents and teachers evaluate every student’s course level and
grade level prior to the conclusion of the current school year. This evaluation does not affect
course level changes, which can be made at any time up to April 30, 2015. Together, the Maine
Virtual Academy teacher and parent arrive at a decision on the advancement of the student.
Advancement of a student from one course level to the next requires the approval of the
Maine Virtual Charter Academy administration. Sufficient
progress in all courses is expected before course level advancement in one area may be
considered.
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7-8 Promotion and Retention
Throughout the 2014-2015 school year, Maine grade level standards will be measured for all
Maine Virtual Academy students in grade 7-8. At the end of each quarter, a snapshot will
be created for each student that outlines actual course progress and expected progress for
that point in the school year. Learning goals will also be defined from student- teacher
interaction along with results from local assessments, integral programs such as Study Island,
work submissions, and K12 Online School. The learning goals will be monitored for the entire
school year. At the end of the 2nd and 4th quarter, a more detailed report will be sent
including an update on proficiency in grade level standards. For more information on Maine
state standards please go to:
http://www.Maine.gov/documents/MaineCurriculumFramework_8172_7.pdf
It is imperative that all students attend each scheduled individual teacher conference,
participate in all local assessments – either face-to-face and/or Elluminate, and attend testing
(if applicable). As their progress is monitored, students may be asked to attend supplemental
tutoring sessions for additional instructional support. These are integral tools for gathering
information about individual strengths and weaknesses and monitoring ongoing progress to
ensure student success. These measures also help in determining mastery levels which will be
reported on the student’s progress reports. Promotion or retention for the next grade level will
be determined as the cumulative results of the student’s progress and achievement for the
school year are analyzed at the end of the academic year.
Maine Virtual Academy’s goal is not to make all children alike, but to foster individual
strengths and help each child develop to his or her fullest potential. Please note, if your child
is receiving special education services, the learning goals that have been created and
recorded on the students IEP for him/her will supersede this list of grade level standards;
however, assessment on grade level standards may still occur.
Online School (OLS) Progress
The K12 curriculum is outstanding and helps students master state standards. Therefore, it is
always recommended that students master all core lessons on the Online School. The goal
will be 100% progress unless otherwise determined by the teacher.
Teachers will provide a list of assignments from the Online School that should be submitted
directly to the teacher. This work will allow the teacher to give detailed feedback. It is
important that students master and retain their work and not just work through assignments. If
at any time it becomes clear that a student has not mastered work that is marked complete,
the lessons may need to be completed again. In addition, students should have their own
student account and should not have access to teacher guides or answer keys.
If a student’s work ever shows evidence of intentional or unintentional academic dishonesty,
the student lessons will be marked incomplete and the student must complete the work again.
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Any future instance of academic dishonesty will result in disciplinary action. Teachers will also
meet with students individually in Blackboard Collaborate or by phone to assess mastery of
content.
Communication with the student’s teachers is another key to our unique partnership. Students
who ask for assistance from their teachers have shown greater success in this type of virtual
model. To assure that students are meeting mastery, each student and parent must be
available to attend weekly and bi-weekly conferences set up by the teacher, as well as weekly
homeroom meetings, and Classroom Connect sessions. Students need to attend and to
interact with their teachers and other students during these sessions. Experience has taught
us that students who become actively engaged with their teachers and other students achieve
at a higher level.
The High School Program (Grades 9-12)
This section of the handbook is designed to help you to build and maintain your relationship
with the Maine Virtual Academy’s High School program. Maine Virtual Academy is a public
charter school. One of the key success factors of the High School Program is developing
relationships between the school and the students’ support network. A critical component of
this relationship is trust, which comes through the sharing of critical information, meaningful
and regular communications, the setting of clear expectations and living up to our mutual
commitments.
Summary of High School Model
K12 Inc. utilizes their Learning Management System (LMS) to provide the online school
campus and courses. The school campus site features school announcements, messages
from the administration, access to important documents, club and organization information,
guidance counseling resources, and courses- all combined into one interactive and easy to
use interface. The student calendar which shows assignments and due dates for all courses in
one easy to use tool, helps students to stay on focus in every course. Courses provide
dedicated tools, like a teacher syllabus and announcements, a Raise Your Hand area to ask
course-related questions for their teachers, easy to use online assessments, and an electronic
drop-box for assignment submission. These all work together to provide a rich course
experience for students.
Courses are delivered by semester. Year-long courses are comprised of two semesters.
Courses consist of multiple units, lessons, and activities. Teachers may deliver lectures live or
online, but most of the time students work through expertly designed lessons online which
allows students to follow their own personal daily schedules. They serve to instruct, to provide
practice and exploration and to assess student learning daily, based on a minimum pace and
schedule that fits each student. Teachers post announcements and indicate the lessons,
activities and assessments to be completed each week on the course calendar. All work
assigned for a single week must be received on the dates indicated, but may be accepted up
until midnight of the Sunday of that week without penalty.
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The Maine Virtual Academy’s High School program is primarily asynchronous – students
work according to their own individual daily schedules. Teachers provide asynchronous and
synchronous – live support. Course activities may include:
• reading online text and transcripts
• viewing moving and static images and streaming video
• listening to audio recordings and pronunciations
• linear and interactive animations and simulations
• hands-on and virtual activities
• threaded discussions with teachers and fellow students in a section, cohort or group
• teacher announcements
• online self-check exercises
• teacher-created instructional materials
Student learning will continue to benefit from close relationships among parents, students,
Advisors, teachers and other support personnel. For students to achieve mastery of high
school level courses, the instructional component will rely heavily upon skilled subject-specific
teachers who will serve as coaches and guides through a clearly defined, high-quality
curriculum. Parents or caring adults (referred to as mentors), will still be crucial as motivators
and coaches. However, students’ academic success in virtual high school will depend upon the
student’s level of engagement with the curriculum and interactions with their teachers.
At the center of the Maine Virtual Academy High School program is the Maine
Virtual Academy student.
High School Grading Policies
Graded activities in the Maine Virtual Academy high school-level courses will be assigned
points. A student’s final grade will reflect the actual points earned, compared to the total points
possible. Teachers will use these points to assign letter grades, according to their grading
policies. Students and mentors can access the current grades for all courses by viewing their
accounts in the LMS or the My Info area, at any time during the semester.
Students are responsible for their own work on unit tests and final exams. Students are not
allowed to use notes, quizzes, or textbooks on unit tests and final exams, unless indicated in
an IEP. Students are not allowed to share work with other students on unit tests or final exams.
Unless otherwise noted, tests and quizzes are not “open-book” assignments. If a student does
not complete his own work or shares his work with others on unit tests and/or final exams,
he/she will not receive credit for the work.
He/she faces the risk of suspension or expulsion from Maine Virtual Academy.
Students must cite sources in all assignments, tests and exams. Students will not receive
credit for work that does not appropriately cite sources. If a student uses information from a
source, but does not cite the source, the student will receive a zero for that assignment and
may be suspended or expelled from Maine Virtual Academy.
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Academic Dishonesty Policy
Academic integrity is highly valued at Maine Virtual Academy. Incidents involving plagiarism
and cheating are serious offenses that warrant immediate administrative attention. Students
are required to submit original work. They are obligated to cite the sources of all
references they use. See also Student Rights and Responsibilities Behavior Guidelines for
additional information regarding this policy.
Non-citation infraction:
• 1st incident = grade of zero on assignment
• 2nd incident = grade of zero on assignment and administrative review.
Citation infraction
• 1st incident = counseling on correct use of citations
• 2nd incident = grade of zero on assignment
• 3rd incident = grade of zero on assignment and administrative review
Note: Turnitin.com is used to ensure plagiarism does not occur within assignments.
Evidence of Mastery
Grades will be determined based on how students perform on teacher graded activities within
each course. Graded activities may include:
• online or paper-based worksheets and practice sets
• quizzes
• exams (e.g. Unit, Semester, Final)
• threaded-discussions
• essays, research papers, and other writing assignments
• presentations
Assignments will be teacher-graded or computer-graded, depending on the assignment.
During the semester students can view their grades in the Student Progress Report. Your
teachers, administrators and parents also have access to your grade information.
Grading Scale:
A
AB+
B
BC+
4.0
3.7
3.3
3.0
2.7
2.3
93-100%
90-92%
87-89%
83-86%
80-82%
77-79%
C
CD+
D
DF
2.0
1.7
1.3
1.0
0.7
0.0
73-76%
70-72%
67-69%
63-66%
60-62%
0-59
Credits
All students will be placed in 9th, 10th, 11th, or 12th grade using the credit scale below.
0-4.99 Credits – 9th Grade
5-10.99 Credits – 10th Grade
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11-15.99 Credits – 11th Grade
16- 22 Credits – 12th Grade
Graduation Requirements
In accordance with Maine Revised School Code 380.1278a and b and Maine Virtual Academy
academic standards, all students must complete all course requirements. Please pay close
attention to the new credit breakdown and where you need to earn credits.
Course Requirements
4 Credits – Math
4 Credits – English
3 Credits – Social Studies/History
3 Credits – Science
2 Credits – World Language
3.5 Credits – Electives
0.5 Credits – Career Planning
0.5 Credits – Physical Education
0.5 Credits - Health
1 Credit Fine Art
*22 Credits Total
* Passport Program students are not required to complete elective courses, so the credits required for
graduation will total 16.
**Not required for students beginning high school before the 2013-2014 school year
Course Distribution:
Math
English
Science
Social Studies
4 credits
4 credits
3 credits
3 credits
PE/Health
1 credit
V/F/AA
1 credit
(World Languages)* 2 credits
(to include Algebra I, Geometry, Algebra II, and fourth math course)
(to include Biology, Chemistry or Physics and an additional course)
(World History and Geography, US History and Geography,
.5 credit Government and .5 credit Economics)
(.5 PE and .5 Health)
*
Awarding of Extra Credit
Extra credit is awarded at the discretion of the individual teacher. Teachers will post their extra
credit policies and opportunities within their individual courses. Extra credit will not be awarded
for completion of assigned work. Extra credit may be awarded for work above and beyond
regularly assigned work.
Progress Updates
Progress updates will be sent twice within the course of the semester. All students will receive
the update via email. Students with a failing grade in a course will receive their information via
e-mail and US Mail. The mailing date of these items will be posted within the LMS. Report
cards will be sent at the end of each semester.
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Determining Class Rank and Honor Roll
Class rank is determined by rank ordering the cumulative grade point average of all students
within a grade level. Students earning a semester grade point average of 3.25 or higher will be
eligible for the Honor Roll.
The following values will be assigned to semester grades in each course:
A
4.0
B2.7
D+
1.3
A3.7
C+
2.3
D
1.0
B+
3.3
C
2.0
D0.7
B
3.0
C1.7
F
0.0
Late Work Policy
Graded assignments–whether teacher or electronically scored–must be completed and
submitted no later than midnight (Eastern Standard Time) on the Sunday after the due date.
Zeros are entered as grades for every assignment not received by the Sunday deadline.
Teacher-scored assignments and assessments are accepted up to 1 week after the Sunday
deadline, but the grade will be reduced by 5% each day it is late. This grade will replace the
zero in the grade-book.
In most cases, students can complete computer-scored assessments after the Sunday
deadline. In some circumstances, however, teachers will lock some assignments to prevent
late access to them. In most cases, teacher-scored assignments and assessments received
two weeks after the due date will not be accepted or graded. Teachers are always willing to
discuss the late submission of work past the above-listed deadlines. Please contact teachers
directly to find out if this is an option.
Teachers will grant due date extensions on assignments under some circumstances. Never
assume that teachers will automatically grant these requests. Due date extensions must be
requested on a normal school day before the due date of the assignment. Requests received
on or past the due date, or on a non-school day will most likely not be granted.
Standardized Testing –
Maine assesses students in the areas of reading, writing, mathematics and science at
least once in high school. Requiring the Maine High School Assessment (MHSA) of all
students raises expectations and aspirations and increases readiness for college or other
post-secondary opportunities. Such preparation is consistent with the expectations expressed
in the Maine Learning Results and helps to ensure that Maine students are well prepared to
succeed in the increasingly complex state, national and world economy. Students may be
required to travel up to 1.5 hours to a centralized test site. Early arrangements will
ensure compliance with this condition of attending MEVA.
Scantron Testing
Maine Virtual Academy utilizes the Scantron Assessment Series throughout the year to
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determine the academic needs of our students. These assessments help you and your child’s
teacher understand how your child is learning and to watch his/her growth over the course
of the year. It is our goal to provide your child with an individual learning plan designed
specifically for your child.
All students in grades 7 through 11 will complete the Scantron Performance Assessment at the
beginning of the year or upon entering the school. This test is a computer adaptive test that
will be given in your home. Your teacher will provide you with your child’s login information. It
is very easy to use. The results will go directly to your teacher. Your child will be directed to
take the Scantron Assessment through the Introduction to Online Learning Course. It is
important that you do not help your child with the answers to the test. The purpose of the test
is to provide your teacher with information on your child’s strengths as well as areas that need
additional focus this school year. If you assist in anyway the test will not be valid. If the test is
not valid either we will have inaccurate information on your child’s abilities and/or the test will
be ‘spoiled’ automatically by the system and the student will need to complete the test again.
Likewise if a student quickly moves through the questions without sufficiently reading them the
test will likely spoil automatically. Please simply make sure your student finishes the test
carefully and completely.
Communication (My Info and K-Mail)
Students and parents are able to contact their teachers through K-mail, an online
communication system found on the On Line School’s My Info area. K-mail allows internal
documentation eliminating the use of e-mail for discussing student matters. It is safe and
secure and should be used for all communications between parent, student and teacher.
Traditional e-mail will only be used among staff, students and mentors/parents when k-mail
does not permit communication between or among parties. It is expected that students and
mentors/parents read their k-mail at least once a day. Critical information is sent via k-mail.
Family Directory
Accessed through the OLS, this secure directory allows parents to find other parents by
location, student grade levels, special interests and more. Parents may search by name and
other information in a parent profile. The new directory is automatically updated as a parent’s
status changes, such as if a parent has changed location or an e-mail address. There is an
online opt-in/out capability on the OLS. Parents can easily include or exclude themselves from
the directory.
Maine Virtual Academy Special Interest Student Clubs
Student Clubs will be offered to all students, in order to enhance their complete educational
experience at Maine Virtual Academy. Clubs facilitate student socialization, community and in
some cases, service. Clubs are sponsored by Maine Virtual Academy teachers who welcome
parent participation, as well. Teachers will provide a more detailed list along with contact
information, as the school year progresses. More clubs may be added as interests arise.
Suggestions are always welcomed. Any materials or supplies (outside of supplied curriculum)
needed for the clubs are the responsibility of the family- neither K12 nor Maine Virtual
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Academy will provide these materials or supplies.
Maine Virtual Academy Gatherings
Maine Virtual Charter Academy teachers arrange a variety of special gatherings for
students and families on a monthly basis. Attendance is not required. However, these special
gatherings provide wonderful opportunities to meet teachers, make new friends, and to talk
with fellow parents about school. Parents are responsible for the cost of transportation and any
other fees. The fees are often negotiated and reduced for our school. Time spent on a field trip
counts as attendance in the related subject. For example, a trip to a science museum can
count as attendance time in science. All gatherings/notices are posted on the School
Community Board and/or the online calendar of events. Any student may attend any outing he
or she wishes by submitting an RSVP, if required, to the teacher listed in the outing
information. Parents, or adults who they specify, are responsible for supervising children at all
times during an outing. Siblings and friends are welcome to attend as well.
All students are expected to wear clothing that is appropriate for school. Clothing that distracts
students, disrupts the educational process or poses a health or safety threat to anyone is not
acceptable in our school. Parents may contact the school if further information is needed. All
attending children must bring a signed (by parent/guardian) and completed Liability Release
Agreement.
The Board recognizes that students attending Maine Virtual Academy gatherings may require
medication for various reasons. Parents and guardians shall be encouraged to administer
medications outside the hours of school gatherings. Parents and guardians shall assume full
responsibility for the care of this part of their child’s health.
Acceptable Use Guidelines
This document describes the policies and guidelines for the use of the Maine Virtual Academy
program and exists to ensure that all Maine Virtual Academy students are aware of, and
understand their responsibilities when accessing and using Maine Virtual Academy
resources. Maine Virtual Academy reserves the right to update or to alter this agreement at
any time. Such revisions may substantially alter access to Maine Virtual Academy instructional
computing resources. Maine Virtual Academy instructional computing resources include any
computer, software or transmission system that is owned, operated or leased by Maine Virtual
Academy.
As a parent or guardian of a student enrolled in Maine Virtual Academy, you should be aware
of the following guidelines and expectations. Any activity that is not listed here which
constitutes a violation of local, state, or federal laws, is considered a violation of the Student
Code of Conduct and Acceptable Use Guidelines. Failure to follow these guidelines could
result in removal of your access to Maine Virtual Academy instructional computing resources,
which could result in your inability to complete learning activities:
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Accountability
Posting anonymous messages is not permitted unless authorized by the teacher of the online
course. Impersonating another person is also strictly prohibited. Use only your own user name
and password, but do not share these with anyone.
Do not interfere with other users’ ability to access Maine Virtual Academy’s Online School or
Virtual High School or disclose anyone’s password to others or allow them to use another
user’s account. You are responsible for all activity that is associated with your username and
password. Change your password(s) frequently, at least once per semester or course. Do not
publicly post your personal contact information (address and phone number) or anyone else’s.
Do not publicly post any messages that were sent to you privately. Do not download, transmit
or post material that is intended for personal gain or profit, non-Maine Virtual Academy
commercial activities, non-Maine Virtual Academy product advertising, or political lobbying on
a Maine Virtual Academy-owned instructional computing resource. Do not use Maine Virtual
Academy instructional computing resources to sell or to purchase any illegal items or
substances. Do not upload or post any software that is not specifically required and approved
for your assignments, on Maine Virtual Academy’s instructional computing resources. Do not
post any MP3 files, compressed video, or other non-instructional files to any Maine Virtual
Academy server.
Student Internet Safety
Do not reveal on the Internet personal information about yourself or other persons. For
example, you should not reveal your name, home address, telephone number, or display
photographs of yourself or others to persons outside of Maine Virtual Academy. Do not agree
to meet in person, anyone you have met only on the Internet and who is not affiliated with
Maine Virtual Academy.
Network Etiquette
At Maine Virtual Academy, parents and students are expected to follow the rules of network
etiquette, or “netiquette.” The word netiquette refers to common-sense guidelines for
conversing with others online. Please abide by these standards. Avoid sarcasm, jargon, and
slang. Swear words are unacceptable. Never use derogatory comments, including those
regarding race, age, gender, sexual orientation, religion, ability, political persuasion, body type,
physical or mental health, or access issues. Focus your responses on the questions or issues
being discussed, not on the individuals involved. Be constructive with your criticism, not hurtful.
Review your messages before sending them. Remove easily misinterpreted language and
proofread for typos.
Respect other people’s privacy. Don’t broadcast online discussions, and never reveal other
people’s e-mail addresses.
Academic Integrity
All work submitted is assumed to have been completed by you. Students are responsible for
observing the standards on plagiarism and properly crediting all sources relied upon in the
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composition of their work. Failure to abide by these standards will be reported to the
appropriate administrative authorities and may result in loss of credit, revoked access to
course(s) and suspension or expulsion from Maine Virtual Academy.
Use of Copyrighted Materials
All materials in the courses are copyrighted and provided for use exclusively by enrolled
students. Enrolled students may print or photocopy material from the website for their own use.
Use by, or distribution to others is prohibited unless expressly noted. Unauthorized copying or
distribution may result in revoked access to course(s).
Users shall not upload, download, transmit, or post copyrighted software or copyrighted
materials, materials protected by trade secrets or other protections using Maine Virtual
Academy computer resources. This includes copyrighted graphics of cartoon characters or
other materials that may appear to be non-copyright protected.
Plagiarism
The definition of plagiarism is copying or imitating the language, ideas, and thoughts of another
writer and passing them off as your own original work. Specific examples of plagiarism that will
not be tolerated are:
• copying or rephrasing another student’s work
• having someone else write an assignment or rephrase any part of an assignment (not
just proofread it)
• directly copying student aids (for example, Cliff’s Notes), critical sources, or reference
materials in part or in whole without acknowledgment
• indirect reproduction of student aids, such as Cliff’s Notes, Cole Notes, critical sources,
or reference materials by rephrasing ideas borrowed from them without
acknowledgment
Source Citation
Many courses require written work in which you will need to cite sources. Any direct quotations
from your textbook can simply be cited as (Author, page number). Any quotations from outside
sources require full citations, including author, title, publisher, date of publication, and page
number. If you are citing information found on a website, provide the complete web page or
site title, URL, author (if known), page number (if applicable), and publication date of the site (if
available).
Appropriate Use of Technology
Maine Virtual Academy reserves the right to review any material transmitted using Maine
Virtual Academy instructional computing resources or posted to a Maine Virtual Academy
instructional computing resource to determine the appropriateness of such material. Maine
Virtual Academy may review this material at any time, with or without notice. E-mail
transmitted via Maine Virtual Charter Academy instructional computing resources is not
private and may be monitored.
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Maine Virtual Academy Indemnification Provision
Maine Virtual Academy assumes no responsibility for information obtained via the Internet
which may be illegal, defamatory, inaccurate or offensive. Maine Virtual Academy assumes
no responsibility for any claims, losses, damages, costs or other obligations arising
from the use of instructional computing resources. Maine Virtual Academy also denies any
responsibility for the accuracy or quality of the information obtained through user access. Any
statement accessible on the computer network or the Internet is understood to be the
author’s individual point of view and not that of Maine Virtual Academy, its affiliates or its
employees. Maine Virtual Academy assumes no responsibility for damages to the user’s
computer system.
Nothing in this policy negates any obligation the student and parent have to use the
instructional computing resources as required in the Use of Instructional Property Agreement
(“Agreement”) the parent or guardian signed as part of the student’s enrollment packet. In the
event that this Code conflicts with the Agreement, the terms of the Agreement shall prevail.
Confidential Communications of Students
Some oral or written communications between students and school personnel are confidential.
Information that is expressed as confidential or received in confidence by a staff member from
a student may be revealed to, or by the CEO or other appropriate authority, including law
enforcement personnel, when the health, welfare or safety of the student or other persons is
clearly in jeopardy.
Using Blackboard Collaborate
Parents should always sign in using their first name and last initial always. Students should
• arrive promptly at the scheduled time for the Blackboard Collaborate session.
• wait for whiteboard and microphone privileges which will be assigned at the discretion of
the teacher.
• only communicate regarding direct content of the lesson
• be respectful and courteous towards others at all times
• always participate and engage in the session (stepping away without the teacher’s
approval will count as an absence)
• log in to each session individually
Please bear in mind that individual teachers may have expectations that are specific to their
classrooms. Parents should remove their child from an Blackboard Collaborate if the student
displays offensive behavior or is ill. If you must remove your child from an Blackboard
Collaborate session, please contact the teacher to discuss the situation.
Parents should keep comments and questions specific to the lesson. Contact your child’s
teacher about other concerns by phone, e-mail or in person during office hours. Because the
lessons are student-centered, only students should be using the microphones during the
sessions. Please refrain from coaching your child during Blackboard Collaborate sessions. The
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goal of this instructional time is for your child to become an independent learner and critical
thinker.
I Understand and Agree
By signing the Signature Page found at the end of this handbook, parents confirm that they
understand and agree to the contents of this page. Please initial each statement. The purpose
of this section is to set expectations for Maine Virtual Academy parents. Students’ success is
a primary goal of Maine Virtual Academy and that can only be achieved if you, the parent, are
successful. Therefore, it is important that parents of Maine Virtual Academy children
understand and agree with the following curricular and attendance requirements:
I understand that my student is enrolled in a public school with attendance
requirements that I am expected to meet. Maine Virtual Academy requires between 6 – 6.5
hours per day of instruction depending on my child’s grade level. Students in grades 7-12
must complete 1098 hours of instruction during the course of the school year.
I accept the responsibility to supervise my student in using the K12 curriculum,
and I understand that I am expected to become knowledgeable about it. Any other work
accomplished by the student is supplemental to, and does not take the place of, the K12
curriculum lessons. Maine Virtual Academy does not consider it acceptable to leave a student
home alone or unsupervised all day to complete coursework.
I understand and agree that student progress is an expected part of the Maine
Virtual Academy program, in addition to the attendance hours logged. Teachers review
progress and consider other factors including parental input, when making student
advancement decisions. Promotion is based on progress and content mastery, not simply
attendance.
I understand and agree that I am expected to follow the guidance and support of
a certified teacher in implementing the Maine Virtual Academy program with my student.
I understand and agree that I am expected to participate in scheduled interactions
with my student’s teacher, and that I must submit work samples when requested by your
student’s teacher.
I understand and agree that, as a public school, Maine Virtual Charter
Academy students are required to participate in state standardized and other testing. My
child is expected to participate fully in the testing at his or her grade level and will be withdrawn
if he or she does not participate in required testing.
I understand and agree that my child is expected to participate in Scantron
performance and achievement testing.
I understand and agree that it is my responsibility to secure an Internet Service
Provider, and that I am reimbursed according to the school policy as described in this
handbook.
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I understand and agree that Maine Virtual Academy is a full-time public
school program, and that my child may not be enrolled in any other full-time or part-time public
or private school.
I read and understand Maine Virtual Academy policy for all addressed topics
found in the Maine Virtual Academy Handbook/Student Code of Conduct.
We have read and reviewed the Maine Virtual Academy’s Handbook including the “I
understand” statements and FERPA guidelines. In signing, we indicate an awareness and
understanding of the school practices and procedures set forth herein.
Student’s Signature:
Date:
Student’s Signature:
Date:
Student’s Signature:
Date:
Student’s Signature:
Date:
Student’s Signature:
Date:
Parent’s Signature:
Date:
Sign and return this signature page to your homeroom teacher or High School counselor.
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Appendix E:
Federal Documentation of Tax Exempt Status
Based on information provided by NCDPI to North Carolina Learns, Inc. on 12.2.13, North Carolina Learns, Inc. will apply
for federal 501(c)(3) status within 24 months of charter application approval. Proof of North Carolina Learns, Inc.’s State
of North Carolina nonprofit status is included in Appendix I Articles of Incorporation.”
E-1
APPENDIX F
Organizational Chart
North Carolina
State Board of Education
Community/Parent
Advisory Committee
North Carolina Virtual Academy
Board of Directors
Head of School
Asst. Head of School
Student Advisory
Committee
(in appropriate grades)
K12 Virtual Schools LLC
Elementary/Middle
School Academic
Administrator
High School
Academic
Administrator
Special Education
Manager
Special
Education
Coordinator
State Test
Coordinator
High School
Teachers
Elementary/Middle
School Teachers
High School
Advisors
Operations
Manager
Office
Manager
Special
Education
Teachers
Program
Manager
ELL
Teachers
Registrars
High School
Counselors
Learning Coaches
(Parents or Other Responsible Adults Designated by the Parents)
and
North Carolina Virtual Academy Students
Denotes positions hired by the Board of Directors
Denotes positions hired by K12
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G-3
Chris Withrow
203 Autumn Winds Drive, Goldsboro, NC 27530
[email protected]
[email protected]
Education
Received a Master of Business Administration from New Charter University. Certified as an Education
CIO/CTO from the University of North Carolina. Holds a BS in Music Education, UNC Pembroke.
Certifications: Microsoft: MCSE; MCP + I; Cisco CCNA; Novel CNE 3, 4, 5, Linux Administrator.
Sun: StorEdge Volume Manager, Network and System Administrator. EMC: Business Continuity
Solutions, Enterprise Storage Foundations and Storage Management. Citrix: NT and UNIX Administrator
Career History
Chief Technology Officer, Warren County Schools, Warrenton, NC, 2005 – Present. Administers all
budgetary, technical resources, network security, operations and management of the district technology
department.
x Drive innovation in wireless technology, Zero Client provisioning, Virtualization, early adoption of
Internet sourced services and open source deployment.
x Ensure compliance with all Federal, State and Local laws, standards and policies related to
technology operations.
x Develop strategic five year plans including training of staff, infrastructure, telecommunications,
budgeting, networking, website, email systems, cloud computing and server.
Chief Information Office, Home Health & Hospice Care, Inc., Goldsboro, NC, 2002 – 2004.
Responsible for budgeting and full strategic planning for technology infrastructure and operations.
x Created technology solutions supporting company recovery from operating losses during the
previous two years.
x Designed and implemented a new IT infrastructure transitioning it into a state-of-the-art centralized
IS/IT model providing local and remote access to services for a staff of 800.
Solutions Architect, Alphanumeric Systems, Inc., Raleigh, NC, 1999 – 2002. Designed and
implemented client enterprise solutions including Storage Area Networks [SAN] and Network Attached
Storage [NAS] Citrix solutions, Virtualization, Local Area and Wide Area Network [LAN/WAN] design,
Novell, Microsoft, backup and security solutions.
Professional Associations
North Carolina Learns, Inc. - Chairman
Board Member, North Carolina Department of Instruction Data Management Group
North Carolina Corsitum Buying Committee Working Group
North Carolina School Boards Association
North Carolina Education Cloud Identity and Access Management Working Group
Association for Supervision and Curriculum Development
North Carolina Association of Educational Office Professionals
21st Century Broadband Initiative, the Warren County Economic Development Commission
Phi Mu Alpha Sinfonia
Ex Officio Board Member, The Foundation for Virtual Education
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Appendix G:
Charter School Board Member Information Form
Note: To be completed individually by each proposed founding charter school board member. All
forms must be signed by hand.
Serving on a public charter school board is a position of public trust and as a board member of a
North Carolina public charter school; you are responsible for ensuring the quality of the school’s
entire program, competent stewardship of public funds, and the school’s fulfillment of its public
obligations and all terms of its charter.
As part of the application for a new charter school, the State Board of Education requests that each
prospective board member respond individually to this questionnaire. Where narrative responses
are required, brief responses are sufficient.
The purpose of this questionnaire is twofold: 1) to give application reviewers a clearer introduction
to the applicant team behind each school proposal in advance of the applicant interview, in order to
be better prepared for the interview; and 2) to encourage board members to reflect individually as
well as collectively on their common mission, purposes, and obligations at the earliest stage of
school development.
Background
1. Name of charter school on whose Board of Directors you intend to serve:
North Carolina Virtual Academy
2. Full name: Marjorie Benbow
Home Address: 524 Elizabeth Lee Drive, Concord, NC 28027
Business Name and Address: Moretz & Skufca 37 Union St. Concord, NC 28025
Telephone No.: (704) 706-5868
E-mail address: [email protected]
3. Brief educational and employment history.
Prior to receiving my JD and MBA from Wake Forest University, I had leveraged my studies
at UNC Chapel Hill (Bachelor and Master of Science in Zoology and Public Health,
respectively) to perform biomedical research. After completing my JD/MBA, I consulted in
business management, managed the intellectual property for UNC Charlotte, served as the
Science and Technology Officer for North Carolina's 4th largest hospital system. Now I
work for Moretz and Skufca, bringing to my clients my experience as a business woman and
legal training. Please see firm website for more details.
4. Have you previously served on a board of a school district, another charter school, a nonpublic school or any not-for-profit corporation?
No:
Yes:
5. How were you recruited to join this Board of Directors? Why do you wish to serve on the
board of the proposed charter school?
The North Carolina Learns board collaborated with their attorney, Senator Fletcher Hartsell,
to identify and recruit community leaders with the skills and interest necessary to provide
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effective leadership and oversight. I was approached by Senator Hartsell and made aware of
the board opportunity. Subsequently, I expressed interest in the board and was screened and
approved as a member.
Education is the most fundamental building block to building our economy. As a school
teacher I realize too that it is necessary to apply different teaching methods to different
students. Sadly, I also think about all the young girls who have had their academic
progression abruptly cutoff due to having a baby at a young age and hope that virtual
education will get them back on track so that having a child will not disproportionately
impact the life of a young mother. And, after serving on several advisory committees at the
post secondary level – students are already expecting to learn on line. The Charter school
and the platform of virtual education is yet another pathway to addresses the needs and
expectations of the students and fuel our economic engine.
6. What is your understanding of the appropriate role of a public charter school board member?
My extensive background in law and education over the years has allowed me to serve on
numerous boards, committees and task forces. I have expertise in education ranging from
kindergarten through college.
As a board member I understand that it is our role to set the strategic direction, provide
oversight and guidance to the school’s staff, consultants and educational service provider.
As a board, we will adhere to the by-laws and are committed to the School’s mission and our
common vision. Given my background in law and education much of my focus on the
board will be in compliance and the development of policy.
7. Describe any previous experience you have that is relevant to serving on the charter school’s
board (e.g., other board service). If you have not had previous experience of this nature,
explain why you have the capability to be an effective board member. Below is my recent or
current board activity with datesl
NC School for Science and Math Board of Trustees (’11 – present) (congressional
appointment)
Leadership North Carolina Board ('11 – present)
North Carolina Sustainability Energy Association (term to begin '14)
Rowan Cabarrus Community College Biotechnology and Entrepreneurship Advisory Boards
(’08 – ‘12)
Discovery Place Lab Steering Committee (’09 – ‘12)
Graduate student mentor (Campbell University (pharmacy), Wake Forest University
(business), Duke (public policy), UNC Charlotte (business, computing and bioinformatics),
NC Central (law)) (’06 – present)
NC Career Technical Education Workforce Development Commission (’09 – ‘10) (governor
appointment)
Cabarrus Kannapolis Early Technology College task force (’08 – ’09)
Co-chair of Cabarrus Rowan STEM community collaborative (’10 – ’11)
Johnson C. Smith University – Historically Black College Undergraduate Program Board
(’10 – present)
UNC Charlotte Center for Professional and Applied Ethics Board (‘06 – present)
UNC Charlotte College of Computing and Informatics Board (’06 – ’12) and development
committee (’13)
UNC Charlotte adjunct professor in the College of Computing and Informatics (’11-present)
Charlotte Ventureprise Governance Committee (’13 – present)
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Business Innovation and Growth Council Advisory Board (’06 – present)
Legal Services of Southern Piedmont Board (’04 – ‘10)
NC Bar Association’s Technology and Communication Committees (’04 – ’08)
NC Bar Association’s Intellectual Property Law Section membership chair (‘07 – ‘12)
NC Bar Intellectual Property Council (’09 – ‘12)
NC AgBio task force (’08 – ‘10)
NC Military Foundation Review Committee (’09)
UNC General Administration Commercialization Review Committee (’09)
NC Office of Science & Technology Green Business Fund Advisory Committee (’09 – ‘10)
Impact Biotechnology Magazine Editorial Advisory Board (’08 – '11)
Charlotte Area Science Network Board and chair of CASN’s Educate the Public Task Force
(’07–present)
Advisory Committee for Biotechnology in Greater Charlotte (11 counties) (’06 – ‘12)
North Carolina Technology Association Steering and Awards Committees (’09 – ‘12)
Women in Science and Engineering (’04 – ‘11)
Charlotte Arts and Science Council’s Innovation Council (’10 – ’11)
8. Describe the specific knowledge and experience that you would bring to the board.
I would incorporate my success as an education grant writer, legal mind, business acumen
and experience as a teacher.
School Mission and Program
1. What is your understanding of the school’s mission and guiding beliefs?
The School’s mission was developed by the Board and our understanding of it is as it is
written: It is the mission of the North Carolina Virtual Academy (NCVA), a full time, public
virtual charter school serving students statewide, to build a community of students, families,
educators, and governing board members dedicated to providing a high-quality virtual
school learning environment, innovative in its design and implementation, complete with
comprehensive student services, and, most importantly, accountable for developing each
student’s full potential. NCVA will equip every student with the academic and nonacademic
foundations needed for any postsecondary opportunity they wish to pursue.
2. What is your understanding of the school’s proposed educational program?
The North Carolina Virtual Academy will be a full-time virtual public charter school that
will eventually serve grades K – 12. Students will be guided by North Carolina certified,
highly qualified teachers who will work in conjunction with learning coaches (usually
parents or guardians, but can be any caring adult that the parent or guardian selects) to
ensure student success. Classrooms will be both synchronous and asynchronous. Students
will study from home or other locations of their choosing where they can access the Internet
as needed to access web-based curriculum, participate in direct instruction, teacher
conferences and office hours, etc
The academic philosophy of our school is based on using innovations in digital learning to
create and harness the power of individualized learning plans (ILP) for every student. An
ILP is designed for each student (K-12) to ensure a customized program that fits each
student’s unique strengths, weaknesses, learning styles and aptitudes. The goals of all the
ILPs are the same: reviewing current student progress, setting goals and a plan to reach
those goals, and inclusion of teachers, parents, students, advisors and counselors (for high
school students) in their formation and review. Often led by the teacher, the team creates a
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unique plan for each child, designed to organize and properly sequence a student’s
coursework while articulating his or her academic strengths and challenges. The ILP that
will be developed for each high school student expands beyond academic objectives to
include post-secondary goals for college and/or a career.
3. What do you believe to be the characteristics of a successful school?
A critical characteristic of a successful school is that the governing board, administration,
and teaching staff share a common vision for student success that is measurable and
meaningful. This vision includes sustained charter school leadership, a school culture that is
focused on success, clear measurable goals for both the student and the school, a strong,
ongoing professional development plan that aligns with the goals and mission, and daily
parental engagement.
4. How will you know that the school is succeeding (or not) in its mission? As a Board member
it will be my responsibility to provide oversight to ensure that the School is succeeding in its
mission and meeting its goals. This oversight will include reviewing a variety of data
sources (academic, financial, etc.) as well parental and staff input.
Governance
1. Describe the role that the board will play in the school’s operation.
The Board will focus on the larger issues of the School. The Board will clearly delegate
responsibilities to the staff but will not meddle in day to day activities, but rather monitor
them. The Board will review the charter management organization for compliance with the
services agreement, state law and policy. The Board will rigorously evaluate the
accomplishments of the School.
2. How will you know if the school is successful at the end of the first year of operation?
I see one of the primary successes within our first year to be careful, legal implementation of
the School’s policies and to ask relevant questions about their success and/or failure. For
example, was our admission policy fair and equitable? Are our employee policies and
professional development programs the best fit for the School? Are the policies well aligned
to State law? If the Board does find limitations in our policies, I believe a successful board
would be open to reviewing and updating accordingly.
3. How will you know at the end of five years of the schools is successful?
After five years a successful school will be one that meets student academic growth goals as
outlined in the charter application; has a strong graduation rate, is financially sound; has a
solid retention rate for both students and staff as compared to other online schools, and has a
positive school culture.
4. What specific steps do you think the charter school board will need to take to ensure that the
school is successful?
As mentioned in question 1 above, the Board’s role will be to provide guidance to the staff
based on the Board’s experience and expertise, to develop policy and to provide rigorous
oversight to ensure the School is meeting its goals.
5. How would you handle a situation in which you believe one or more members of the
school’s board were acting unethically or not in the best interests of the school?
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Marjorie Benbow, JD, MBA, MSPH
[email protected]
(704) 706-5868
EDUCATION
Juris Doctor, Wake Forest University (’99)
NC Bar and Licensed Patent Attorney
Honors: CALI Excellence in Health Law
Master Business Administration, Wake Forest University (’99)
Honors: Southeastern Marketing Case Competition champion
Master Science Public Health, UNC at Chapel Hill, NC (‘92)
Honors: Teaching & research assistantships awarded; Recognized for innovation in health education
Bachelor Arts Zoology, UNC at Chapel Hill, NC 3.5 GPA (‘84)
Honors: Phi Eta Sigma; Society of Hellenus for outstanding public service
WORK EXPERIENCE
Wake Forest University at Charlotte Center, Managing Director (May 2012 – present)
x Responsible for administration of the Evening and Saturday MBA programs
x Team leader of admissions, student services and career management staff
x Lead the effort to develop non-degree educational offerings.
North Carolina Biotechnology Center (NCBC Charlotte, NC), Director and Executive Director (‘06 – May 2012)
x Advise biotechnology entrepreneurs and connect them to financial and other resources
x Facilitate research collaborations – largest collaboration resulted in $2 million award
x Provide business development support for biotechnology companies
x Recruit companies to the region
x Support STEM and biotechnology education from K-graduate programs
Business Consultant and Attorney, Self Employed (’02 – present) Projects include:
x Focused organizations by developing strategies, values, objectives, business and marketing plans,
performance management tools (including balanced scorecards) and fundraising campaigns
x Secured intellectual property rights, developed ownership agreements and incorporated businesses
WakeMed Health and Hospitals, Science and Technology Officer (’06-’06)
University of North Carolina at Charlotte, Office of Technology Transfer (‘03 – ’06)
Scott Madden & Associates, Consultant, Senior Consultant and Managing Consultant (’99 – ’03)
Consultancy projects in pharmaceutical, academic, entertainment, financial, retail and utility industries included:
COMMUNITY INVOLVEMENT
Select Education Activities
x NC School for Science and Math Board of Trustees (’11 – present) (congressional appointment)
x NC Career Technical Education Workforce Development Commission (’09 – ‘10)
x Woodson University Presidential Advisory committee chair (’11 – present)
x Cabarrus Kannapolis Early Technology College task force (’08 – ’09)
x Co-chair of Cabarrus Rowan STEM community collaborative (’10 – ’11)
x Johnson C. Smith University – Historically Black College Undergraduate Program Board (’10 – present)
x UNC Charlotte Center for Professional and Applied Ethics Board (‘06 – present)
x Applied for and received approval for the Arts Based Elementary School charter. Helped design vision and
build foundation of charter school that is thriving. (‘99)
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G-11
G-12
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G-14
Travis E. Mitchell
115 Longview Lake Drive, Raleigh, NC 27610
(919) 604-0696 (cell)
[email protected]
Summary of Qualifications
More than 20 years of media, marketing and management experience as a senior-level media
executive, account supervisor, sales manager, producer, editor, writer and reporter in the cable
television, radio, magazine and newspaper industries. Ten years’ experience in non-profit
(executive/board) leadership and social entrepreneurship.
Core Competencies
Media:
Marketing:
Leadership:
Sales:
Organization:
Events:
Content Development, Marketing and Promotions, Operations
Brand Development, Corporate Identity, Public Relations, Social Media
Recruiting, Training, Team-building, Motivation
Prospecting, Business Development, Revenue Generation
Planning, Project Management, Policy and Procedure Development
Conference, Seminar and Workshop Development
Work Experience
President (October 10 – present)
Communities In Schools of Wake County, Raleigh, NC
Media/Marketing Consultant (July 2005 – present)
Atlanta, GA & Raleigh, NC
Chief Business Development Officer, Chief Operating Officer & EVP (Aug. 1999 – July 2005)
The Black Family Channel (formerly MBC Network), Atlanta, GA.
Education
Morgan State University, Baltimore, MD
B.A., Broadcast Journalism 1992
3.43 GPA (Honors)
Affiliations and Recognitions
x
Industry Advisor, Life International, Inc. (2008 – Present)
x
Industry Advisory, Food for the Poor, Inc. (2006-2007)
x
Member, national Cable Television Association, Policy Issues Committee (2002-2004)
x
Six Year Member, Morgan State University Foundation Board (1995 – 2001)
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Appendix G:
Charter School Board Member Information Form
Note: To be completed individually by each proposed founding charter school board member. All forms must be
signed by hand.
Serving on a public charter school board is a position of public trust and as a board member of a North Carolina
public charter school; you are responsible for ensuring the quality of the school’s entire program, competent
stewardship of public funds, and the school’s fulfillment of its public obligations and all terms of its charter.
As part of the application for a new charter school, the State Board of Education requests that each prospective
board member respond individually to this questionnaire. Where narrative responses are required, brief responses
are sufficient.
The purpose of this questionnaire is twofold: 1) to give application reviewers a clearer introduction to the
applicant team behind each school proposal in advance of the applicant interview, in order to be better prepared
for the interview; and 2) to encourage board members to reflect individually as well as collectively on their
common mission, purposes, and obligations at the earliest stage of school development.
Background
1. Name of charter school on whose Board of Directors you intend to serve: North Carolina Virtual Academy
2. Full name: Steven Moody
Home Address: 116 Wilson Dr. Morganton, NC 28655
Business Name and Address: Western Youth Institution, 5155 Western Ave., Morganton, NC 28655
Telephone No.: 828-432-6549
E-mail address: [email protected]
3. Brief educational and employment history. I have a degree in Elementary Education and Education
Administration from Bob Jones University, Greenville, SC. and a doctorate in Curriculum and Instruction
from the University of Virginia. I taught school for 8 years at a various grade levels and was principal of a
small Christian school in Indiana for 4.5 years. For the past eleven years I have been principal at Western
Youth Institution a youth prison in Morganton.
4. Have you previously served on a board of a school district, another charter school, a non-public school or
any not-for-profit corporation?
No:
Yes: X
5. How were you recruited to join this Board of Directors? Why do you wish to serve on the board of the
proposed charter school? I learned of the NC Learns initiative from our long-time family friend Jason Deans
and fellow founding board member, Michelle Goddard Terrell.
6. Why do you wish to serve on the board of the proposed charter school? My life’s passion is education and I
have been deeply involved with many types of educational endeavors from homeschooling to working
with university students. I believe giving parents and students options that best meet their needs is an
integral part of education. Charter schools and specifically virtual charter schools are an important piece
of the education landscape in North Carolina.
G-16
7. What is your understanding of the appropriate role of a public charter school board member? My
experience as an educator and administrator has given me an appreciation for what it means to be both a
person reporting to a board and a board member. I have witnessed first-hand what best practices are
from both sides of the perspective. As a board member, one of my most important roles is oversight of
the school to make certain the school is fulfilling its mission. I would do this by reviewing student
academic data, financial data, enrollments, etc.
8. Describe any previous experience you have that is relevant to serving on the charter school’s board (e.g.,
other board service). If you have not had previous experience of this nature, explain why you have the
capability to be an effective board member. In my previous experience, I have served on church boards and
other nonprofit boards including being an officer. As a principal and teacher I have had to interact with
boards making a variety of requests or proposals.
9. Describe the specific knowledge and experience that you would bring to the board. I believe that my
educational training both as a teacher and administrator gives me a strong basis for participation on the
board. In addition, as a parent of four sons, I know firsthand the value of providing options to parents.
School Mission and Program
1.
What is your understanding of the school’s mission and guiding beliefs? The School’s mission was developed
by the Board and our understanding of it is as it is written: It is the mission of the North Carolina Virtual
Academy (NCVA), a full time, public virtual charter school serving students statewide, to build a community
of students, families, educators, and governing board members dedicated to providing a high-quality virtual
school learning environment, innovative in its design and implementation, complete with comprehensive
student services, and, most importantly, accountable for developing each student’s full potential. NCVA will
equip every student with the academic and nonacademic foundations needed for any postsecondary
opportunity they wish to pursue.
2. What is your understanding of the school’s proposed educational program?
The North Carolina Virtual Academy will be a full-time virtual public charter school that will eventually serve
grades K – 12. Students will be guided by North Carolina certified, highly qualified teachers who will work in
conjunction with learning coaches (usually parents or guardians, but can be any caring adult that the parent
or guardian selects) to ensure student success. Classrooms will be both synchronous and asynchronous.
Students will study from home or other locations of their choosing where they can access the Internet as
needed to access web-based curriculum, participate in direct instruction, teacher conferences and office
hours, etc
The academic philosophy of our school is based on using innovations in digital learning to create and harness
the power of individualized learning plans (ILP) for every student. An ILP is designed for each student (K-12)
to ensure a customized program that fits each student’s unique strengths, weaknesses, learning styles and
aptitudes. The goals of all the ILPs are the same: reviewing current student progress, setting goals and a plan
to reach those goals, and inclusion of teachers, parents, students, advisors and counselors (for high school
students) in their formation and review. Often led by the teacher, the team creates a unique plan for each
child, designed to organize and properly sequence a student’s coursework while articulating his or her
academic strengths and challenges. The ILP that will be developed for each high school student expands
beyond academic objectives to include post-secondary goals for college and/or a career.
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G-18
Steven L. Moody
116 Wilson Dr., Morganton, NC 28655
(828) 432-6549 ~ [email protected]
EDUCATION
UNIVERSITY OF VIRGINIA; Charlottesville, VA
x Ed.D. Curriculum and Instruction, 2002
BOB JONES UNIVERSITY; Greenville, SC
x M.S. Educational Administration, 1993
x B.S. Elementary Education, 1985
CERTIFICATION
x State of North Carolina: School Administration, Curriculum Specialist, Elementary
Education, and PK-6
PROFESSIONAL AFFILIATIONS
x New Dimensions Charter School, Chairman of the Board, Current
x Burke County Juvenile Crime Prevention Council, At-Large-Member, Current
x Burke County Crime Prevention Council, Member, Current
x NC Youth Accountability Task Force/Legislative Study Group, 2009-2010
x Burke County Red Cross Board of Directors, 2004-2006
EMPLOYMENT
Education Director/Principal, Western Youth Institution; Morganton, NC
2002-present
Currently facilitating an education program averaging 350 juvenile offenders daily, offering
curriculum that includes early literacy and ABE programs, GED and freshmen level college
courses, and introductory vocational classes. Supervise 32 staff of certified educators providing
special education, core curriculum, and Title I services, as well as numerous GED and
vocational instructors from Western Piedmont Community College. Designed and implemented
expansion of the curriculum to include more vocational classes, employment and transitional
skills classes, and remedial reading.
Principal, First Baptist Christian School; Mishawaka, IN 1997- 2001
Assisted and supervised faculty and staff in the day-to-day operations. Provided marketing
information and promotional needs to the public. Coordinated a parent support organization.
Communicated organizational needs and desires with church boards and implemented policy.
Assisted teachers with implementing curriculum. Maintained discipline by counseling students
and contacting parents. Observed and evaluated faculty.
Computer Coordinator/Nurses Aide, Cave Creek Assisted Living Facility; Troutville, VA
1997
1995-
Administrative Intern, Breckinridge/Troutville Elementary School; Botetourt County, VA
1995
1994-
Graduate Assistant, Dean's Office, Curry School of Education; Charlottesville, VA 1993-1994
Teacher/Curriculum Coordinator, Trinity Christian School; Concord, NH
1985-1993
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2.
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Appendix G:
Charter School Board Member Information Form
Note: To be completed individually by each proposed founding charter school board member. All forms must be
signed by hand.
Serving on a public charter school board is a position of public trust and as a board member of a North Carolina
public charter school; you are responsible for ensuring the quality of the school’s entire program, competent
stewardship of public funds, and the school’s fulfillment of its public obligations and all terms of its charter.
As part of the application for a new charter school, the State Board of Education requests that each prospective
board member respond individually to this questionnaire. Where narrative responses are required, brief responses
are sufficient.
The purpose of this questionnaire is twofold: 1) to give application reviewers a clearer introduction to the
applicant team behind each school proposal in advance of the applicant interview, in order to be better prepared
for the interview; and 2) to encourage board members to reflect individually as well as collectively on their
common mission, purposes, and obligations at the earliest stage of school development.
Background
1. Name of charter school on whose Board of Directors you intend to serve:
North Carolina Virtual Academy
2. Full name:
Sara Whitaker Card Struhs
Home Address:
4505 Pine Valley Rd, Charlotte, NC 28210
Business Name and Address:
Same
Telephone No.:
650-576-4654
E-mail address:
[email protected]
3. Brief educational and employment history.
See attached resume
4. Have you previously served on a board of a school district, another charter school, a non-public school or any
not-for-profit corporation?
No:
Yes: x
5. How were you recruited to join this Board of Directors? Why do you wish to serve on the board of the
proposed charter school?
The North Carolina Chapter of the parent advocacy group, Public School Options, recommended me as a
possible board member to North Carolina Learns. I was interviewed by the board chairman and accepted by
the members.
6. What is your understanding of the appropriate role of a public charter school board member?
G-24
Charter school board members, like other institutional board members, are charged with driving mission
and vision of the organization, developing policies, overseeing the staff, school performance, and school
budget.
7. Describe any previous experience you have that is relevant to serving on the charter school’s board (e.g., other
board service). If you have not had previous experience of this nature, explain why you have the capability to
be an effective board member.
I am a member of the Board of Directors for the Gubernatorial Fellows Program, Florida. I was the Chairman
of the board for 4 years and remain an active member of the board.
8. Describe the specific knowledge and experience that you would bring to the board.
I have been involved in education most of my professional career. I have experience in the classroom;
working ESL adults; at the Department of Education, Florida; as a consultant for the Foundation for
Excellence in Education.
School Mission and Program
1. What is your understanding of the school’s mission and guiding beliefs?
The School’s mission was developed by the Board and our understanding of it is as it is written: It is the
mission of the North Carolina Virtual Academy (NCVA), a full time, public virtual charter school serving
students statewide, to build a community of students, families, educators, and governing board
members dedicated to providing a high-quality virtual school learning environment, innovative in its
design and implementation, complete with comprehensive student services, and, most importantly,
accountable for developing each student’s full potential. NCVA will equip every student with the
academic and nonacademic foundations needed for any postsecondary opportunity they wish to pursue.
2. What is your understanding of the school’s proposed educational program?
The North Carolina Virtual Academy will be a full-time virtual public charter school that will eventually
serve grades K – 12. Students will be guided by North Carolina certified, highly qualified teachers who
will work in conjunction with learning coaches (usually parents or guardians, but can be any caring adult
that the parent or guardian selects) to ensure student success. Classrooms will be both synchronous and
asynchronous. Students will study from home or other locations of their choosing where they can access
the Internet as needed to access web-based curriculum, participate in direct instruction, teacher
conferences and office hours, etc
The academic philosophy of our school is based on using innovations in digital learning to create and
harness the power of individualized learning plans (ILP) for every student. An ILP is designed for each
student (K-12) to ensure a customized program that fits each student’s unique strengths, weaknesses,
learning styles and aptitudes. The goals of all the ILPs are the same: reviewing current student progress,
setting goals and a plan to reach those goals, and inclusion of teachers, parents, students, advisors and
counselors (for high school students) in their formation and review. Often led by the teacher, the team
creates a unique plan for each child, designed to organize and properly sequence a student’s coursework
while articulating his or her academic strengths and challenges. The ILP that will be developed for each
high school student expands beyond academic objectives to include post-secondary goals for college
and/or a career.
3. What do you believe to be the characteristics of a successful school?
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In order for NCVA to be a successful school, it will have clear, realistic goals. It will provide individualized
learning for every student, and it will have flexible but effective policies (i.e. internal financial controls),
and clearly delineated responsibilities for the board and staff.
4. How will you know that the school is succeeding (or not) in its mission?
We will have a successful school because we will have clear, realistic goals that ensure students will
receive the education needed to be successful beyond graduation. These goals will be aligned to NCVA’s
mission. As a board, we should be able measure NCVA’s accomplishments against these goals. The goals
will be well rounded and may include a variety of benchmarks including academic, financial, and
administrative.
Governance
1. Describe the role that the board will play in the school’s operation.
The Board will be in place to make certain the school performs. It will be the Board’s job to review the
results of the school and govern accordingly. The Board will not make operating decisions but will
provide guidance and strategy to NCVA’s staff.
2. How will you know if the school is successful at the end of the first year of operation?
Indicators will be ongoing compliance with state law and policy, goals that are obtainable in practice,
policies that provide guidance rather than obstacles, met enrollment projections, a balanced budget, and
a professional development plan that equips teachers to teach in a virtual environment.
3. How will you know at the end of five years of the schools is successful?
After five years, the Board would expect NCVA to comply with law with either 60% composite score or 2
out of 3 years growth , have a balanced budget with accumulated savings, have demonstrated
performance data that is measured against the school’s academic, financial, and administrative goals.
4. What specific steps do you think the charter school board will need to take to ensure that the school is
successful?
The Board should may ensure success through regular, open meetings, clear roles established between
the board and staff, good communication and trust established between the board and staff, strong
policies that comply with state law and policy.
5. How would you handle a situation in which you believe one or more members of the school’s board were
acting unethically or not in the best interests of the school?
Article IV, Section 15 of the Board’s bylaws outline how the Board would manage conflicts of interest if
they were to arise.
Where a potential conflict of interest exists, it shall be the responsibility of the person involved or any
other person with knowledge to notify the Board of Directors of the circumstances resulting in the
potential conflict so that the Board of Directors can provide such guidance and take such action as it shall
deem appropriate.
No Director who directly or indirectly is involved in a potential conflict of interest shall be counted in
determining the existence of quorum at any meeting of the Board where the potential conflict is
considered, nor shall the Director vote on any action of the Board regarding that potential conflict.
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G-27
Sara W. C. Struhs
2012 – present
Foundation for Excellence in Education
Charlotte, NC
Private Contractor working as the Director of Professional Development
2011-2012
Project Read
ESL support teacher and reading assistant volunteer
Menlo Park, CA
Governor Jeb Bush
Tallahassee, FL
2006 : Transition Team Leader and Legacy Project Lead
2003-2005: Executive Director of the Gubernatorial Fellows Program
2005-present: Board Member: Gubernatorial Fellows Program
2003-2005: Director of Professional Development – Senior Staff, Executive Office of
the Governor.
2002-2003: Transition Team Leader
2001-2002
Florida Department of Education
Special Counsel to Secretary Jim Horne
Tallahassee, FL
1999-2000
Governor’s Points of Light
Executive Director
Tallahassee, FL
1997-1998
Kennedy Elementary School
Children’s Librarian
Holbrook, MA
1996-1998
Holbrook Public Schools
Elementary Substitute School Teacher
Holbrook, MA
1984-1984
Lew Crampton for Congress
Campaign Manager
Plymouth, MA
1980-1984
AT&T
New England
Marketing Support Manager in Providence, RI; Wellesley, MA and Lexington, MA
1980
Wheaton College
Graduate: BA with a major in Government; minor in Religion
Norton, MA
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APPENDIX H
Bylaws
BY LAWS
For
North Carolina Learns, Inc.
ARTICLE I - Purpose
North Carolina Learns, Inc. shall be organized as an independent North Carolina corporation doing
business as the “North Carolina Virtual Academy” (hereinafter referred to as the “School”). The purpose of
the corporation is to maintain and operate the North Carolina Virtual Academy School as a not-for-profit
enterprise. The corporation also has such powers as are now or may hereafter be granted by the §55A-202 of the General Statues of the State of North Carolina. It shall be the policy of the Board of Directors and
the School not to discriminate in admissions and hiring practices in violation of the law.
The purpose of the School is to provide a quality education to children in the Cabarrus County area and
throughout the state of North Carolina.
ARTICLE II - Offices
The corporation shall have and continually maintain in this state a registered office and a registered
agent whose office is identical with such registered office, and may have other offices within or without the
State of North Carolina as the Board of Directors may from time to time determine.
ARTICLE III - Non-Member Corporation
Pursuant to the Articles of Incorporation, the corporation does not have Members.
ARTICLE IV - Board of Directors
Section 1 General Powers.
The affairs of the corporation shall be managed by its Board of Directors. The Board of Directors’
primary duties include the hiring and evaluation of the teachers, the setting of general institutional policies,
strategic planning, fund-raising, and assessment of the School's effectiveness in manifesting the mission of
the corporation.
Section 2 Number, Tenure, and Qualifications.
(a) The Board of Directors shall consist of no less than five (5) and no more than fifteen (15) voting
members. Potential members for the board shall be nominated and selected by the Board from a pool of
parents, past parents, grandparents, alumni, patrons, and community members by criteria defined by the
Board. All newly elected board members shall serve for a term of three (3) years beginning on July 1.
Following the first term of service, Directors may be re-elected to serve a second three (3) year term.
Except as provided above, Directors shall serve a three (3) year term of office and will be eligible, if
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nominated and elected, to serve one successive three (3) year term. No Director may be elected to term
beyond the second term without first having been off the board for at least one year, unless elected as an
officer of the Board. The Board shall be divided into staggered classes so that the terms of only
approximately one-third of the voting Directors shall expire each year. In the event that a voting Director
does not complete his or her term on the Board, a new Director may be elected to fill out the unexpired
term and then that Director is eligible to be nominated for one or more full terms.
(b) Honorary Directors may be elected by the Board from among former Directors who shall have
served with distinction and from among distinguished friends and major contributors to the School who shall
not have served previously as Directors. Honorary Directors shall be invited to attend all meetings of the
Board but shall not be entitled to vote.
Section 3 Quarterly Meeting of the Board of Directors
The quarterly meetings of the Board of Directors shall be held on the fifteenth (15th) day of every third
month or as otherwise directed by the Board of Directors.
Section 4 Special Meetings
Special meetings of the Board of Directors may be called by or at the request any two (2) voting
members of the Board. The person or persons calling such meeting may fix any place as the place for
holding any special meeting of the Board called by them.
Section 5 Place of Meetings: Mode
The place of any meeting of the Board of Directors may be either within or outside the State of North
Carolina. Members of the Board of Directors or any committee designated by the Board of Directors,
including the executive committee, may participate in a meeting of the Board or such committee by means
of conference telephone or similar communication equipment by means of which all persons participating in
the meeting can hear each other, and such participation in a meeting shall constitute presence in person at
such meeting.
Section 6 Notice
Notice of any special meeting of the Board of Directors shall be given at least five (5) days previously
thereto by written notice delivered personally or sent by mail or e-mail to each member of the Board at this
address as shown by the records of the corporation. If mailed, such notice shall be deemed to be delivered
when deposited in the United States Mail in a sealed envelope so addressed, with postage thereon
prepaid. If notice be given by electronic means, such notice shall be deemed to be delivered when the
notice is sent. Any member of the Board may waive notice of any meeting. The attendance of a member at
any meeting shall constitute waiver of notice at such meeting, except where a member of the Board attends
a meeting for the express purpose of objecting to the transaction of any business because the meeting is
not lawfully called or convened. Neither the business to be transacted at, nor the purpose of, any regular or
special meeting of the Board need be specified in the notice or waiver of such meeting, unless specifically
required by law or these by-laws.
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Section 7 Quorum
A majority of the voting members of the Board shall constitute a quorum for the transaction of business
at any meeting of the Board, provided that if a quorum shall not be present at such meeting, a majority of
the voting members of the Board present may adjourn the meeting from time to time without further notice
until a quorum shall be present.
Section 8 Manner of Action
The act of a majority of the voting members of the Board present at a meeting at which a quorum is
present shall be the act of the Board of Directors, except where otherwise provided by law or by these bylaws.
Section 9 Informal Action
Unless otherwise restricted by statute, the certificate of incorporation or these by-laws, any action
required or permitted to be taken at any meeting of the Board of Directors or of any committee thereof may
be taken without a meeting, if (i) a written consent thereto is signed by all the voting members of the Board
or by all the members of such committee, as the case may be, and (ii) such written consent is filed with the
minutes of proceedings of the Board of or such committee.
Section 10 Removal
Any member of the Board may be removed at any regular or special meeting of the Board by an
affirmative vote of two-thirds of the voting members of the Board of Directors as from time to time
constituted whenever, in their judgment, the best interest of the corporation would be served thereby, but
such removal shall be without prejudice to the contract rights, if any, of the person so removed. The
member being removed shall be notified of the meeting at which the removal action will be taken, and the
specific charges against him or her, at least five (5) days prior to the meeting.
Section 11 Vacancies
The Board of Directors may fill any vacancy occurring in the Board of Directors at any regular or special
meeting.
Section 12 Absence
Each Board member is expected to communicate with the Chair or President in advance of all Board
meetings stating whether or not s/he is able to attend or participate by conference telephone or other
agreed-upon means of communication. Any Board member who is absent without being voted excused by
the Board from three successive Board meetings shall be deemed to have resigned due to nonparticipation, and his/her position shall be declared vacant, unless the Board affirmatively votes to retain
that director as a member of the Board.
Section 13 Compensation
Members of the Board as such shall not receive any stated salaries for their services.
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Section 14 Presumption of Assent
A Director of the corporation who is present at a meeting of the Board of Directors at which action on
any corporate matter is taken shall be conclusively presumed to have assented to the action taken unless
his or her dissent shall be entered in the minutes of the meeting or unless he or she shall file his or her
written dissent to such action with the person acting as the secretary of the meeting before the adjournment
thereof or shall forward such dissent by registered mail to the secretary of the corporation immediately after
the adjournment of the meeting. Such right to dissent shall not apply to a Director who voted in favor of
such action.
Section 15 Conflict of Interest Policy
The Board of Directors affirms that the Directors, officers, administrators, faculty and other employees
of the School have an obligation to exercise their authority and to carry out the duties of their respective
positions for the sole benefit of the School. They should avoid placing themselves in positions in which their
personal interests are, or may be, in conflict with the interests of the School. Where a potential conflict of
interest exists, it shall be the responsibility of the person involved or any other person with knowledge to
notify the Board of Directors of the circumstances resulting in the potential conflict so that the Board of
Directors can provide such guidance and take such action as it shall deem appropriate. Areas of potential
conflict of interest are:
1. Financial Interest.
(A) Ownership by the individual directly or indirectly of a material financial interest in any business or
firm (i) from which the School obtains goods or services, or (ii) which is a competitor of the School.
(B) Competition by the individual, directly or indirectly, with the School in the purchase or sale of
property or any property right or interest.
(C) Representation of the School by the individual in any transaction or activity in which the individual,
directly or indirectly, has a material financial interest.
(D) Any other circumstance in which the individual may profit, directly or indirectly, from any action or
decision by the School in which he or she participates, or which he or she has knowledge.
2. Inside Information
Disclosure or use by the individual of confidential information about the School, its activities or
intentions, for the personal profit or advantage of the individual or any person.
3. Conflicting Interests other than Financial
Representation as director, officer, agent or fiduciary of another company, institution, agency or person
in any transaction or activity which involves this School as an adverse party or with adverse interests.
4. Gifts and Favors
Acceptance of gifts or favors from any firm or individual which does or seeks to do business with, or is
a competitor of, the School under circumstances which imply reasonably that such action is intended to
influence the individual in the performance of his or her duties.
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No Director who directly or indirectly is involved in a potential conflict of interest shall be counted in
determining the existence of quorum at any meeting of the Board where the potential conflict is considered,
nor shall the Director vote on any action of the Board regarding that potential conflict.
ARTICLE V - Officers
Section 1 Officers
The officers of the corporation shall be a Chair of the Board of Directors, a Vice Chair, a
Secretary/Treasurer, and other officers as may be elected or appointed by the Board of Directors. Any two
or more offices may be held by the same person, except the office of Chair and Secretary/Treasurer.
Section 2 Election and Term of Office
The officers of the corporation shall be elected annually by the Board of Directors at the September
meeting of the Board. If the election of officers shall not be held at such meeting, such election shall be
held as soon thereafter as is convenient. Vacancies may be filled or new offices created and filled at any
meeting of the Board of Directors. Each officer shall hold office until his or her successor has been duly
elected and qualified.
Section 3 Removal
Any officer or agent elected or appointed by the Board of Directors may be removed by the Board
whenever, in its judgment, the best interests of the corporation would be served thereby, but such removal
shall be without prejudice to the contract rights, if any, of the person so removed.
Section 4 Vacancies
A vacancy in any office because of death, resignation, removal, disqualification or otherwise, may be
filled by the Board for the unexpired portion of the term.
Section 5 Chair of the Board, Vice Chair
The Chair of the Board shall be the chief officer of the corporation and shall preside at all meetings of
the Board of Directors. He or she may sign, with the Secretary/Treasurer, or any other proper officer or
agent of the corporation authorized by the Board, any deeds, mortgages, bonds, contracts, or other
instruments which the Board of Directors has authorized to be executed, except in cases where the signing
and execution thereof shall be otherwise expressly delegated by the Board from time to time. The Vice
Chair must preside at meetings of the Board in the absence of the Chair.
Section 6 Secretary/Treasurer
The Secretary/Treasurer shall keep the minutes of the meetings of the members of the Board of
Directors in one or more books provided for that purpose; see that all notices are duly given in accordance
with the provisions of these by-laws or as required by law; be custodian of the corporation's records and of
the seal of the corporation and see that the seal of the corporation is affixed to all documents, the execution
of which on behalf of the corporation under its seal is duly authorized in accordance with the provisions of
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these by-laws; and in general perform all duties incident to the office of secretary and such duties as from
time to time may be assigned to him or her by the Chair or by the Board of Directors.
The Secretary/Treasurer shall have charge of and custody of and be responsible for all funds and
securities of the corporation; receive and give receipts for moneys due and payable to the corporation from
any source whatsoever, and deposit all moneys in the name of the corporation in such banks, trust
companies, or other depositories as shall be selected in accordance with the provisions of Article VIII of
these by-laws; and in general perform all the duties incident to the office of treasurer and such other duties
as from time to time may be assigned to him or her by the Chair or by the Board of Directors. If required by
the Board of Directors, the treasurer shall give bond for the faithful discharge of his or her duties in such
sum and with such surety as the Board of Directors shall determine, the cost of such bond being paid for
with funds of the corporation.
ARTICLE VI - Committees
Section 1 Committees of Members of the Board of Directors
The Board of Directors by resolution adopted by a majority of the voting members as from time to time
constituted may designate one or more committees. Each committee shall consist of two or more voting
members of the Board of Directors (plus any non-board members as the Board sees fit to appoint). These
committees to the extent provided in such resolution shall have and exercise the authority of the Board of
Directors in the management of the corporation; but the designation of such committees and the delegation
thereto of authority shall not operate to relieve the Board of Directors or any individual member thereof of
any responsibility imposed on it, him, or her by law.
Section 2 Executive Committee
(a) The Executive Committee shall be comprised of the Chair of the Board of Directors, and two other
selected Board members, and shall function as a long-range planning committee to set goals and
objectives for the corporation. Subject to any specific limitation imposed by the certificate of incorporation,
the Executive Committee shall have such further specific powers as may from time to time be conferred
upon it by resolution of the Board of Directors, and the Executive Committee may exercise such powers in
such manner as it shall deem for the best interests of the corporation.
(b) A member of the Executive Committee selected by those voting members present, shall preside at
meetings of the Executive Committee, and a member of the Executive Committee designated by the
members thereof shall be the secretary of the Executive Committee. In the event of absence from any
meeting of the secretary of the Executive Committee, the members of the Executive Committee present at
the meeting shall select a member of the Executive Committee to be secretary of the meeting.
(c) The Executive Committee may prescribe for the conduct of its business such rules and regulation,
not inconsistent with these bylaws or with such resolutions for the guidance and control of the Executive
Committee as may from time to time be passed by the Board, as it shall deem necessary or desirable,
including, without limitation, rules fixing the time and place of meetings and the notice to be given thereof, if
any. A majority of the voting members of the Executive Committee shall constitute a quorum. The adoption
of any resolution or the taking of any other actions shall require the affirmative vote of a majority of all the
voting members of the Executive Committee as from time to time constituted. The Executive Committee
shall keep minutes of its proceedings, and it shall report all action taken by it to the Board of Directors at
the meeting thereof held next after the taken of such action. All action taken by the Executive Committee
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shall be subject to revision or alteration by the Board at the meeting of the Board at which any such action
has been reported to the Board; provided, however that such revision or alteration shall not affect any
action taken by any officer or employee of the corporation, or by a third party, or any rights of third parties
that have vested, in reliance upon any action or direction of the Executive committee.
(d) The Executive Committee shall meet as required by the Board or as otherwise necessary to
conduct the routine business of the School.
Section 3 Other Committees
Other committees not having and exercising the authority of the Board of Directors in the management
of the corporation may be designated by a resolution adopted by a majority of the voting members present
at a meeting at which a quorum is present. The Chair of the Board of Directors shall appoint the members
of such committee, except as otherwise provided in the resolution designating such committees. Any
member thereof may be removed by the person or persons authorized to appoint such member whenever
in their judgment the best interests of the corporation shall be served by such removal.
Section 4 Terms of Office of Committee Members
Each member of a committee shall continue to serve until his or her successor is appointed, unless the
committee shall be sooner terminated, or unless such member is removed from such committee, or unless
such member shall cease to qualify as a member thereof.
Section 5 Chair
Except as otherwise provided herein, two members of each committee shall be appointed by the Chair
of the Board as, respectively, Chair and Vice Chair of such committee.
Section 6 Vacancies
Vacancies in the membership of any committee may be filled by appointments made in the same
manner as provided in the case of the original appointments.
Section 7 Quorum
Unless otherwise provided herein or in the resolution of the Board of Directors designating a
Committee, a majority of the voting members of the whole committee shall constitute a quorum and the act
of a majority of the voting members present at a meeting at which a quorum is present shall be the act of
the committee.
Section 8 Rules
Each committee may adopt rules for its own government not inconsistent with these by-laws or with
rules adopted by the Board of Directors.
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ARTICLE VII - Indemnification of Directors, Officers and Employees
Section 1 General: Indemnification of Directors and Officers
The corporation shall, to the fullest extent to which it is empowered to do so by any applicable laws as
may from time to time be in effect, indemnify any person who was or is a party or is threatened to be made
a party to any threatened, pending or completed action, suit or proceeding, whether civil, criminal,
administrative or investigative (other than an action by or in the right of the corporation), by reason of the
fact that such person is or was a Director or officer of the corporation, or that such person is or was serving
at the request of the corporation as a director, officer, employee, or agent of another corporation,
partnership, joint venture, trust or other enterprise, against all judgments, fines, reasonable expenses
(including attorneys' fees) and amounts paid in settlement actually and reasonably incurred by such person
in connection with such action, suit or proceeding, if such person acted in good faith and in a manner he or
she reasonably believed to be in, or not opposed to the best interests of the corporation, and, with respect
to any criminal action or proceeding, had no reasonable cause to believe his or her conduct was unlawful.
The termination of any action, suit or proceeding by judgment, order, settlement, conviction, or upon a plea
to no lo contendere or its equivalent, shall not, of itself, create a presumption that the person did not act in
good faith and in a manner he or she reasonably believed to be in, or not opposed to the best interests of
the corporation, or, with respect to any criminal action or proceeding, that the person.
Section 2 Indemnification of Directors and Officers: Actions By or In the Right of the
Corporation
The corporation shall, to the fullest extent to which it is empowered to do so by any applicable laws as
may from time to time be in effect, indemnify any person who was or is a party or is threatened to be made
a party to any threatened, pending or completed action or suit by or in the right of the corporation to procure
a judgment in favor of the corporation by reason of the fact that such person is or was a Director or officer
of the corporation, or that such person is or was serving at the request of the corporation as a Director,
officer, employee or agent of another corporation, partnership, joint venture, trust or other enterprise,
against all judgments, fines, reasonable expenses (including attorneys' fees) and amounts paid in
settlement actually and reasonably incurred by such person in connection with the defense or settlement of
such action, suit or proceeding, if such person acted in good faith and in a manner he or she reasonably
believed to be in, or not opposed to the best interests of the corporation, provided that no indemnification
shall be made in respect of any claim, issue or matters as to which such person shall be made in respect of
any claim, issue or matters as to which such person shall have been adjudged to be liable for negligence or
misconduct in the performance of his or her duty to the corporation, unless, and only to the extent that the
court in which such action or suit was brought shall determine upon application that, despite the
adjudication of liability, but in view of all the circumstances of the case, such person is fairly and reasonably
entitled to indemnity for such expenses as the court shall deem proper.
Section 3 Authorization of Indemnification
Any indemnification under Section 1, Section 2 or Section 5 of this Article (unless ordered by a court)
shall be made by the corporation only as authorization in the specific case, upon a determination that
indemnification of the Director, officer, employee or agent is proper in the circumstances because he or she
has met the applicable standard of conduct set forth in Sections 1, 2, or 5 of this Article. Such determination
shall be made by (1) the Board of Directors by a majority vote of a quorum consisting of Directors who were
not parties to such action, suit or proceeding, or (2) if such a quorum is not obtainable, or even if
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obtainable, if a quorum of disinterested Directors so directs, by independent legal counsel in a written
opinion.
Section 4 Contract with the Corporation
The provisions of this Article VII shall be deemed to be a contract between the corporation and each
Director or officer who serves in any capacity at any time while this Article VII is in effect, and any repeal or
modification of this Article VII shall not affect any rights or obligations hereunder with respect to any state of
facts then or theretofore existing or any action, suit or proceeding theretofore brought or threatened based
in whole or in part upon any such state of facts.
Section 5 Indemnification of Employees and Agents
Persons who are not covered by the foregoing provisions of this Article VII and who are or were
employees or agents of the corporation, or who are or were serving at the request of the corporation as
employees or agents of another corporation, partnership, joint venture, trust or other enterprise, may be
indemnified to the extent authorized at any time or from time to time by the Board of Directors, subject to
the same standard of conduct set forth in Sections 1 and 2 of this Article; provided, however, that to the
extent that such employee or agent has been successful, on the merits or otherwise, in the defense of any
action, suit or proceeding to which he or she was made a party by reason of the fact that he or she is or
was an employee or agent acting in the above described capacity, or in the defense of any claim, issue or
matter therein, the corporation shall indemnify such employee or agent against expenses (including
attorneys' fees) actually and reasonably incurred by him or her in connection therewith.
Section 6 Payment of Expenses in Advance
Expenses incurred in defending a civil or criminal action, suit or proceeding may be paid by the
corporation in advance of the final disposition of such action, suit or proceeding, as authorized by the Board
of Directors in the specific case, upon receipt of an undertaking by or on behalf of the Director, officer,
employee, or agent to repay such amount, unless it shall ultimately be determined that such Director,
officer, employee, or agent is entitled to be indemnified by the corporation as authorized by this Article VII.
Section 7 Insurance against Liability
The corporation may purchase and maintain insurance on behalf of any person who is or was a
Director, officer, employee, or agent of the corporation, or who is or was serving at the request of the
corporation as a Director, officer, employee, or agent of another corporation, partnership, joint venture, trust
or other enterprise, against any liability asserted against such person and incurred by such person in any
such capacity, or arising out of such person's status as such, whether or not the corporation would have the
power to indemnify such person against such liability under the provisions of these by-laws.
Section 8 Other Rights of Indemnification
The indemnification provided or permitted by this Article VII shall not be deemed exclusive of any other
rights to which those indemnified may be entitled by law or otherwise, and shall continue as to a person
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who has ceased to be a Director, officer, employee, or agent and shall inure to the benefit of the heirs,
executors, and administrators of such person.
ARTICLE VIII - Contracts. Checks, Deposits. and Funds
Section 1 Contracts
The Board of Directors may authorize any officer or officers, agent or agents of the corporation, in
addition to the officers so authorized by these by-laws, to enter into any contract or execute and deliver any
instrument in the name of and on behalf of the corporation and such authority may be general or confined
to specific instances.
Section 2 Checks, Drafts, Etc.
All checks, drafts or other orders for the payment of money, notes or other evidences of indebtedness
issued in the name of the corporation, shall be signed by such officer or officers, agent or agents of the
corporation and in such manner as shall from time to time be determined by resolution of the Board of
Directors. In the absence of any such determination by the Board of Directors, such instruments shall be
signed by the treasurer or an assistant treasurer.
Section 3 Deposits
All funds of the corporation shall be deposited from time to time to the credit of the corporation in such
banks, trust companies or other depositories as the Board of Directors may select.
Section 4 Gifts
The Board of Directors may accept on behalf of the corporation any contribution, gift, bequest, or
device for the general purposes or for any specific purpose of the corporation.
ARTICLE IX - Books and Records
The corporation shall keep correct and complete books and records of account and shall also keep
minutes of the proceedings of the Board of Directors and committees having any of the authority of the
Board of Directors.
ARTICLE X - Fiscal Year
The fiscal year of the corporation shall begin on the 1st day of July and end on the last day of June in
each year. As such, all of the School's financial records shall be maintained according to Generally
Accepted Accounting Principles (GAAP) on a July 1 through June 30 fiscal year basis.
Section 1 Financial Reports
The Secretary/Treasurer shall cause to be made an interim written report of the finances of the School
for each calendar month of the fiscal year. Copies of this monthly financial report shall be provided to each
member of the Finance Committee and each member of the Board of Directors no later than the twenty-first
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day of the month following the month for which the report is issued. The Secretary/Treasurer shall cause to
be made an annual written report of the finances of the School for the School's fiscal year just ended. This
report must be audited by an independent source. Copies of this annual audited financial report shall be
provided no later than October 31st of each year to the Board of Directors.
Section 2 Funds
The operating funds of the School shall be deposited in the name of the School in such bank or trust
companies, as may be designated by the Board of Directors with withdrawal permitted on the signatures of
such person or persons as the Board of Directors shall designate from time to time. Any endowment,
capital or restricted funds of the School shall be deposited in accounts with such investment funds and
institutions as the Board of Directors may determine from time to time in accordance with the investment
policy of the School.
Section 3 Borrowing
The School shall, subject to the approval of the Board of Directors, have the power to borrow money
and issue promissory notes for repayment thereof, with or without interest, and to mortgage and create
other liens on its property as security for its debts or other lawful engagements.
Section 4 Capital Expenditure Limitations
All capital expenditures in excess of $25,000 shall require the prior approval of the Board of Directors.
Section 5 Books and Records
The officers, agents and employees of the School shall maintain such books, records and accounts of
the School's business and affairs as shall be appropriate to the business and affairs of the School, or as
shall be required by the School Board of Directors or the laws of the State of North Carolina. Such books,
records and accounts shall be kept at or under the control of the School.
ARTICLE XI - Seal
The Board of Directors may provide a corporate seal which shall be in the form of a circle and shall
have inscribed thereon the name of the corporation and the words "Corporate Seal, State of North
Carolina" provided, however, that the use of said seal shall be entirely discretionary, and shall not be
required for the issuance of any documents unless specifically required by the laws of the State of North
Carolina.
ARTICLE XII - Waiver of Notice
Whenever any notice whatever is required to be given under the provisions of §55A-2-02 of the
General Statues of the State of North Carolina or under the provisions of the articles of incorporation of the
by-laws of the corporation, a waiver thereof in writing signed by the person or persons entitled to such
notice, whether before or after the time stated therein, shall be deemed equivalent to the giving of such
notice.
H-11
ARTICLE XIII - Amendments to By-laws
These by-laws may be altered, amended or repealed and by-laws may be adopted by a two-thirds (2/3)
of the voting members of the Board of Directors. At least five (5) days written notice will be given of
intention to alter, amend, or repeal or to adopt new by-laws at such meeting. Any amendment to the Bylaws will be voted only after examination of any possible conflicts with the Articles of Incorporation.
ARTICLE XIV - Dissolution
Upon dissolution of the School, the property remaining after providing for the debts and obligations of
the School shall be distributed to another non-profit organization as shall be designated by the Board of
Directors.
ARTICLE XV - Non-Discrimination Policy
It is the policy of the School not to discriminate on the basis of race, color, religious creed, national
origin, ancestry, sexual orientation, disability or handicap.
No person shall, on the basis of race, color, national origin, ancestry, gender, sexual orientation,
disability, or handicap, be denied equal access or admission to school programs, courses, extracurricular
activities and employment opportunities.
In addition, under section 504 of the federal Rehabilitation Act of 1973, no otherwise qualified
individual, shall solely by reason of his/her handicap, be excluded from the participation in, be denied the
benefits of or be subjected to discrimination under any program or activity at the School.
ARTICLE XVI - North Carolina Open Meetings Law
Except as provided in GS 143-318.11, 143-318.14A, 143-318.15 and 143-318.18, each official meeting
of the board shall be open to the public, and any person is entitled to attend such a meeting.
North Carolina Learns, Inc. will comply with the North Carolina Open Meetings Law.
CERTIFICATE OF SECRETARY
I certify that I am the duly elected and acting Secretary of North Carolina Learns, Inc.; that these
bylaws, consisting of 13 pages, are the bylaws of the North Carolina Learns, Inc. Corporation as approved by
the Board Directors on February 7, 2012; and that these bylaws have not been amended or modified since that
date.
Executed on __________________________ at______________________________
_______________________________
By:_____________________
H-12
Its: Secretary
H-13
APPENDIX I
Articles of Incorporation
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I-2
I-3
APPENDIX J
Draft Copy of Non-Profit Organization Board Policies
*Board policies will be revised and expanded upon charter approval.
DRAFT
NC Learns
Board Policy Manual
J-1
Section I:
Academy
Mission and Philosophy of the North Carolina Virtual
1.1 Mission Statement
It is the mission of the North Carolina Virtual Academy (NCVA), a
full time, public virtual charter school serving students statewide,
to build a community of students, families, educators, and
governing board members dedicated to providing a high-quality
virtual school learning environment, innovative in its design and
implementation, complete with comprehensive student services,
and, most importantly, accountable for developing each students
full potential. NCVA will equip every student with the academic
and nonacademic foundations needed for any postsecondary
opportunity they wish to pursue.
Section II:
Definitions
SectionIII:
The Board of Directors
3.0
3.1
3.2
3.3
Articles of Incorporation
By Laws of the Board of Directors
Board of Directors’ Contact Information
Formulation of Board Policy
J-2
3.3.1 Purpose
The policies of the Board are developed, and are meant to be
consistent with existing applicable federal and state laws, and
regulations of the North Carolina State Board of Education. To
the extent any applicable law is inconsistent with these policies,
or changes to be inconsistent with these policies, the applicable
law is deemed to be the policy of the Board and the Board shall
act to formally bring all Policies into accord with the applicable
law.
3.3.2 Process
Proposals for new policies, or changes in existing policies, may be
submitted by any Board member, or Head of School.
Policies will be adopted and/or amended only by the affirmative
vote of a majority of the members of the board when such action
has been scheduled on the agenda of a regular or special
meeting.
Policies will be effective upon the date set by the Board if other
than the date of adoption. The date will ensure the affected
persons have an opportunity to become familiar with the
requirements of the new policy prior to its implementation.
3.3.2.1. Ad Hoc Advisory Committees
When a policy is needed to set new and important directions for
the North Carolina Virtual Academy, or when a proposed policy
would substantially alter a major program or mode of operation,
an ad hoc advisory committee may be named to examine policy
needs in depth and make recommendations to the Board. Such
recommendations are limited to the policy and not to the specific
administrative procedure. Such committees may be appointed
by the Board and may be composed of person’s representative of
the administrative staff, instructional and non-instructional staffs,
parents, students, and/or general community as appropriate to
the policy area under consideration.
Such committees, if
developed, will be given guidelines as to how and when they will
make their reports.
To permit time for study of all new policies or amendments to
policies and to provide an opportunity for interested parties to
react, proposed policies or amendments will be presented at two
(2) separate meetings as agenda items to the Board in the
following sequence:
J-3
1.
2.
Information/Proposal: Distribution with agenda. Serves
as a first reading and opens the record. Report from
Head of School on any comments for change; report from
any Board or advisory committee assigned responsibility
in the area; Board discussion and directions for any
redrafting.
Action Items: discussion, final reading,
adoption/rejection.
Amendments to the policy at the action stage will not require
repetition of the above sequence, unless focus of the policy is
changed.
The Board may dispense with the above sequence of three
readings as necessary.
Adopted:
Amended: (date of board meeting when amended)
J-4
3.4
Policy Dissemination
The Head of School is directed to establish and maintain an
orderly plan for preserving and making accessible the policies
adopted by the Board. The Head of School may delegate this
responsibility to other administrative personnel within the
school’s main offices.
Accessibility is to extend to all employees of the North Carolina
Virtual Academy, to members of the Board, and, insofar as
conveniently possible, to all persons involved in the North
Carolina Virtual Academy.
A policy concerning a particular group or groups in the schools
will be distributed to those groups prior to the policy’s effective
date.
The Board’s policy manual will be considered a public record and
will be open for inspection at the North Carolina Virtual Academy
and on the North Carolina Virtual Academy’s web site.
Adopted:
Amended: (date of board meeting when amended)
J-5
3.5 Recruitment and Appointment of the Head of School/Director
The appointment of the Head of School is a function of the
Administrative Services portion of the Service Agreement
between the Board and current administrative services vendor.
The recruitment and selection process of the Head of School will
be a cooperative effort between the Administrative Services
Vendor and the Board, as detailed in the Services Agreement.
NCVA Board members are to be actively involved in the selection
of administrative personnel for the school.
Adopted:
Amended: (date of board meeting when amended)
J-6
3.6
Administration in the Absence of Policy
The Head of School has responsibility for carrying out, through
supplemental regulations and directives, the policies and
regulations established by the Board. The policies developed by
the Board, and the regulations and directives developed to
implement policy, are designed to achieve an effective and
efficient school system. These detailed arrangements constitute
the regulations governing the North Carolina Virtual Academy. All
Board employees,
school
employees
and
students
are
expected to abide by them.
The Board will approve regulations when such approval is required
by law or otherwise advisable. The Head of School shall issue
additional guidance provided they are in harmony with Board
policies.
In the absence of Board policy relating to a specific situation, the
Head of School will use his/her best judgment in arriving at a
decision. The decision will be made based upon the spirit and
tenor of other existing policy and historical procedure.
It is the responsibility of the Head of School to recommend to
the Board whether or not a policy should be written to cover
similar incidents.
Adopted:
Amended: (date of board meeting when amended)
J-7
3.7
Policy Review and Maintenance
In an effort to keep its written policies up-to-date so that they
may be used consistently as a basis for Board action and
administrative decision, the Board will review its policies on a
continuing basis.
The Head of School is directed to keep all
policies up to date and call to the Board’s attention all policies that
are out-of-date or appear to need revision for other reasons.
Adopted:
Amended: (date of board meeting when amended)
J-8
4.0
Board Ethical Guidelines
4.0.1 Purpose
To ensure that Board members, the Head of School,
and school employees comply with all federal, state and local
code of ethics for governing and operating a charter school, all
board members and school employees shall be similar with and
comply with the ethics and conflict of interest provisions of all
applicable North Carolina law. The Board shall secure training
for itself on an ongoing basis on these provisions, and provide
training to all employees on their legal ethical obligations.
Adopted:
Amended: (date of board meeting when amended)
J-9
4.1
Public Participation in Board Meetings
The Board desires parents and students of the North Carolina
Virtual Academy, as well as, the community at large to attend
board meetings. Public attendance to board meetings allows the
community to become better acquainted with the school and
provides the Board the opportunity to hear the expectations the
public has of its schools.
To permit community members to be heard, and at the same
time conduct business properly and efficiently, the following
procedures will be utilized:
1.
Two (2) weeks or ten (10) working days before the
schedule board meeting a request to present must be presented
to the Head of School providing the topic to be addressed and
information on any group he/she represents.
The amount of
time allotted for the presentation will be determined by the
Board Chair.
2.
A “Request to Speak” will be available at each board
meeting for individuals who want to address a topic on the
published agenda for the current Board meeting. Individuals will
be allowed three (3) minutes to make their remarks.
Extensions of time will be at the sole discretion of the Board
Chair.
The Board will not generally respond to remarks
made in this manner during the meeting, but may issue a written
response after the meeting.
3.
Speakers may offer objective criticisms of school
operations and programs, but the Board will not hear complaints
about school personnel or other persons at a public session.
Complaints involving school personnel or other persons are
provided for by other channels.
The Chairman has authority to terminate the remarks of any
individual who does not adhere to the above rules. Requests
may be directed to the Board but no action will be taken on any
item not on the published agenda.
Adopted:
Amended: (date of board meeting when amended)
J-10
4.2
Equal Opportunity Employment/Non-Discrimination
The Board hereby agrees to comply with Title IV and Title VI of
the Civil Rights Act of 1964, as amended, and all requirements
imposed by or pursuant to the regulations of the Department of
Education. No qualified person shall be denied employment,
reemployment, or advancement, nor shall be evaluated on basis
of sex, marital status, religion, race, color, creed, national origin,
age or handicapping condition.
Adopted:
Amended: (date of board meeting when amended)
J-11
4.3
Board Powers and Responsibilities
North Carolina Charter School Law § 115C-238.29E, provides
for the Board of Directors role in Charter School operations.
The North Carolina Virtual Academy Board shall decide matters
related to the operation of the school, including:
A) budgeting;
B) curriculum; and
C) operating procedures
Adopted:
Amended: (date of board meeting when amended)
J-12
4.4
Board Authority and Responsibility
The North Carolina Virtual Academy has the power to take official
action only when it meets in open session as a board and as a
committee of the whole. The Board shall not be bound in any
way by any statement or action on the part of any individual
board member or NCVA employee, except when such statement
or action is in pursuance of specific instructions by the Board.
Adopted:
Amended: (date of board meeting when amended)
J-13
4.5
Board Meetings
4.5.1 Purpose
The Board will comply with the North Carolina Law § 143318.12, in regards to providing notification of regular and
special board meetings.
4.5.2 Notification to Board Members
All board meetings will be noticed in compliance with current
Board Bylaws.
Except as provided in GS 143-318.11, 143-318.14A, 143-318.15
and 143-318.18, each official meeting of the board shall be open
to the public, and any person is entitled to attend such a meeting.
North Carolina Learns, Inc. will comply with the North Carolina
Open Meetings Law.
Special meetings shall be held at the time designated by the
Head of School and School Board chair, or when called by a by
the School Board members pursuant to the Board Bylaws.
4.5.3 Notification to News Media and Public
The time and place of each regular meeting shall be
furnished to anyone who requests the information.
The Board will post notice of a regular board meeting no later
than seven days prior to the meeting. Notice will be posted on
the school website.
4.5.4 Closed Sessions
Closed sessions may be held for the purpose of discussing
pending litigation, or any other purpose allowed under GS 143318.11(a). The Head of School and the board attorney shall be
present.
Adopted:
Amended: (date of board meeting when amended)
J-14
4.6
4.6.1
Fund Balance
Purpose
The Board of Directors recognizes the significance of maintaining
an appropriate level of fund balance as one component of sound
financial management. An adequate fund balance level is an
essential element in both short-term and long-term financial
planning and serves to mitigate the impact of future risk and
sustain operations during economic downturns.
4.6.2
Establishment of Fund Balance
The Head of School through the direction of the Board of
Directors shall build a Fund Balance within the general fund to a
level that is equal to three percent (3%) or greater, of the total
annual operating fund not to include funds from federal sources
or private grants.
4.6.3
Utilization of Fund Balance
The Head of School in conjunction with supporting
documentation will bring a recommendation, and if applicable, a
“request of Disbursement of Fund Balance Funds” to the Board of
Directors as an action item on the board agenda.
The Board, by an extraordinary majority, (majority plus one) will
approve or deny disbursement of funds from the fund balance.
Adopted:
Amended: (date of board meeting when amended)
J-15
APPENDIX K
Copies of Meeting Minutes
K-1
K-2
K-3
Appendix L
Educational Products and Services Agreement
The following Educational Products and Services Agreement was negotiated between the Board, the
Board’s attorney, and K12 and was signed in 2012. The Services Agreement will be amended to reflect
charter approval terms and any necessary changes per accounting services, if any.
L-1
L-2
L-3
L-4
L-5
L-6
L-7
L-8
L-9
L-10
L-11
L-12
L-13
L-14
L-15
L-16
L-17
L-18
L-19
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L-23
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L-33
APPENDIX M
Projected Staff
North Carolina Virtual Academy
Staffing Chart
Staff Position
Year 1
Year 2
Year 3
Head of School
1 FT
1 FT
1 FT
Assistant Head of School 1 FT
1 FT
1 FT
Operations Mgr.
1 FT
1 FT
1 FT
Registrar
1 FT
2 FT
2 FT
Academic Admin (k-8)
1 FT
1 FT
1 FT
Academic Admin (9-12)
1 FT
1 FT
Office Admin
1 FT
1 FT
1 FT
State Testing Coordinator
1 FT
SPED Manager
1 FT
1 FT
1 FT
Program Manager
1 FT
1 FT
SPED Coordinator
Instructional Staff
General Ed. Teachers (k-8) 35 FT
39 FT
43 FT
Special Education
16 FT
20 FT
23 FT
Teachers
High School Teachers (915 FT
25 FT
38 FT
12)
Advisors
2.5 FT
4 FT
6 FT
Counselors
2 FT
3 FT
5 FT
Year 4
1 FT
1 FT
1 FT
2 FT
1 FT
1 FT
1 FT
1 FT
1 FT
1 FT
1 FT
Year 5
1 FT
1 FT
1 FT
2 FT
1 FT
1 FT
1 FT
1 FT
1 FT
1 FT
1 FT
49FT
26 FT
54 FT
30 FT
42 FT
47 FT
7 FT
6 FT
8 FT
6 FT
M-1
APPENDIX N
Draft Personnel Policies
North Carolina Virtual
Academy
DRAFT
Personnel Policies
N-1
EQUAL EMPLOYMENT OPPORTUNITY POLICY
North Carolina Virtual Academy provides equal employment opportunities to all
employees and applicants, without regard to race, color, religion, sex, national origin,
citizenship status, pregnancy, disability, age, genetic information, military status or status
as a Vietnam-era or special disabled veteran, marital status, civil union or registered
domestic partner status, gender (including gender identity) sexual orientation or
bankruptcy in accordance with applicable federal, state and local laws. This policy
applies to all terms and conditions of employment, including, but not limited to, hiring,
placement, promotion, termination, layoff, recall, transfer, leaves of absence,
compensation and training.
AMERICANS WITH DISABILITIES ACT (ADA)
The Americans with Disabilities Act (ADA) requires an employer to provide reasonable
accommodations for qualified individuals with disabilities, unless it would cause undue
hardship. A reasonable accommodation is any change in the work environment or in the
way a job is performed that enables a person with a disability to perform the essential
functions of the job or, for applicants, to be considered for the job.
If you require an accommodation, you must inform Human Resources that there is a need
for an adjustment or change at work for a reason related to a disability. We will respond
promptly and to the best of our ability to accommodate the needs of all employees.
THE HEALTH INSURANCE PORTABILITY AND ACCOUNTABILITY ACT
OF 1996 (HIPAA) PRIVACY AND SECURITY RULES
The Standards for Privacy of Individually Identifiable Health Information (Privacy Rule)
establishes, for the first time, a set of national standards for the protection of certain
health information. The U.S. Department of Health and Human Services (HHS) issued
the Privacy Rule to implement the requirement of the Health Insurance Portability and
Accountability Act of 1996 (HIPAA). The Privacy Rule standards address the use and
disclosure of individuals’ health information, called “protected health information”, by
organizations subject to the Privacy Rule, as well as standards for individuals' privacy
rights to understand and control how their health information is used. Within HHS, the
Office for Civil Rights (OCR) has responsibility for implementing and enforcing the
Privacy Rule with respect to voluntary compliance activities and civil money penalties.
A major goal of the Privacy Rule is to assure that individuals’ health information is
properly protected while allowing the flow of health information needed to provide and
promote high quality health care and to protect the public's health and well being. The
Rule strikes a balance that permits important uses of information, while protecting the
privacy of people who seek care and healing. Given that the health care marketplace is
N-2
diverse, the Rule is designed to be flexible and comprehensive to cover the variety of
uses and disclosures that need to be addressed.
To view the entire Rule, and for other additional helpful information about how it applies,
see the OCR website: http://www.hhs.gov/ocr/hipaa. In the event of a conflict between
this summary and the Rule, the Rule governs.
OPEN-DOOR POLICY
North Carolina Virtual Academy maintains an open-door policy and employees are
encouraged to communicate with any personnel as needed. Any employee may approach
any of the management staff on an as-needed basis to address questions, concerns,
problems, or other matters. Our expectation is that employees will use good judgment
and communicate in a professional manner throughout North Carolina Virtual Academy.
In most cases, it would be appropriate for employees first to address questions or
concerns with their direct supervisor and then follow up with higher management as
needed, taking concerns up to the most senior level of management if necessary.
Employees are also encouraged to discuss problems with a Human Resources
representative at any time
ANTI-HARASSMENT AND DISCRIMINATION POLICY
It is the policy of North Carolina Virtual Academy to maintain a working environment
that encourages mutual respect, promotes respectful and congenial relationships between
employees, and is free from all forms of unlawful discrimination, including harassment of
any employee or applicant for employment by anyone, including supervisors, co-workers,
vendors, or customers. Harassment in any manner or form is expressly prohibited and
will not be tolerated. Accordingly, management is committed to vigorously enforcing this
policy against discrimination, including but not limited to sexual harassment, at all levels
within the school.
All reported or suspected occurrences of discrimination (including, but not limited to,
harassment) will be promptly and thoroughly investigated. Where discrimination is
determined to have occurred, management will immediately take appropriate disciplinary
action, including written warnings and possible suspension, transfer, and/or termination.
North Carolina Virtual Academy will not permit or condone any acts of retaliation
against anyone who files discrimination complaints or cooperates in the investigation of
the same.
The term “harassment” includes, but is not limited to, unwelcome slurs; jokes; verbal,
graphic, or physical conduct relating to an individual’s race, color, religion, sex, national
origin, citizenship status, pregnancy, disability, age, genetic information, military status
or status as a Vietnam-era or special disabled veteran, marital status, civil union or
N-3
registered domestic partner status, gender (including gender identity), sexual orientation
or bankruptcy in accordance with applicable federal, state and local laws.
North Carolina Virtual Academy prohibits unlawful sexual harassment, as well as
retaliation against persons alleging such harassment. The U.S. Equal Employment
Opportunity Commission and the U.S. Department of Education’s Office of Civil Rights
consider sexual harassment to be repeated and unwelcome sexual advances, requests for
sexual favors, and other verbal or physical conduct of a sexual nature. There are two
forms of sexual harassment:
•
•
Quid Pro Quo (“One Thing for Another”): This may occur where submission
to such conduct is made an implicit or explicit term or condition of an individual’s
employment; or where submission to or rejection of such conduct is used as the
basis for decisions about employment, promotion, transfer, selection for training,
performance evaluation, etc.
Hostile Work Environment: This may occur where such conduct has the power
or effect of creating an intimidating, hostile, or offensive working environment or
substantially interferes with an employee’s work performance.
Sexual harassment can range from sexual humor and innuendo to physical threats and
sexual assault. It may include, but is not limited to, the following behaviors:
•
•
•
•
•
•
•
•
Inappropriate posters, photos or symbols
Direct or subtle pressure for sexual activity
Unwelcome brushes or touches
Physical aggression, such as pinching or patting
Inappropriate sexual innuendo
Sexist jokes or remarks
Obscene gestures or comments
Telephone calls, emails, text messages, instant messages or blogs
The term “harassment” may also include conduct of employees, supervisors, vendors
and/or customers who engage in verbally or physically harassing behavior that has the
potential to humiliate or embarrass an employee of the school.
Complaint Procedure
Any employee who feels that he or she has been or is being harassed, or discriminated
against, can immediately inform the alleged harasser that the behavior is unwelcome. In
many instances, the person may be unaware that their conduct is offensive and when so
advised can easily and willingly correct the conduct so that it does not reoccur. If an
informal discussion with the alleged harasser is unsuccessful in remedying the problem or
if such an approach is not desirable or possible, the employee should immediately report
the complained-of conduct to his or her, manager, executive, or the Human Resources
N-4
Department. The report should include all facts available to the employee regarding the
harassment.
A third party may also file a complaint of sexual harassment if the sexual conduct of
others in the work environment has the purpose or effect of substantially interfering with
the third party’s welfare, or work performance, thus creating a hostile environment
Confidentiality
All reports of discrimination will be treated seriously. However, absolute confidentiality
is not promised, nor can it be assured. North Carolina Virtual Academy will conduct an
investigation of any complaint that will require limited disclosure of pertinent
information to certain parties, including the alleged harasser.
Investigative Procedure
Once a complaint is received, management, through the Human resources department,
will begin a prompt and thorough investigation. The investigation may include interviews
with all involved employees, including the alleged harasser, and any employees who are
aware of facts or incidents alleged to have occurred.
In responding to claims of sexual harassment, management will judge each claim based
on the facts particular to each case. Once the investigation is completed, a determination
will be made regarding the validity of the discrimination allegations. If it is determined
that harassment has occurred, prompt, remedial action will be taken. This may include
some or all of the following steps:
1. Restoring any lost terms, conditions, or benefits of employment to the
complaining employee.
2. Disciplining the harasser. This discipline can include written disciplinary
warnings, transfer, demotion, suspension, and termination.
If the harassment is from a vendor or customer, management will take appropriate action
to stop the complained-of conduct.
WHISTLEBLOWING AND GENERAL COMPLAINT RESOLUTION
PROCEDURE
Whistleblower Policy
The North Carolina Virtual Academy treats complaints about accounting, internal
accounting controls, auditing matters or questionable financial practices seriously and
expeditiously. Employees may confidentially and anonymously submit such complaints
for review. The school will protect the confidentiality and anonymity of the employee to
the fullest extent possible, consistent with the need to conduct an adequate review. The
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Company abides by all laws that prohibit retaliation against employees who lawfully
submit complaints under these procedures.
Other whistleblower complaints or disclosures can include, but are not limited to,
intentional and unintentional violations of regulations and policies set forth in this
handbook such as discrimination, sexual or other harassment, and retaliation. Any person
may make a complaint or disclosure by following the process below.
General Complaint Resolution
In addition to whistleblower complaints, misunderstandings or conflicts can arise in any
organization. To ensure effective working relations, it is important that such matters be
resolved before serious problems develop. Most incidents resolve themselves naturally;
however, should a situation persist that you believe is detrimental to your effective
employment, you should follow the procedure described here for bringing your complaint
to management’s attention.
Step One. Discussion of the problem with your immediate supervisor is
encouraged as a first step. If, however, you do not believe a discussion with your
supervisor is appropriate, you may proceed directly to Step Two.
Step Two. If your problem is not resolved after discussion with your supervisor or
if you feel discussion with your supervisor is inappropriate, you are encouraged to
request a meeting with your Human Resource Generalist. In an effort to resolve
the problem, the representative will consider the facts and may conduct an
investigation.
North Carolina Virtual Academy does not tolerate any form of retaliation against
employees availing themselves of this procedure. The procedure should not be construed,
however, as preventing, limiting, or delaying North Carolina Virtual Academy from
taking disciplinary action against any individual, up to and including termination, in
circumstances (such as those involving problems of overall performance, conduct,
attitude, or demeanor) where North Carolina Virtual Academy deems disciplinary action
appropriate.
DRUG-FREE WORKPLACE POLICY
The policy of North Carolina Virtual Academy is to maintain a drug-free workplace. As a
condition of continued employment, all North Carolina Virtual Academy employees must
comply with this policy. The term “workplace” is defined as North Carolina Virtual
Academy property, any North Carolina Virtual Academy -sponsored activity, or any
other site where the employee is performing work for North Carolina Virtual Academy or
representing North Carolina Virtual Academy. The term “drug” as used in this policy
includes alcoholic beverages and prescription drugs, as well as illegal inhalants and
illegal drugs and/or controlled substances as defined in schedules I through V of the
Controlled Substances Act, 21 U.S.C. Sec. 812, 21 C.F.R. Sec 1308, and the state and
N-6
local law of the jurisdiction where the workplace is located, including, but not limited to,
marijuana, opiates (e.g., heroin, morphine), cocaine, phencyclidine (PCP), and
amphetamines. If a North Carolina Virtual Academy employee’s primary worksite is a
home office, alcohol may be permitted in the home, but drinking alcohol is strictly
prohibited during working hours. An employee who engages in an activity prohibited by
this policy shall be subject to disciplinary action, up to and including immediate
termination of employment.
Prohibited activities under this policy include the possession, use, sale, attempted sale,
distribution, manufacture, purchase, attempted purchase, transfer, or cultivation of drugs,
as defined above, in the workplace, as defined above. Employees are also prohibited from
being at the workplace with a detectable amount of drugs in their system. However, the
use and/or possession of prescription drugs, when taken as directed and obtained with a
valid prescription, shall not be a violation of this policy.
WEAPONS
It is the intent of K12 to provide a safe and secure workplace for employees, clients,
clients’ customers, visitors and others with whom we do business. North Carolina Virtual
Academy expressly forbids the possession of weapons on Company property where such
prohibition is permitted by law. North Carolina Virtual Academy has zero tolerance for
possession of any type of weapon, firearm, explosive, or ammunition. Company property
includes, but is not limited to, all Company facilities, vehicles, and equipment, whether
leased or owned by North Carolina Virtual Academy or its clients. In addition, weapons
in employee-owned vehicles parked on Company property are strictly forbidden.
Weapons are any instrument of offensive or defensive combat and any device designed or
traditionally used to inflict harm or injury and include, but are not limited to, explosives,
firearms, bows, slingshots, switchblades, daggers, blackjacks, brass or metal knuckles,
hunting knives, nunchaku (nun-chucks), dirk knives, bowie knives, star knives, sand
clubs, razors, throwing stars and any device capable of projecting a ball, pellet, arrow,
bullet, missile, shell or other material.
The possession of weapons on Company property will be cause for discipline, including
immediate termination of employment. In enforcing this guideline, North Carolina
Virtual Academy reserves the right to request inspections of any employee and their
personal effects, including personal vehicles, while on Company premises. Any
employee who refuses to allow inspection will be subject to the same disciplinary action
as being found in possession of firearms.
Employees within North Carolina Virtual Academy share the responsibility for
identifying violators of this guideline. An employee who witnesses or suspects another
individual of violating this guideline should immediately report this information to his or
her on-site supervisor.
FAMILY AND MEDICAL LEAVE (FMLA)
N-7
Any time you miss work due to your own serious medical condition or the care of an
immediate family member with a serious medical condition or for the birth and care
of a newborn child of the employee or for placement with the employee of a son or
daughter for adoption or foster care, please contact FMLASource via the following
steps:
• Call 1-877-GO2-FMLA or log on to www.fmlasource.com.
• Your information will be verified by a Benefit Specialist at FMLASource who
will initiate the Family Medical Leave process and answer any questions you may
have.
You will be notified of the status of your FMLA claim by an FMLASource Benefits
Specialist once it has been processed. In addition to contacting FMLA Source, contact
your Supervisor or Human Resources Representative to discuss steps for business
planning purposes
An employee seeking leave benefits under this policy must satisfy all eligibility
requirements as set forth below and required by applicable federal law. This policy does
not create any rights (contractual or otherwise) not already provided under federal, state
or local law. Employees should, to the extent they wish to request and apply for family
and medical related leave under any applicable federal or state law contact their
Supervisor or Human Resources along with FMLASource.
Employee Rights and Responsibilities Under the Family and Medical Leave Act
http://www.dol.gov/whd/regs/compliance/posters/fmlaen.pdf
Basic Leave Entitlement
FMLA requires covered employers to provide up to 12 weeks of unpaid, job-protected
leave to eligible employees for the following reasons: For incapacity due to pregnancy,
prenatal medical care or child birth; To care for the employee’s child after birth, or
placement for adoption or foster care; To care for the employee’s spouse, son or
daughter, or parent, who has a serious health condition; or For a serious health condition
that makes the employee unable to perform the employee’s job.
Military Family Leave Entitlements
Eligible employees with a spouse, son, daughter, or parent on active duty or call to active
duty status in the National Guard or Reserves in support of a contingency operation may
use their 12-week leave entitlement to address certain qualifying exigencies. Qualifying
exigencies may include attending certain military events, arranging for alternative
childcare, addressing certain financial and legal arrangements, attending certain
counseling sessions, and attending post-deployment reintegration briefings.
FMLA also includes a special leave entitlement that permits eligible employees to take
up to 26 weeks of leave to care for a covered service member during a single 12-month
period. A covered service member is a current member of the Armed Forces, including a
member of the National Guard or Reserves, who has a serious injury or illness incurred in
N-8
the line of duty on active duty that may render the service member medically unfit to
perform his or her duties for which the service member is undergoing medical treatment,
recuperation, or therapy; or is in outpatient status; or is on the temporary disability retired
list.
Benefits and Protections
During FMLA leave, the employer must maintain the employee’s health coverage under
any ―group health plan‖ on the same terms as if the employee had continued to work.
Upon return from FMLA leave, most employees must be restored to their original or
equivalent positions with equivalent pay, benefits, and other employment terms.
Use of FMLA leave cannot result in the loss of any employment benefit that accrued
prior to the start of an employee’s leave.
Eligibility Requirements
Employees are eligible if they have worked for a covered employer for at least one year,
for 1,250 hours over the previous 12 months, and if at least 50 employees are employed
by the employer within 75 miles.
Definition of Serious Health Condition
A serious health condition is an illness, injury, impairment, or physical or mental
condition that involves either an overnight stay in a medical care facility, or continuing
treatment by a health care provider for a condition that either prevents the employee from
performing the functions of the employee’s job, or prevents the qualified family member
from participating in school or other daily activities.
Subject to certain conditions, the continuing treatment requirement may be met by a
period of incapacity of more than 3 consecutive calendar days combined with at least two
visits to a health care provider or one visit and a regimen of continuing treatment, or
incapacity due to pregnancy, or incapacity due to a chronic condition. Other conditions
may meet the definition of continuing treatment.
Use of Leave
An employee does not need to use this leave entitlement in one block. Leave can be taken
intermittently or on a reduced leave schedule when medically necessary. Employees must
make reasonable efforts to schedule leave for planned medical treatment so as not to
unduly disrupt the employer’s operations. Leave due to qualifying exigencies may also be
taken on an intermittent basis.
Substitution of Paid Leave for Unpaid Leave
Employees may choose or employers may require use of accrued paid leave while taking
FMLA leave. In order to use paid leave for FMLA leave, employees must comply with
the employer’s normal paid leave policies.
N-9
Hiring Practices
North Carolina Virtual Academy (NCVA) will comply with all EEOC (Equal
Employment Opportunity Commission) regulations concerning the hiring of
employees. NCVA will seek the most qualified applicants for all positions. Each
school year teacher recruitment efforts will begin in the early spring and continue
into the summer. Instructional and other staff will be also be recruited with
advertisements in well-known educational trade publications such as Education
Week, via online job recruitment sites such as CareerBuilder.com, and in local
media throughout North Carolina. NCVA administrators will also attend job fairs
and set up recruiting sites to inform teachers about the school and interview them.
The number and types of teachers recruited will depend on student needs from
year to year. Ongoing enrollment will necessitate hiring throughout the year as
necessary.
Teacher candidates are interviewed via a phone interview and in-person group
and/or individual interviews. To ensure certification compliance, reference checks
and background checks are completed on each candidate. Candidates must
comply with all state laws requiring fingerprinting and other documentation.
Teacher compensation levels (salary and benefits) for North Carolina Virtual
Academy administrative staff will be competitive with starting local salary and
benefits. The virtual teaching job is significantly different from brick and mortar
classroom teaching, is attractive to teachers, and results in many applicants Some
of the incentives to teach in a virtual school are:
a. Ability to work from home
b. Removal of pressure of classroom management from instructional duties
c. Significant adult contact
d. Exposure to a rich and rigorous curriculum
e. Family involvement in education
f. Additional economic benefits such as a subsidized high-speed internet
connection and unlimited long distance calling
The costs of providing the technology, instructional materials, and an online
service provider is much greater as compared to brick and mortar schooling and
so teacher costs and other costs are carefully managed. An attractive incentive
plan allows teachers to increase compensation through bonuses for meeting
performance metrics, stipends for ad hoc work, and working days beyond the
contractual obligation (summer work).
NCVA hires teachers who are certified, experienced educators and considered
highly qualified as defined by the No Child Left Behind Act of 2001. Each
N-10
teacher should also demonstrate technological competency via a technology skills
test prior to employment. Depending on the students enrolled, teachers and other
staff with bilingual skills will also be recruited and hired.
Evaluation
NCVA, in consultation with and involvement of elected representatives of the
teachers or their designees, will develop a policy for objective evaluations in
narrative form. It will be a policy defining optimal performance and a system for
measuring it on a periodic basis throughout the school year. It will be a policy
discussed at new staff orientations and reviewed during the year for all staff. It
will help all staff learn what is expected of them and conversely provides for
administrators to learn what the staff expects of them.
• Our virtual school strives to attract, retain, and support high quality
teachers. As the role of the virtual academy teacher requires innovative
skills and non-traditional methods, so too does the evaluation method.
Our goals are three-fold: To improve the quality of teaching in the virtual
school
• To recognize and reward quality teaching in the virtual school
• To ensure a high level of teaching performance in the virtual school
A system of evaluation which has worked well in other virtual academies is that
formative evaluations of teachers are conducted at least twice a year by
administrative personnel including the Head of School and Academic
Administrators. Teachers are evaluated based on three domains:
Planning and Preparation
o Gaining and using knowledge of K12 curriculum content
o Gaining and using knowledge of North Carolina Performance
Standards and North Carolina Assessment Standards
o Gaining and using knowledge of students
o Gaining and using knowledge of and skill with Learning
Coaches/Mentors
o Gaining and using knowledge of resources
Instruction and Student Achievement
o Communicating effectively with students and Learning
Coaches
o Communicating effectively with school staff
o Feedback to students and Learning Coaches/Mentors
o Flexibility and responsiveness
o Working with students to increase achievement
o Selecting appropriate instructional progress goals
Virtual Classroom Environment
o Creating an environment of respect and rapport
N-11
o Managing virtual classroom procedures
o Organizing physical and virtual space
o Gaining and using knowledge of technology
Professional Responsibilities
o Working on requirements for certification and HighlyQualified Teacher status, if applicable
o Developing the virtual school community
o Growing and developing professionally
o Showing professionalism
o Reflecting on teaching
o Time with Mentor
o Other
Teachers are rated as Unsatisfactory, Basic, Commendable, or Distinguished in
these domains and recommendations for improvement are discussed. At that time,
renewal or non-renewal of a teacher contract is determined. Special Education
teach others’ evaluations also include a focus on issues related to special
education compliancy issues.
A draft implementation calendar outlines the steps in the evaluation process (dates
will changed based on each calendar year to take into account weekends).
Steps in Process
1. Administration to communicate
process and standard form to
teachers.
2. Hold evaluators’ Alignment
Training.*
3. Supervisor completes observations.*
• Conference calls
• Email samples
• Home visit (optional)
• Outings (optional)
Proposed Dates (general weeks/ dates)
August Orientation week
4. Supervisor completes data review
process.*
Student achievement results
• Re-enrollment statistics
• Parent satisfaction surveys
• K12 curriculum mastery report
• Teacher metrics report
• Teacher self-evaluation
May 5- May 14
First: By Dec 11
Second: By Apr 19
By Apr 30
N-12
5. Teacher completes and submits
his/her column of the Teacher
Evaluation Form.*
6. Administrator completes draft of
his/her section of teacher evaluation
form.
7. HOS reviews draft evaluation form
and signs off on final merged version
of teacher evaluation form.
8. Administrator and Teacher meet for
teacher evaluation conference; final
forms signed and dated. (Lead
Teacher included, if applicable.)
9. Distribute completed evaluation form
to teacher for preview.
10. Forms filed (electronically and hardcopy) as part of teacher’s permanent
record.
May 5- May 14
May 5-May 14
May 17- May 28
May 28- Jun 7
1-2 days before scheduled conference
Upon completion of the teacher
evaluation conference.
* Details below.
The following paragraphs provide further details and recommendations relevant
to Steps 2-5 in the Implementation Calendar.
Step 2: Evaluators’ Alignment Training
Different evaluators often have different interpretations of particular areas of
teacher performance. To ensure consistency and fairness, we recommend that all
administrators and lead teachers who will have a role in teacher evaluations
participate in an evaluators’ alignment training. The individuals will work as a
team to complete a practice evaluation using actual teachers whose performance
is well known to each member of the group. It is recommended that the group
choose to discuss several different teachers who model the various qualities of the
evaluation rubric.
Step 3: Complete Observations
Conference calls: It is recommended that one parent-teacher conference call per
semester be held on a three-way conference line so the administrator can observe
the teacher’s interaction with the parent as well as his/her interaction with the
student, if appropriate. Parental permission will be required.
N-13
Home visit (optional): Administrators or Lead Teachers may choose to observe
the teacher’s routine and organizational space by observing the teacher for one
hour in their own home.
Email: Because email communication is a vital part of the virtual teacher’s role,
administrators are encouraged to review random samples of the correspondence
sent to parents. The Tech Specialist, who is backing up the teacher’s Outlook
files regularly, should gather samples. Administrators should focus on grammar,
content, and tone of the teacher’s email communication.
Outings (optional): Administrators or Lead Teachers may choose to observe the
Teacher’s scheduled outing to observe student/teacher interaction and planning.
Step 4: Complete Data Review Process
Data
What Is It?
Who’s
Responsible
Availability of the Information
Parent
satisfaction
surveys
K12
curriculum
mastery
report
Web survey released once each
year to all virtual school
families
Assessment of teacher’s
curriculum knowledge will be
assessed through completion of
Teacher Goals and
specialization planning.
Statistical report documenting
information such as
retention/re-enrollments,
outings, marketing efforts, etc
K12 Usability
Team
Results in by Mar 30
K12 Curriculum
and Training
personnel
TBD, depending on
version of assessment.
Administrator
Teacher
Maintained throughout the year
Teacher
Year-End
Metrics
Supplemental Evaluation Techniques
Other evaluation techniques to be considered are:
• Teacher goal-setting at the beginning of the year
• Portfolio system
• Videotaping
• Mid-year review, particularly to provide early attention and support to teachers
who are having performance issues
Step 5: Complete Teacher Evaluation
N-14
Teachers will complete portions of the Teacher Evaluation Form to include an
opportunity for self-evaluation. The Administrator will then evaluate the teacher in the
same areas and makes a final recommendation regarding the next step – renewal of a
contract.
When the completed evaluation is presented to the Teacher, a meeting should occur to
discuss the results of the evaluation. Both parties should sign and date the document as
indicated at the bottom of the form. At this time, it is recommended that discussion
revolve around not only individual performance for the current year, but goal setting for
next year if appropriate.
The North Carolina Virtual Academy could employ growth plans and intervention plans
to assist struggling teachers. These plans would have measurable goals for teachers to
achieve to change their intervention status. Terminations would be approved by the
board.
BENEFITS AT A GLANCE (for non-school district employees / school district
employees will follow Cabarrus County Schools Benefit plan)
• Every new hire has 30 calendar days to enroll in benefits. After 30 days, you
will not be eligible for benefits until our next open enrollment which will take
place in the Fall of the calendar year.
• If you have a life changing (qualifying event) which can be marriage, divorce,
birth, death, or adoption, spouse loss of coverage, you will have the opportunity to
enroll in K¹²’s benefits. You will have 30 days from the date of the qualifying
event to enroll in K¹²’s benefits. After the 30 days, you must also wait until the
next open enrollment period.
• All benefits are effective your first day of employment. There is no waiting or
probationary period.
• Benefits coverage will be available for Domestic Partners and their dependent
children.
• Medical insurance – Children are covered until calendar year in which they reach
the age of 26
• Dental insurance - Children are covered until calendar year in which they reach
the age of 23 (26 if full-time student)
• Eligible employees are defined as those who work at least 32 hours (full-time)
per week.
• Social Security information will be needed and varies based on the benefits
elected.
• Providers
o Anthem Blue Cross & Blue Shield - Medical & Prescription
o Guardian - Dental, Life, Disability, and AD&D insurance
o Vision Service Plan (VSP) - Vision insurance
o Hirsch (HFS) – Dependent Care, Healthcare Flexible Spending Accounts,
and Transportation Flexible Spending Accounts
N-15
o 401(k) – Principal Financial GroupAll employees are automatically
enrolled upon hire at 3%.
o Employer match is 25% up to the first 4% of salary
o Vests 25% each year for 4 years
o Contribution and investment changes can be made at any time
N-16
APPENDIX O
Insurance Quotes
December 5, 2013
To Whom It May Concern:
RE: Insurance Coverage for North Carolina Virtual Academy (NCVA)
Broker of Record – Arthur J. Gallagher & Co.
We are pleased to provide insurance services for North Carolina Virtual Academy (NCVA). Our division
specializes in Education and Charter Schools throughout the country. We currently work in many states
helping schools secure insurance and are licensed to work in The State of North Carolina as required by
law.
Our program utilizes the following carriers which are admitted in the State of North Carolina: The
Hartford, AIG, Philadelphia Insurance Company, Scottsdale Insurance Company, Gerber Life Insurance
Company.
We will only place this school with at least an “A-, VII” rated insurance carrier as determined by AM Best
rating guidelines.
On behalf of North Carolina Virtual Academy (NCVA), the following coverages will be secured to meet all
requirements of the authorizing agency and/or additional insureds as appropriate:
Coverage
Limit
General Liability (includes corporal
punishment, athletic participation*)
$1,000,000 occurrence expressly covers field trips
$3,000,000 aggregate limit
Workers Compensation
Workers’ Compensation Part II
(Employers’ Liability)
As specified by North Carolina Statutes
$1,000,000
Employee Benefits Liability
$1,000,000 per claim dedicated limit
$3,000,000 aggregate limit
Automobile/Bus Liability including nonowned and hired; underinsured as
needed
$1,000,000 combined single limit
Employment Practices Liability
$1,000,000 per claim/annual aggregate dedicated
limit
Educators Legal Liability (School
Leaders E&O and/or Professional
Liability)
$2,000,000 per claim/annual aggregate dedicated
limit
Directors & Officers
$1,000,000 per claim/annual aggregate dedicated
limit
Sexual Abuse and Misconduct Liability
$1,000,000 dedicated limit
$3,000,000 aggregate limit
O-1
Crime / Employee Dishonesty / Fidelity
Coverage (Will obtain a Surety Bond as
required)
$250,000 - $1,000,000 limits as needed and based
on cash flow of the school
Property/Lease and Boiler Machinery
Coverage
Blanket Limits as needed by School, on an all risk of
direct physical basis (replacement cost to school
building for fire and theft)
Business Income/Extra Expense
$300,000 Extra Expense included
Business Income as needed based upon cash flow
Student Accident Coverage*
Primary $25,000
CAT at $1,000,000 or $5,000,000
Umbrella / Excess Liability above
primary program (Gl, Auto, Abuse, D&O,
EPLI, ELL, EBL)
Options up to $25,000,000
*In order for the general liability to include athletic participation, student accident coverage must be
purchased. Catastrophic Student Accident is required for football exposures. In addition parental
waivers and confirmation of health insurance from parents is also required.
Additional Insureds/Loss Payees:
Our program includes the Charter Authorizer, their respective members, officers, employees, officials and
agents as additional insureds on the Directors and Officers policy. In addition our General Liability policy
includes blanket Additional Insureds status for Managers or Lessors or Premises; By Contract,
Agreement or Permit; and Funding Source. Loss Payees can be added to the property upon our review
of the lease/funding contracts.
O-2
Estimated Premiums:
The estimate below has been prepared based on current market rates, anticipated student population,
number of fulltime employees and building dimensions. The insurance estimate is based on the types
and amounts of insurance that are required by North Carolina Authorizers.
Year 1 (School Year 2015-16)
Area of proposed
coverage – Year 1
Comprehensive General
Liability
Officers and
Directors/Errors and
Omissions
Property Insurance
Proposed amount
of coverage
$13,000,000 aggregate limit
Cost (Quote)
$
27,120
$
5,900
$
500
$
100
$
5,000
$
20,136
$
58,756
$1,000,000
$10,000
Motor Vehicle Liability
$1,000,000 combined single
limit
Bonding
Minimum/Maximum
Amount
Workers
Compensation/Employers
Liability
Total Cost
$250,000
$1,000,000
$1,000,000
Coverage
General Liability/Abuse/Crime/Auto/Employee Benefits/Educators E&O
Directors & Officers / Employment Practices / Fiduciary
Property
Excess $10 million Limits (follow form over underlying)
Workers Compensation/Employers Liability
Total Annual Estimated Premium
Year 1 Premium
Indication
$
21,000
$
5,900
$
500
$
11,220
$
20,136
$
58,756
Premiums are based upon 1st year projections of 2750 virtual students, 77.5 staff members,
$3,617,460 payroll, $10,000 Contents, $18,206,719 revenues
O-3
Year 2 (School Year 2016-17)
Area of proposed coverage –
Year 2
Proposed amount of
coverage
Comprehensive General
Liability
$13,000,000 aggregate
limit
Officers and Directors/Errors and
Omissions
$1,000,000
Property Insurance
$10,000
Motor Vehicle Liability
$1,000,000 combined
single limit
Bonding Minimum/Maximum
Amount
$250,000 $1,000,000
Workers Compensation/Employers
Liability
Total Cost
$1,000,000
Cost (Quote)
$
32,809
$
5,900
$
500
$
100
$
5,000
$
26,069
$
70,378
Coverage
General Liability/Abuse/Crime/Auto/Employee Benefits/Educators E&O
Directors & Officers / Employment Practices / Fiduciary
Property
Excess $10 million Limits (follow form over underlying)
Workers Compensation/Employers Liability
Total Annual Estimated Premium
Year 2 Premium
Indication
$
24,200
$
5,900
$
500
$
13,709
$
26,069
$
70,378
Premiums are based upon 2nd year projections of 3360 virtual students, 101 staff members,
$4,696,904 payroll, $10,000 Contents, $22,242,581 revenues
O-4
Year 3 (School Year 2017-18)
Area of proposed coverage –
Year 3
Proposed amount of
coverage
Comprehensive General
Liability
$13,000,000 aggregate
limit
Officers and Directors/Errors and
Omissions
$1,000,000
Property Insurance
$10,000
Motor Vehicle Liability
$1,000,000 combined
single limit
Bonding Minimum/Maximum
Amount
$250,000 $1,000,000
Workers Compensation/Employers
Liability
Total Cost
$1,000,000
Cost (Quote)
$
38,955
$
6,200
$
500
$
100
$
5,000
$
33,805
$
84,560
Coverage
General Liability/Abuse/Crime/Auto/Employee Benefits/Educators E&O
Directors & Officers / Employment Practices / Fiduciary
Property
Excess $10 million Limits (follow form over underlying)
Workers Compensation/Employers Liability
Total Annual Estimated Premium
Year 3 Premium
Indication
$
27,400
$
6,200
$
500
$
16,655
$
33,805
$
84,560
Premiums are based upon 3rd year projections of 4082 virtual students, 126 staff members,
$6,102,643 payroll, $10,000 Contents, $27,022,088 revenues
O-5
Year 4 (School Year 2018-19)
Area of proposed coverage –
Year 4
Proposed amount of
coverage
Comprehensive General
Liability
$13,000,000 aggregate
limit
Officers and Directors/Errors and
Omissions
$1,000,000
Property Insurance
$10,000
Motor Vehicle Liability
$1,000,000 combined
single limit
Bonding Minimum/Maximum
Amount
$250,000 $1,000,000
Workers Compensation/Employers
Liability
Total Cost
$1,000,000
Cost (Quote)
$
44,118
$
6,200
$
500
$
100
$
5,000
$
39,101
$
95,019
Coverage
General Liability/Abuse/Crime/Auto/Employee Benefits/Educators E&O
Directors & Officers / Employment Practices / Fiduciary
Property
Excess $10 million Limits (follow form over underlying)
Workers Compensation/Employers Liability
Total Annual Estimated Premium
Year 4 Premium
Indication
$
30,600
$
6,200
$
500
$
18,618
$
39,101
$
95,019
Premiums are based upon 4th year projections of 4563 virtual students, 142 staff members,
$7,065,621 payroll, $10,000 Contents, $30,206,220 revenues
O-6
Year 5 (School Year 2019-20)
Area of proposed coverage –
Year 5
Proposed amount of
coverage
Comprehensive General
Liability
$13,000,000 aggregate
limit
Officers and Directors/Errors and
Omissions
$1,000,000
Property Insurance
$10,000
Motor Vehicle Liability
$1,000,000 combined
single limit
Bonding Minimum/Maximum
Amount
$250,000 $1,000,000
Workers Compensation/Employers
Liability
Total Cost
$1,000,000
Cost (Quote)
$
47,745
$
6,500
$
500
$
100
$
5,000
$
44,886
$
104,731
Coverage
General Liability/Abuse/Crime/Auto/Employee Benefits/Educators E&O
Directors & Officers / Employment Practices / Fiduciary
Property
Excess $10 million Limits (follow form over underlying)
Workers Compensation/Employers Liability
Total Annual Estimated Premium
Year 5 Premium
Indication
$
32,000
$
6,500
$
500
$
20,845
$
44,886
$
104,731
Premiums are based upon 5th year projections of 5109 virtual students, 157 staff members,
$8,117,548 payroll, $10,000 Contents, $33,820,639 revenues
O-7
Tentative Timeline for Insurance Coverages
As part of your planning process, we have prepared a timeline for buying the insurance package before
start of the school year. See below for each coverage:
Coverage
Timeline
Directors and Officers /Educators Legal
Liability
As soon as board is formed and making school
based decisions (contracts)
Employment Practices Liability
Before first employee is hired
Workers Compensation
When first employee is hired or board is
formed.
General Liability, Excess, Crime, Sexual
Abuse, Auto Liability, Student Accident
(please ask for this separately if you would like
the coverage).
When lease agreement is signed or property is
purchased (landlord will require General
Liability coverage).
Property/Flood
As soon as you acquire contents/school
equipment
Please let me know if you have any questions.
Sincerely,
Tom Boobar, MS, MBA, REHS, CSP
Area Vice President
Arthur J. Gallagher Insurance
License #0726293
O-8
Appendix P:
Facility
If the applicant has identified a specific desired location please fill out the information below
Name of the facility (if known): Not applicable - NCVA has not identified a facility at this time.
Address: N/A
City/State/Zip: N/A
Description of the facility:
Total square feet:
Number of classrooms:
Number of Restrooms:
Other Rooms:
Auditorium
Gymnasium
Music Room
Arts Room
Laboratory
Ownership:
Fee Simple or
N/A
N/A
N/A
Lease
If the facility is to be leased, provide the following information:
(a) Term of the Lease: N/A
(b) Type of Lease:
N/A
(c) Rent: $ N/A per month (provide evidences within the appendices)
(d) Approximate student per square foot
Name of Landlord: N/A
Address: N/A
City/State/Zip: N/A
Phone: N/A
Fax: N/A
Describe how the renovations and maintenance will be provided for the facility. What is the funding source of
these renovations? N/A
Include Documented inspections for the following this page in the appendices (Appendix Q):
(a) Fire: Will be conducted once facility is acquired
(b) Safety: Will be conducted once facility is acquired
(c) Handicapped accessibility? Will be conducted once facility is acquired
APCS will hire a full-time Maintenance/Custodial staff for the school.
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Appendix Q
Copies of Completed Facility Inspections
This appendix is not applicable to NCVA because a facility has not yet been identified.
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APPENDIX R
Revenue Assurances and/or Working Capital Report
Revenue assurances are provided through our Educational Products and Services Agreement (Appendix
L) to cover contingencies, risks and positive fund balance requirements of the school. Key provisions
from the Educational Products and Services Agreement are as follows:
4.1 Financial Risks Assumed by K12. K12 assumes the risks, except as otherwise set forth in this
agreement, that its fees may not allow it: i) to operate profitably, and/or ii) to fully recover the
amounts invoiced by K12 to the School in accordance with this Agreement. In addition, the
Parties agree that the Program will not conclude a Fiscal Year during the Term in a Negative Net
Asset Position. Accordingly, the Parties further agree that each of them shall take all reasonable
steps and approaches necessary to avoid a negative change in Net Assets or conclude a Fiscal
Year in a Negative Net Asset Position during the Term. For each year of the Agreement,
provided that there has been no material breach of the Agreement by the School, if the School
ends a fiscal year in a Negative Net Asset Position, the Parties agree that K12 will provide
sufficient credits (“Balanced Budget Credits”) to be applied to K12 invoices to ensure that the
Program does not experience a Negative Net Asset Position at the end of said Fiscal Year.
4.3 Financial Risk Mitigation. As an inducement for entering into this Agreement and issuing
Balanced
Budget Credits, the School and K12 agree that K12 is willing to assume the financial risks set
forth herein, subject to both the Balanced Budget Credit remittance (Section 4.2) above and all of
the risk mitigation efforts set forth below, each of which are material terms of this Agreement.
4.5 Start Up Costs. “Start Up Costs” are those project management, insurance, legal, recruiting
and hiring fees, computers, phones and other administrative costs that have been incurred on
behalf of the Program, together with advances made to the School by K12, prior to and
subsequent to the execution of this Agreement in order to obtain Program approval by the
applicable Charter Authorizer(s) or to open the School. In order to sufficiently verify the Start Up
Costs are valid and applicable to the Program, the School agrees to provide a detailed breakdown
with the appropriate receipts for all such costs which will be subject to audit by K12. To the
extent the Start Up Costs were paid to or on behalf of the School by K12 and/or Advances were
made to the School for Start Up Costs, K12 shall invoice the Program for reimbursement of such
Start Up Costs and Advances in accordance with Sections 4.4 and 8.3 herein. Payment will be
due within thirty (30) days of receipt of such invoice unless sufficient cash is not on hand to do so
at which time such invoices will accrue interest per the Agreement.
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APPENDIX S
1099
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APPENDIX T
State Board Waiver Request
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APPENDIX T: Specific and Measurable Student Achievement Performance Goals
Goal 1: The school will show growth in the percentage of students performing at the proficient level in Reading and Math as
measured by the Phonological Awareness Literacy Screening Form (C-PALS) and North Carolina state assessments. Action Steps:
Achieve a performance level of 95% of students performing at proficient level; growth measure set based on first year test data.
Goal 2: To have 90% of the students reading on grade level by the end of 2nd grade utilizing DIBELS for baseline data and
assessments throughout the school year to measure growth and performance. Action Steps: Provide professional development to
teachers and administrators on data analysis, and supplementary curriculum and additional remedial and enrichment programs
offerings to students.
Goal 3: As indicated by End of Grade (EOG) scale scores in Math and Reading for grades 3-8, students will perform at Level III or
higher proficiency on EOG reading tests as measured by the North Carolina ABC Accountability Model. Action Steps: (1) Use the
EOG results to determine targets for each school year. Objective: increase proficiency by 5% each year until the school reaches Level
III. (2) Provide professional development to teachers and administrators on data analysis, and supplementary curriculum and
additional remedial and enrichment program offerings to students.
Goal 4: As indicated by End of Grade (EOG) scale scores in Science for grade 5 will perform at Level III or higher proficiency on
EOG science tests as measured by the North Carolina ABC Accountability Model. Action Steps: (1) Use the EOG results as baseline
data to determine the targets for each school year. Objective: increase proficiency by 5% each year until the school reaches Level III.
(2) Provide professional development to teachers and administrators on data analysis, and supplementary curriculum and additional
remedial and enrichment programs offerings to students.
Goal 5: The percentage of students in grades 3-8 scoring at a Level IV will increase year over year measured by the EOG reading
tests, mathematics tests and on the EOC composite; while students scoring at the top half of the Level IV range will also increase
year over year on the composite score for EOG reading, EOG mathematics and on EOG composite. Action Steps: (1) Use the EOG
results to determine targets for each school year. Objective: increase proficiency by 5% each year until the school reaches Level III.
(2) Provide professional development to teachers and administrators on data analysis, and supplementary curriculum and additional
remedial and enrichment programs offerings to students.
Goal 6: To reduce the achievement gap among various groups each year. Action Steps: (1) Establish baseline from year one
assessment data. (2) Seek best practices for each sub group and develop a written plan for each sub group to reduce the gap by no
less than 2% each year. (3) Provide professional development opportunities for teachers and staff: Data desegregation and Research
on best practices
Goal 7: Increase the high school courses offered to middle school students and increase the number of middle school students
taking high school courses. Action Steps: (1) After Year 1, determine the number of middle school students taking high school
courses. (2) Increase the number of middle school students taking high school students by 3% each year. (3) Provide professional
development to teachers and staff. (4) Provide information sessions to parents.
Goal 8: Increase retention of students year over year. Action Steps: (1) Provide professional development for teachers and staff to
increase student retention year over year. (2) Provide parent/student satisfaction survey. (3) Develop goals around retention data.
Goal 9: Increase awareness among parents around best practices to support their child’s learning, as measured by annual parent
survey. Action Steps: (1) Conduct annual survey. (2) Provide resources for parents. (3) Provide professional development for
teachers around working with parents.
Goal 10: Increase the number of parents and students who view NCVA as a positive and nurturing learning environment for them.
Action Steps: (1) Conduct annual survey. (2) Provide resources for parents. (3) Provide professional development for teachers around
working with parents.
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Goal 11: Ninety percent of the students will score at a Level II or higher on the 8 grade computer skills assessment. Action
Steps: (1) After Year 1, determine the number of 8th grade students below Level II. (2) Increase the number of 8th grade students
performing at Level II by 10% each year. (3) Provide professional development to teachers and staff. (4) Provide information sessions
to parents.
Goal 12: Show growth over 2 to 3 years OR have an annual performance composite at or above sixty percent (60%). Action Steps:
(1) Provide professional development to teachers and administrators on data analysis, supplementary curriculum, and additional
remedial and enrichment programs offerings to students. (2) Implement individual student learning plans that incorporate student
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learning goals measured throughout the school year with school level assessments.
APPENDIX T
Sample Middle School Teacher Instructional Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
8:00 - 9:00
Planning/Data /Kmail
Planning/Data /Kmail
Planning/Data /Kmail
Planning/Data /Kmail
Planning/Data /Kmail
9:00 - 10:00
7/8 Math
7/8 Math
7/8 Math
7/8 Math
MS/HS Meeting
10:00 - 11:00
ELA- 6th/7th
ELA- 6th/7th
ELA- 6th/7th
ELA- 6th/7th
FLVA Math Lab (9)
Algebra
Geometry
Algebra
Geometry
ELA- 8th/9th
Civics
ELA-8th/9th
ELA-8th/9th
Civics Connections
Writer's Workshop (8)
Life Science- 7th
6th Grade Math
6th Grade Math
6th Grade Math
6th Grade Math
11:00 - 12:00
12:00 - 1:00
1:00 -2:00
Reading Intervention (HS)
12:30-1:30 FLVA Math Lab (6-8)
1:30 Professional Development
2:00 - 3:00
Professional Development
3:00 - 4:00
Professional Development
Reading Intervention (MS)
Comp. Science 5 & 8
12:30 - 1:30
US History (HS)
1:30 - 2:30 Earth Science (6th) 1:30-2:30 FLVA Math Lab (6-8)
Comp. Science 5 & 8
12:30 - 1:30
ILP Conferences/Planning
ILP Conferences/Planning
Grading/Data Dig
Science Connections (5-8)
ILP Conferences/Planning
Grading/Data Dig/Kmail
ILP Conferences/Planning
Grading/Data Dig/Kmail
Reading Intervention (MS)
Grammar Lab (6-9)
12:30 Earth Science HS
World History(6)
Art Club (MS/HS- next week ES)
US History (8)
Data Dig/Planning
Grading/Kmail
ILP Conferences/Planning
Grading/Data Dig/Kmail
Data Dig/Planning
Grading/Kmail
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