Issaquah High School Specific Information and Course Listings

Course Description Guide 2014-2015

700 2nd Ave. S.E. Issaquah, WA 98027-4319 425-837-6000

Website: www.IHS.issaquah.wednet.edu CEEB/School Code Number 480-500

ISSAQUAH SCHOOL DISTRICT MISSION AND ENDS STATEMENTS

Mission

Our students will be prepared for and eager to accept the academic, occupational, personal, and practical challenges of life in a dynamic global environment.

Ends Statements

E-2 Academics and Foundations Upon graduation, students will be academically prepared and confident to pursue higher education or specialized career training.

E-3 Citizenship Students will live as responsible citizens.

E-4 Technology Throughout life, students will understand and apply current and emerging technologies to extend their personal abilities and productivity.

E-5 Personal Awareness and Expression Students will understand and develop their personal gifts and strengths.

E-6 Life Management Students will live healthy, satisfying, and productive lives.

TABLE OF CONTENTS

Issaquah School District Mission & District Ends Statements...... 2 Washington State & Issaquah School District Graduation Requirements...... 4 Credit Considerations While Earning a High School Diploma...... 7 Credit Options Outside of Issaquah School District...... 11 Additional Policies, Regulations and Rules...... 13 Guidance Center...... 16 Four Year Planning Guide and Worksheets...... 17

Issaquah High School Specific Information & Course Listings...... 18 Scheduling Priorities...... 19 Advanced Placement (AP)...... 19 Equivalency, CTE and Fine Arts Credit Information and Chart...... 19 Valedictorian Selection...... 21 Issaquah High Course Offerings Assistants & Tutors...... 22 Business...... 24 Communications and Technology...... 26 Communications: Journalism, TV-Video Production, Yearbook...... 26 Technology: Computer Science, Web Design, Graphic Design, Interactive Media...... 30 Engineering Sciences and Construction (Engineering, Material Science & Woods)...... 33 Fine Arts...... 36 Visual Arts...... 36 Performing Arts...... 40 Health and Human Services...... 48 Family & Consumer Science...... 48 Physical Education...... 51 Sports Medicine...... 55

Language Arts...... 60

Leadership...... 68

Mathematics...... 69

Resource & Center Based Life Skills...... 79

Science...... 85

Social Studies...... 99

World Language...... 109 WaNIC...... 125 Index...... 126

The governing of a comprehensive high school is regulated by a variety of sources: Washington State Administrative Code (legislation pertaining to schools), procedures set by the Office of the Superintendent of Public Instruction, Issaquah School District policies (determined by the ISD Board of Directors) and each individual high school’s policies. Our operational procedures serve to organize the operations of the school in a fair and equitable manner and to provide access to strong instruction, connectivity to schools, citizenship as a contributing member of a community, resiliency for growth, and personal expression. The following standards are applied in accordance with these decision-making bodies and are a list of the standards relating to the earning of credit, making academic progress and participation in extra-curricular activities.

WASHINGTON STATE & ISSAQUAH SCHOOL DISTRICT GRADUATION REQUIREMENTS

To be eligible to graduate in Washington, a high school student must pass specific state exams, earn all required state and local credits, and successfully complete a high school and beyond plan and a culminating project. Please be aware that graduation requirements for all classes may change depending on action by the Washington State Legislature. To participate in the graduation ceremony a student must meet all state, district and school requirements. Minimum credit requirements for IHS and SHS are 22 credits. Minimum credit requirements for LHS are 28 credits for the Class of 2015-2016 and 29.5 for the Class of 2017-2018. Graduation requirements are based on the State of Washington, Issaquah School District and individual high school requirements

The Washington State Board of Education and the Issaquah School District established specific requirements for graduation. Issaquah students meet those requirements by fulfilling credit requirements as listed by the school and in district policy 2410. Subjects Issaquah/Skyline Liberty HS Liberty HS Tiger Mt. CHS HS Class of Class of Class of 2017-2018 Class of 2015 -2018 2015- 2016 2015 – 2018

English 4.0 4.0 4.0 4.0 Mathematics* 3.0 3.0 3.0 3.0 Social Studies** 3.0 3.5 4.0 3.0 Science 2.0 2.0 3.0 2.0 Career &Technical 1.0 1.0 1.0 1.0 CTE*** Physical Education 1.5 2.0 2.0 1.5 Health .5 .5 .5 .5 Fine/Applied Arts 1.0 1.0 1.0 1.0 Electives 6.0 9.0 9.0 4.0 Senior Core Elective 1.0 1.0 Senior General 1.0 1.0 Elective TOTAL CREDITS 22.0 28.0 29.5 20.0

*Math Requirements: Only those math credits earned while in grades 9 through 12 will satisfy the math graduation requirement. Per WAC 180-51-066 students must complete, as a minimum, mathematics courses in one of the following progressive sequences a. Algebra I, Geometry, and Algebra II; or b. Integrated Mathematics I, Integrated Mathematics II, and Integrated Mathematics III; or c. Any combination of (a) and (b) in progressive sequence. In lieu of a third credit of mathematics a student may choose an alternative mathematics course, if the parent/guardian agrees that the third credit mathematics elective is supportive of the student’s education and career goals. Before approval of the elective third mathematics credit a meeting will be held with the student, the parent/guardian and the school staff to discuss the student’s High School and Beyond Plan and the mathematics requirements for post-secondary and career choices. The district will obtain a signed consent form from the parent for the student to enroll in the alternative third credit of mathematics. The consent form will confirm the meeting, that the parent understands the impact of the selection on the student’s educational and employment options, and that the alternative is most appropriate for the needs of the student. The mathematics requirements may also be satisfied by earning equivalency based credit in career and technical education mathematics courses. Those credits must be recorded using the equivalent academic high school department designation.

**Social Studies credits required: Class of 2015-2017 - World Studies (9th grade requirement); European Studies (10th grade requirement) and U.S. History (11th grade requirement). Class of 2018 and beyond - World History (1.5 credit), Civics (.5 credit) and U.S. History (1.0 credit). State of Washington also requires that students take a Washington State History and Government course. This requirement is satisfied in 7th grade in the Issaquah School District. Liberty HS has an additional .5 credit in the freshman year and a .5 elective credit required during senior year.

***Technology Proficiency: The Issaquah School District requires that all students meet technology proficiency. This is accomplished by successfully completing an approved technology course in high school/ middle school or passing the technology proficiency test. Information on the test can be found at: thttp://connect.issaquah.wednet.edu/district/depts/technology_challenge_test/p/registration.aspx Successful passage of the technology proficiency test does not result in earning credit.

In addition to the minimum credit requirements, to earn a diploma each student must:  Complete a High School and Beyond Plan – o A student must detail his/her plan for meeting the high school graduation requirements and what they expect to do after graduation.  Complete a Culminating Project – o This learning project helps students understand the connection between school and the real world. ISD requires all students complete career exploration and preparation curriculum for 9th, 10th, 11th and 12th grades in order to meet the state requirement of a culminating project. The final activity is an exit interview senior year.  Pass statewide assessments – The assessment requirements are as follows: o Class of 2015 and beyond: A student must meet standard a state exam in reading and writing, one science end-of-course exam and one math end-of-course exam,, or state-approved alternatives or assessments for students in special education.

Assessment Requirements for Certificate of Academic Achievement (CAA) / High School Diploma Subject Classes of 2013 & 2014 Classes of 2015 & 2016 Classes of 2017 & 2018 Class of 2019 Reading and Writing HSPEs* - OR- 10th grade ELA Exit Exam 10th grade ELA Exit Exam based based on the Common Core English Reading and 11th-grade Smarter on the Common Core** - OR- Language Arts Writing HSPEs* Balanced ELA Test - OR- 11th-grade Smarter Balanced 11th-grade Smarter Balanced ELA Test ELA Test** Algebra I/Integrated Math 1 EOC* - OR- Geometry/Integrated Math 2 EOC* Algebra 1/Integrated Math - OR- 1 EOC* Algebra 1/Integrated Math 1 EOC Exit Exam based on the Common 11th-grade Smarter Math - OR- Core** Balanced Math Test Geometry/Integrated Math - OR- 2 EOC* Geometry/Integrated Math 2 EOC Exit Exam based on the Common Core** - OR- 11th-grade Smarter Balanced Math Test** Biology EOC Science - OR-

Comprehensive NGSS Test*** Note: Above table as of January 16, 2014

* The HSPE will not be administered after summer 2014, math EOCs will not be administered after winter 2015.

** This test is not available until spring 2015.

*** Until Next Generation Science Standards (NGSS) are adopted, implemented and assessed, students will be required to pass the Biology EOC. After NGSS are adopted, implemented and assessed, they will be required to pass a Comprehensive NGSS Test. The timeline of adoption/implementation/assessment of NGSS is undetermined.

High School Proficiency Exams: HSPEs are comprehensive exams that measure the basic proficiency of high school students in reading and writing, and serve as the state’s exit exams in those subjects.

End-of-Course Exams: EOCs measure the knowledge of students in algebra 1/integrated math 1, geometry/integrated math 2 and biology when they complete each course. They serve as the state’s exit exams for math and science.

ELA Exit Exams and Math EOC Exit Exams: Based on the Common Core State Standards, the state will administer new English language arts (ELA) exit exams and math EOC exit exams to align with the new standards beginning in the 2014-15 school year.

Smarter Balanced Tests: Beginning in the 2014-15 school year, subjects included in the Common Core will be assessed using the Smarter Balanced system. Meeting standard on an 11th-grade Smarter Balanced test is a state-approved assessment alternative for ELA and math for the classes of 2015, 2016, 2017 and 2018. Starting with the Class of 2019, meeting standard on the Smarter Balanced tests will be required for high school graduation.

CREDIT CONSIDERATIONS WHILE EARNING A HIGH SCHOOL DIPLOMA

COLLEGE ADMISSIONS REQUIREMENTS Academic review for college admissions will not only include an examination of a student’s GPA and college entrance examination scores (SAT/ACT), but will also be based upon an evaluation of a student’s rigor of curricula, including senior year course selections, and in some cases a college essay. A significant grade improvement through the junior year may be taken into account. Please note that special education and resource classes do not meet admission requirements for a four year college/university. Requirements at out-of-state colleges and universities, as well as all selective college course requirements, vary. A student and his/her parents should consult the websites of colleges in which they are interested.

The Washington Student Achievement Council (WSAC) , has established new minimum college admission standards for college-bound students in Washington. These standards apply to Central Washington University (CWU), Eastern Washington (EWU), The Evergreen State College (TESC), University of Washington (UW Bothell, UW Seattle, UW Tacoma),Washington State University (WSU Vancouver, WSU Tri Cities), and Western Washington University(WWU).

The standards apply to a student who aspires to enter a Washington baccalaureate institution directly from high school and spells out the number and type of high school credits needed to qualify for college admission. These required courses are known as the College Academic Distribution Requirements (CADR). The term differs from high school graduation requirements that are determined by the Washington State Board of Education (SBE) and local school districts.

CADR reflect the minimum number of credits required in six (6) subject areas that students must earn to be eligible for routine admission consideration by four-year Washington public baccalaureate institutions. Meeting the minimum college admission standards (15 CADR credits) does not guarantee admission to a public baccalaureate institution.

Therefore, students are encouraged to go beyond meeting minimum college admission standards to improve their chances for gaining entry to a Washington public baccalaureate institution.

NOTE: A student should obtain specific admission requirements directly from the private and out-of-state institutions to which they plan to apply, as they may differ from those listed below.

Minimum CADR requirements are:

Subject CADR HS GRAD COMPARE English 4 credits 4 credits Mathematics (minimum through completion of Algebra 3-4 credits 3 credits 2) Social Studies 3 credits 3 credits Science – (must include 1 credit of Chemistry or Physics) 2-3 credits 2 credits

World Languages – (same Language, 1 credit can be from 2 credits - 8th grade) Fine Arts or College Prep Elective 1 credit 1 credit

English: 4 credits including 3 credits of college preparatory composition or literature. One credit may be satisfied by courses in drama as literature, public speaking, debate, journalistic writing, business English, English as a Second Language, or Learning Support English. Passing the state mandated high school assessment in Reading is equivalent to earning the first 2 CADR credits of high school English.

Mathematics: 3 credits through Algebra 2. During the senior year of high school, students must take a math-based quantitative course or have successfully completed math through pre-calculus. The math-based quantitative requirement can be met through enrollment in one of the following:  One of the three required math courses (algebra 1, geometry & algebra 2)  Completing a math-based quantitative course like statistics, applied math or appropriate career and technical courses  Completing an algebra-based science course.

Social Science: 3 credits are required in history or in any of the social sciences (e.g. anthropology, contemporary world problems, economics, geography, government, political science, psychology). Credit awarded for student government, leadership, community service or other applied or activity courses will not satisfy this requirement.

Science – 2 credits of laboratory science are required for admission to public baccalaureate institutions. One credit must be in an algebra-based science course as determined by the school district. One credit must be in biology, chemistry, or physics (this course may also meet the algebra-based requirement). Principles of technology courses taught in Washington High Schools may satisfy the laboratory science requirement. Note: WWU specifies that one credit must be an algebra-based chemistry or physics course.

World Languages: 2 credits must be earned in the same World Language, Native American Language or American Sign Language. A course in world language taken in 8th grade may satisfy one year of the requirement if transcripted and if the second-year course is completed the next year in high school. (Must be two years of the same language)

Arts: 1 credit of fine, visual, and performing arts or 1 additional credit in other CADR academic subject areas as defined above. Acceptable coursework in fine, visual and performing arts includes art appreciation, band, ceramics, choir, dance, dramatic performance and production, drawing, fiber arts, graphic arts, metal design, music appreciation, music theory, orchestra, painting, photography, printmaking or sculpture. UW and WWU specify one-half credit in fine, visual or performing arts. The other half may be in the arts or in an academic elective.

ADVANCED PLACEMENT (AP) The Advanced Placement Program (AP) offers a student the opportunity to participate in challenging college-level course work while still in high school at Issaquah and Liberty High Schools. A student can receive credit, advanced placement, or both from thousands of colleges and universities that participate in the AP Program. Exams are administered each May. Each exam has a score range of 1-5. A student who receive a 3 or better may receive college credit or advanced placement, or both. To find out if a college/university is participating in the AP Program, students will need to check with the college or university of their choice. There is a fee for each AP test. See individual high schools for AP classes.

Although Skyline offers no AP classes, a student does not have to take an AP class in order to take an AP exam. Testing fees will apply.

COLLEGE IN THE HIGH SCHOOL (CHS) Juniors and Seniors who take College in the High School (CHS) courses may receive college and high school credit simultaneously. Students must meet established criteria as explained by the classroom teacher. Tuition must be paid to the specific college (current courses are through Bellevue College, Cascadia Community College or University of Washington (UW)). Course titles and grades are recorded on the high school transcript and on the college transcript. Students need to be aware that not all four-year colleges and universities accept College in the High School credit. It is recommended that students contact the college or university they are considering to determine if the credit will be accepted. Sophomores and Freshmen may be eligible to enroll in CHS classes but, by state law, are not eligible to earn college credit.

Issaquah High school offers 5 CHS courses: Biomedical Science & Physiology (through Bellevue College), French 3 CHS (through UW), Japanese 3 & 4 CHS (through Cascadia CC), and Spanish 3 Honors (through UW).

EQUIVALENCY Certain courses are approved for equivalency for the purpose of meeting high school graduation requirements. For example, if a student takes one semester of Health through a class taught by the Issaquah School District, this would fulfill the semester state requirement for Health and a semester requirement for Career & Technical Education. Equivalency does not diminish the number of credits required for graduation; the student can choose the category in which to use that particular credit. Thus a student may meet graduation requirements at a faster pace, leaving more room in their schedule for other course options.

Please note that EQUIVALENCY may not apply for meeting minimum core requirements for college admissions. Example: Sports Medicine as taught in our schools will meet state high school requirements for the science requirements; however, colleges may require more standardized lab-based courses such as biology, physics and chemistry to meet this requirement for college entrance. Please see each individual high school for specific equivalency tables.

HIGH SCHOOL CREDIT FOR 7th AND 8th GRADE STUDENTS (Choice Legislation) All 7th and 8th grade students who complete high school level credit courses at their middle school in accordance with District Policy 2410 are eligible to have those grades and credits placed on their high school transcript. A request can be made to add the credit and grade at any time up to the point of the student’s junior year credit review with his/her counselor. Please note that once the grades are added to the high school transcript, the grade and credit cannot be removed and will permanently be included in the computation of the student’s grade point average.

INTERNATIONAL BACCALAUREATE (IB) The International Baccalaureate (IB) is a high school diploma program with worldwide recognition and is offered at Skyline High School only. By emphasizing the dynamic combination of knowledge, skills, experience, and critical thinking, IB promotes academic achievement along with active and responsible citizenship. IB classes offer excellent preparation for the demands of four-year university work. Students taking IB courses may choose to take the corresponding IB exams. There is a fee associated with exams. Fees are paid in November during exam registration. Depending on their scores, students may receive credit, advanced placement or both from colleges and universities. House Bill 1524 passed by the Washington State Legislature in 2011 provides that students who complete the requirements of an International Baccalaureate Diploma and passed all of the requisite classes are considered to have satisfied minimum state high school graduation requirements. Further they must meet the state standard on required state assessments and study the United States and Washington Constitutions as required by law.

ISSAQUAH SUMMER SCHOOL PROGRAM The Issaquah School District Summer School provides opportunities for enhancement, acceleration, credit retrieval (F grade/NC), and grade improvement when a C-, D+ or D in a core academic course has been earned. When a student takes a course (generally semester) for the first time (example PE/Health), the grade and credit will be posted to the student’s transcript. When a student repeats a course successfully in Issaquah’s Summer School Program, the original grade will remain on the student’s transcript per state law, however, the credit will be changed to zero so the grade is not used in GPA calculations. The letter grade received for the summer school course and the credit will be entered on the transcript. If the summer school grade is lower than the original grade, the original grade and credit will remain on the transcript and the summer school grade will be noted as “U” or “NC” but will not be used in calculating a student’s GPA.

RUNNING START Washington State legislature allows qualified students to take courses at local community/technical college during their junior and/or senior year of high school through the Running Start Program. Students can earn both college credit and high school credit at the same time. In order to qualify, a student needs to have a minimum of 10 credits and junior status as determined by the Issaquah School District, take and pass an assessment test at the college and complete an application to the college. The test and application need to be completed in the spring prior to the academic year when the student will begin.

Once a student has been accepted to the program, they must meet with their counselor for a credit evaluation and have the counselor sign the appropriate forms prior to registering for each quarter at the college. Running Start students are advised to call in advance to set up an appointment with their counselor. Running Start courses MUST be taken for a letter grade when available. A decision to participate in Running Start is a yearlong commitment due to the differences between the semester system at the high school and the quarter system at the college. Students have the option to be part-time or full-time Running Start students. Full-time Running Start students may register for no more than 15 credits in college level courses without incurring tuition costs. Students wishing to access Running Start part-time are also subject to credit limitations based on recent state legislation. Additional Running Start information is available in the Counseling Office or the Running Start office at the local community and technical colleges. Please be advised – the progress, attendance or grades of a Running Start student are not accessible to the student’s parent or ISD counselor. Additional information may be found at: OSPI: http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/RunningStart.aspx SBCTC: http://sbctc.edu/college/s_runningstart.aspx

SCHOOL DIRECTED ATHLETICS Students in school-directed athletics have the opportunity to request a .25 credit waiver for successful completion of a season of a sport to substitute for the Physical Education requirement in order to free up their schedule to take another class. The maximum number of credits waived through school-directed athletics is no more than half of the required credits or .5 credit (2 sports seasons) at IHS and SHS or 1.00 credit (4 sport seasons) for LHS. The credit may only apply to the PE requirement, not to general elective credits. Students who choose this option are still required to earn 1.00 PE credit through regularly scheduled high school course PE class offerings.

TECH PREP Tech Prep allows a student to earn high school and college credit at the same time for successfully completing certain CTE courses at your high school. The courses are aligned with a program of study at local community and technical colleges. Transferability of Tech Prep credits to other colleges or universities depends on the receiving institution. It is recommended that students contact the college or university they are considering to find out if the credit will be accepted. To qualify, students must earn a grade of “B” or higher and register online while they are taking the course. There may be a fee associated with registering for this program. Contact the classroom teacher or the Career Specialist for more information. Information can also be found on this website, http://www.techprepwa.org/ .

WAIVERS On rare occasions, a principal may waive course requirements. However, Washington State History (usually taken in middle school) U.S. History (1.0 credit), World History (1.0 credit), and Civics (.5 credit) are required by law and therefore ineligible for waiver. An exception is that Washington State History may be waived for incoming seniors from out of state. A waiver of credits may be granted in accordance with Washington State law and District Policy 2410. A maximum of 50% of a requirement may be waived.

WASHINGTON NETWORK FOR INNOVATIVE CAREERS (WaNIC) WaNIC is a regional Skills Center cooperative of seven school districts in Northeast King County. Most courses meet daily for three periods on other high school campuses or at the central WaNIC facility in Kirkland. Juniors and seniors are eligible to participate and must be on track to graduate in order to take classes through the WaNIC program. Interested students need to see the Career Specialist during Spring Course Selection to receive the necessary materials and arrange for school visitations.

The application process is to: (1) Find out details online at www.wanic.org and/or Career Specialist; (2) Complete official st WaNIC application online at www.wanic.org beginning February 1 ; (3) Visit the class; (4) Meet with your counselor to review your credits; (5) Turn in application to Career Specialist. Confirmation will be sent to student by end of June. Participation is on a first-come, first served basis, with priority registration by May 1st. For more WaNIC information, please see the website at www.wanic.org.

CREDIT OPTIONS OUTSIDE OF ISSAQUAH SCHOOL DISTRICT

For the following outside credit options approval cannot be given retroactively. Once approval has been granted, the student must complete the program within the time designated by the counselor.

 Unless it is an OSPI approved online course, official verification of course completion must be submitted to the counseling office no later than two weeks after the completion of the course.  Students may take a total of 4 credits (8 semesters) of courses towards meeting graduation requirements and/or minimum college admission requirements through outside accredited district approved institutions. Some of these options include: community college courses, OSPI approved online courses, and courses at private Washington State accredited institutions. (Important: To preserve the integrity of the requirements no more than 50% in any one discipline may be earned outside of a regularly scheduled high school course.)  In order to qualify for meeting graduation requirements, a course must meet state required grade level expectations (GLE’s) and a student must receive prior approval, in writing, from his/her counselor and the principal. (Forms are available in the counseling office or can be accessed on the ISD website.)  A grade will be given for courses taken as satisfactory/unsatisfactory (S/U) unless specifically noted otherwise. (Online courses in which enrollment is completed through the district receive standard letter grades.) Please note that the NCAA factors “satisfactory/pass” grades as a 1.0 or a “D” in GPA calculations.  The District shall not, in any way, be responsible for determining if an outside course meets a specific college requirement, an NCAA requirement or is accepted by agencies who grant scholarships. Parents and students are solely responsible for vetting these courses and the resulting consequences.  Credit will be placed on the transcript.

COLLEGE ENRICHMENT COURSES Students may take college courses (not online) toward fulfilling high school graduation requirements and/or minimum college admission requirements. These are typically summer academic enrichment courses, but may include courses taken during the academic year. If the District has an articulated agreement with the community/technical college such as but not limited to Bellevue College or Renton Vocational Technical College, both credit and grade will be submitted for transcripting.

OSPI ONLINE LEARNING Online courses that are approved by the Office of Superintendent of Public Instruction (OSPI) and taught by third party course providers will be granted credit in the same manner as other course offerings in the district if taken during the school year as a part of their schedule. The actual letter grade (A-F) is recorded on the transcript. Effective September, 2014, no more than four credits (8 semester courses) taken in this manner will be granted. A limit of 2 credits (4 semester) can be taken in one school year. 50% of the graduation credit requirement in any discipline must be earned in a regularly scheduled high school course.

Only courses approved by OSPI will be eligible for credit from the district unless an exception is approved by the district and principal for compelling reasons. Students and parents should be aware that end of term dates for online providers may differ from the Issaquah School District calendar. Online providers may also have different grading systems that do not use pluses/minuses in their grading table. The grade given by the online provider teacher is the grade that will be transcripted by the Issaquah School District.

As previously stated above, the Issaquah District shall not, in any way, be responsible for determining if an outside course meets a specific college requirement, an NCAA requirement or is accepted by agencies who grant scholarships. Parents and students are solely responsible for the consequences of these issues. Information about Online Learning can be found on the ISD website at http://www.issaquah.wednet.edu/academics/online/Default.aspx

PRIVATE ACCREDITED INSTITUTIONS With prior written approval from the student’s counselor and principal, a student may earn credit (not grade) from a private Washington State accredited institution that has been approved by the Issaquah School District, toward fulfilling graduation requirements or college admission requirements. The course must meet state standards/GLEs.

PRIVATE LESSONS OR LEARNING EXPERIENCES CONDUCTED AWAY FROM SCHOOL (PE/MUSIC) An administrator, in consultation with the counselor and the appropriate departmental staff (PE/Music), may approve credit for private lessons or learning experiences conducted away from school. Applications for such credit may be picked up in the Counseling Center. Applications must be completed and submitted to the Counseling Office no later than two weeks prior to the start of the semester for which credit is sought, or two weeks prior to the end of school for a summer request. No applications will be accepted after that time. All conditions stated on the form, including verification must be successfully completed before credit is accepted. A required fee will be charged for each approved application request. (Grade is based on S/U or P/F.)

ADDITIONAL POLICIES, REGULATIONS AND RULES

ATTENDANCE LOSS OF CREDIT Students are expected to attend all assigned classes each day. In any semester when a student has accumulated a total of eight (8) absences (Liberty HS) or eleven (11) absences (Issaquah & Skyline HS) in any one class, excused or unexcused, the student will lose credit for that class. School approved activities and discipline suspensions do not count towards the total absences. Pre-arranged and other absences, excused or unexcused, are included in the total absences. If any of the 8/11 absences have been caused by long-term, extenuating circumstances or an extended chronic health condition, the parent should contact the appropriate administrator.

Students have the right to appeal the loss of credit. If credit is denied after a student has gone through the appeals process, an “NC” grade will be assigned as long as the student continues to go to class and is productive. An “F” grade will be assigned if the student does not come to class and act in a productive manner. An “NC” grade will not be factored into a student’s GPA calculation, whereas an “F” grade will. If the student is removed from the class due to disruptive or nonproductive conduct, an “F” grade will be posted to the transcript.

COURSE SELECTION EXPECTATIONS Students are expected to select their six classes at IHS & SHS, eight at LHS, in a serious and responsible manner, as every effort will be made to ensure students are scheduled into their pre-selected classes. Not all courses in the Course Catalog are offered annually. Ultimately the number of students who select that course, teacher availability, facility, and budget constraints determine courses offered during the year. When you choose a course you are committing to completing the course in its entirety to the best of your ability. If an error in course placement has been made, such as misplacement in math or world languages, students should see their counselor immediately for reassignment into the appropriate course.

Replacement of approved dropped courses will be at the discretion of the Administration, based on availability of seats in courses being taught during the same class period. • Until the end of the first full week of school: You may submit a change request • End of the first full week of school until day 20: Courses dropped will remain on the student’s official transcript with a “W” documenting withdrawal from the course. The course will NOT be included in the GPA calculation. • Day 20 and on: Courses dropped will remain on the student’s official transcript with an “F”. The course WILL BE included in the GPA calculation.

CREDIT RECOVERY PROGRAM Students who have previously failed a graduation requirement in areas such as English, Social Studies, Math or Science and need to make up credit for graduation, will need to contact their counselor to discuss what options may be available such as Night Academy, summer school, or online learning.

EARLY GRADUATION Upon completion of an application, completion of high school graduation requirements and approval from the principal, students may receive permission to graduate one year or one semester early. Applications are available in the Counseling Office and must be completed and submitted for approval at least 18 weeks (one semester) prior to the anticipated graduation date.

EXTRA-CURRICULAR ACADEMIC ELIGIBILITY In order to participate in an athletic or fine-arts extra-curricular activity, a student must be enrolled in seven (7) classes (at LHS) and five (5) classes (IHS & SHS), and be passing all classes and maintain a 2.0 grade point average. Athletes are required to have passed all classes and received at least a 2.0 GPA in the previous term. Periodic grade checks will be performed at 4 ½, 9, 13 ½ and 18 weeks of each semester (this grade check also pertains to dance, drill and cheer) To be eligible for a position as an ASB officer, cheer staff, drill team, or student council member, a student must be passing all courses and maintain GPA requirements established by the school. . A student must be enrolled in a minimum of four (4) classes (at LHS) and three (3) classes (at IHS & SHS) to participate as an officer/student representative.

GRADE IMPROVEMENT The student, for any/all grade improvement course(s) must receive prior written approval by the school counselor and/or administrator or it will not be considered for grade improvement. Approval cannot be granted retroactively. Students who have received a grade of F, D, D+ or C- in a core class may improve up to four (4) semester grades during high school through the following programs:  Retake the course on a space available basis at the high school.  Retake the course through the Issaquah School District’s Summer School Program (not Night Academy) or through the Bellevue or Lake Washington School Districts’ Summer School programs which are comparable programs including seat time.  OSPI approved online learning courses from a third party provider may, in some cases, be taken for grade improvement. The policies and procedures for outside credit will be followed in these cases.  In specific cases of higher level courses, a community college course taken on a college campus may qualify for grade improvement. In these individual cases, the counselor will specify the exact course which satisfies the requirement(s).

Please be aware that in grade improvement, not all programs may be offering the same courses as those taught in the Issaquah School District.

Per WAC 392-415-055 and WAC 392-415-070 the grade being improved must remain on the student’s transcript. The credit, however, will be changed to zero so the grade is not used in calculating the student’s GPA. The new grade, if higher, will be used for calculating.

GRADE POINT COMPUTATION Marking System Point Value A 4.0 A- 3.7 B+ 3.3 Credit/no credit, satisfactory/unsatisfactory and pass/fail marks B 3.0 are excluded in the calculation of grade point average (GPA). GPA B- 2.7 is based on the average of final grades each semester in the C+ 2.3 subjects taken divided by number of credits attempted. C 2.0 C- 1.7 D+ 1.3 AP and IB classes are not weighted on a transcript per state law D 1.0 F 0.0 D is the lowest passing grade.

GRADE CHANGES On occasion, students may feel that a grade received did not truly reflect what they earned. Students who wish to challenge a grade must first make contact with the teacher who gave the grade. Students will have until the end of the following semester to resolve the disputed grade. After that time, all grades will be deemed final and may no longer be challenged. If a mediator is necessary, the student may contact their administrator.

HOME-BASED INSTRUCTION Since home-based coursework is not transcripted as completed at an approved public or approved private school, it will not qualify for Issaquah School District credit toward an Issaquah School District diploma. 14

NCAA College-bound student-athletes, who want to practice, compete and receive athletically related financial aid at a NCAA Division I or Division II college must satisfy the requirements of NCAA Bylaw 14.3, commonly known as Proposition 48.

A student’s eligibility for practice, competition and financial aid in the freshmen year at a Division I or II college must be certified by the NCAA Initial Eligibility Clearinghouse. It is important to see your school registrar by September of your senior year to allow time for processing the required information.

During your senior year, students should register online with the NCAA. Prospective college athletes for Division I and II schools need to apply online. The website is: www.eligibilitycenter.org. From the home page, the athlete should click on “NCAA College-Bound Student-Athletes enter here”, which will link the student-athlete to the necessary information.

Students must be aware that it is their responsibility that when they register online at www.eligibilitycenter.org, they will be prompted to print forms and these must be given to the registrar. These forms are necessary to have transcripts sent to NCAA. However, it is the student’s responsibility to submit all SAT/ACT scores to NCAA directly from the College Board; the counseling center does not submit these scores to the NCAA.

SCHEDULE CHANGE and COURSE DROP POLICY At IHS, substantial effort is made to develop a master schedule and assign teaching staff based on student requests from our Spring Course Selection Process. Students are given ample opportunity to alter those choices prior to the school year starting. Once the school year begins there is not sufficient space in other classes to move students without appropriate cause. Appropriate causes include seniors who are missing a credit for graduation, misplacement at the wrong level of a subject per teacher advising (this does not mean when a student no longer wishes to take an honors or AP level course), or if a student is mistakenly placed in a previously completed course or out of course sequence. Course drop requests will be considered on a case by case basis and within the constraints of alternate course availability. Change forms are available in the counseling office and timing is critical. Review the important dates below.

 Replacement of approved drop requests will be at the discretion of staff and availability of options primarily in the same class period

 If dropped in the first 4 days of the semester, the course will not be noted on the transcript

 If dropped between the 5th and 20th day of the semester, the course will remain on the transcript with a “W” noting withdrawal, but does not count in the GPA

 If dropped after the 20th day, the course will remain on the transcript with an “F” and included in the GPA.

STATE HIGH SCHOOL TRANSCRIPT All public schools in the State of Washington use the Washington State High School Transcript. As with previous transcripts, course codes, descriptions by way of course titles, grades earned, credits earned, credits attempted, and GPAs will all be recorded. More information can be found at:

http://www.k12.wa.us/transcripts/default.aspx

(Important: To preserve the integrity of the requirements no more than 50% in any one discipline may be earned outside of a regularly scheduled high school course.)

GUIDANCE CENTER

COUNSELING AND CAREER DEVELOPMENT

The counseling staff is organized with counselors, a secretary, a data processor and/or registrar, and career specialists. Students are assigned to a specific counselor for academic monitoring, but may confer with any staff available concerning personal or other issues.

Counseling services include:  Academic planning  Maintenance of academic records  Classroom presentations  Individual and group post-high school planning, career counseling and guidance  Coordination of information about vocational programs, colleges, financial aid, military programs, and scholarships  Coordination of academic, college and vocational testing and test interpretation  Consultations with teachers/parents to assist in diagnosing learning disabilities and working to resolve academic problems  Coordination and information for drug/alcohol intervention and assessments  Personal counseling with students  Parent and student interventions and personal concerns  Consultation and referral to Child Protective Services and law enforcement  Consultation and referral to community agencies  New student enrollment  Assistance in teacher/student/parent conferences

It is the College and Guidance Center’s goal that development of career awareness and the education required to get there be an integral extension of the school’s curriculum. For this reason, the high school has an up-to-date career center which serves as an excellent resource for students, faculty and parents needing information about post-secondary education and career decisions. Career information is presented in grades 9-12 through the Career Education curriculum.

SERVICES AND RESOURCES  Career/college events at the school and in the  Internship opportunities community  Career Center Library - books, catalogs, videos  Job shadowing opportunities  Career interest and aptitude testing  Military information  Career units for the classroom  WaNIC information  College and career advising  Part-time employment (job) information  College representative visits  Scholarship information  College, financial aid and career websites  Study abroad program information  Community and Technical College information  Summer Opportunities  Community service opportunities  College Credit Program/Tech Prep information  Culminating Project support (taken for college credit)  Field trips

FOUR YEAR PLANNING GUIDE AND WORKSHEETS

Students will find it advantageous to develop a worksheet for planning high school course work. Key issues to consider when developing your specific plan are:

 8th grade classes in which high school credit was earned will count for high school graduation. It is therefore, necessary to record 8th grade course work on the student plan sheet in addition to 9th, 10th, 11th, and 12th grade courses.  Plan for all graduation requirements (read the requirements for your high school carefully).  Homework load, variety of interests, and balance of subject matter should be considered, semester by semester.  High school counselors, career center personnel and teaching staff are available to answer specific questions.  Students and parents should review the student’s four-year plan each semester, updating it as necessary.  Review the sample four-year student plans which appear in your high school’s course guide. Different course sequences will help the student prepare for post-high school and career goals.

For your planning sheets and specific sample plans please see Issaquah High School’s counseling website. http://sites.google.com/site/ishscounseling/course-selection-process

ISSAQUAH HIGH SCHOOL SPECIFIC INFORMATION AND COURSE LISTINGS

You are about to begin the important process of selecting your classes for the 2013-2014 school year. We encourage you to process your choices and weigh all the options carefully before making your final selections. The choices you make now may affect your future opportunities, as well as your overall satisfaction with your high school experience.

This guide has been prepared as a resource for you. It contains most of the information you need to know about our class offerings and the scheduling process. If you have any questions along the way, the IHS staff will be happy to assist you.

The Issaquah High School curriculum offers students a well-balanced educational experience. Our school is noted for its rich tradition of providing comprehensive education, including academics, fine arts, technical education and vocational programs. Our curriculum is reviewed each year for relevancy and revision, and new classes are often offered. A number of programs are available for qualified juniors and seniors who wish to take college courses and earn credit at both the high school and college level. Advanced Placement, College in the High School, and College Credit Program classes provide students with the opportunity to get a head start on their post high school goals. In addition, many classes are available both at our school and through WaNIC, a program that allows students from our high school to attend other satellite high school campuses in the area for specialty course study. Issaquah High School also features classes for students whose test scores are below average, qualifying them for additional or alternative assistance.

Please let us know when and how we can serve you as you process your course selections. We are committed to a rich and rewarding high school educational experience for you and your family.

ISSAQUAH HIGH SCHOOL ADMINISTRATION

Administrative Staff Counseling Staff

Main Office 425-837-6000 Counseling Secretary 425-837-6140 Data Processor (Student Schedules) 425-837-6142 Principal Registrar (Records) 425-837-6141 Andrea McCormick 425-837-6008

Assistant Principals Counselors Dawn Wallace (A-G) 425-837-6011 Melanie Bonanno (Sh-Z) 425-837-6144 Tim Krieger (H-N) 425-837-6005 Stacy Carlson (Hw-Mi) 425-837-6042 Derek Heinz (O-Z) 425-837-6007 Tatum Fettig (A-Da) 425-837-6139 Todd Herd (Mo-Se) 425-837-6146 Dean of Students Emily Tuttle (De-Hu) 425-837-6041 Julia Bamba 425-837-6009 Tim Baynes 425-837-6110

Activities Director Career Specialists Tim Baynes 425-837-6110 Claudia Cote 425-837-6003 Cathy Blankenstein 425-837-6001 ASB Advisor Charolett Henderson 425-837-6172 Erin Connolly 425-837-6162

Athletic Director Luke Ande 425-837-6006 18

SCHEDULING PRIORITIES

Each student should register for six credits (6 year-long classes or a combination of year-long and semester-long classes that total 6 credits), keeping in mind the following priorities: 1. Graduation Requirements: The high school graduation requirements ensure that each student will attain a certain level of development and complete a well-rounded program. * Students are responsible for selecting courses meeting graduation requirements 2. Future Plans: Very few high school students know exactly what they intend to do after graduation. In fact, interests and plans often change with experience and education. It is important, therefore, to take courses that lay a foundation for four-year or community college, vocational training, military or employment options. 3. Interests and Abilities: Students should be realistic about their ability levels and interests. Selected courses should be challenging, rewarding, and motivating. Students should select the most challenging curriculum that matches their ability level and their goals for college entrance without over-extending their capabilities to be successful within those courses.* Students are encouraged to enroll in elective courses. 4. Plan well ahead to meet prior Learning Recommendations in order to succeed in challenging higher level coursework in your four year plan. There is a sequence to course planning in some subject areas where higher level classes are offered. Higher level courses build on learning and skills which must be previously mastered (these basic skills are not re-taught in the higher course). The course guide gives a thorough explanation of prior learning essential for success in all courses. While most students will gain prior learning from a prior course, some students have other learning experiences that may position them for success in a course. For this reason we now use learning recommendation guidelines instead of prerequisites. Read the recommendations, self- assess accurately and choose your placement and sequence over four years for best results. Note: Once you consider and select you are expected to complete your chosen courses, if you accelerate yourself beyond your true level it can and will negatively impact your level of performance and your four year plan as a natural consequence.

*When students sign up for yearlong courses, they are committing to both the first and second semester.

ADVANCED PLACEMENT

Advanced Placement (AP) courses offered at Issaquah High School: AP Studio Art, AP Biology, AP Calculus AB, AP Calculus BC, AP Chemistry, AP Computer Science, AP English Language and Composition, AP English Literature & Composition , AP Environmental Science, AP European Studies, AP French, AP Government, AP Human Geography, AP Physics, AP Spanish , AP Statistics, and AP U.S. History. For further information about AP courses, see Advanced Placement (AP) in the front of this Course Guide.

EQUIVALENCY, CTE and FINE ARTS CREDITS

FINE/APPLIED (F/A) ARTS CREDIT LISTING CAREER TECHNICAL EDUCATION (CTE - formerly Occupational Education) CREDIT LISTING EQUIVALENCY LISTING

Certain courses are approved for equivalency for the purpose of meeting high school graduation requirements. For example, if a student takes one semester of Health through the Issaquah School District, this would fulfill the semester state requirement for Health and a semester requirement for Career Technical Education. Equivalency does not diminish the number of credits required for graduation, the student can choose which category to use that particular credit. Thus a student may meet graduation requirements at a faster pace, leaving more room in their schedule for other course options.

Please note that EQUIVALENCY does not apply for meeting minimum core requirements for college admissions. Please check the colleges you are looking at to make sure they also meet their requirements. Example: Sports Medicine as taught in our schools will meet state high school requirements for the science requirements. Colleges may require more standardized lab-based courses such as Biology, Physics and Chemistry to meet this requirement for college entrance.

CREDIT/EQUIVALENCY CHART The following chart serves 3 purposes: First, it contains the courses that meet Fine/Applied Arts credit for a) IHS graduation requirements and b) Fine/Applied Arts credit for most 4-year colleges (requirements are different). Second, it lists the courses that meet Career Technical Education credit for graduation requirements. Third, it indicates which courses meet equivalency credit criteria. Course Title Meets F/A Meets F/A Art Career/Tech Yr Sem Arts credit credit for most Educ. Other Credit long long for IHS 4-Year (CTE) credit 1.0 .5 Grad Req. Colleges credit credit Advanced Art X X X Advanced Placement Computer Sci. A X X Advanced Placement Studio Art X X X American Sign Language 1, 2, 3 X X Ballet & Dance X X Physical Education X Beginning Guitar X X X Beginning Piano X X X Beginning Singing X X X Ceramics I and II X X X Child Development X X Concert Band X X X Concert Chorale X X X Engineering Robotics X X Financial Algebra X X Foods and Related Culinary Arts X X Graphics Design I, GD II X X X Health X X Interactive Media 1 X X X Intro to Computer Science X X Intro to Engineering Design X X I-Vision TV/VIDEO Production 1, 2 X X Jazz Band X X X Journalism 1, 2 X X Senior English X Material Science X Science X Movies & Music X X Orchestra 1 (Greenwood Symphony) X X X Orchestra 2 (Evergreen Philharmonic) X X X Photography I, II X X X X Sales & Marketing 1, 2 X X Song Writing & Publishing X X X Sports Medicine 1, 2 X Science X Sports Medicine 2 Internship X X Sports Medicine 3 & Internship X X Studio Graphic Arts X X X Theatre Arts & Performance 1 & 2 X X X Tech. Theatre Performance/Production X X X Visual Art I, II, III X X X Vocal Jazz Ensemble (Mix it Up) X X X Web Design X X Wind Ensemble X X X Woods Technology 1, 2 X X Yearbook 1, 2 X X X WaNIC – See www.wanic.org

FOR YOUR INFORMATION

TRAFFIC SAFETY Traffic Safety will be offered at Issaquah High School after school. Students must be 15 years of age prior to starting this class. No credit will be received for this class. Students will receive a Certificate of Completion upon successful completion of course.

VALEDICTORIAN SELECTION The status of Valedictorian for a graduating class at Issaquah High School represents the most excellent educational performance over the entire high school program for a student, or students, within the graduating class. This is based on the following qualification criteria:

1. Valedictorians are ranked first in their graduating class based on their weighted cumulative grade point average through the most up- to-date weighted ranking available in May of senior year. Note on Weighted Rank: As part of the academic honors process and the process for college application all students in the twelfth grade are ranked October 1st and again at the end of semester one based on both their un-weighted cumulative grade point average (GPA) and their weighted GPA. Only AP classes are weighted on a 5 point GPA scale and all other classes use the standard 4 point GPA scale. 2. Valedictorian candidates must earn a letter grade in all coursework for which a letter grade (A, B, C, D, F) is an option throughout their high school program. A pass/fail grade will disqualify a valedictorian candidate from becoming class valedictorian if a letter grade option was available. 3. High school program includes all educational programs for which high school credit is granted with a grade. This includes Running Start, college enrichment, summer school, WaNIC, and courses offered in the middle school for high school credit. 4. Valedictorian candidacy is officially announced when rank is calculated using final semester one grades of the senior year. The final grade check for candidates to finalize status of valedictorians is done roughly one month prior to the end of school, at the time of fourth quarter deficiency grades.

ASSISTANTS & TUTORS

Assistants must sign a contract with a staff person, which lists specific duties and staff expectations. Students may enroll for only one assistant position per semester. All assistant positions are for one semester. Issaquah High School offers three types of assistant positions: Classroom/Teacher TAs, Office TAs, and Classroom Tutors/Teaching Assistants. All positions give elective credit for successfully completing course/teacher contracts. Classroom TAs and Office TAs will receive a “satisfactory/unsatisfactory” grade. Classroom Tutors with receive a letter grade. Please check all courses for Learning Recommendations abbreviated frequently as ‘Learning Recs’.

WAS110 ATTENDANCE ASSISTANT Length: Semester Open to Grades: 10-12 Credit: Elective Learning Recs: Attendance Secretary interview Fee: None Attendance assistants’ answer phones, assist at attendance counter, deliver messages to students, file, and perform other tasks as assigned by staff. Good attendance is necessary. Grade: S or U

WAS120 CAREER ASSISTANT Length: Semester Open to Grades: 10-12 Credit: Elective Learning Recs: School to Career Specialist permission Fee: None Career Assistants are interviewed and “hired” for specific jobs in the Career Center including Job Board Manager, Resource Center Assistant, Marketing Manager, and Community Service Coordinator. Job duties may include but are not limited to delivering messages, filing occupational information, assisting with computer software, maintaining the job and events boards, advertising events using various media, publicizing community service and opportunities, and tracking student employment records. Initiative, creativity, responsibility, and good attendance are necessary. Grade: S or U

WAS125 COUNSELING ASSISTANT Length: Semester Open to Grades: 10-12 Credit: Elective Learning Recs: Counseling Secretary interview Fee: None Counseling assistants answer phones, take notes to classrooms, use the copy machine, file, and perform other office tasks as assigned. Good attendance is very important. Grade: S or U

WAS135 LIBRARY ASSISTANT Length: Semester Open to Grades: 10-12 Credit: Elective Learning Recs: Librarian Permission Fee: None Library assistants check out materials to teachers and students, reshelf books and materials, utilize computers, make copies, and assist in the preparation of new materials for library use. Good attendance is necessary. Grade: S or U

WAS140 OFFICE ASSISTANT Length: Semester Open to Grades: 10-12 Credit: Elective Learning Recs: Receptionist interview Fee: None Office assistants answer phones, take notes to classrooms, file, distribute mail, deliver messages to students, and perform other office tasks as assigned. Good attendance is necessary. Grade: S or U.

WAS155 ELEMENTARY TUTOR Length: Semester Open to Grades: 11-12 Credit: Elective Learning Recs: Application from/to Counseling office Fee: None Students will be assigned to a teacher at a neighboring elementary school. Students will spend time tutoring, supervising recess, helping the teacher in the classroom, clerical tasks. Good attendance is a must. Graded.

WAS185 ELL TUTOR Length: Semester Open to Grades: 11-12 Credit: Elective Learning Recs: Teacher Permission Fee: None ELL Peer Tutors will assist students with reading, grammar, vocabulary, and writing in English Lit & Analysis I or US History. Good note-taking skills and past success in 9th grade English and US History is necessary. Traits and skills ELL Peer Tutors should possess include a desire to help others, a kind and patient manner, willingness to take initiative, and an interest in world cultures and languages. Good attendance is required. Graded. Application to/from counseling.

WTA100 TEACHER ASSISTANT Length: Semester Open to Grades: 10-12 Credit: Elective Learning Recs: Teacher Permission Fee: None Students may run errands, use office equipment, etc. They may work as a lab assistant, tutor, or in other capacities designated by the teacher. Grade: S or U

WTR100 PEER TUTOR Length: Semester Open to Grades: 11-12 Credit: Elective Learning Recs: Teacher Permission Fee: None Students will be assigned to a teacher upon approval. Students will spend time tutoring and assisting the teacher in the classroom. The student may be expected to conduct an occasional class. Good attendance is required. Graded.

WTR200 SPECIAL EDUCATION PEER TUTOR Length: Semester Open to Grades: 11-12 Credit: Elective Learning Recs: Teacher Permission Fee: None Special Education assistants work as peer tutors and may assist students with basic math, reading and computer skills, cooking and other home management tasks, physical education, and vocational skills. Good attendance is necessary. Graded. 23

BUSINESS The Business Education Department offers a variety of electives designed to provide practical career oriented instruction. These courses will provide actual skills necessary today for achievement in the world of work. Students receive Career/Technical Education credits for these courses, as well as some cross crediting. The College Credit symbol indicates classes offering potential college credit.

SALES & MARKETING 1 Type of Credit BUS 125 Career/Tech Ed Credit: 1.0 Grade: 9-12 Year Fees: DECA dues of $18.00 required Learning Recommendations: None General Description: This course explores the marketing practices and principles at both the retail and industrial level to give students an overview of the importance of marketing in the business world. Content:  Marketing  Economics and distribution  Securing and keeping a job  Careers in marketing  Human relations  Business communications  Management and operations  Merchandising  Finance  Promotion  Sales  Entrepreneurship Strategies: Students learn through a combination of:  Membership in DECA  Participation in DECA conferences Notes: Students are required to join DECA and take an active role in DECA conferences. These provide students with the opportunity to travel and meet students from Washington State and throughout the United States. Completion of this course with a B or better may qualify students for college credit at various community college/technical school programs.

SALES & MARKETING 2 Type of Credit BUS 225 Career/Tech Ed Credit: 1.0 Grade: 10-12 Year Fees: DECA dues of $18.00 required Learning Recommendations: Sales & Marketing 1 and application General Description: This course is a continuation of content in the marketing field. Students will be involved in a more project based atmosphere which involves operating the DECA student store. Content:  Finance  Promotion  Marketing research  Retail business environment  Marketing and purchasing  Communications and human resources management  Entrepreneurship  Purchasing Strategies: Students learn through a combination of:  Conduct market research  Complete written Business Plan  Participation in Student Store  Participation in DECA conferences  Leadership in student organization  Teamwork  Business simulations Notes: Students are required to join DECA and take an active role in DECA conferences. These provide students with the opportunity to travel and meet students from Washington State and throughout the United States.

SALES & MARKETING 3 Type of Credit BUS 415 Career/Tech Ed Credit: 1.0 Grade: 11-12 Year Fees: $35 Learning Recommendations: Sales & Marketing 1 & 2, and application General Description: This marketing class provides hands-on retail and management experience by working together to run the Issaquah High School DECA Store. Students learn entrepreneurial skills by managing a retail business.

Content:  Marketing  Purchasing  Visual Merchandising  Human relations  Business communications  Analysis of financial reports  Management and operations  Managing risks associated with the business environment

Strategies: Students learn through a combination of:  Operation of Student Store  Membership in DECA  Participation in DECA conferences

Notes: Students are required to join DECA and take an active role in DECA conferences. These provide students with the opportunity to travel and meet students from Washington State and throughout the United States.

COMMUNICATIONS & TECHNOLOGY

COMMUNICATIONS

JOURNALISM 1 Type of Credit ENG350 English/ Career/Tech Ed/Fine Arts for Seniors only Career/Tech Ed/Fine Arts for 9-11 grades Credit: 1.0 Grade: 9-12 Full Year Learning Recommendations: Application required. Students applying for this course should be doing A-work in English; solid writing and grammar skills are assumed. They should also be good at meeting deadlines. General Description: Journalism is a year-long elective class. Members of the journalism course write and produce the school magazine. Students study all aspects of journalism with an emphasis on how to write in journalistic style. Content:  Focus on news, opinion and feature writing styles  Develop skills in digital photography, graphic design, page layout and advertising  Understand the rights and responsibilities of student media

Strategies: Students learn through a combination of team collaboration, viewing examples of high quality student media, hands-on production, the writing process, direct instruction, large and small group discussion.

JOURNALISM 2 Type of Credit ENG351 English/ Career/Tech Ed/Fine Arts for Seniors only Career/Tech Ed/Fine Arts for 10-11 grades Credit: 1.0 Grade: 10-12 Full Year Learning Recommendations: Application required. Students applying for this course should be doing A-work in Journalism 1; solid writing and grammar skills are assumed. They should also be good at meeting deadlines. General Description: This year-long, second year course, Journalism 2, provides experienced journalism students with leadership opportunities in terms of holding editorial positions and/or mentoring new journalism students. Students will refine writing, photography, graphics, and computer skills developed in the first year. They will also refine their goal-setting skills and meet deadlines in a real production setting. They will be expected to take on an increasing role in guiding the creation of the magazine as a voice of the student body. These skills will be applied to the publication of the Issaquah High School magazine.

JOURNALISM 3 Type of Credit ENG352 English for Seniors only Elective for 11 graders Credit: 1.0 Grade: 11-12 Full Year Learning Recommendations: Application required. Students applying for this course should be doing A-work in Journalism 1; solid writing and grammar skills are assumed. They should also be good at meeting deadlines. General Description: In this year-long, third-year course, Journalism 3, students are expected to assume editorial positions and mentor new journalism students. Editing positions include Editor-in-Chief, Copy Editor, Blog Editor, Human Resource Manager, Public Relations Manager, or Ads Manager. Students will be expected to take on an increasing role in selecting topics for the magazine as a voice of the student body. They will continue to refine their writing, editing, photography, and technical skills and assist new journalism members in developing them. These skills will be applied to the publication of the Issaquah High School magazine.

COMMUNICATIONS

I-VISION TV/VIDEO PRODUCTION 1 Type of Credit INT251 Career/Tech Ed Credit: 1.0 Full Year Grade: 10-12 Learning Recommendations: None Fees: $10 General Description: This class is designed to teach the basics of video production, including electronic news gathering, electronic field production, editing, audio, lighting, scripting, graphics, directing, and production crew work. Depending on the needs and interests of the school, productions may include live television broadcasting, on-camera performance, monthly or bi-monthly magazine, daily school news shows, and/or video features. Content:  Audio  Basic video production  Lighting Techniques  Electronic News Gathering  Scripting  Field Production  Graphics  Live Television Broadcasting  Directing  Editing  On-Camera performance Strategies: Students learn through a combination of:  Hands-on projects  Production teams  Exploration

I-VISION TV/VIDEO PRODUCTION 2 Type of Credit INT351 Career/Tech Ed Credit: 1.0 Grade: 11-12 Full year Fees: $10 Learning Recommendations: Application and/or teacher recommendation General Description:Explores television production through the advanced application of video techniques to create challenging video projects.Students will create weekly project work and may oversee and assist with production projects in I-Vision TV/Video Production 1. Content:  Advanced video techniques  Video editing Strategies: Students learn through a combination of:  Hands-on projects  Leadership and management  Team work

I-VISION TV/VIDEO PRODUCTION 3 Type of Credit INT452 Career/Tech Ed Credit: 1.0 Grade: 12 Full year Fees: $10 Learning Recommendations: Grade B or better in I-Vision TV/Video Production 2. Application and/or teacher recommendation General Description: Students will take an active leadership role and assist in overseeing and assisting with production projects in I-Vision TV Production 1 and 2. They will also be responsible for utilizing advanced video production techniques and editing skills to produce videos projects for big project “customers” throughout the school year. Content:  Advanced video techniques  Video editing Strategies: Students learn through a combination of:  Hands-on projects  Leadership and management  Team work 27

COMMUNICATIONS

YEARBOOK 1 Type of Credit INT160 Career/Tech Ed Fine/Applied Arts* Credit: 1.0 Grade: 9-12 Full Year Fees: None Learning Recommendations: Application required. Students applying for this course should be good at meeting deadlines, writing, and photography. Strong skills in time management are highly recommended. General Description: In this elective course the staff produces the school yearbook, The Sammamish. Students must be self starters, able to work in teams, be conscious of quality control, and will be held to real life deadlines. We will cover basic photography, interviewing techniques, copy writing, page layout and design. Emphasis is on accurate and fair coverage of the school year. After school time is necessary for this class. Content:  Layout and design using Adobe InDesign and Adobe Photoshop software  Writing copy, captions, and headlines  Libel and copyright issues  Digital Photography  Publicity Strategies: Students learn through a combination of:  Modeling  Individual and team work  Revision  Direct instruction Equipment to be provided by student: Students will be required to attend selected school events. It is helpful if students have their own digital camera, but class cameras will be available for check out. *Notes: This course counts as a fine art credit for graduation but may not meet the four-year college admissions requirement for Fine/Visual/Performing Arts.

YEARBOOK 2 Type of Credit INT161 Career/Tech Ed Fine/Applied Arts* Credit: 1.0 Grade: 10-12 Full Year Fees: None Learning Recommendations: Application required. Students applying for this course should have completed Yearbook 1with an A or B, and should be good at meeting deadlines, writing, and photography. Strong skills in time management are highly recommended. General Description: In this year-long, second year course, students will advance the yearbook journalism and computer skills they learned the first year. Their primary job is to create The Sammamish, the Issaquah High School Yearbook. The fundamentals of yearbook journalism include coverage of the year’s events, ethics, writing story copy, writing captions, creating sidebars, and photojournalism. Computer skills include creating aesthetically pleasing layouts, using enhancing graphics, and effectively using color. Integral to the second and third year student’s role is developing and carrying out a theme, both verbally and graphically, that suits Issaquah High School. Additional responsibilities include planning the yearbook ladder, and leadership is an expected role for Yearbook 2 students, which will manifest in editorial positions and/or mentoring new staff members. After school time is necessary for this class. Equipment to be provided by student: Students will be required to attend selected school events. It is helpful if students have their own digital camera, but class cameras will be available for check out. *Notes: This course counts as a fine art credit for graduation but may not meet the four-year college admissions requirement for Fine/Visual/Performing Arts. 28

COMMUNICATIONS

YEARBOOK 3 Type of Credit INT162 Fine/Applied Arts* Credit: 1.0 Grade: 11-12 Full Year Fees: None Learning Recommendations: Application required. Students applying for this course should have completed Yearbook 1with an A or B, and should be good at meeting deadlines, writing, and photography. Strong skills in time management are highly recommended. General Description: In this year-long, third year course, students will assume a leadership role being the editor-in-chief or a section editor: Academics, Athletics, Clubs and Activities, Index, People, Senior Ads, or Student Activities. Students in Yearbook 3 will be directly involved in the planning of the yearbook, in addition to being responsible for editing. They will be expected to assist students working under them with organizational skills, photography, and technology. They must complete these extra duties in addition to their assigned pages for The Sammamish, the Issaquah High School Yearbook. After school time is necessary for this class. Equipment to be provided by student: Students will be required to attend selected school events. It is helpful if students have their own digital camera, but class cameras will be available for check out. *Notes: This course counts as a fine art credit for graduation but may not meet the four-year college admissions requirement for Fine/Visual/Performing Arts.

COMMUNICATIONS & TECHNOLOGY

TECHNOLOGY

COM600 ADVANCED PLACEMENT COMPUTER SCIENCE A Length: Year Open to Grades: 10-12 Credit: Career/Technical Education Learning

Recommendations: Concurrent enrollment in Algebra II (or Algebra II completed). Fee: College Board Exam Fee Designed to prepare students to take the College Board AP computer science exam, this challenging class is for those students who are interested in an in-depth course in computer programming. Students will learn to program in the Java language, with emphasis on problem solving, computer science theory, application, algorithm design, programming style, and documentation. Grading will be heavily based on long-term, take-home projects. You should plan on devoting at least forty five minutes per day outside of class to succeed in this course.

GRAPHIC DESIGN I (COMPUTER BASED) Type of Credit INT240 Fine/Applied Arts* Career/Tech Ed Credit: .5 Grade: 9-12 Semester Fees: $10 Learning Recommendations: None General Description: Explore Adobe Photoshop and Illustrator as image manipulation and design tools. Learn how to use photos to create both art and business media. Apply principles of color theory and design. Learn how to use drawing programs and illustration tools to create special effects. Discover career and job opportunities that employ skills learned in this class. Content:  Adobe Photoshop  Adobe Illustrator  Image manipulation  Color theory  Design theory Strategies: Students learn through a combination of:  Hands on projects  Direct instruction  Exploration Equipment to be provided by student: Schools Offering: SHS, IHS, LHS *Notes: This course counts as a fine art credit for graduation but may not meet the four-year college admissions requirement for Fine/Visual/Performing Arts.

TECHNOLOGY

GRAPHIC DESIGN II (COMPUTER BASED) Type of Credit INT241 Fine/Applied Arts* Career/Tech Ed Credit: .5 Grade: 9-12 Semester Fees: $10 for supplies Learning Recommendations: Graphic Design I. In order to be successful, completing Graphic Design I with an A or B is recommended. Students taking this course should be competent using the pen tool in Illustrator, as well as the use of gradients, transparencies, fill/stroke, font manipulation, and effects. They should also be competent with layers masks in Photoshop in addition to transforming layers, using adjustments, using filters, and blending images. General Description: In an environment much like a professional production studio, students will use Adobe Photoshop, InDesign, and Illustrator as image manipulation and design tools to create print media. The class is divided into design teams, each of which will compete for print media jobs as needed for the school. Students will also complete scenario projects for class in order to learn about the elements of design. Content:  Principles of design  Layout techniques  Color theory Strategies: Students learn through a combination of:  Hands on projects  Direct instruction  Team work *Notes: This course counts as a fine art credit for graduation but may not meet the four-year college admissions requirement for Fine/Visual/Performing Arts.

GRAPHIC DESIGN III INT160 - SEE YEARBOOK 1

INTERACTIVE MEDIA I Type of Credit INT140 Fine/Applied Arts* Career/Tech Ed Credit: .5 Grade: 9-12 Semester Fees: None Learning Recommendations: None General Description: Students explore a variety of multimedia programs as an introduction to photo manipulation, web and print graphic design, animation, and audio/visual effects. Students learn basic techniques, tools, and functions of the software through a variety of tutorials and hands-on projects. This course helps students identify future courses and possible career interests in the media arts field. Content:  Media Art software functions and techniques Depending on the preference of the teacher, software programs may include: Dreamweaver, Photoshop, Illustrator, AfterEffects, Flash, Acid Pro. Strategies: Students learn through a combination of:  Exploration  Hands on projects  Tutorials  Direct instruction *Notes: This course counts as a fine art credit for graduation but may not meet the four-year college admissions requirement for Fine/Visual/Performing Arts.

TECHNOLOGY

INTRODUCTION TO COMPUTER SCIENCE Type of Credit INT245 Career/Tech Ed

Credit: .5 Grade: 9-12 Semester Fees: None Learning Recommendations: Geometry General Description: This survey course is designed to offer students a hands-on introduction to computer science and the technologies that surrounds us every day. Students will learn about how computer technologies work and the ideas behind them. The course will cover topics such as computer graphics, robotics, algorithm, and artificial intelligence. The students will also learn to program and implement the ideas they have learned into projects.

WEB SITE DESIGN Type of Credit COM330 Career/Tech Ed

Credit: .5 Grade: 9-12 Semester Fees: None Learning Recommendations: Tech Proficiency met General Description: The Web Authoring student will learn to construct web sites using current HTML, site design, imaging, video production, and sound creation applications. Students will do market research on target populations to propose site design. Students will survey, create, design, test, the web site as well as produce personal works for themselves or others. Students who complete this course with a B or better may qualify for college credit at various community and technical college programs.

ADVANCED COMPUTER SCIENCE TOPICS/PROJECTS Type of Credit COM335 Career/Tech Ed

Credit: .5 Grade: 10-12 Semester Fees: None Learning Recommendations: Grade of B or better in AP Computer Science A and/or a score of 3 or better on the AP Computer Science A exam. General Description: This course allows students who have completed the AP Computer Science course to continue expanding and deepening their knowledge and understanding of computer science through student-chosen projects. The primary component of the course will be the completion of one or more significant projects chosen and designed by small student groups. Lessons will also be given on certain advanced topics as well as software engineering and project management skills. Students should expect to spend 2-4 hours a week outside of class working on projects.

This course may be taken more than once for credit. Content:  Software engineering practices  Project management practices  Advanced computer science topics (varying from semester to semester based on student interest) Strategies: Students learn through a combination of:  Direct instruction  Student-driven projects  Research and exploration Equipment to be provided by student: Access to a computer at home

ENGINEERING SCIENCES AND CONSTRUCTION

ENGINEERING ROBOTICS Type of Credit INT442 Career/Tech Ed Credit: 0.5 Grade: 9-12 Semester Fees: $20 Learning Recommendations: None General Description: This class is for students interested in engineering, robotics, science, and technology. This course provides students daily hands-on experience in designing, building and programming robots for specific tasks. Students are given instruction in basic computer programming using a computer language based on the standard C programming language. Generally working in pairs, students design and build personalized robots from a vast assortment of VEX-brand components. This class is not affiliated with the school Robotics Club. Content:  Product design and innovation  Teamwork  Communication of ideas Strategies: Students learn through a combination of:  Demonstrations (teacher or student directed)  Student practice with software  Hands-on, student projects and research (individual and team oriented)  Lecture/Discussion  Minimal homework, given proper time management of in-class projects  Critical thinking exercises Equipment to be provided by student: standard school supplies

INTRODUCTION TO ENGINEERING DESIGN Type of Credit INT435 Career/Tech Ed & Potential College Credit Credit: 1.0 Grade: 9-12 Full year Fees: $20 Learning Recommendations: None General Description: In this project-based course, math, science and engineering technology are integrated to teach students a problem solving design model and how it is used in industry to design and manufacture a product. Students learn how to apply this model to improve existing products and invent new ones. Using Computer-Aided Design (CAD) software, students develop 3D solid modeling skills as they design, communicate and evaluate product designs. Emphasis is placed on innovation and communicating ideas to others. This class follows the nationally recognized “Project Lead the Way” curriculum. Content:  3D solid modeling skills using Computer-Aided Design (CAD) software  Engineering graphics concepts and terminology  Product design and innovation  Communication Strategies: Students learn through a combination of:  Multimedia offerings (Computer simulations, video features)  Demonstrations (teacher or student directed)  Student practice with software and engineering materials  Hands on, student projects and research (individual and team oriented)  Lecture/Discussion  Critical thinking exercises Equipment to be provided by student: Standard school supplies Notes: Completion of this course with a “B” or better qualifies students for college credit at various community/technical college programs in our area. 33

MATERIAL SCIENCE Type of Credit INT425 Career/Tech Ed Science College Credit* Credit: 1.0 Grade: 10-12 Full Year Fees: $35 Learning Recommendations: Prior completion of 1.0 high school science credit. General Description: This is a lab science class dedicated to the study of metals, ceramics, polymers and composites. Experiments will be done to demonstrate the effects of different stresses, strains and temperatures on each of these materials. Students will also be given the opportunity to apply the knowledge learned in these experiments to design and develop projects. Content: Students will learn to identify and differentiate between:  Metals  Polymers  Ceramics  Composites Strategies: Students learn through a combination of:  Lecture/Discussion  Inquiry-based laboratory work  Critical thinking exercises  Demonstrations The course consists of approximately 35% class work and 65% lab work. Equipment to be provided by student: *Notes: Completion of this course with a “B” or better qualifies students for college credit at various community/technical college programs in our area.

WOODS TECHNOLOGY 1 Type of Credit INT300 Career/Tech Ed College Credit Credit: .5 Grade: 9-12 see notes Fees: $30 Learning Recommendations: None General Description: This course is designed to give students the opportunity to develop woodworking skills with hand and power tools. Students learn a basic level of skill and knowledge in shop and tool safety. In learning to understand working drawings, students will apply their skills on woodworking projects. Content:  Correct tool use  Woodworking joinery, gluing, clamping and finishing techniques  Careers in woodworking construction, industrial trends, post-high school education requirements for various career-related employment trades Strategies: Students learn through a combination of:  Teacher demonstration  Student practice and construction in the shop Equipment to be provided by student: Schools Offering: LHS, IHS Notes: Completion of this course with a “B” or better qualifies students for college credit at various community/technical college programs in our area. Course fee depends on teacher preference of projects.

WOODS TECHNOLOGY 2 Type of Credit INT301 Career/Tech Ed Credit: .5 Grade: 9-12 see notes Fees: $30 Learning Recommendations: “C” or better in Woods Technology 1 General Description: This is a comprehensive course in advanced woodworking skills and techniques. Planning and designing projects will be explored. Required project(s) are assigned and a large section of time will be set aside for students to select and produce their own projects of choice. Content:  Lab and equipment safety  Multiple hand and power tools  Large stationary power tools  Careers in woodworking construction, industrial trends, post-high school education requirements for various career-related employment trades Strategies: Students learn through a combination of:  Teacher demonstration  Student practice and construction in the shop Equipment to be provided by student: Schools Offering: LHS, IHS Notes: IHS: This course can be taken multiple times for credit. Each course builds upon the last and leads students to increasingly greater skill levels. Completion of this course with a “B” or better qualifies students for college credit at various community/technical college programs in our area. Course fee depends on teacher preference of projects.

FINE ARTS

VISUAL ARTS

Visual Art I Studio Graphic Arts Ceramics I Photography I ART100-Semester INT310-Semester ART111- Semester ART125-Semester

Visual Art II Ceramics II Photography II ART220-Semester ART112-Semester ART225-Semester

Visual Art III AP Studio Art

ART221-Semester ART600-Year

Advanced Art ART201-Semester

VISUAL ART I Type of Credit ART100 Fine/Applied Arts

Credit:.5 Grade: 9-12 Semester Fees: $10 for supplies Learning Recommendations: Appropriate for all students and serves as a base for all other art classes General Description: This class is designed as a fine art class, ideal for students who are planning to take one Art class. Students will develop their skills through learning about the Elements of Art and the Principles of Design using a number of techniques and materials.

VISUAL ART II Type of Credit ART220 Fine/Applied Arts

Credit:.5 Grade: 9-12 Semester Fees: $10 for supplies Learning Recommendations: Visual Art I General Description: This class will build on fine art skills learned in Visual Art I. Students will experience a higher level of skills including creating art from real life observation. A wide variety of painting and drawing will be explored, as well as a continuous emphasis on drawing throughout the semester. 36

VISUAL ARTS

VISUAL ART II I Type of Credit ART221 Fine/Applied Arts

Credit: .5 Grade: 10-12 Semester Fees: $15 for supplies Learning Recommendations: Visual Art I, and II General Description: This class is designed for students looking to major in some field of art in college. At this point they will have already demonstrated basic and advanced art skills in Visual Art I and II. In this course, students will students will develop their observation and accuracy skills as they progress through a variety of classroom assignments such as still life drawings, perspective drawings, portraiture, and landscapes paintings. A wide range of drawing and painting media may be used: such as graphite, charcoal, India ink, pastel, oil pastel, color pencils, watercolor and acrylic (or tempera). Students will continue to develop compositional understanding by applying the elements and principles of design to their sketches/drawings. A variety of artists will be studied as students discover how they are relevant in art history and to the individual student’s work.

ADVANCED ART Type of Credit ART201 Fine/Applied Arts

Credit: .5 Grade: 10-12 Semester Fees: $15 for supplies Learning Recommendations: Visual Art I, II, and III General Description: Students taking this course must have instructor approval. Students will work out the course study with the instructor.

AP STUDIO ART Type of Credit ART600 Fine/Applied Arts

Credit: 1.0 Grade: 10-12 Full Year Fees: $20for supplies Learning Recommendations: Grade B or higher in both Visual Art I, and II; Teacher approval of a portfolio of course work and independent work. General Description: Art 3/AP Studio Art is a yearlong course that builds on the foundation of Art 1 and Art 2. This class is intended to give the serious art student an opportunity to advance their skills and complete a portfolio of artwork. The emphasis of the course is to prepare for the College Board Advanced Placement portfolio submission. Both Art 3 and AP Students will complete a portfolio by May of each year. A Grade of C or higher and 15 completed pieces of artwork are required to continue for 2nd semester. Successful completion of assignments, satisfactory attendance and participation are requirements for credit.

VISUAL ARTS

STUDIO GRAPHIC ARTS-not offered 2014-2015 Type of Credit INT310 Fine/Applied Arts Career/Tech Ed Credit:.5 Grade: 9-12 Semester Fees: $15 for supplies Learning Recommendations: Visual Art I General Description: This is a one semester beginning course in graphics. Students are introduced to art skills used in this field. Principles of design, illustration, lettering, basic printmaking, and a variety of technical art skills will be taught and applied. Content:  Principles of design, illustration and printmaking  Technical art skills  Layout  Typography  Silk Screening Strategies: Students learn through a combination of:  Hands-on projects  Direct instruction  Skill development

CERAMICS I Type of Credit ART111 Fine/Applied Arts Credit: .5 Grade: 9-12 Semester Fees: $40 Learning Recommendations: None General Description: This course is designed to introduce the student to ceramics and the clay-working process. Students will learn hand building methods (such as coil, pinch and slab pots as well as sculptural techniques), design, aesthetics, and glaze techniques. Content:  Ceramic techniques  Pottery Wheel  Learn higher levels of craftsmanship Strategies: Students learn through a combination of:  Hands on Projects  Exploration  Direct Instruction

CERAMICS II Type of Credit ART112 Fine/Applied Arts Credit: .5 Grade: 9-12 Semester Fees: $40 Learning Recommendations: Ceramics I with a grade of C or better. General Description: This class is designed for students to expand their basic knowledge and skills in hand building and wheel thrown ceramics. More emphasis will be placed on the craftsmanship and quality of the finished product. Students may learn to load and fire an electric kiln. Ceramics II students may also participate in the firing of our raku kiln. This class is open to students who have taken and passed Ceramics I with a C or better grade. Content:  Advanced Ceramic techniques  Pottery Wheel  Learn higher levels of craftsmanship Strategies: Students learn through a combination of:  Hands on Projects  Exploration  Direct Instruction 38

VISUAL ARTS

PHOTOGRAPHY 1 Type of Credit ART125 Fine/Applied Arts Career/Tech Ed Credit:.5 Grade: 9-12 Semester Fees: $15* Learning Recommendations: None $60 estimated total cost General Description: This semester long course is designed to teach the fundamentals of photography. Students will investigate composition, historical influences in photography, camera controls (such as aperture, and shutter and film speeds), and post processing techniques. As students will be creating their own photographs, they will need access to digital and film cameras. Due to facilities constraints students may have limited access to the darkroom and film processing. Content:  Fundamentals of photography  Darkroom techniques  Photo composition  Shooting techniques  Digital workflow Strategies: Students will learn through a combination of:  Hands on experience  Individual and team work  Modeling Equipment to be provided by student: Students should have access to a 35mm film camera, a digital camera, and be able to purchase their own photo paper and film. * Estimated additional cost is $60.

PHOTOGRAPHY 2 Type of Credit ART225 Fine/Applied Arts Career/Tech Ed Credit:.5 Grade: 9-12 Semester Fees: $15* Learning Recommendations: Photography 1 $60 estimated total cost General Description: This semester long course builds upon Photography 1 and includes advanced techniques in lighting, shooting, post processing, and printing photographs. Content:  Lighting techniques  Shooting techniques  Processing and printing skills  Advanced digital workflow Strategies: Students will learn through a combination of:  Hands on experience  Individual and team work  Modeling Equipment to be provided by student: Students should have access to a 35mm film camera, a digital camera, and be able to purchase their own photo paper and film. *Estimated additional cost is $60.

FINE VISUAL & PERFORMING ARTS

PERFORMING ARTS

Choral Orchestra Band

Greenwood Concert Band

Concert Chorale Orchestra MUS100 MUS305 MUS200 (Non-audition) (Audition) (Non-audition)

Wind Ensemble Vocal Jazz (Mix it Up) Evergreen Symphony MUS130 (Audition) MUS325 MUS250 (Audition) (Audition)

Jazz Band

MUS125 - (Audition) (See learning recommendations)

Semester Music Electives: Non-Audition

Beginning Beginning Beginning Movies & Song Writing Singing Guitar Piano Music & Publishing

MUS335 MUS400 MUS420 MUS525 MUS560

Theatre Electives

Theatre Arts & Theatre Arts & Technical Theatre Performance 1 Performance 2 Performance & ART576 ART577 Production 40 INT361

PERFORMING ARTS

CHORAL

MUS305 CONCERT CHORALE Length: Year Open to Grades: 9-12 Credit: 1.0 Fine/Applied Arts. Learning Recommendations: ASB card. Audition. Fee: $30 class fee. $30 uniform fee. Yearly Fall Retreat (approx. $110). This is a yearlong elective course for the musically advanced student in grades 9-12. Members are given the opportunity to perform a wide variety of choral literatures for mixed choir. This choir is the culminating activity in the vocal music curriculum of the school. Performances include concerts, field trips, festivals, contests, assemblies and community functions. Members are required to attend all scheduled rehearsals and performances.

MUS325 VOCAL JAZZ ENSEMBLE (MIX IT UP) Length: Year Open to Grades: 10-12 Credit: 1.0 Fine/Applied Arts. Learning Recommendations: ASB card, Advanced audition and membership in the Concert Chorale and Hi Tones/In Harmony. Fee: Financial costs for outfits and field trips are students’ responsibility. Tour alternate years (approx. $900). Yearly Fall Retreat (approx. $175). Costs per student may be significantly lower after fundraising events and potential need based scholarships This is a yearlong elective course for the musically advanced student. The director, through auditions usually held in May, determines membership in this group. Previous experience, vocal ability, and motivation of the students are determining factors for inclusion in this group. Instrumentalists (piano, guitar, bass and drums) are also admitted with approval from the director. This group performs extensively in the community and at contests. An extended performance tour of 3-8 days is scheduled on alternate years. Frequent community performances are held during the school days. Students must be able to maintain classroom obligations while attending all performances. This class meets during “0” period requiring students to provide their own transportation.

PERFORMING ARTS

ORCHESTRA

MUS200 ORCHESTRA 1 (GREENWOOD ORCHESTRA) Length: Year Open to Grades: 9-12 Credit: 1.0 Fine/Applied Arts. Learning Recommendations: ASB Card. Successful completion of three or more years of orchestra or the equivalent in private instruction. Fee: $30 class fee. Purchase of uniform (approx. $100), some travel costs (approx. $150). In most cases students must provide their own instrument. $100/yr rental fee for school cellos & basses. Costs per student may be significantly lower after fundraising events and potential need based scholarships. This orchestra provides a yearlong elective course for the string player who has had three or more year’s experience. While some individual instruction will occur in class, the main goal will be the performance of orchestra literature as a group. Performances are mandatory and will include concerts, festivals, and assemblies.

MUS250 ORCHESTRA 2 (EVERGREEN PHILHARMONIC) Length: Year Open to Grades: 9-12 Credit: 1.0 Fine/Applied Arts. Learning Recommendations: ASB Card. Membership in the Evergreen Philharmonic is by audition only. Also, please see website for audition details, www.evphil.issaquah.wednet.edu. Fee: $30 class fee. Purchase of uniform (approx. $100), travel costs (approx. $1000). In most cases students must provide their own instrument. $100/yr rental fee for school cellos & basses. Costs per student may be significantly lower after fundraising events and potential need based scholarships. This class serves as a year-long elective course for the accomplished musician. Individual instruction will be minimal, with the emphasis on rehearsal technique and preparation for performance. The orchestra enjoys a superior reputation and has a busy schedule of concerts, competitions and travel. Members are expected to be fully committed to all orchestra activities. Selection will be based on musical ability, instrumentation needs, and the dedication of the student.

PERFORMING ARTS

BAND MUS100 CONCERT BAND Length: Year Open to Grades: 9-12 Credit: 1.0 Fine/Applied Arts. Learning Recommendations: ASB Card. Successful completion of two or more years of band or the equivalent in private instruction. Fee: $30 class fee. Expenses may include the purchase of personal uniform, school instrument rental, & travel costs. Costs per student may be significantly lower after fundraising events and potential need based scholarships. Concert Band is a year-long elective that gives the instrumental music student a continuing course for technical and musical development. The main goal will be the performance of appropriate band literature at the beginning high school level. Performances are mandatory and will include concerts, contests, festivals, assemblies, parades, field shows and community functions. Some after school practices will be required. All Concert Band members will perform in marching and pep bands.

MUS130 WIND ENSEMBLE Length: Year Open to Grades: 9-12 Credit: 1.0 Fine/Applied Arts. Learning Recommendations: ASB Card. Successful completion of two or more years of band or the equivalent of private instruction. Students are expected to perform in the Marching & Pep Bands (required after school practices) Fee: $30 class fee. Additional expenses may include uniforms, school instrument rental, and travel costs. Costs per student may be significantly lower after fundraising events and potential need based scholarships. Wind Ensemble is a yearlong elective course that gives the advanced instrumental music student an opportunity for additional development. The focus is on refining performance techniques. Students perform with a fine tone quality in a variety of styles, demonstrate a variety of articulations plus demonstrate an advanced understanding of the elements of notation and music vocabulary. Performances include concerts, contests, festivals, assemblies, parades, field shows and community functions. Membership is determined by audition on the basis of ability, experience and motivation.

MUS125 JAZZ BAND Length: Year Open to Grades: 9-12 Credit: 1.0 Fine/Applied Arts. Learning Recommendations: Successful completion of two or more years of band or the equivalent in private instruction plus continued membership in one other band class. Audition. Fee: $30 class fee. Expenses may include personal uniform items, school instrument rental, and travel costs. Costs per student may be significantly lower after fundraising events and potential need based scholarships. Jazz Band is a yearlong elective that prepares the musically advanced student to perform a wide variety of popular instrumental music. Styles covered include swing, bop, rock and Latin. Students perform with fine tone quality, advanced technical control, and sensitivity to musical style. In addition, they must demonstrate an advanced understanding of the elements of music notation. Performances include concerts, contests, festivals, assemblies, field trips and community functions. A membership is determined by audition on the basis of ability, experience and motivation. This class currently meets during “0” period (6:39 a.m.) requiring students to provide their own transportation and be on time.

PERFORMING ARTS

SEMESTER MUSIC ELECTIVES

MUS335 BEGINNING SINGING-not offered 2014-2015 Length: Semester Open to Grades: 9-12 Credit: .5 Fine/Applied Arts Learning Recommendations: None Fee: $30.00 Usage Fee. Approximately $30 for book fees. Expenses may also include travel costs. Love to sing, but only do it in the shower? Learn how to sing and read music. No contests, no recitals, no outside of school performances. You will learn about your voice, why it works, and how to use it. Field trips, videos, guest artists, and karaoke may be used. Class may be repeated.

MUS400 BEGINNING GUITAR Length: Semester Open to Grades: 9-12 Credit: .5 Fine/Applied Arts Learning Recommendations: None Fee: $30.00 Usage Fee. Students will also purchase a music book (approximately $20). Guitars are provided through a grant from the Issaquah Schools Foundation. Play guitar. This is a beginning course for anyone who would like to learn. The course will cover chords, strumming, picking, scales, reading music and tabs, and jammin’. Class may NOT be repeated.

MUS420 BEGINNING PIANO Length: Semester Open to Grades: 9-12 Credit: .5 Fine/Applied Arts Learning Recommendations: None Fee: $30.00 Usage Fee. Students will also purchase a piano book (approximately $20). Learn to play the piano. If you want to be able to play piano, this is the class for you. The class will focus on reading music, building chords, playing charts, ear training, and improvisation. This is a beginner class; no prior piano skills are required. Class may NOT be repeated.

PERFORMING ARTS

MOVIES AND MUSIC Type of Credit MUS525 Fine/Visual/Performing Arts*

Credit: 0.5 Grade: 9-12 Semester Learning Recommendations: None. General Description: Have you ever watched a movie and thought about how the music impacts the mood and emotional content within the movie? In this class we will view a large variety of movies and analyze the music within them. We will utilize music theory and your general music knowledge in our analysis. Content: Many major motion pictures will be viewed during the semester in genres such as Jazz, classical, World Music, and musicals. Several composers will be studied including John Williams, Hans Zimmer, Danny Elfman, W.A. Mozart, F. Chopin, and Scott Joplin. Strategies: Music vocabulary will be stressed throughout the semester, with written descriptions of the film music due weekly. Students will present scenes from a film of their choice, along with appropriate music discussion. Final project for the term will be to compile a creative timeline, depicting the films and composers studied during the semester. Equipment to be provided by student: None

*Note: This course counts as a fine arts credit for graduation but may, or may not, meet the four-year college admissions requirement for Fine/Visual/Performing Arts.

MUS560 SONG WRITING & PUBLISHING-not offered 2014-2015 Length: Semester Open to Grades: 9-12 Credit: .5 Fine/Applied Arts Learning Recommendations: None Fee: $30.00 Usage Fee. Have you written a song or would you like to write a song? Would you like to publish and record it for all time? In this class you will write, publish and record your own song. All types of music are appropriate. Ability to read music not required. Class may be repeated.

PERFORMING ARTS

THEATRE ELECTIVES

ART576 THEATRE ARTS & PERFORMANCE 1 Length: Semester Open to Grades: 9-12 Credit: .5 Fine/Applied Arts Learning Recommendations: None Fee: $30 General Description: This class focuses on the foundations of theatre and acting. Students participate physically and verbally every day. Training the body, voice and mind, the class moves from concentration and ensemble building exercises through characterization, mime, staging, improvisation and script analysis, culminating with a performance of a monologue and scenes from a play. Appreciation of the theatre will be enhanced through guest artists, fieldtrips, and stage combat training provided by professional actors from Seattle Shakespeare Company. This course may be repeated for credit.

ART577 THEATRE ARTS & PERFORMANCE 2 Length: Semester Open to Grades: 9-12 Credit: .5 Fine/Applied Arts Learning Recommendations: Theatre Arts & Performance 1 or Permission from the Instructor Fee: $30 This course develops performance abilities in students interested in exploring a higher level of the craft of acting. This class will focus on the audition process through careful monologue study and preparation, movement for musical theatre through lyrical dance instruction, and character development through script analysis. Students will learn the principles of blocking and stage movement. This class is a performance based class. Students will work on productions such as a children’s show for visiting elementary schools and student directed one acts.

PERFORMING ARTS

TECHNICAL THEATRE Type of Credit PERFORMANCE & PRODUCTION Career/Tech Ed INT361 Fine/Visual/Performing Arts

Credit: .5 Grade: 9-12 Semester Fees:

Learning Recommendations: Consider your learning goals. Consider your learning opportunities and challenges. Consider how well you work individually and in groups. Review the description and strategies below. General Description: Students in this program will concentrate in the major areas of theatre technology, production, and performance. Behind the scene stage experience and leadership skills will be gained through the production of a minimum of three shows during the year. Set design and construction, lighting and sound, make-up and costumes will be emphasized. The many facets of theatre, including advertising, fundraising, theatre administration, and management, are taught. Through performance opportunities, students will gain skills in communication, public speaking, and acting techniques. Careers will be explored through interaction with professional theatre companies, guest artists, field trips, and fieldwork. The course is designed to prepare students for actual work in performance, media and communication related careers, or for advanced training. It is mandatory that each student is in attendance once at each Issaquah Drama Production as part of this class, unless they are involved in the Issaquah Drama Production. This course may be repeated for credit.

Content:  Stagecraft.  Production Design  House Management  Stage management  Running Crew Jobs  Flying Crew Jobs  Poster and Program Design  Production Stage Management  Lighting  Sound  Budgeting

Strategies:  Building Sets  Designing Sets  Participating in House Management for Productions  Working on Running and Flying Crews  Creating Posters and Programs  Applying for Rights for Productions  Hanging and Operating Lighting and Sound for Productions  Creating Budgets and Advertising for Productions  Creating Costume Plates for Productions  Passing Shop and Theatre Safety Tests Equipment to be provided by student: Appropriate Clothing for Class Work involving painting, sawdust, etc.

Note: This course does not meet four-year college admissions requirement for Fine/Visual/Performing Arts 47

HEALTH & HUMAN SERVICES

FAMILY & CONSUMER SCIENCE

CHILD DEVELOPMENT Type of Credit HFL245 Career/Tech Ed Credit: .5 College Credit Potential Semester Grade: 10-12 Learning Recommendations: None Fees: None General Description: This course explores how a child’s environment affects physical, social, cognitive and psychological growth. It is designed for students who may be considering careers that involve working with children. Content:  Genetics  Child development from birth to adolescence  Family growth and development  Parenting  Theories in child psychology  How individuals relate to one another from birth to adolescence Strategies: Students learn through a combination of:  Direct instruction  Group discussion and problem solving  Guest speakers  Student project and research  Cooperative learning  Career exploration Notes: Completion of this course with a “B” or better qualifies students for college credit at various community/technical college programs in our area.

FAMILY & CONSUMER SCIENCE

CHILD DEVELOPMENT PRACTICUM Type of Credit HFL246 Career/Tech Ed Credit: .5 Semester Grade: 11-12

Learning Recommendations: Requires enrollment in Child Development Fees: None General Description: This course allows students concurrently taking Child Development to earn credit for internship hours earned beyond the school day. In these Work Site Internship hours, students are expected to demonstrate, both academically and personally, the ability to think and act independently. Students will learn about children’s physical, social, cognitive, and psychological development through practical applications. Content: Child Development discusses children’s physical, social, cognitive, and psychological development through various life stages. Topics include theories in human development, heredity and environment, and issues pertaining to each stage of development beginning with prenatal and continuing in birth, infants, toddlers, the school years, and adolescence.  The Study of Human Development  Heredity and Environment  Prenatal Development and Birth  Infants and Toddlers  The School Age Years  Adolescences

Strategies: The practicum is integral to the Child Development course. Students assist and lead early childhood education, elementary, and middle school students, learn to manage a group, and conduct themselves in a professional work environment.  Internship experience  Create and carry out learning experiences  Reflection regarding practices

Equipment to be provided by the student: Transportation to and from local early childhood education sites, elementary and middle schools. Please note that taking this class does not guarantee a parking space on campus.

FAMILY & CONSUMER SCIENCE

FOODS & RELATED CULINARY ARTS Type of Credit HFL100 Career/Tech Ed Credit: .5 Grade: 11-12 Semester Fees: $30 Learning Recommendations: None General Description: This is an exploratory foods class that covers basic safety and sanitation, measurement, recipe analysis, food production and culinary careers. Content:  Food preparation including safety  Sanitation  Equipment  Nutrition  Food preparation techniques Strategies: Students learn through a combination of:  Teacher demonstrations  Student practice and meal preparation in a laboratory situation

HEALTH Type of Credit HLT200 Heath Credit: .5 Career/Tech Ed Semester Grade: 9-12

Learning Recommendations: This course is recommended for grades 10-12.

General Description: This semester-long graduation requirement covers a variety of health related topics that affect teens today. The course encourages students to develop healthful attitudes and practices for life-long benefit.

Important Notes: As a part of the Health course curriculum students will be certified in Cardiopulmonary Resuscitation (CPR) and the use of an Automated External Defibrillator (AED). Students will also learn about HIV/AIDS and Human Sexuality through the Family Life and Sexual Health curriculum (FLASH). Students are expected to earn their CPR/AED certification and contribute to mature discussions within the FLASH unit. This course is recommended for grades 10-12.

Content:  Communicable/Non-communicable Disease  Heredity  Relationships  Media Analysis  Conflict Resolution  Nutrition  Human Sexuality and Development  Stress Management  CPR First Aid  Substance Use and Abuse  Goal Setting Strategies: Students will learn through a combination of :  Group discussion and problem solving  Hands-on activities  Direct Instruction  Discovery Learning  Career Exploration

PHYSICAL EDUCATION

Physical education is an integral part of the educational process. Through a carefully planned instructional program and continuous re- evaluation, students will gain a variety of competencies and knowledge, which will contribute to their health and physical well-being. Please see the Graduation Requirements in the front of this guide for PE requirements. Students must complete one semester of General Physical Education before enrolling in other Physical Education classes.

General P.E.

PED210 Grade 9-12

Introduction to Fitness Individual Sports Team Sports Ballet & Dance PED397 PED300 PED310 PED327

Weight Weight Training Cross Fitness Yoga

Training/Conditioning for Women PED408 PED330 PED425 PED436

GENERAL PHYSICAL EDUCATION Type of Credit PED210 Physical Education

Credit: .5 Grade: 9-12 Semester Learning Recommendations: None General Description: This core Physical Education course provides opportunities for students to develop and improve skills to participate successfully and learn sportsmanship in a variety of lifelong physical fitness activities. Content:  Fitness and Nutrition  Goal Setting  Creating personal Fitness Plans with monitoring through fitness testing  Individual Sports  Racquet Sports  Team Sports such as soccer, flag-football, volleyball, floor hockey and badminton Strategies: Students will learn through a combination of :  Team sports  Individual sports activities  Group discussion and problem solving  Fitness Testing Equipment to be provided by student: Issaquah Physical Education T-Shirt and Race Timing Chip/Bib fee approximately $10 51

PHYSICAL EDUCATION

INTRODUCTION TO FITNESS-not offered 2014-2015 Type of Credit PED397 Physical Education Elective Credit: 0.5 Grade: 9-12 Semester Learning Recommendations: General PE General Description: Introduction to fitness gives students an opportunity to develop muscular strength and endurance in the weight room as well as flexibility in a yoga class. Content: Students will spend two/three days in the weight room and two/three days doing yoga. A variety of activities such as circuit training, jogging, rope jumping, aerobic dance are used in combination during this course. Strategies: Students will use the knowledge from this class to develop individual fitness plans. Students will learn skills that will create long healthy learning. Equipment to be provided by student: Issaquah Physical Education T-Shirt and Race Timing Chip/Bib fee approximately $10

PED327 BALLET & DANCE Length: Semester Open to Grades: 9-12 Credit: .5 Physical Education, Fine/Applied Arts Learning Recommendations: C or better in any General Physical Education class Fee: Issaquah Physical Education T-Shirt and Race Timing Chip/Bib fee approx. $10 General Description: This is a one-semester class that may be repeated and is for students who are interested in ballet and dance. This class will both condition and work on body placement and posture. Dance is a total fitness package – a low impact, non-jarring activity that lengthens the body’s muscles, increases mobility, builds strong muscles, and increases endurances, flexibility, coordination, and balance. Class activities include daily participation, performances, skills and written tests, cardiovascular fitness, observation and analysis of professional ballets.

PED300 INDIVIDUAL SPORTS Length: Semester Open to Grades: 9-12 Credit: .5 Physical Education Learning Recommendations: C or better in any General Physical Education class Fee: Issaquah Physical Education T-Shirt and Race Timing Chip/Bib fee approx. $10 General Description: This one semester course is for students interested in individual sports. Emphasis is on the application of strategies and skills in a structured game situation and conditioning activities. The course includes tennis, badminton, pickle ball, golf, bowling and other individual activities.

TEAM SPORTS Type of Credit PED310 Physical Education Elective Credit: .5 Grade: 9-12 Semester Learning Recommendations: C or better in any General Physical Education class General Description: This is a one-semester course designed to provide opportunities to acquire strategies and skills related to, but not limited to, basketball, football, lacrosse, softball, soccer, team handball, ultimate Frisbee and volleyball. Rules, techniques, sportsmanship, cooperative learning and safety practices, necessary to participate in selected team sports, will be included. Maintenance and/or improvement of personal fitness will be stressed. Content:  Team Sports – basketball, football, lacrosse, softball, soccer, team handball, ultimate Frisbee and volleyball, etc.  Tournaments  Rules  Team Building  Strategies  Fitness Development Strategies: Students will learn through a combination of:  Tournament play  Individual skill development  Fitness testing  Cooperative work with strategies and game plans  Team Sports  Team Fitness development Equipment to be provided by student: Issaquah Physical Education T-Shirt & Race Timing Chip/Bib fee ~ $10

WEIGHT TRAINING & CONDITIONING Type of Credit PED425 Physical Education Elective Credit: 0.5 Grade: 9-12 Semester Learning Recommendations: C or better in any General Physical Education class General Description: This course is available to students who wish to develop muscular tone and strength.

Content: Students learn to use weight machines, free weights, dumbbells and Plyometrics exercises throughout the course. Students will learn proper lifting and spotting techniques. A basic kinesthetic and physiological understanding of the muscular system will also be covered.

Strategies: Students will develop individualized weight training plans based on their personal fitness goals. Equipment to be provided by student: Issaquah Physical Education T-Shirt and Race Timing Chip/Bib fee approximately $10

PED426 WEIGHT TRAINING FOR WOMEN Length: Semester Open to Grades: 9-12 Credit: .5 Physical Education Learning Recommendations: C or better in any General Physical Education class Fee: Issaquah Physical Education T-Shirt and Race Timing Chip/Bib fee approx. $10 General Description: A one-semester course in a supportive and comfortable atmosphere where girls can gain muscle strength, control weight, raise metabolism and aerobic capacity in complete 30-minute workouts designed to work every major muscle group.

PED330 YOGA Length: Semester Open to Grades: 9-12 Credit: .5 Physical Education Learning Recommendations: C or better in any Physical Education class Fee: Issaquah Physical Education T-Shirt and Race Timing Chip/Bib fee approx. $10 General Description: This is a one-semester course for students who are interested in yoga. This class is designed to create a supportive and non-competitive atmosphere where students can learn and grow. Yoga should challenge and enrich individuals by allowing him or her to discover their flexibility, strength and improve their cardiovascular conditioning. Through physical involvement, each person will experience the positive effects of daily yoga practice. Yoga is something that offers benefits to people at many different levels. Pilates will also be introduced for variation as desired.

CROSSFITNESS Type of Credit PED408 Physical Education Elective Credit: .5 Grade: 9-12 Semester Learning Recommendations: General PE, Weight Training, or Yoga General Description: CrossFitness gives students an opportunity to improve their individual fitness level through a unique training regimen that involves short, intense workouts that produce amazing results. The goal of this class is to become stronger, faster, and better with every single workout. Open to students of ALL fitness levels, no previous weight training experience required, just a desire to work hard and push your own limits. This course will be challenging but fun, hard but rewarding. The workouts will combine function, variety, and intensity to achieve optimum fitness. Content: Students will spend 3 days doing CrossFit workouts, 1 day doing a cardio endurance activity, and 1 day either doing Yoga or playing an active game. A variety of activities such as circuit training, jogging, and other cardio activities are used in combination during this course. Strategies: Students will use the knowledge from this class to develop individual fitness plans and design their own workouts. Students will learn skills that will create long healthy learning and improve their current fitness level. Equipment to be provided by students: Issaquah Physical Education T-Shirt and Race Timing Chip/Bib fee approximately $10

HEALTH & HUMAN SERVICES

SPORTS MEDICINE

SPORTS MEDICINE 1 Type of Credit INT500 Career/Tech Ed Science equivalency College Credit Credit: 1.0 Grade: 10-12 Full year Fees: $10 Learning Recommendations: None General Description: This course covers information fundamental to all healthcare professions with an emphasis in sports medicine. It is an ideal class for students interested in going into medicine or biology. In addition to classroom instruction, students complete a 25 hour job shadow each semester with a healthcare professional of their choosing. The job shadow gives students the opportunity to explore healthcare careers they may be interested in pursuing and apply and be witness to what they are learning in class in a working healthcare facility. The standards for this course are based on the National Athletic Trainers’ Association’s six domains of responsibility/education, the Washington State Science EALR’s and the Career & Technical Education Therapeutic and Sports Medicine competencies strands. Content:  Medical terminology  Anatomy & Physiology  Nutrition  Emergency Medicine (Students have the opportunity to get certified through the Red Cross in CPR/AED and 1st Aid)  Rehabilitation techniques & modalities  Various conditions that can occur in athletics and an assortment of other related topics Strategies: Students learn through a combination of:  Lecture/Discussion  Inquiry-based laboratory work  Critical thinking exercises  Multimedia offerings (Computer simulations, video features)  Demonstrations (teacher or student directed)  Student project and research  Job Shadow Equipment to be provided by student: Schools Offering: SHS, IHS, LHS Notes: Completion of this course with a “B” or better qualifies students for college credit at various community/technical college programs in our area.

SPORTS MEDICINE

SPORTS MEDICINE 2 Type of Credit INT505 Career/Tech Ed Science equivalency College Credit Credit: 1.0 Grade: 11-12 Full year Fees: $10 Learning Recommendations: Sports Medicine 1 General Description: This course builds on Sports Medicine 1 as students gain a greater understanding of the structure and function of the human body as it relates to injury and illness. Students enroll in Sports Medicine 2 Internship concurrently with this course. Students integrate science, physical skill, clinical experience, and job readiness skills. The skills learned can be applied to everyday life scenarios that will follow students throughout their lives. The standards for this course are based on the National Athletic Trainers’ Association’s six domains of responsibility/education, the Washington State Science EALR’s and the Career and Technical Education Therapeutic and Sports Medicine competencies strands. Content:  Anatomy, physiology, kinesiology for each region of the body covered (i.e. ankle, knee, shoulder, abdomen, etc)  Injuries that can occur in a given region  Signs and symptoms that may be present at the time of injury  Injury treatment  Preventative techniques such as taping, wrapping and safety precautions

Strategies: Students learn through a combination of:  Lecture/Discussion  Inquiry-based laboratory work  Critical thinking exercises  Multimedia offerings (Computer simulations, video features)  Demonstrations (teacher or student directed)  Student project and research  Athletic Training Room experience Equipment to be provided by student: Schools Offering: SHS, IHS, LHS Notes: Completion of this course with a “B” or better qualifies students for college credit at various community/technical college programs in our area.

SPORTS MEDICINE

SPORTS MEDICINE 2 INTERNSHIP Type of Credit INT511 Career/Tech Ed Credit: 1.0 Grade: 11-12 Full Year Fees: $10 Learning Recommendations: Sports Medicine 1 General Description: Students in Sports Medicine 2 Internship are concurrently enrolled in Sports Med 2 and are referred to as interns or student athletic trainers (SAT). Students work exclusively with a high school sports team. Students have the option to seek internships within local community healthcare facilities. Credit will be given for completion of after school hours. SAT’s are a part of the team and, as such, travel to away competitions with the team, participate in team activities and are recognized as a member of the team’s staff. A log of the SAT’s hours worked and a written journal of their experiences and reflections must be submitted. Work supervisor will periodically review progress and work experience with the students. The course instructor will make periodic visits to students and employers at off campus worksites. Professionalism and reliability will be emphasized. After completing a year of Sports Medicine 2 Internship, students earn a Washington Vocational Sports Medicine Association (WVSMA) certificate of completion. Interested students should discuss details with the instructor. Content:  Work with a high school sports team and manage the basic care and treatment of the athletes before, during and after practices and competitions  Complete internships at local healthcare facilities such as hospitals, physical therapy clinics and high school/college/professional training rooms. Internships may also occur in other specialty areas, such as massage therapy, chiropractic medicine, EMT, strength/aerobic training, dental care, or dietetics. Strategies: Students learn through:  Internship experience Equipment to be provided by student: Schools Offering: SHS, IHS, LHS

SPORTS MEDICINE

SPORTS MEDICINE 3 Type of Credit INT510 Career/Tech Ed

Credit: 1.0 Grade: 12 Full Year Fees: $10 Learning Recommendations: Sports Medicine 2 General Description: This course allows students to experience a more advanced physical medicine/sports medicine aspect of health care. The objective of Sports Medicine 3 is to apply skills learned from the Sports Medicine 2 class while working independently to develop Sports Medicine instructional materials and research projects. Students attend class with the Sports Medicine 2 students and complete independent learning projects. Students will be required to write abstract article papers, develop sports medicine learning activities, and develop Athletic Training practice examination questions and other specialized projects. Students will also be enrolled in Sports Medicine 3 Internship after school to further enhance learning. Students will receive a 1.0 credit for the class and a 1.0 credit for the internship. Content:  Independent study projects in advanced topics of physical and sports medicine Strategies: Students learn through:  Independent research  Cooperative Learning  Student-led presentations  Internship Experience Equipment to be provided by student: Schools Offering: IHS, LHS

SPORTS MEDICINE 3 INTERNSHIP Type of Credit INT515 Career/Tech Ed Credit: 1.0 Grade: 12 Full Year Fees: None Learning Recommendations: Sports Medicine 2 General Description: Students in Sports Medicine 3 Internship are concurrently enrolled in Sports Med 3 and are referred to as interns or student athletic trainers (SAT). See Sports Medicine 2 Internship Content:  Work with a high school sports team and manage the basic care and treatment of the athletes before, during and after practices and competitions  Complete internships at local healthcare facilities such as hospitals, physical therapy clinics and high school/college/professional training rooms. Internships may also occur in other specialty areas, such as massage therapy, chiropractic medicine, EMT, strength/aerobic training, dental care, or dietetics. Strategies: Students learn through:  Internship experience Equipment to be provided by student: Schools Offering: IHS, LHS

LANGUAGE ARTS

Literary Analysis & Honors Literary Analysis & Composition I Composition I (Grade 9) (Grade 9)

ENG100 ENG109

Literary Analysis & Honors Literary Analysis & Composition II Composition II

(Grade10) (Grade 10) ENG200 ENG210

American Literature AP English Language & Comp.

(Grade 11) - ENG300 (Grade 11) - ENG600

British & Western Literature AP English Literature & Comp. (Grade 12) - ENG420 (Grade 12) - ENG610

LANGUAGE ARTS-ELECTIVES FOR SENIOR ENGLISH CREDIT

Dramatic Literature Film as Literature Journalism 1, 2 & 3 ENG411 - Semester ENG405 - Semester ENG350/351 – Year-long

Literature and Creative Public Speaking Writing ENG410 - Semester ENG525 - Semester

High School Graduation: Recommended for College Preparation: Literary Analysis and Composition I Literary Analysis and Composition I Honors Literary Analysis and Composition I Honors Literary Analysis and Composition I Literary Analysis and Composition II Literary Analysis and Composition II Honors Literary Analysis and Composition II Honors Literary Analysis and Composition II American Literature American Literature AP English Language & Composition AP English Language & Composition [Amer. Lit] British & Western Literature British & Western Literature AP English Literature & Composition AP English Literature & Composition Dramatic Literature Film as Literature Journalism 1, 2 & 3 (Seniors only) Literature & Creative Writing Public Speaking 59

LITERARY ANALYSIS & COMPOSITION I (Grade 9) Type of Credit ENG100 English Credit: 1.0 Grade: 9

Full Year

Learning Recommendations: None General Description: In this year-long course, freshmen will develop analytical reading, academic writing, and critical thinking and presentation skills. Course content includes short story, poetry, drama, and district-wide required readings with an emphasis in World Literature. Writing instruction will extend various modes of writing; narrative, compare and contrast, and persuasion. In addition, instruction will include vocabulary building, grammar and spelling. Content: Skills-based according to Washington State Grade Level Expectations (GLEs) for reading and writing. The skills include but are not limited to: reading comprehension, vocabulary building, informational/expository reading, understanding author’s purpose and literary devices. Writing skills include the use of multiple drafts, editing, collaborative scoring, and the use of varied audiences and voices. Forms, genres and organizational structures will also be included. Strategies: Students will learn through a combination of: collaborative/cooperative learning; inquiry-based instruction; project-based learning experiences and direct instruction formats such as lecture and guided discussion.

HONORS LITERARY ANALYSIS & COMPOSITION I (Grade 9) Type of Credit ENG109 English Credit: 1.0 Grade: 9

Full Year Learning Recommendations: It is strongly recommended that students considering this course have at least a B+ in their current language arts class as well as an 85% for Total Reading on the Stanford. Description: This year-long course is based on the curriculum for English 9, but is designed for students seeking further challenges, who are willing to read additional and more complex literature, and to undertake complex and extensive writing assignments. Students will be expected to work well both in groups and independently. Content: Skills-based according to Washington State Grade Level Expectations (GLEs) for reading and writing. The skills include but are not limited to: Reading comprehension, vocabulary building, informational/expository reading, understanding author’s purpose and literary devices. Writing skills include the use of multiple drafts, editing, collaborative scoring, and the use of varied audiences and voices. Forms, genres and organizational structures will also be included. Strategies: Students will learn through a combination of: collaborative/cooperative learning; inquiry-based instruction; project-based learning experiences and direct instruction formats such as lecture and guided discussion.

LITERARY ANALYSIS & COMPOSITION II (Grade 10) Type of Credit ENG200 English Credit: 1.0 Grade: 10

Full Year Learning Recommendations: None General Description: In this course, sophomores focus on refining analytical skills in reading, writing and thinking. With an emphasis in European literature, students examine a wide variety of themes. Students further develop skills in vocabulary, grammar, mechanics and usage, oral communication, presentation and research skills through analytical essays, poetry, narratives and debate. Content: Skills-based according to Washington State Grade Level Expectations (GLEs) for reading and writing. The skills include but are not limited to: reading comprehension; informational and complex narrative reading; analysis of story elements; use and understanding and literary devices; analysis of informational and expository text; making predictions and inferences and understanding for text organizational structures. Further writing skills include: analysis and selection strategies for planning writing; use of multiple drafts and editing; collaboration and group evaluation; writing to varied audiences, voices, forms and genres; and the use of organizational structures. Strategies: Students learn through a combination of large and small group discussion; peer evaluation; independently directed reading and analysis; multiple draft writing; and direct instruction, including lecture and note-taking.

HONORS LITERARY ANALYSIS & COMPOSITION II (Grade 10) Type of Credit

ENG210 English Credit: 1.0 Grade: 10 Full Year Learning Recommendations: It is strongly recommended that students considering this course have at least a B+ in his/her current English class as well as an 85% on the Stanford. General Description: This English 10 course is designed for students seeking further challenges, who are willing to read additional and more complex literature, and to undertake complex and extensive writing assignments. Students will be expected to work independently. Content: Skills-based according to Washington State Grade Level Expectations (GLEs) for reading and writing. The skills include but are not limited to: reading comprehension; informational and complex narrative reading; analysis of story elements; use and understanding and literary devices; analysis of informational and expository text; making predictions and inferences and understanding for text organizational structures. Further writing skills include: analysis and selection strategies for planning writing; use of multiple drafts and editing; collaboration and group evaluation; writing to varied audiences, voices, forms and genres; and the use of organizational structures. Strategies: Students learn through a combination of: large and small group discussion; peer evaluation; independently directed reading and analysis; multiple draft writing; and direct instruction, including lecture and note-taking.

AMERICAN LITERATURE (Grade 11) Type of Credit ENG300 English Credit: 1.0 Grade: 11

Full Year Learning Recommendations: None General Description: In this course, juniors focus on refining analytical skills in reading, writing and thinking. Through a study of American literature, students examine a wide variety of themes. Students further develop skills in vocabulary, grammar, mechanics and usage, oral communication, presentation and research skills through analytical essays, poetry, narratives and debate. Content: Skills-based according to Washington State Grade Level Expectations (GLEs) for reading and writing. The skills build from skills developed sophomore year and include but are not limited to: reading comprehension; informational and complex narrative reading; analysis of story elements; use and understanding and literary devices; analysis of informational and expository text; making predictions and inferences and understanding for text organizational structures. Further writing skills include: analysis and selection strategies for planning writing; use of multiple drafts and editing; collaboration and group evaluation; writing to varied audiences, voices, forms and genres; and the use of organizational structures. Strategies: Students learn through a combination of: large and small group discussion; peer evaluation; independently directed reading and analysis; multiple draft writing; and direct instruction, including lecture and note-taking.

AP ENGLISH LANGUAGE & COMPOSITION [AMERICAN LIT] Type of Credit ENG600 English Credit: 1.0 Grade: 11

Full Year Learning Recommendations: Read the course description carefully General Description: Students in this course, which fuses the critical reading, writing and thinking skills of an introductory college-level course with primarily American Literature readings, develop their abilities to work with language and text with an awareness of rhetorical purpose and strategy. The course allows students to develop their skills in expository, analytical and argumentative writing, and emphasizes the synthesis of primary and secondary sources to develop their writings. Students learn to read complex material, integrate material from these texts into their own writing, and cite sources based on the conventions of the Modern Language Association (MLA). Through this course, students are prepared for the AP English Language and Composition Exam. Content:  Close reading of fiction and nonfiction writings  Rhetorical analysis  Development of analytical and rhetorical writing skills  Preparation for the Advanced Placement English Language and Composition exam Strategies: Students will learn through a combination of :  Class discussions  Individual writing conferences  Peer workshops  Close reading of texts  Short and extended writing  Socratic seminar  Presentations  Revision  Direct instruction Equipment to be provided by student: Students have the option of paying to take the AP English Language exam 62

BRITISH & WESTERN LITERATURE (Grade 12) Type of Credit ENG420 English Credit: 1.0 Grade: 12

Full Year Learning Recommendations: None General Description: After briefly sampling ancient and classical literature which helped to shape the Western Tradition, this course then moves into a survey of major periods, authors, and themes of British literature from the Anglo-Saxon period to the present. The literary focus of the course includes a range of short pieces, excerpts from longer works, and several full-length works drawn from the genres of fiction, drama, poetry, and prose essays together with significant aspects of their historical, social, and cultural context. The reading, writing, and critical thinking expectations of this course provide a strongly academic orientation aimed at preparing students to attend colleges and universities. Content: Texts include a broad selection of works representing both major authors as well as the literary history and defining characteristics for particular literary periods. The writing component includes substantial literary analysis as well as persuasive and expository composition; although much of the writing will be out of class, ranging from short reader- response assignments to formal process essays, students should also expect occasional in-class essays or examination questions to develop skills needed in college-level writing and in many work-place situations. Strategies: Students will learn through a combination of :  Individual reading  Informal class discussion  Socratic seminars  Short and extended writing  Peer workshops  Revision  Presentations  Individual conferences  Direct instruction

AP ENGLISH LITERATURE & COMPOSITION Type of Credit ENG610 English Credit: 1.0 Grade: 12

Full Year Learning Recommendations: Read the course description carefully General Description: As stated in the official College Board course description, an AP English Literature and Composition course “engages students in the careful reading and critical analysis of imaginative literature.” Utilizing close reading skills, students analyze the ways in which writers use language to provide both meaning and pleasure; students consider a work’s structure, style, and themes as well as smaller-scale elements such as the use of figurative language, imagery, symbolism, and tone. Students develop their ability to read complex works with greater understanding and to develop richness, clarity, and complexity in their own writing. This course prepares students to take the College Board AP English Literature and Composition Test given in May. Satisfactory performance on this examination may enable students to earn college credit. Content: Students are engaged in the intensive study of literature written in several genres from the sixteenth century to the present, drawn mostly from British and American writers (8-9 major works of drama and fiction, extensive poetry, selected short fiction). Students also read occasional academic essays and articles to establish historical and social context, major philosophical movements, and various critical approaches to literature. However, the usual focus is the primary text; the course teaches students to write interpretations based on the careful observation of textual details; structure, theme, style (sentence structure and diction), together with a range of other elements such as figurative language, imagery, symbolism, irony, and tone. Through instruction and feedback on their writing assignments, students are encouraged to develop apt and precise word choice; inventive sentence structure; effective overall organization, enhanced by specific techniques to increase coherence; a balance of relevant generalization and specific, illustrative detail; and an effective use of rhetoric to control tone, establish and maintain voice, and achieve appropriate emphasis. Strategies: Students will learn through a combination of :  Close, deliberate reading of complex texts that yield multiple meanings  Class discussion  Writing for varied purposes: o Writing to understand (annotation; journals; exploratory, reader-response quick-writes) o Writing to explain (expository, analytical essays based on the focused analysis of aspects of language and structure) o Writing to evaluate (formal essays that make and explain judgments about a work’s artistry and explore its underlying values through analysis, interpretation and argument)  Timed, in-class responses (both passage analysis and open-ended prompts) in preparation for the AP exam  Socratic seminar  Presentations  Peer workshops  Revision  Individual writing conferences  Direct instruction

Equipment to be provided by student: Students have the option of paying to take the AP English Literature exam. Students are responsible for acquiring their own texts.

LANGUAGE ARTS-ELECTIVES FOR SENIOR ENGLISH CREDIT

DRAMATIC LITERATURE-not offered 2014-2015 Type of Credit ENG411 English elective Credit: .5 Grade: 12

Semester Fees: $25 Learning Recommendations: Good reading skills, enjoyment of reading as a class in reader’s theatre style General Description: Dramatic Literature is a one semester English elective course designed to engage students in an in- depth study of dramatic literature. Through the study of written plays, students will become informed, perceptive, and appreciative audience members of plays from various cultures and time periods. To accomplish this goal, students will analyze and evaluate dramatic elements by studying classical to contemporary plays. Students will critique historical influences and contexts, universal themes in dramatic literature, and authorial treatment of tragic heroes from various literary periods. Students will demonstrate understanding of dramatic literature through creative oral and written interpretations, adaptations, and original works. Content:  Various plays from the ancient Greek period to contemporary period Strategies: Students learn through a combination of:  Direct instruction  Peer group work  Observation and study  Creative expression .

LITERATURE & CREATIVE WRITING Type of Credit ENG525 English for Seniors only Credit: .5 Elective credit for Juniors Grade: 11-12

Semester Learning Recommendations: Must be a junior or senior. General Description: Creative Writing is a senior English elective designed to facilitate students’ creative and imaginative thinking and writing skills. In this course, students will write non-fiction, fiction, poetry, and drama. This course allows students to develop their creative writing skills by writing, poems, vignettes, short stories, one-act plays, and other types of writing pieces completed throughout the semester. Students learn to write using literary elements such as description, characterization, setting, conflict and plot, dialogue, diction, and poetic devices. Students will engage in all the steps of the writing process. Writing is the focused activity of this class. Content: Various fictional, non-fictional, and poetic writings will be analyzed for modeling and instructive purposes. Students will write in various genres and styles. Strategies: Students will learn through a combination of: -Modeling -Multi-draft writing; utilizing the writing process -Peer writing groups -Editing and revision -Individual writing conferences -Direct instruction -Individual writing activities -Group writing activities -Daily journal writing 65

LANGUAGE ARTS-ELECTIVES FOR SENIOR ENGLISH CREDIT

FILM AS LITERATURE Type of Credit ENG405 English for Seniors only Credit: .5 Elective credit for Juniors Grade: 11-12 Semester Learning Recommendations: None General Description: This semester class is an in-depth study of contemporary film in order to help students understand the mechanics of filmmaking, and the application of literary terms to films. It also provides insightful information for viewing and analyzing films. Students will be asked to participate in class discussions and complete written assignments. Content:  Camera positions, angles, and movement  Story boarding  Script paradigm  Character development  Homage  Symbolism  Motifs  Metaphors  Allusions  Theme Strategies: Individual in-class assignments and class discussions on the films viewed; individual homework developing a script idea.

PUBLIC SPEAKING Type of Credit ENG410 English for Seniors only Credit: .5 Grade: 12

Semester Learning Recommendations: None General Description: Public Speaking incorporates interpersonal communication skills, audience awareness, research and speech writing techniques. Content:  Interpersonal communication  Propaganda  Informative Speeches  Persuasive Speeches  Impromptu  Facilitation  Audience and Cultural Awareness  Rhetoric  Induction  Deduction  Poetry Analysis Strategies: Students learn through a combination of: speaking in front of their peers, providing feedback, speech writing, researching, and presenting an effective argument for the topic at hand. Use of Power Point and other visual aids. Equipment to be provided by student: LHS: DVD and RW SHS: VHS tape

LANGUAGE ARTS-ELECTIVES FOR SENIOR ENGLISH CREDIT

Strategies: Students learn through a combination of: team collaboration, viewing examples of high quality student media, hands-on production, the writing process, direct instruction, large and small group discussion.

LEADERSHIP

LDR105 LEADERSHIP: Making a Difference at IHS Length: Semester Open to Grades: 9-12 Credit: Elective Learning Recommendations: None: This class may be taken more than once for credit since it offers a wide range of experiences Fee: None General Description: This class is designed to encourage students to identify and develop leadership skills by addressing campus and community issues. Students will engage in group discussions, team building activities, presentations, service and recognition projects and individual reflections. Students must have a desire to build a positive campus and community climate and an interest in serving others. Using the skills of servant leadership and the Youth Leaders of Promise (YLOP) curriculum, for part of the semester, this class will seek to introduce students to the techniques of effective leadership and tools for social change. Our goal will be to inspire students to envision and create a better world.

LDR300 LEADERSHIP FOR ASB OFFICERS Length: Year Open to Grades: 11-12 Credit: Elective Learning Recommendations: Application required. Fee: None General Description: This course is designed for ASB Executive Officers and other ASB Elected Leaders. Students in the class are assigned individual positions with unique responsibilities centered on creating and maintaining a positive campus and community climate. Students will work individually and collaboratively to accomplish individual and class goals, to recognize and appreciate students and staff, and to organize school-wide and community fundraisers, events, and activities. Elements of this class are project management, team-building, public speaking, budgeting, networking and leading others with the goal to inspire students to lifelong service and leadership in their education, careers, communities, and homes.

MATHEMATICS

Mathematics is a field is growing at a rapid rate, spreading into new fields, creating new applications and becoming increasingly crucial to each of our lives. To be prepared to understand and use mathematics, all students are encouraged to learn as much mathematics as possible. Students are required to take three years of high school math while in high school for graduation, and most universities recommend four years of mathematics.

COMMON CORE ALGEBRA 1 Type of Credit MTH100 Mathematics

Credit: 1.0 Grade: 9 Full Year Learning Recommendations: CC Algebra 1 is the first of the series of high school Math courses, which some students begin in middle school. Students who have struggled in math previously are strongly encouraged to enroll concurrently in CC Algebra 1 Lab (MTH 101). General Description: This course is aligned with the Common Core State Standards for Mathematics. The Mathematical Practice Standards apply throughout this course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Content: Critical areas include, but are not limited to:  Relationships between Quantities and Reasoning with Equations  Linear Relationships  Exponential Relationships  Descriptive Statistics  Expressions and Equations  Quadratic Functions and Modeling Strategies: Students will learn through a combination of :  Collaborative instructional approach  Direct Instruction  Technology enhanced instruction Equipment to be provided by student: Scientific Calculator. If you need to purchase one, the TI-30XIIS is recommended. For families considering investing in a graphing calculator, the TI-Nspire (Not CAS) is recommended. A graphing calculator is NOT required until CC Algebra 2 and above.

COMMON CORE ALGEBRA 1 LAB-not offered 2014-2015 Type of Credit MTH101 Mathematics Elective

Credit: 1.0 Grade: 9 Full Year Learning Recommendations: Current enrollment in CC Algebra 1. General Description: CC Algebra 1 Lab provides a support structure for struggling students to achieve success in a CC Algebra 1 course. It will strive to accomplish this by providing further explanation, extra practice and review of previously learned concepts as well as previews of upcoming material. CC Algebra 1 Lab will also offer preparation and practice for the Washington State Algebra End of Course Exit Exam. Students must be concurrently enrolled in a CC Algebra 1 course. Content:  This course follows the concepts of CC Algebra 1. Strategies: Students will learn through a combination of:  Direct instruction  Large group investigations and small group work  Extended instruction  Review of previously taught concepts and skills  Practice Equipment to be provided by student: Scientific Calculator. If you need to purchase one, the TI-30XIIS is recommended. For families considering investing in a graphing calculator, the TI-Nspire (Not CAS) is recommended. A graphing calculator is NOT required until CC Algebra 2 and above. 70

COMMON CORE GEOMETRY Type of Credit MTH200 Mathematics

Credit: 1.0 Grade: 9 – 10 Full Year Learning Recommendations: Incoming 9th graders: B- or higher average in Integrated Algebra B. Current high school students: C- or higher in Algebra 1 or passed End of Course Exit Exam in Algebra AND earned a D or higher in Algebra 1. General Description: This course is aligned with the Common Core State Standards for Mathematics. The Mathematical Practice Standards apply throughout this course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Content: Critical areas include, but are not limited to:  Congruence and Constructions  Similarity and Trigonometry  Three Dimensional Problem Solving  Proof and Modeling  Coordinate Geometry  Circles  Applications of Probability Strategies: Students will learn through a combination of:  Collaborative instructional approach  Direct Instruction  Technology enhanced instruction Equipment to be provided by student: Ruler, Compass, Protractor, and Scientific Calculator. If you need to purchase a scientific calculator, the TI-30XIIS is recommended. For families considering investing in a graphing calculator, the TI-Nspire (Not CAS) is recommended. A graphing calculator is NOT required until CC Algebra 2 and above.

COMMON CORE ALGEBRA 2 Type of Credit MTH300 Mathematics

Credit: 1.0 Grade: 9 – 11 Full Year Learning Recommendations: C- or higher in Geometry or passed End of Course Exit Exam in Geometry AND earned a D or higher in Geometry. General Description: This course is aligned with the Common Core State Standards for Mathematics. The Mathematical Practice Standards apply throughout this course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Content: Critical areas include, but are not limited to:  Polynomial, Rational, & Radical Relationships  Trigonometric Functions  Linear, Quadratic, & Exponential Models  Data Inferences and Conclusions Strategies: Students will learn through a combination of:  Collaborative instructional approach  Direct Instruction  Technology enhanced instruction Equipment to be provided by students: Scientific calculator AND Graphing calculator required. The TI-Nspire (Not CAS) is recommended and is used in classroom instruction.

FINANCIAL ALGEBRA Type of Credit MTH305 Mathematics Career/Tech Ed Credit: 1.0 Grade: 11- 12 Full Year Learning Recommendations: Designed for students who have completed Algebra 1 and Geometry. This course can serve as the third credit of math for students who elect to take a CTE alternative for the third year requirement through a counselor supported approval process. Note: Standard college admissions require completion of the sequence Algebra 1, Geometry, Algebra 2. This course is appropriate for students who are planning to attend community college or a technical program. This course is also appropriate for students who have completed Algebra 2 and want to take a course specifically focusing on the mathematics of personal finance. General Description: This course is designed to build upon prior knowledge of math concepts from other courses. This algebra-based CTE course features real-world algebra concepts found in banking, credit, income taxes, insurance, and household budgeting. Step-by-step strategies will help students learn the time value of money, how to evaluate the best cell phone contract, how to build a business plan by knowing costs, profits, and break even points. Content:  Real world situations represented through functions, graphs and tables  Functions: linear, quadratic, exponential, piecewise, and others  Systems of equations and inequalities  Exponential growth and decay  Descriptive statistics topics  Excel Strategies: Students will learn through a combination of:  Collaborative instructional approach  Direct Instruction  Technology enhanced instruction Equipment to be provided by students: Scientific Calculator

ADVANCED ALGEBRA AND TRIGONOMETRY Type of Credit MTH325 Mathematics Credit: 1.0 Grade: 11 - 12

Full Year Learning Recommendations: D or better in Algebra 2 General Description: This course is designed to meet the needs of students who wish to continue with math beyond Algebra 2 and who would benefit from additional scaffolding prior to taking additional math classes. It is meant for students who want to further their studies of mathematics to prepare for the rigors of pre-calculus or other advanced math classes. Enrolling in this class will help students be prepared for college entrance exams. Content:  Functions and their transformations, to include: polynomial, radical, rational, exponential, logarithmic, and periodic functions.  Algebra topics such as linear and polynomial equations, linear programming, solving equations  Sequences and Series  Statistics  Trigonometry: polar coordinates and the unit circle Strategies: Students will learn through a combination of:  Direct instruction  Small group investigations and teacher-led investigations  Technology Enhanced Instruction Equipment to be provided by student: Graphing Calculator required, TI-Nspire (Not CAS) is recommended 72

PRE-CALCULUS Type of Credit MTH350 Mathematics Credit: 1.0 Grade: 10 - 12

Full Year Learning Recommendations: Designed for students who have a C+ or better in Algebra 2 or a C- or better in Advanced Algebra and Trigonometry. General Description: This course is an in-depth study of rational, polynomial, logarithmic, exponential and trigonometric functions. Content:  Parent functions and transformations  Periodic functions  Inverse trigonometric functions  Applications of trigonometric and circular functions  Trigonometric properties, identities and parametric equations  Triangle trigonometry  Properties of linear, exponential, power, logarithmic, and logistic functions  Probability and counting principles  Conic sections  Sequences and series  Polynomial and rational functions Strategies: Students will learn through a combination of:  Direct instruction  Small group investigations and teacher-led investigations Equipment to be provided by student: Graphing Calculator required, TI-Nspire (Non – CAS) is recommended.

CALCULUS Type of Credit MTH400 Mathematics

Credit: 1.0 Grade: 11 – 12 Full Year Learning Recommendations: C+ or higher average in Pre-Calculus. This one-year course develops the topics of limits, derivatives, and integration and their formulas for algebraic and transcendental functions. This class covers all topics typically covered during the first two quarters of college calculus.

Content:  Limits and continuity  Derivatives  Application of derivatives including related rates, motion, and optimization  Indefinite and definite Integrals  Fundamental Theorem of Calculus  First order differential equations and slope fields  Volumes of solids of revolutions  Integration by parts Strategies: Students will learn through a combination of:  Teacher directed instruction  Small group investigations  Teacher-led investigations Equipment to be provided by student: Graphing Calculator. TI-Nspire (Not CAS) is recommended.

AP CALCULUS AB Type of Credit MTH600 Mathematics Credit: 1.0 Grade: 11 – 12

Full Year Learning Recommendations: Designed for students who have at least a C average in Pre-Calculus General Description: This one-year course develops the topics of limits, derivatives, and integration and their formulas for algebraic and transcendental functions. This class follows the College Board AP Calculus AB course guidelines for preparation of the AP Calculus AB exam. Content: Topics that students will explore and understand in the course include: I. Functions, Graphs, and Limits  Analysis of graphs  Limits of functions (including one-sided limits)  Asymptotic and unbounded behavior  Continuity as a property of functions II. Derivatives  Concept of the derivative  Derivative at a point  Derivative as a function  Second derivatives  Applications of derivatives  Computation of derivatives III. Integrals  Interpretations and properties of definite integrals  Applications of integrals  Fundamental Theorem of Calculus  Techniques of antidifferentiation  Applications of antidifferentiation  Numerical approximations to definite integrals Strategies: Students will learn through a combination of :  Direct instruction  Small group investigations  Teacher-led investigations Equipment to be provided by student: Graphing Calculator, Fee for AP Exam.

AP CALCULUS BC Type of Credit MTH601 Mathematics

Credit: 1.0 Grade: 11 -12

Full Year Fee: Students will be expected to purchase textbooks. Learning Recommendations: Designed for students who passed Calculus AB or have an A in Pre-Calculus General Description: This one-year course develops the topics of limits, derivatives, integration, polynomial approximations and series, and their formulas for algebraic and transcendental functions. This class follows the College Board AP Calculus BC course guidelines, which covers topics in the AP Calculus AB course, and develops the topics beyond that course for preparation of the AP Calculus BC exam. Content:

I. Functions, Graphs, and Limits  Analysis of graphs  Limits of functions  Parametric, polar, and vector functions II. Derivatives  Concept of the derivative  Derivative at a point  Derivative as a function  Second derivatives  Applications of derivatives  Computation of derivatives III. Integrals  Interpretations and properties of definite integrals  Applications of integrals  Fundamental Theorem of Calculus  Techniques of antidifferentiation  Numerical approximations to definite integrals IV. Polynomial Approximations and Series  Concept of Power Series  Taylor and Maclaurin Series  Convergence of Series Strategies: The students will learn through a combination of:  Direct instruction  Small group investigations  Teacher-led investigations Equipment to be provided by student: Graphing Calculator , Fee for AP Exam.

AP STATISTICS Type of Credit MTH605 Mathematics Credit: 1.0 Grade: 10 - 12

Full Year Learning Recommendations: C or better in Pre-Calculus. May be taken concurrently with Pre-Calculus if student had an A in Algebra 2 and with teacher recommendation. General Description: Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will observe patterns and departures from patterns, decide what and how to measure, produce models using probability and simulation and confirm models. Appropriate technology, from manipulatives to calculators and application software, will be used regularly for instruction and assessment. Students are expected to take the AP Statistics exam for which a fee will be charged at IHS. Content: Topics that students will explore and understand in the course include:  How statistics is applied in real life  How to appropriately collect and analyze data to validate research questions  Analyze and interpret graphical displays  Summarize bivariate data including correlation, best-fit-line  Understand the basic properties of and underlying patterns of probability.  Find the variability and distributions of samples  Hypothesis testing  Comparing treatment groups  Analyze categorical data and goodness-of-fit tests Strategies: Students will learn through a combination of:  Direct instruction  Group based and individual based exploration  Technology labs  Independent learning Equipment to be provided by student: Graphing Calculator, Fee for AP Exam

CALCULUS WITH ANALYTIC GEOMETRY Type of Credit MTH365 Mathematics Credit: 1.0 Grade: 11 – 12 Full Year Fee: Textbook purchase may be required.

Learning Recommendations: B or higher in AP Calculus AB and/or BC. General Description: Students who have successfully completed AP Calculus AB or BC and want to learn more college-level mathematics will explore topics from linear algebra and differential equations, similar to a college sophomore-level course. Students will be expected to work challenging problems outside of class and gain expertise in communicating technical ideas effectively. Content:  Taylor polynomials and Taylor series  Vector geometry in three dimensions  Introduction to multivariable differential calculus  Double integrals in Cartesian and polar coordinates Strategies: Students will learn through a combination of:  Teacher directed instruction  Small group investigations Equipment to be provided by student: Graphing Calculator. TI-Nspire (Not CAS) is recommended.

NON-DEPARTMENTAL OFFERINGS

SENIOR WAIVER WVR400 Period 1, Semester 1 WVR400 Period 6, Semester 1 WVR401 Period 1, Semester 2 WVR401 Period 6, Semester 2 Length: Semester Open to Grades: 12 Credit: None Learning Recommendations: Application and counselor & administrator approval. Student must be enrolled in a minimum of 4 academic classes Fee: None Students who have completed their graduation requirements may request a senior waiver for 1st or 6th period. Seniors must fill out an application and receive principal’s approval. Seniors must meet one of the following criteria to receive a senior waiver: a) academic schedule (minimum of 3 advanced placement classes), b) long-term illness or injury, c) occupation (minimum 20 hours of work per week), d) enrolled in class at another school. Students enrolled in waiver are not to be on campus during that period and must provide their own transportation to school. Students may not enroll in 6th period waiver if they are participating in a school sport.

WGS100 GUIDED STUDIES Length: Semester Open to Grades: 9-12 Credit: Elective Learning Recommendations: Counselor Recommendation Fee: None Provides a structured class where students receive study skills instruction and learn to be self-aware as a learner and apply successful learning strategies. Emphasis is placed on application of basic organization skills using notebooks and planners as well as reading strategies used in education texts. Students develop their self-advocacy skills necessary for success in general education classes. Grading is based on in-class performance, completion of assignments, participation in guided activities, and progress in other classes. Selective peer tutors are encouraged to apply as assistants in this course.

RESOURCE

Resource students are assigned to classes on the basis of their own choices and with recommendations of Resource teachers and parents. The Individualized Education Program sets forth a plan of goals and objectives, which specifies accommodations and services necessary to meet the students’ needs.

YRR105 PRACTICAL ENGLISH Length: Year Open to Grades: 9-11 Credit: Language Arts Learning Recommendations: Teacher Permission Fee: None

Students work on developing practical skills related to reading, writing and oral expression in a smaller, slower paced setting. High interest-low vocabulary materials are used to generate writing experiences in the classroom. The reading, writing & language textbook Edge, by National Geographic will be supplemented with high interest magazines, novels and videos. This class fulfills the graduation requirements for English.

YRR100 ENGLISH 9 Length: Year Open to Grades: 9 Credit: Language Arts Learning Recommendations: Teacher Permission Fee: None

This course is designed to help students develop their skills in reading and written language by using real-world projects and examples. Emphasis is placed on reading comprehension, writing mechanics, personal communications and written expression. The reading, writing & language textbook Edge, by National Geographic will be supplemented with high interest magazines, novels and videos. This class fulfills the graduation requirements for English.

YRR120 ENGLISH 10 Length: Year Open to Grades: 10 Credit: Language Arts Learning Recommendations: Teacher Permission Fee: None

YRR130 ENGLISH 11 Length: Year Open to Grades: 11 Credit: Language Arts Learning Recommendations: Teacher Permission Fee: None

YRR140 ENGLISH 12 Length: Semester Open to Grades: 12 Credit: Language Arts Learning Recommendations: Teacher Permission Fee: None

This course integrates reading comprehension, written and oral language and the process for successful transition into a post- graduation career, training or educational placement. The textbook Edge and Writers Inc: School to Work will be supplemented with practical experience directed at compiling a portfolio the students will use for career development. This class fulfills .5 of the 1.0 senior English graduation requirement.

YRR258 Math Foundations 2 Length: Year Open to Grades: 9-12 Credit: Mathematics Learning Recommendations: Math placement test and teacher recommendation Fee: None This class provides another year of review before Introduction to Algebra. Using the Transitional Mathematics, level 2 book, emphasis will be on mastery of the basics of pre-algebra, fractions, decimals, positive & negative integers, percentages, geometry and working with data. Concepts involving critical thinking and problem solving are taught in conjunction with other branches of mathematics and in real-life situations. Equipment to be provided by students: Spiral-bound notebook and Scientific Calculator; if you need to purchase one, the TI-34 MultiView is recommended. A graphing calculator is not required until Algebra 2 and above

YRR250 INTRODUCTION TO ALGEBRA Length: Year Open to Grades: 9-12 Credit: Mathematics Learning Recommendations: Math placement test and teacher recommendation Fee: None Traditional concepts of algebra that are required for Algebra 1A will be introduced and reinforced throughout the year. Using the Transitional Mathematics, level 3 book, emphasis will be on mastering single-step equations, graphing, fractions, decimals, percents, mean, median, mode, data analysis, inequalities and writing equations and inequalities from simple word problems. Equipment to be provided by students: Spiral-bound notebook and Scientific Calculator; if you need to purchase one, the TI-34 MultiView is recommended. A graphing calculator is not required until Algebra 2 and above

YRR253 ALGEBRA 1A Length: Year Open to Grades: 9-12 Credit: Mathematics Learning Recommendations: Math placement test and teacher recommendation Fee: None Algebra 1A focuses on the first half of the general education Discovering Algebra textbook. Students who successfully complete this course will be enrolled in Algebra 1 the following year. This course integrates numerical, geometric and algebraic perspectives and incorporates problems and applications involving the development of problem solving strategies, solving, writing and graphing linear equations, proportional reasoning and data analysis. Equipment to be provided by students: Spiral-bound notebook and Scientific Calculator; if you need to purchase one, the TI-34 MultiView is recommended. A graphing calculator is not required until Algebra 2 and above.

YRR254 ALGEBRA 1B Length: Year Open to Grades: 11-12 Credit: Mathematics Learning Rec: Math placement test and teacher recommendation Fee: None This course is designed for students who have completed Algebra 1A and continue to need additional time and support to successfully master the skills and concepts of Algebra. The material covered in the second semester of general education Algebra 1 will be covered over the course of the school year in Algebra 1B.

Content: Reinforcement of computational skills and basic math concepts will be integrated into algebraic lessons. This course will teach: Development of problem solving strategies, Solving, writing and graphing linear equations, Proportional reasoning, Solving systems of equations, Graphing, Factoring, and solving quadratic equations, Exponents and Exponential functions, Transformation. Equipment to be provided by students: Spiral-bound notebook and Scientific Calculator; if you need to purchase one, the TI-34 MultiView is recommended. A graphing calculator is not required until Algebra 2 and above

YRR259 CONSUMER MATH Length: Year Open to Grades: 11-12 Credit: Mathematics Learning Math placement test and teacher recommendation Recommendations: Fee: None General Description: Skills and real-life applications which will be needed after graduation. Stress is on problem solving skills with the use of a calculator. Continues building skills for the Compass test. Equipment to be provided by students: Spiral-bound notebook and Scientific Calculator; if you need to purchase one, the TI-34 MultiView is recommended. A graphing calculator is not required until Algebra 2 and above

YRR701/YRR702 LEARNING STRATEGIES Length: 1st Semester/2nd Semester Open to Grades: 9-12 Credit: Elective Learning Teacher Permission Recommendations: Fee: Approximately $5 for planner Provides a structured class where students receive study skills instruction and assistance with assignments. Emphasis is placed on math, reading and writing strategies used in general education texts, application of basic writing skills, the use of a planner and students developing their self-advocacy skills necessary for success in general education classes. Grades are based on completion of assignments, attendance and participation. This is an elective course open to all Resource Program (I.E.P.) students.

YRR510 WORK EXPERIENCE Length: Year Open to Grades: 11-12 Credit: Career/Technical Education Learning Recommendations: Teacher and parent permission Fee: None These are paid or unpaid school or community work placements. Periodic evaluation of work skills is done by the employer and school personnel to aid the student in developing successful employment skills. 180 hours are required to earn .5 credits.

CENTER BASED LIFE SKILLS Center Based Life Skills provides educational programs for significant learning differences. The Individualized Education Program sets forth a plan of goals and objectives, which specifies accommodations and services necessary to meet the students’ educational needs.

YVP500 FUNCTIONAL MATH Length: Year Open to Grades: 9-12 Credit: Mathematics Learning Recommendations: None Fee: None Description: This course is designed to teach practical math skills needed to survive in the adult world. Specific skill areas are determined by the needs of the individual student.

YVP100 FUNCTIONAL LITERACY 1 Length: Year Open to Grades: 9 Credit: Language Arts Learning Recommendations: None Fee: None Description: This course is designed to teach practical reading, writing, and language skills needed to survive in the adult world. Specific skill areas are determined by the needs of the individual student.

YVP200 FUNCTIONAL LITERACY 2 Length: Year Open to Grades: 10 Credit: Language Arts Learning Recommendations: None Fee: None Description: This course is designed to teach practical reading, writing, and language skills needed to survive in the adult world. Specific skill areas are determined by the needs of the individual student.

YVP300 FUNCTIONAL LITERACY 3 Length: Year Open to Grades: 11 Credit: Language Arts Learning Recommendations: None Fee: None Description: This course is designed to teach practical reading, writing, and language skills needed to survive in the adult world. Specific skill areas are determined by the needs of the individual student.

YVP400 FUNCTIONAL LITERACY 4 Length: Year Open to Grades: 12 Credit: Language Arts Learning Recommendations: None Fee: None Description: This course is designed to teach practical reading, writing, and language skills needed to survive in the adult world. Specific skill areas are determined by the needs of the individual student. 83

YVP540 INDEPENDENT LIVING Length: Year Open to Grades: 9-12 Credit: Elective, Science, Social Studies, Health, Civics, Career and Tech Ed, Art Learning Recommendations: None Fee: None Description: This course is designed to teach skills needed to be successful in home, school, community, and vocational settings

YVP520 BASIC SKILLS Length: Year Open to Grades: 9-12 Credit: Elective, Science, Social Studies, History, Health, Civics, Art Learning Recommendations: None Fee: None Description: This course is designed to teach basic functional academic skills related to living in the world.

YVP551 VOCATIONAL TRAINING Length: Year Open to Grades: 9-12 Credit: Elective, Social Studies, Science, Health, Career/Technical Education Learning Recommendations: None Fee: None Description: This course is designed to teach skills needed in the work environment

YVP450 TRANSITION PROGRAM Length: Year Open to Grades: Open to Voc Prep students ages 19-21 Credit: Elective Learning Recommendations: None Fee: None Students meet in an off-campus location and set their sights toward vocational community pursuits. Most students will be working at least half the school day. The other half of the day is involved in individual and/or small group training in personal meal preparation, using community recreational resources, and other individual community training in banking, shopping, transportation (Metro), haircuts, apartment living, and any other skills the individual and/or other family feel necessary. This program tries to bridge the gap between school and adult life, and assists families in making contacts with adult service agencies appropriate to individual needs after graduation.

BIODIVERSITY AND LAB CONCEPTS Type of Credit SCI205 Science

Credit: 1.0 Full Year Learning Recommendations:  Entry level life science course for identified students who are striving to learn science content and lab techniques.  A desire to gain strategies for success in high school lab science.  Counselor and administration approval required. General Description:  This is a yearlong course which fulfills a lab science requirement for graduation.  Biodiversity is the study of organisms present in a particular ecological community, their ranges, or system.  Students will understand genetic variations within and between species and hypothesize and research causes.  Students will participate in labs, identify problems and approach the problem as a scientist would. Correct lab procedures, safety issues, and equipment use will be used.  Students will develop and study models to depict a wide range of biology content.  There is an emphasis on application standards, problem solving and using scientific inquiry.  The study of biodiversity will prepare students to make informed decisions about health, medicine, genetics, and the environment.  This course will prepare students to meet Literacy in Science Common Core State Standards (ELA).  Scenarios modeling the Biology End of Course exam will help students prepare for the state exam.  Successful completion of this course prepares students for General Biology. Content: Students will be actively engaged in learning and experiencing the following:  Basic chemistry concepts, the structure of the atom and periodic table  Describe the formation of molecules and ions, & compounds and solutions  Predict the outcomes of chemical reactions.  How matter cycles in ecosystems  Interrelationships of organisms and how they affect the stability of an ecosystem  Appreciate the human impact on limited resources and how society can protect the environment  How cells use DNA, cell processes and structure  Genetic variability and speciation  Plant systems physiology and anatomy; photosynthesis Skills taught in this course:  Safe laboratory procedures  Use and care of microscopes and probe ware  Problem solving and critical thinking strategies  Data collection and mathematical analysis  Graphing skills – creating and interpreting (including scatter plots, exponential growth in population/survivorship graphs)  Planning investigations, drawing conclusions and communicating clearly Strategies: Students will learn through a combination of:  Formative assessment probes  Manipulation of physical models  Inquiry based laboratory work  Critical thinking exercises  Multimedia offerings (Computer simulations, video features)  Online textbook, web activities & reinforcement  Demonstrations (teacher or student directed)  Student project and research  Cooperative learning  Interdisciplinary applications are used when appropriate/possible  Science discourse  Lecture Equipment to be provided by student: set of colored pencils, journal or notebook, basic calculator, goggles(nitrile gloves optional) 86

CHEMISTRY LABORATORY METHODS Type of Credit SCI125 Science

Credit: 0.5 One Semester

Learning Recommendations:  Familiarity with the steps in the scientific process, investigative design and basic lab skills.

 Because of the foundational nature of Chemistry Laboratory Methods and the role it plays in preparing students for General Chemistry we encourage students interested in taking higher level chemistry and biology courses to take this class.

 Chem. Lab Methods may be taken in conjunction with Physics Lab Methods as a yearlong course.

 Concurrent enrollment of Algebra 1 or higher math level.

General Description: In this semester-long course students explore through inquiry and application the fundamental concepts of chemistry – such as the relationship between atomic structure and periodic trends, chemical bonding, chemical and nuclear reactions.

Skills taught in this course will provide students with the content and lab techniques necessary to move into higher level chemistry and biology courses. An emphasis is placed on critical thinking, problem solving and scientific inquiry. Quantitative and qualitative analysis of major concepts will be covered.  This course fulfills college prep requirements as outlined by the Higher Education Board of the State of Washington (HEC Board) as a lab-based science course. Content: Students will be actively engaged in learning and experiencing the following:  The atomic structure of matter, the periodic table  Introduction to chemical bonding, naming of chemical compounds  Conservation of matter  Mixtures, acids and bases  Lab safety and the use and care of lab equipment  Heat and energy transformations and phase changes  Nuclear reactions

Skills taught in this course:  Fundamental laboratory techniques and lab safety  Scientific communication and technical writing  Increased use of metric units and conversion techniques  Graphical Analysis and interpretation fundamentals  Use of electronic tools for data collection and manipulation

Strategies:  Inquiry based laboratory work with emphasis on critical analysis of data and student designed experiments  Use of electronic tools for data collection and manipulation  Demonstrations of scientific principles  Student projects, research, and presentations  Cooperative learning groups  Lecture/discussion

Equipment to be provided by student: colored pencils, basic calculator, three ring binder, goggles.

PHYSICS LABORATORY METHODS Type of Credit SCI126 Science

Credit: 0.5 One Semester

Learning Recommendations:  Familiarity with the steps in the scientific process, investigative design and basic lab skills.

 Because of the foundational nature of Physics Laboratory Methods and the role it plays in preparing students for General Physics, we encourage students interested in taking higher level physics courses to take this class.

 Physics Lab Methods may be taken in conjunction with Chem. Lab Methods as a yearlong course.

 Concurrent enrollment of Algebra 1 or higher math level.

General Description:

In this semester-long course students explore through inquiry the fundamental concepts of physics – such as kinematics, dimensional analysis, applications of Newton’s Laws and energy transformations. Quantitative and qualitative analysis of major concepts will be covered.

Skills taught in this course will provide students with the content and lab techniques necessary to move into higher level physics courses. An emphasis is placed on critical thinking, problem solving and scientific inquiry.  This course fulfills college prep requirements as outlined by the Higher Education Board of the State of Washington (HEC Board) as a lab-based science course. Content:

Students will be actively engaged in learning and experiencing the following:  Kinematics  Application and integration of Newton’s laws of motion  Various applications of energy and waves  Energy transformations in a wide range of experiences  Lab safety and the use and care of lab equipment

Skills taught in this course:  Fundamental laboratory techniques and lab safety  Increased use of metric units and conversion techniques  Graphical Analysis and interpretation fundamentals  Use of electronic tools for data collection and manipulation  Scientific communication and technical writing

Strategies:

 Inquiry based laboratory work with emphasis on critical analysis of data and student designed experiments  Use of electronic tools for data collection and manipulation  Demonstrations of scientific principles  Student projects, research, and presentations  Cooperative learning groups  Lecture/discussion

Equipment to be provided by student: colored pencils, basic calculator, three ring binder, goggles.

BIOLOGY Type of Credit SCI200 Science

Credit: 1.0 Full Year

Learning Recommendations:  Proficient in lab technique, grade level reading, and graphing

General Description:  This is a yearlong course, which fulfills a lab science requirement for graduation and university entrance.  Biology provides a knowledge base that helps students understand the nature of life, and prepares them to make informed decisions about health, medicine, genetics, and the environment.  There is an emphasis on problem solving and using scientific inquiry.  Successful completion of this course prepares students for the Washington State Biology End of Course Exam.  This course fulfills college prep requirements as outlined by the Higher Education Board of the State of Washington (HEC Board) as a lab-based science course. Content: Students will be actively engaged in learning and experiencing the following:  Biochemistry  Cellular biology; respiration, reproduction, use of matter and energy  Classification and relationship among organisms  Ecology, ecosystems and human impact on the biosphere and population  Evolution with speciation, natural selection, adaptation and diversity  Genetics to include molecular genetics, genetic regulation of life processes and genetic engineering  Plant systems physiology and anatomy; photosynthesis Skills Taught in this Course:  Inquiry-based laboratory work  Use and care of microscopes and probe ware  Problem solving and critical thinking strategies  Extended data analysis and graphing techniques Strategies: Students will learn through a combination of:  Lecture/Discussion  Inquiry based laboratory work  Critical thinking exercises  Multimedia offerings (Computer simulations, video features)  Online textbook, web activities & reinforcement  Demonstrations (teacher or student directed)  Student project and research  Cooperative learning  Interdisciplinary applications are used when appropriate/possible  Communication Equipment to be provided by student: set of colored pencils, journal or notebook, goggles.

CHEMISTRY Type of Credit SCI300 Science Credit: 1.0 Full Year

Learning Recommendations:  Successful completion of Physical Science or Chemistry Lab Methods.  Successful completion of General Biology.  Successful completion of Algebra 1and Geometry, and concurrent enrollment in Algebra 2 or higher.  Proficient in the use of computer software for word processing and spreadsheets.  Proficient in lab technique, problem solving and critical thinking.

General Description:  This is a yearlong laboratory course, which fulfills the science requirements for graduation and university entrance.  Emphasis on lab skills and scientific inquiry.  Emphasis on critical thinking and problem solving.  Chemistry is a quantitative science and students do a significant amount of math.  This course fulfills (1) college prep science requirement, as outlined by the Higher Education Board of the State of Washington (HEC Board), as a lab-based and algebra based science course. Content: Students will be actively engaged in learning and experiencing the following:  Introduction to Chemistry  Properties of Matter  Atomic Structure  Chemical Bonds  Chemical Reactions  Stoichiometry  Solutions  Equilibrium  Thermal Chemistry  Gas Laws  Acids and Bases Skills taught in this course:  Extended inquiry based laboratory work with emphasis on analysis of data  Extended problem solving and critical thinking strategies  Use of sophisticated equipment and probe ware to investigate chemistry phenomena  Data analysis and graphing techniques  Communication through scientific writing  Conceptual Understanding of the unseen Strategies: Students will learn through a combination of:  Inquiry based laboratory work with emphasis on analysis of data  Critical thinking exercises  Cooperative learning  Technology based data collection devices for data collection  Demonstrations (teacher and student led)  Student project and research  Interdisciplinary applications are used when appropriate/possible  Communication through scientific writing  Lecture/discussion Equipment to be provided by student: journal or notebook, goggles and gloves, scientific function calculator. 90

PHYSICS Type of Credit SCI225 Science Credit: 1.0 Full Year

Learning Recommendations:  Successful completion of Physical Science or Physics Lab Methods.  Successful completion of General Biology.  Successful completion of Algebra 1 and Geometry, and concurrent enrollment in Algebra 2 or higher  Proficient in the use of computer software for word processing and spreadsheets  Proficient in graphing and data analysis

General Description:  This is a yearlong laboratory course, which fulfills the science requirements for graduation and university entrance.  Students will gain an understanding of the fundamental principles of the physical world and an appreciation of many of the phenomena they experience in their lives.  Emphasis on lab skills and scientific inquiry.  Emphasis on critical thinking and problem solving.  Physics is a quantitative science and students do a significant amount of math.  This course fulfills (1) college prep science requirement, as outlined by the Higher Education Board of the State of Washington (HEC Board), as a lab-based and algebra based science course. Content: Students will be actively engaged in learning and experiencing the following:  Methods and application of physical measurement  Mechanics  Wave mechanics  Color, light and/or sound and optics  Other topics included but not limited to: o Rocketry and Aerospace Science (SHS) o Thermodynamics, electricity, magnetism, Modern Physics (IHS) o Thermodynamics, electricity, lunar astronomy (LHS) Skills Taught in this Course:  Increased use of Inquiry-based and guided laboratory work  Expanded problem solving and critical thinking strategies  Use of sophisticated equipment and probe ware to investigate physics phenomena  Data analysis and graphing techniques  Communication through scientific writing Strategies: Students will learn through a combination of:  Lecture/discussion  Inquiry based and guided laboratory work  Problem solving and critical thinking exercises  Interactive, student and teacher led demonstrations  Student projects and research with emphasis on communication  Cooperative learning Equipment to be provided by student: Scientific calculator, goggles.

MARINE BIOLOGY Type of Credit SCI206 Science Credit: 1.0 Year

Learning Recommendations:  Successful completion of Physical Science, Chemistry Lab Methods or Biology General Description:  This is a laboratory course.  This course fulfills the science requirements for graduation.  This course fulfills college prep requirements as outlined by the Higher Education Board of the State of Washington (HEC Board) as a lab-based science course.  We use the McGraw Hill textbook Marine Biology, used in both high school and college courses. Content: The content should include, but not be limited to:  The chemical, physical, and geological aspects of the marine environment  Ecology of various sea zones  Marine communities  The diversity of marine organisms  Characteristics of major marine ecosystems  Characteristics of major marine phyla/divisions  The interrelationship between man and the ocean Strategies: Students will learn through a combination of:  Lecture/Discussion  Inquiry-based laboratory work  Modeling  Demonstrations (teacher or student directed)  Field Trips (at least one per semester)  Student project and research  Cooperative learning  Interdisciplinary applications to solve problems  Communication Equipment to be provided by student: goggles.

SCIENCE of FORENSICS Type of Credit SCI348 Science

Credit: 1.0 Grade: 11- 12

Full year Learning Recommendations:  Successful completion of Chemistry Lab Methods, Physics Lab Methods, or Physical Science and Biology  Successful completion of Algebra 1 and concurrent enrollment in Algebra 2.  Proficient in the use of computer software for word processing and spreadsheets.  Proficient in lab technique, problem solving and critical thinking. General Description: This Lab-based course explores the scientific basis of forensics. The is a rich cross-disciplinary class that utilizes the scientific method and knowledge from diverse fields such as physics, chemistry, and biology to collect and analyze evidence, re-create the crime scene, and determine the perpetrator. In this course, you will study a number of sub- fields within forensics in order to examine a wide variety of crimes. The course will end with a unit on careers in Forensics Science.  This course fulfills college prep requirements as outlined by the Higher Education Board of the State of Washington (HEC Board) as a lab-based science course. Content:  Crime Scene and Physical Evidence  Properties of Matter and Glass Analysis  Drugs and Forensic Toxicology  Forensic Serology  DNA Evidence  Hair and Fibers  Metal, Paints, and Soil  Fire Investigation  Explosions  Fingerprints  Firearms, Tool Marks and other Impressions  Document Examination  Careers in Forensic Science

Strategies: Students learn through a combination of:  Inquiry activities using laboratory investigation and crime scene re-creation with an emphasis on critical analysis and interpretation of data  Use of electronic tools for data collection and manipulation  Demonstrations of scientific principles (teacher and student led)  Student projects research and presentations  Cooperative learning groups  Lecture/discussion  Guest Speakers  Communication through scientific writing  Critical thinking exercises Equipment to be provided by student: lab notebook, colored pencils, safety goggles

BIOMEDICAL SCIENCE/ANATOMY & PHYSIOLOGY Type of Credit SCI615 Science Credit: 1.0 Fee: $25

Full Year

Learning Recommendations:  It is highly recommended that students complete one year of Biology or Chemistry with a grade of B or better.  Ability to read the content and amount of reading geared to a college level course. General Description: This is a year-long laboratory course focusing on anatomy and physiology. The course is designed for students with high ability and interest. Juniors and Seniors in this class who have also completed Biology (with a B or higher) will have the option to earn college credit at Bellevue College.  This course fulfills (1) college prep science requirement, as outlined by the Higher Education Board of the State of Washington (HEC Board), as a lab-based science course. Content: These topics will be new to students or will be studied in greater  Basic Biochemistry depth:  Tissue types  Biochemistry  Major organ systems with emphasis on the  Tissues human body  Organ systems  Human diseases, both pathogenic and heritable Strategies: Students will learn through a combination of:  Lecture  Reading and textbook activities  Lab activities Equipment to be provided by student: goggles

AP BIOLOGY Type of Credit: 94

SCI600 Science Credit: 1.0 Fee: $40

Full Year Learning Recommendations:  Successful completion of Biology with a grade of B or better is highly encouraged.  Successful completion of Chemistry with a grade of B or better is highly encouraged  Proficient in the use of computer software for word processing and spreadsheets.  Reading content and amount is geared to a college level course.  Writing expectations are at a college level.  A considerable time commitment is expected outside of the school day.

General Description:  This is a college level Biochemistry course which builds on concepts found in Biology and Chemistry.  Students will be studying the same text that is used at many major colleges and universities, and will be working at a rigorous pace to cover the material and prepare for the Advanced Placement Examination in May.  Upon successful completion of the exam, students may receive college credit.  Using the textbook, the internet, Cliff’s AP Biology reviews (purchased by student from a local or online bookstore), textbook website resources, laboratory exercises, class discussions, and projects.  Class will cover an extensive amount of content in order to give a complete understanding of the field of biology.  Students will be studying about 10 hours a week outside of class in order to be successful.  Due to the volume and level of the material, this course is designed to challenge extremely motivated students who have a strong interest in the Biological Sciences.  This course fulfills (1) college prep science requirement, as outlined by the Washington Student Achievement Council (formerly HEC Board), as a lab based science course. Content: Students will be actively engaged in learning the following Big Ideas: 1. The process of evolution drives the diversity and unity of life. 2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. 3. Living systems store, retrieve, transmit, and respond to information essential to life processes. 4. Biological systems interact, and these systems and their interactions possess complex properties. Students will be actively engaged in learning and experiencing the following content:  Molecules & Cells (25%): Biochemistry, Cells, Energy Transformations  Genetics & Evolution (25%): Molecular Genetics, Heredity, Evolution  Organisms and Populations (50%): Taxonomy/Systematics, Plants, Animals, Ecology Skills Taught in this Course:  Extended inquiry based laboratory work with emphasis on analysis of data  Extended problem solving and critical thinking strategies  Use of sophisticated equipment and probe ware to investigate biology phenomena  Data analysis and graphing techniques  Communication through scientific writing Strategies: Students will be learning through the combination of:  Lecture & discussion  Self-designed and prescribed laboratory investigations  Problem solving and critical thinking exercises  Multimedia offerings (Computer simulations, video features)  Demonstrations (Student or teacher directed)  Student projects  Cooperative learning Equipment to be provided by student: Notebook, goggles, set of colored pencils, bound Composition book for labs,Cliff’s AP Biology Manual or similar review material.

ADVANCED PLACEMENT (AP) CHEMISTRY Type of Credit SCI610 Science Credit: 1.0 Fee: $40 Full Year

Learning Recommendations:  Working knowledge of the fundamentals of basic chemistry, such as what is taught in General Chemistry. This course is intended as a second year of chemistry. It is unlikely that students who have not taken first year chemistry will be successful. (Grade of B or better in general chemistry is highly encouraged.)  Proficient in the use of computer software for word processing and spreadsheets.  Ability to read the content and amount of reading geared to a college level course.  Proficient in fundamental lab techniques and lab safety  Proficient in basic Algebra and Geometry skills; successful completion of or concurrent enrollment Pre-Calculus (Math Analysis) is recommended. Although knowledge of calculus is helpful, it is not required for success.  A considerable time commitment is expected outside of the school day. General Description: This one-year course builds on concepts presented in General Chemistry. It is designed for students of high ability and interest. This course is designed to provide a solid, first-year college chemistry experience, both conceptually and in the laboratory. The labs serve to supplement the learning in the lecture section of the course. Problem solving skills, both on paper and in the lab, are emphasized. There are weekly labs.  This course fulfills (1) college prep science requirement, as outlined by the Higher Education Board of the State of Washington (HEC Board), as a lab-based or algebra based science course.

Content: There will be an accelerated review of the These topics will be new to students or will be studied in greater following: depth: • molar relationships • chemical kinetics • electronic structure • equilibrium • periodicity • thermodynamics • intramolecular and intermolecular forces • redox reactions and electrochemistry • molecular geometry • buffer systems • gas laws • coordination complexes • solutions • organic chemistry • nuclear chemistry Strategies: Students will learn through a combination of:  Lecture/discussion  Inquiry-based and guided laboratory work  Inquiry and critical thinking exercises  Interactive, student and teacher led demonstrations  Student projects and research with emphasis on communication  Cooperative learning Equipment to be provided by student: Scientific calculator, goggles, student will need to have access to the internet and subscribe to the online homework website.

AP PHYSICS C: MECHANICS Type of Credit SCI620 Science Credit: 1.0

Full Year Learning Recommendations:  Successful completion of Physics Lab Methods or Physical Science and General Physics.  Successful completion of Algebra 1, Geometry, and Algebra 2.  Concurrent enrollment in Calculus or above is necessary for success in this course.  Competency in Excel and computer technology including probe-ware.  Students are expected to be proficient in problem solving, lab techniques, and writing. General Description: The course is a calculus based physics course covering Newtonian Mechanics. At the end of the course the students take the AP Physics Exam C. Sophisticated technology is embedded within every laboratory experiment. The course explores the content listed below in great depth with an emphasis on multi-step problem solving and critical thinking.  This course fulfills (1) college prep science requirement, as outlined by the Higher Education Board of the State of Washington (HEC Board), as a lab-based or algebra based science course. Content:  Potential energy Students will be actively engaged in learning and  Linear momentum and collisions experiencing the following:  Rotation of a rigid object about a fixed axis  Measurement  Angular momentum  Motion in one dimension  Static equilibrium and elasticity  Vectors  Universal gravitation  Motion in two dimensions  Oscillatory motion  Laws of motion  Laboratory experiences verifying laws  Circular motion  Inquiry  Energy and energy transfer  Real time data acquisition

Strategies: Students will learn through a combination of:  Laboratory investigations  Frequent use of technology to collect and analyze data  Student generated research  Field work – several field trips (University of Washington and Silverwood Theme Park)  Multi-step problem solving

Equipment to be provided by student: Graphing or scientific function calculator, goggles, portable, digital data storage device, e.g. flash drive or CD-RW.

AP ENVIRONMENTAL SCIENCE Type of Credit SCI623 Science Credit: 1.0 Full Year Fee: $40

Learning Recommendations: Chemistry Lab Methods, Biology and concurrent with Algebra 2 or higher General Description: This course is designed to be the equivalent of a one-semester, introductory college course in environmental science. The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them.

Content:  Biodiversity  Population Issues  Air Resources  Water Resources  Land Resources  Energy Resources

Equipment to be provided by student: A scientific calculator, goggles, portable, digital data storage device, e.g. flash drive or CD-RW.

INT425 MATERIAL SCIENCE- (See Engineering Sciences & Construction)

INT500 SPORTS MEDICINE 1- (See Health and Human Services)

INT501 SPORTS MEDICINE 2- (See Health and Human Services)

SOCIAL STUDIES

To meet IHS graduation requirements as well as college admission requirements, students must complete four semesters of Social Studies in grades 10-11. Sophomores take two semesters of European Studies, and juniors take two semesters of United States history.

Honors W orld Honors World World History I World History II History I History II th & th or th & th SST115 - 9 SST116 - 9 SST120- 9 SST121 - 9 Semester I Semester II R Semester I Semester II

AP European AP Human European Studies History Geography or th or th SST200 - 10th R SST607 - 10 R SST611 - 10

U.S. History or A.P. U.S. History th th SST300 - 11 R SST600 - 11

*Class of 2018 and beyond see note below SOCIAL STUDIES - ELECTIVES

Electives Semester courses except AP U.S. Government

AP Human Geography, 10-12 (Year-long) Psychology 1 & 2, 11-12 AP U.S. Government & Politics, 11-12 (Year-long) Social & Cultural History Of Civics, 12 The 20th Century I - Music, 11-12 Economics, 11-12 Social & Cultural History Of Globalization & Sustainability, 10-12 The 20th Century II – Film, 11-12 Law and Society, 10-12 Northwest Studies, 10-12

* NOTE: The Social Studies graduation requirements for the class of 2018 and beyond vary from the current requirements. See the WASHINGTON STATE & ISSAQUAH SCHOOL DISTRICT GRADUATION REQUIREMENTS section in the front of this Course Guide for further information. (Page 5)

WORLD HISTORY I Type of Credit SST115 Social Studies Credit: .5 Grade: 9 Semester

Learning Recommendations: None General Description: World History I is a semester-long Social Studies class that is a study of the geography, politics, economics, society and history of the world. Semester I first addresses the broad patterns and terms that students will need to know and use. During the second quarter World History I will focus on the historical foundations to world history prior to 1450. Content:  Historical thinking and analysis skills  Geographic luck and patterns of migration  Culture, race and racism  Development of religious thought  Government and economic systems  Expansion and collapse of ancient non-European civilizations  Encounter, exploration and cultural exchange Strategies: The approaches taken in this course should include but not be limited to collaborative and/or cooperative learning groups, inquiry based instruction, project based learning experiences, primary source analysis and lectures, film and readings.

WORLD HISTORY II Type of Credit SST116 Social Studies Credit: .5 Grade: 9 Semester

Learning Recommendations: None General Description: World History II is a semester-long Social Studies class that is a study of the geography, politics, economics, society and history of the world. World History II focuses on social, political and economic changes that took place during the 18th and 19th centuries and how those changes set the stage for global conflict. The course focuses on critical thinking, essay writing, note taking, research, and other relevant skills. Content:  Enlightenment  Revolutions  Industrialization  Imperialism  Nationalism  Foundations of World War I Strategies: The approaches taken in this course should include but not be limited to collaborative and/or cooperative learning groups, inquiry based instruction, primary source analysis and lectures, films, readings and independent research and analysis.

100

HONORS WORLD HISTORY I Type of Credit SST120 Social Studies Credit: .5 Grade: 9 Semester

Learning Recommendations: It is strongly recommended, but not required, that students considering this course have at least a B+ in their current social studies class as well as an 85% for total reading on the Stanford. General Description: Honors World History I is a semester long Social Studies class that is a study of the geography, politics, economics, society and history of the world. Honors World History I addresses the broad patterns and terms that students will need to know and use. It will focus on the historical foundations of world history from 1450 to the 18th century. Honors World Studies I is designed for students who wish to challenge themselves with reading, writing, and assessments that are more difficult than World History I. Pace and depth are more challenging in Honors World History I. Content:  Historical thinking and analysis skills  Geographic Luck and patterns of migration  Culture, race and racism  Development of religious thought  Government and economic systems  Expansion and collapse of ancient non-European civilizations  Encounter, exploration and cultural exchange Strategies: The approaches taken in this course should include but not be limited to collaborative and/or cooperative learning groups, inquiry based instruction, project-based learning experiences, primary source analysis and lectures, film and readings.

HONORS WORLD HISTORY II Type of Credit SST121 Social Studies Credit: .5 Grade: 9 Semester

Learning Recommendations: Honors World Studies I General Description: Honors World History II is a semester long Social Studies class that is a study of the geography, politics, economics, society and history of the world. Honors World History II focuses on social, political and economic changes that took place during the 18th and 19th century and how those changes set the stage for global conflict. The course focuses on critical thinking, essay writing, note taking, research, and other relevant skills. Honors World History II is designed for students who wish to challenge themselves with reading, writing and assessments that are more difficult than World History II. Pace and depth are more challenging in Honors World History II. Content:  Enlightenment  Revolutions  Industrialization  Imperialism  Nationalism  Foundations of World War I Strategies: The approaches taken in this course should include but not be limited to collaborative and/or cooperative learning groups, inquiry based instruction, primary source analysis and lectures, films, readings, and independent research and analysis.

101

EUROPEAN STUDIES Type of Credit SST200 Social Studies Credit: 1.0 Grade: 10 Full Year

Learning Recommendations: None General Description: This year-long course begins with a brief review of Ancient Civilizations and continues through the Renaissance, Reformation, Enlightenment, Age of Revolution, etc. through World War II. The course focuses on critical thinking, essay writing, note taking, and other relevant skills. Content:  Review of Ancient Civilizations  Renaissance and Reformation  Enlightenment and Revolution  Industrialism  Rise of the Nation State  World Wars

ADVANCED PLACEMENT (AP) EUROPEAN HISTORY Type of Credit SST607 Social Studies Credit: 1.0 Grade: 10 Full Year

Learning Recommendations: It is strongly recommended, but not required, that students considering this course have at least a B+ in their current social studies class as well as an 85% for total reading on the Stanford. General Description: This two-semester course is designed to prepare students for the AP European History exam. This course is equivalent to an introductory college course in European History. It covers European History since the Renaissance, introducing students to cultural, economic, political and social developments that played a fundamental role in shaping our world. Student understanding is advanced through a combination of factual knowledge and analytical skills.

102

ADVANCED PLACEMENT (AP) HUMAN GEOGRAPHY Type of Credit SST611 Social Studies Credit: 1.0 Grade: 10-12 Full Year

Learning Recommendations: An average grade of B or higher in prior Social Studies courses taken. General Description: The purpose of the AP Human Geography course is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. Content: The particular topics studied in an AP Human Geography course should be judged in light of the following five college-level goals that build on the National Geography Standards developed in 1994. On successful completion of the course, students should have developed skills that enable them to: • Use and think about maps and spatial data. • Understand and interpret the implications of associations among phenomena in places. • Recognize and interpret at different scales the relationships among patterns and processes. • Define regions and evaluate the regionalization process. • Characterize and analyze changing interconnections among places. Strategies: The approaches taken in this course should include but not be limited to collaborative and/or cooperative learning groups, inquiry based instruction, project based learning experiences, primary source analysis and lectures, film and readings.

UNITED STATES HISTORY Type of Credit SST300 Social Studies Credit: 1.0 Grade: 11

Full Year Learning Recommendations: World Studies, European Studies or comparable courses. General Description: A required course that includes a review the economic, social and political developments of the United States and it’s governmental structure, with emphasis on the 20th century. Content: The course uses primary and secondary documents and the history text to develop critical thinking, note-taking and written and oral language skills. Units of study will include the following eras in American History: Colonial, revolutionary, constitutional, early republic, westward migration, Civil War, Resonstruction, late 19th century, industrialization, progressive era, WWI, Boom or Bust 1920’s, WWII, Cold War, Civil Rights Movement, conformity to social revolution, cynicism to conservative resurgence. Strategies: Students will learn through a combination of : research-based papers; multimedia presentations; visual document analysis using graphs, charts, written documents, political cartoons and photographs; cooperative group projects; identifying bias; and non-fiction text reading and outlining.

103

ADVANCED PLACEMENT (AP) UNITED STATES HISTORY Type of Credit SST600 Social Studies Credit: 1.0 Grade: 11 Full Year

Learning Recommendations: Students should be prepared for a reading load and writing assignments at a collegiate level. General Description: This is a two-semester course designed to cover American History from the Colonial Era through 2000 in conjunction with the student's American Literature class. The Advanced Placement program in American History is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in American history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials--their relevance to a given interpretive problem, their reliability, and their importance--and to weigh the evidence and interpretations presented in historical scholarship. Content: The course uses primary and secondary documents and the history text to develop critical thinking, note taking and written and oral language skills. Units of study will include the following eras in American History UNIT 1: Introduction, Exploration, and Colonization to 1763 UNIT 2: Revolution to Independence 1763 – 1789 UNIT 3: The Early Republic 1789 – 1828 UNIT 4: Jacksonian Democracy and the Antebellum Period 1828 – 1850 UNIT 5: The South, The Civil War, and Reconstruction 1820 – 1877 UNIT 6: The Gilded Age and the West 1860 – 1900 UNIT 7: Imperialism, Progressives, and WWI 1890 – 1920 UNIT 8: Boom and Bust 1920 – 1939 UNIT 9: World War II, Fair Deal, and Containment UNIT 10: 1950-1980: Eisenhower to the Carter UNIT 11: Reagan to the Present Strategies: The basic approaches to this study will include lecture-discussions on assigned readings, formal lectures, seminars on historical themes, individual and projects, short 3-5 page position papers, quizzes, and examinations. Students may also learn through a combination of: research-based papers; multimedia presentations; visual document analysis using graphs, charts, written documents, political cartoons and photographs; cooperative group projects; identifying bias; and non-fiction text reading and outlining.

104

SOCIAL STUDIES - ELECTIVES

SST605 ADVANCED PLACEMENT (AP) U.S. GOVERNMENT & POLITICS Length: Year Open to Grades: 11-12 Credit: 1.0 Social Studies Elective Learning Recommendations: Designed for students willing to challenge themselves, and for those with strong reading, writing and abstract thinking skills. Fee: Students taking the AP test will have to pay the exam fee. This introductory college course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. It creates familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. One main goal is to support students’ growth as productive members of a democratic society. There may be guest speakers and simulations in support of direct instruction. This yearlong course prepares students to complete the College Board AP tests for United States Government and Politics, which is administered in May. Successful passage of the test may make students eligible to receive college credit or advanced standing.

CIVICS-not offered 2014-2015 Type of Credit SST215 Social Studies Credit: .5 Grade: 12 Semester

Learning Recommendations: None General Description: This course is designed to prepare students to fulfill their role as citizens in a democratic society. Students study the rights and responsibilities of citizens addressed in the Washington State and United States Constitutions, along with the ideals and principles of democracy and constitutional government. They examine federal, state, and local government organization and procedures, as well as how political systems in the US operate and interact. In addition, students analyze current issues addressed at each level of government and electoral issues related to elections, ballot measures, initiatives, and referenda. Students will also learn about economic systems, sustainability and human interaction with the environment. They develop critical thinking and problem solving skills and demonstrate what they have learned in a student directed civics project. Content:  Foundations of American Government  Institution of American Government  Public Opinion and Political Behavior  Civil Liberties & Civil Rights  Civic Action Strategies:  Analysis of primary documents, discussion, active engagement, application project.  Assessments: short answer, discussion, chapter tests, civic action project (C.A.P.), projects, simulations, and writing assignments

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SOCIAL STUDIES - ELECTIVES

SST515 ECONOMICS Length: Semester Open to Grades: 11-12 Credit: Social Studies Elective Learning Recommendations: None Fee: None This course examines the allocation of scarce resources and the economic reasoning used by people as consumers, producers, savers, investors, workers, voters, and as government agencies. Key elements include the study of scarcity, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade.

GLOBALIZATION & SUSTAINABILITY: How food makes us who we are. Type of Credit SST217 Social Studies Credit: .5 Grade: 10-12

Semester Learning Recommendations: Students should have taken World Studies or Honors World Studies General Description: Why is the world the way it is? How did it get this way? Where do we go from here? These are questions that have been asked for thousands of years, yet with each passing year the answers to these questions are becoming more complex.

We are going to focus on FOOD to show the complexity of the world. Food is vital for survival, but it is also a part of our culture, our environment and it is a part of every financial decision we make. In this class food is going to be the way we show and learn about globalization and sustainability. We will learn about the history of our food and what impact it has on the world today. Possible activities might include: trips to farmer's markets, guest food growers and chefs, field trips to where food is grown, made and packaged, and (hopefully) getting our hands dirty and growing our own! Content: In this class we will investigate the modern world using a SYSTEMS THINKING approach. The world is linked - we are all dealing with the same problems and issues. Can the solutions be also linked?

Next in this course we will look at “Sustainability 101”. We will delve deep into the relationships between ecological systems, economic systems and social systems. We are impacted every day by globalization: the clothes on our backs, the cell phones we text with, the food we put in our mouths. Each of these seemingly small decisions we make on what to wear, buy and eat have a ripple effect through the entire world.

Finally, we will investigate when, how and if ecological, economic and social systems can be balanced today. What can we do to develop and design sustainable solutions to some of these global problems? Strategies: Students learn through a combination of : Collaborative learning Small group and whole class projects Classroom simulations and activities/games Connecting current events to patterns found in history Guest Speakers/lecture/guided instruction Movies, excerpts from nonfiction books, articles

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SOCIAL STUDIES - ELECTIVES

SST305 LAW AND SOCIETY Length: Semester Open to Grades: 10-12 Credit: .5 Social Studies Elective Learning Recommendations: None Fee: None StreetLaw: This course, taught with the weekly assistance of a Washington State trial judge, is designed to provide insight into the fundamentals of the legal system. Some of the topics that will be covered include: individual rights, consumer and family law, civil and criminal law, contracts, and free speech. Emphasis is given to current legal issues facing society and their relationship to the rights and responsibilities of minors and adults. Students will have the opportunity to develop and participate in mock trials and learn to present their points of view in a legal setting.

SST090 NORTHWEST STUDIES Length: Semester Open to Grades: 11-12 Credit: Washington State History Learning Recommendations: None Fee: None This is a state-required course for those who have not taken Northwest Studies in grades 7 or 8. Northwest Studies surveys the history, geography and economy of the Pacific Northwest, including Native American cultures and the development of Washington territory through statehood. Current issues, including trade with Pacific Rim nations, are included.

SST530 PSYCHOLOGY 1 Length: Semester Open to Grades: 11-12 Credit: Social Studies Elective Learning Recommendations: None Fee: None What happens when we sleep? Why do we dream? What helps us remember? This elective course provides an overview of modern psychology in terms of biological and social factors. Guest speakers, activities, and research give students a chance to learn concepts in interesting, active ways.

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SOCIAL STUDIES - ELECTIVES

SST531 PSYCHOLOGY 2 Length: Semester Open to Grades: 11-12 Credit: Social Studies Elective Learning Recommendations: Psychology 1 Fee: None This class builds upon information learned in Psychology 1. It covers personality, deviant behavior, motivation, attitudes, and group behavior.

SST565 SOCIAL AND CULTURAL HISTORY OF THE 20th CENTURY I - MUSIC Length: Semester Open to Grades: 11-12 Credit: Social Studies Elective Learning Recommendations: None Fee: None This course offers the study of American society through the lens of popular culture, specifically music and the arts. This course will focus on a study of the history of music. Beginning at the dawn of the twentieth century, students will follow the development and the rise of popular music, including blues, jazz and rock, while examining how historical events influenced and were influenced by music and the arts. We will finish with a look at where music and the arts seem to be headed as we blaze a path into the 21st century.

SST570 SOCIAL AND CULTURAL HISTORY OF THE 20th CENTURY II - FILM Length: Semester Open to Grades: 11-12 Credit: Social Studies Elective Learning Recommendations: None Fee: None This course offers the study of American society through the lens of popular culture, specifically film and the arts. This course will focus on a study of the history of film. Beginning at the dawn of the twentieth century, students will follow the development of film and the rise of popular culture, while examining how historical events influenced and were influenced by film and the arts. We will finish with a look at where film and the arts seem to be headed as we blaze a path into the 21st century.

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WORLD LANGUAGES

World Language classes teach important skills and concepts that are greatly needed in today’s world. Learning a world language is an opportunity to improve one’s understanding of another culture in our increasingly global community.

AMERICAN SIGN LANGUAGE 1 Type of Credit FOR510 Elective Career/Tech Ed Credit: 1.0 Grade: 9-12

Full Year Learning Recommendations: C- or better recommended in English class for students entering 10-12 grades. General Description: American Sign Language 1 (ASL) introduces students to this visual/gestural language and the community of people that use it. You will learn the vocabulary, grammar, and culturally-appropriate uses of ASL through natural, everyday conversational situations. In order to progress, it is important that students become comfortable using their bodies and “listening” with their eyes. To encourage and foster the development of these skills, voicing in the classroom will be minimal. Course Goals: The overall goals of ASL I are to have you appreciate and respect (1) ASL as a living, unique and wholly naturally-occurring language, and (2) Deaf people as a community with their own set of cultural traditions and values. In part this will be accomplished by learning the communicative purposes (functions) of Deaf people’s everyday interactions.

*Completion of this course with a “B” or better may qualify students for college credit at various community/technical college programs. Students earn this credit by paying a one-time $25 fee to receive a community college transcript for high school College Credit . Content: ASL 1 covers Units 1-6 of Signing Naturally (2008). Units include vocabulary and grammatical structures relating to the topics of:  getting to know you  exchanging personal information  discussing living situation  talking about family  talking about activities  storytelling. Fingerspelling, use of space and non-manual behaviors, and conversational strategies are included, as well as brief historical perspectives of ASL, cultural norms and behaviors, and deaf-blindness.

Strategies: Students will learn through a combination of :  Cultural and grammatical readings  Skill and Knowledge Enhancement  Activities and small group work Exercises  Required out-of-class cultural experiences- Deaf  Finger spelling, numbers and core Community Events vocabulary review  Dialogues, modeling, copy-signing & performances Equipment to be provided by student: None

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AMERICAN SIGN LANGUAGE 2 Type of Credit FOR520 Elective Career/Tech Ed Credit: 1.0 Grade: 9-12

Full Year Learning Recommendations: To be eligible for ASL II you must meet one of the following conditions: (1) Successful completion of ASL 1 with a C- or better; (2) completion of an equivalent course at another campus with C- or better; (3) demonstration of an equivalent proficiency in ASL General Description: In ASL 2 emphasis is on expanding (1) grammatical understanding of ASL, (2) functional application of ASL, (3) vocabulary and (4) understanding and appreciation of the Deaf culture and Deaf community. To encourage and foster the development of these skills, voicing in the classroom will be avoided. *Completion of this course with a “B” or better may qualify students for college credit at various community/technical college programs. Students earn this credit by paying a one-time $25 fee to receive a community college transcript for high school College Credit Content: ASL 2 covers units 7-12 of Signing Naturally (1988). Units include vocabulary and grammatical structures relating to the topics of:  giving directions  describing others  making request  talking about family and occupations  attributing qualities to others  talking about routines. Students increase their expressive and receptive skills, increase understanding of deaf culture and history, and learn about causes and types of hearing losses. Storytelling and narratives, as well as dialogues, are used to increase communicative competence. Strategies:  Cultural and Grammatical Readings Students will learn through a combination of:  Activities and small group work  Skill and Knowledge Enhancement  Required out-of-class cultural experiences - Deaf Exercises Community Events  Finger spelling, numbers and core vocabulary review  Dialogues, modeling, copy-signing & performances Equipment to be provided by student: None

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AMERICAN SIGN LANGUAGE 3 Type of Credit FOR530 Elective Career/Technical Education

Credit: 1.0 Grade: 10 -12

Full Year Learning Recommendations: To be eligible for ASL 3 you must meet one of the following conditions: (1) Successful completion of ASL 2 with a C- or better; (2) completion of an equivalent course at another campus with C-or better; (3) demonstration of an equivalent proficiency in ASL General Description: In ASL 3 emphasis is on expanding (1) grammatical understanding of ASL, (2) functional application of ASL, (3) vocabulary and (4) understanding and appreciation of the Deaf culture and Deaf community. Increased involvement with the surrounding Deaf community is expected with spontaneous, casual and social interpreting opportunities.

Content: ASL 3 covers units 13-17 of Signing Naturally (1988). Units include vocabulary and grammatical structures relating to the topics of:  locating things around the house  complaining, making suggestions and requests  exchanging personal information about life events  describing and identifying things  talking about the weekend. Students learn how to manage communicative situations appropriately within deaf culture, as well as using a variety of communication modes and strategies. The history of the deaf community and deaf education, current cultural beliefs and controversies, and art forms in deaf culture will be introduced. Strategies:  Cultural and grammatical readings Students will learn through a combination of :  Activities and small group work  Skill and Knowledge Enhancement  Required out-of-class cultural experiences - Deaf Exercises Community Events  Finger spelling, numbers and core vocabulary review  Dialogues, modeling, copy-signing & performances Equipment to be provided by student: None

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FRENCH 1 Type of Credit FOR110 Elective Credit: 1.0 Grade: 9-12

Full Year Learning Recommendations: In order to be successful in French I, it is recommended that students have C- or better in English class. Students should spend 10 -20 minutes daily studying, in addition to their homework assignments. General Description: French 1 provides an introduction to the language and culture of the French-speaking world. Students will engage in meaningful communication on a variety of topics drawn from everyday life. They will develop listening, speaking, reading and writing skills using both interpersonal, interpretive and presentational modes of communication. Through readings, video, music and art, students will develop an understanding of the cultural practices and perspectives of French speaking countries. They will make connections to other subject areas as they learn about the history and geography of the Francophone world and its contributions to mathematics, science, the arts, and the development of the English language. Students will be taught predominantly in French. However, English will be used as needed to support the comprehension of some complex grammatical structures. Content: Grammar:  French-speaking world  Nouns and articles  Greetings  Numbers  School  Question formation  Schedules  Negation  Family  Telling time  Friends  Descriptive adjectives  City  Possessive adjectives  Café  Demonstrative adjectives  Leisure activities  Adverbs  Weather  Present tense –er,-ir,-re verbs  Parties  Present tense: irregular verbs  Clothing  Prepositions  Vacations  Interrogative words  Hotel  Direct object pronouns  Indirect object pronouns  Passé composé (avoir and être)  Imparfait

Strategies: Students will learn through a combination of :  Collaborative learning opportunities  Communicative activities  Listening activities  Video programs  Writing and presentation of dialogues  Cultural readings in the target language  Connections to other discipline in French  A variety of assessments, written and oral  Language laboratory Equipment to be provided by student: Students will need access to the Internet to use their on-line textbook and do homework on the D’accord website.

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FRENCH 2 Type of Credit FOR120 Elective Credit: 1.0 Grade: 9-12

Full Year Learning Recommendations: It is recommended that students have a C- or better to continue into French II. Students must have a strong grasp of basic tenses and other grammatical structures from French I. Students are expected to study 10-20 minutes daily in addition to homework assignments .

General Description: French 2 continues the study of the language and culture of the French speaking world. Students will engage in meaningful communication on a variety of topics drawn from everyday life. They will further develop listening, speaking, reading and writing skills using interpersonal, interpretive and presentational modes of communication. Through readings, videos, music, and art, students will increase understanding of the cultural practices and perspectives of French- speaking countries. They will continue to make connections to other subject areas as they learn about the history, language and geography of the French-speaking world. Level 2 students will function predominantly in French; however, English will be used sparingly to support the comprehension of some complex grammatical structures and/or cultural concepts Content: Grammar:  Housing  Passé-composé and imparfait  Chores  Comparatives  Food  Object pronouns  Health  Reflexive verbs  Shopping  pronouns y and en  Around town  Prepositions  Technology  Conditional tense  Jobs  Future and near future  Interrogative pronouns,  If clauses Strategies:  Writing and presentation of dialogues and stories Students will learn through a combination of :  Cultural readings in the target language  Collaborative learning opportunities  Connections to other disciplines in French  Communicative activities  A variety of assessments, written and oral  Listening activities  Language laboratory Equipment to be provided by student: Students will need reliable access to the Internet to use their on-line textbook and do homework on the D’accord website.

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FRENCH 3 CHS (UW FRENCH 103) Type of Credit FOR603 Elective Credit: 1.0 Grade: 10-12

Full Year Learning Recommendations: In order to be successful in French III, students should have demonstrated proficiency in French II. It is recommended that students have a C- or better to continue into French III. Students will demonstrate the ability to communicate effectively in the past, present and future. Students are expected to study 20 -30 minutes daily in addition to homework assignments. Fees: A fee (college fee~$349, subject to change) will be assessed for Juniors and Seniors who elect to receive college credit. General Description: French 3 is a year-long class that provides ongoing exploration of the culture and language of the French-speaking world. Students will further develop their skills in spoken and written French at a functional level, using interpersonal, interpretive and presentational modes of communication. Students will build on listening and reading skills and will continue their study of French grammar. Students will also read a variety of authentic texts. Daily homework, participation and attendance are essential. Communication between students and teacher will be almost exclusively in French. It is expected that French 3 students will be able to utilize conversational French to function in the class with very little use of English. UW French 103 Juniors and Seniors will have the option to earn 5 university credits from the University of Washington. Sign-ups will be in January. The fee for the class is approximately $349.00 (class fee plus registration fee) paid at the time of registration. Grades will be based on tests given for chapters 12-17, a mid-term exam, a final exam and an oral interview at the end of the course. Content: Grammar:  Relationships present tense  City life spelling changing verbs  Media reflexive verbs  Crime/stories adjectives  Science and technology adverbs  Inventions subjunctive  Leisure activities future  Work conditional  Family pluperfect  Television past conditional  Politics future perfect  Telling stories “if” clauses  Society relative pronouns  Fairy tales object pronouns  Nature and environment passive voice gerund passé simple Strategies:  Video programs Students will learn through a combination of :  Writing and presentation of dialogues  Collaborative learning opportunities  Cultural readings in the target language  Communicative activities  Connections to other discipline in French  Listening activities  A variety of assessments, written and oral  Short films  Language Laboratory Equipment to be provided by student: Students will need access to the Internet to use their on-line textbook and do homework on the D’accord website. They will purchase a copy of the novel, le Petit Prince and a subscription to YABLA, an on-line video program.

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AP FRENCH LANGUAGE [French IV] Type of Credit FOR605 Elective Credit: 1.0 Grade: 11-12

Full Year Learning Recommendations: In order to be successful in French IV, students should have demonstrated proficiency in French III with a B- or better, be comfortable speaking French in class at all times, be a self-motivated learner and be prepared to develop their language skills and cultural awareness. General Description: AP French is a rigorous course equivalent to the third- year college course in French language and culture. French IV strives to promote fluency and accuracy in the target language while exploring culture in both contemporary and historical context. Students will develop their awareness and appreciation of Francophone cultures, practices and perspectives. Through the study of 6 major themes (see Content), students will develop their skills in the three modes of interpersonal, interpretive and presentational communication. They will use a variety of authentic media (print, audio, video, etc) and support (books, movies, articles, music, etc…) to further their language proficiency and their written, speaking, reading and listening skills. Students will investigate and express different views on real world issues, make connections to other disciplines and compare aspects of Francophone culture with their own. Content:  Comprehensive review of grammar, syntax, and verb tenses equivalent to the 300 level of college French.  The study of 6 major themes interwoven throughout the year: global challenges, science and technology, contemporary life, personal and public identities, families and communities, beauty and esthetics. Strategies: Students will learn through an interrelated series of lessons and activities that promote the use of language in a variety of contexts.  Spoken interpersonal and presentational communication: exchange and presentation of information, ideas and opinions in conversations, dialogues, skits, etc. in formal and informal settings.  Written interpersonal and presentational communication: exchange and presentation of information, ideas and opinions in a variety of media on a variety of topics in formal and informal setting. Includes writing essays, compositions, poetry, editorials, etc.  Audio, visual and audiovisual interpretive communication: use of authentic audiovisual sources for listening comprehension.  Written and print interpretive communication: use of a variety of written and print resources for reading comprehension. Equipment to be provided by students: Students will purchase AP Practice online workbook for approximately $38, a grammar workbook, and Yabla.

FRENCH LANGUAGE [Year 5] Type of Credit FOR150 Elective Credit: 1.0 Grade: 12

Full Year Learning Recommendations: In order to be successful in French V, students should have the maturity to work independently, be responsible for their own learning and have a desire to pursue their study of Francophone culture and French language. General Description: This course is designed as an independent study. Students will study and analyze authentic French literature from the Middle Ages to the present, and explore contemporary Francophone literature. They will review all major aspects of grammar. Content:  Review of all major grammar in the French languages  Building vocabulary and writing skills through the review of authentic written texts including poems, prose, editorials, newspaper and magazine articles  Building vocabulary and listening skills through the analysis of authentic listening texts including television, radio, CDs, DVDs. Strategies: Students will learn through a combination of the following activities:  Reading authentic written texts including magazine articles, newspapers, magazines, and literary texts  Listening to authentic audio/video recordings  Writing essays and compositions, dialogues, poetry, and editorials  Practicing French conversation with personal questions, dialogues, storytelling, debates, and skits  A variety of assessment, including oral and written Equipment to be provided by students: Workbook 115

JAPANESE 1 Type of Credit FOR410 Elective Credit: 1.0 Grade: 9-12

Full year Learning Recommendations: Grade 9, C or better, in middle school Language Arts class Grades 10-12, C or better, recommended in English class. General Description: Japanese 1 is a year long course that provides an introduction to the spoken and written language of Japan. Students develop listening and speaking skills and are introduced to elementary grammar. Students learn hiragana, katakana and some basic kanji. Emphasis is on understanding the culture embedded in the language. Good attendance is essential and listening and speaking skills depend on class participation. Content: Topics include but are not limited to -  Family  School  Hobbies  Health  Personal characteristics  Shopping  Dates and times  Counting and counters Strategies: Students will learn through a combination of :  Cultural activities  Teacher lecture  Group projects  Oral and written practice  Films and television  Skits  Speeches Equipment to be provided by student: One or more workbooks

JAPANESE 2 Type of Credit FOR420 Elective Credit: 1.0 Grade: 10-12

Full year Learning Recommendations: C- or better in Japanese 1 General Description: Japanese 2 is a year-long continuation of Japanese 1. Students expand vocabulary and sentence structure, understanding and usage. Continued emphasis is on all language skills including speaking, listening, reading and writing of kana as well as kanji. Daily homework and good attendance are required. Content: Topics include but are not limited to -  Foods and meals  Restaurants  Birthdays and parties  Holidays  Lengthy self-introduction  Work  Driving and rules  Prefectures and cities Strategies: Students will learn through a combination of :  Cultural activities  Teacher lecture  Speeches  Oral and written practice  Group projects  Reading  Films and television  Skits Equipment to be provided by student: One or more workbooks

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JAPANESE 3 CHS (CASCADIA CC JAPANESE 121) Type of Credit FOR635 Elective Possible College Credit Credit: 1.0 Grade: 11-12

Full year Fees: A fee (college fee ~$175, subject to change) will be assessed for Juniors and Seniors who elect to receive college credit. Learning Recommendations: C- or higher in Japanese 2 General Description: Japanese 3 is a one-year continuation of Japanese 2. Students in level 3 will increase their knowledge of Japanese vocabulary, grammar, and kanji to improve their communication skills. They will be able to participate in conversation in a variety of social settings by learning more about Japanese people, culture and communication behaviors. Students may take on special projects. Activities include reading, writing, listening and extemporaneous speaking. Japanese 3 may be offered in combination with Japanese 4 and may require strong independent study skills. Good attendance and daily homework are required. Students have the option of taking the Japanese proficiency exam, the SAT II or taking this course for College in the High School credit for a fee. Content: Topics include but are not limited to -  Athletic events  Japanese folk tales  Giving and understanding directions  Japanese entertainment  Detailed descriptions of others  Japanese architecture and housing  Japanese high school students  Transportation in Japan Strategies: Students will learn through a combination of :  Speeches  Teacher lecture  Cultural activities  Oral and written practice  Group projects  Reading including native materials  Films and television  Skits Equipment to be provided by student: One or more workbooks

117

JAPANESE 4 CHS (CASCADIA CC JAPANESE 122) Type of Credit FOR636 Elective Possible College Credit

Credit: 1.0 Grade: 11-12

Full year Fees: A fee (college fee ~$175, subject to change) will be assessed for Juniors and Seniors who elect to receive college credit. Learning Recommendations: B- or better in Japanese 3 General Description: Japanese 4 is a one-year continuation of Japanese 3. Students in level 3 will increase their knowledge of Japanese vocabulary, grammar, and Kanji to improve their communication skills. They will be able to participate in conversation in a variety of social settings by learning more about Japanese people, culture and communication behaviors. The purpose of the course is to further enrich students’ interest and proficiency on the language as well as culture of Japan. In addition to advanced textbook and workbook materials, primary language sources will be included Newspaper and magazine articles, websites, emails, short stories, and journal writings are all possible sources for diversifying studies. It is possible that Japanese 3 and 4 be taught as a split-class; therefore students should be capable of working independently with minimal supervision. Students have the option of taking the Japanese proficiency exam, the SAT II or taking this course for College in the High School credit for a fee. In level 4, Students and teachers will be communicating almost exclusively in Japanese. It is expected that third level students will be able to utilize conversational Japanese to function in the class with very little use of English. Students must be able to give an oral presentation in front of class. Content:  Japanese cuisine Topics include but are not limited to -  Traditions  Japanese high school students  Transportation in major cities  Letter writing  Holidays and traditions  Advanced study of Japanese Strategies: Students will learn through a combination of :  Speeches  Teacher lecture  Cultural activities  Oral and written practice  Group projects  Reading including native materials  Films and television  Skits Equipment to be provided by student: One or more workbooks

118

SPANISH 1 Type of Credit FOR310 Elective Credit: 1.0 Grade: 9-12

Full Year Learning Recommendations: Grade 9, C or better, in middle school Language Arts class Grades 10-12, C or better, recommended in English class. General Description: This class builds novice and intermediate skills of listening, reading, writing, and speaking. All material and assessments are cumulative. Students will be required to: -memorize between 50 and 100 words every 3-4 weeks for accuracy and long-term retention -learn and apply new grammatical concepts every 3-4 weeks, as well as demonstrate competence with any concepts previously studied -follow directions and conversation, as adapted for Spanish 1 -speak in Spanish whenever possible -write at length using appropriate grammar, vocabulary and conventions -read at length in Spanish, as adapted for Spanish 1 Content: This course will use the text Descubre 1 and the accompanying online workbook Strategies: Students will learn /be assessed through a combination of:  Tests/Quizzes from the text curriculum  Daily homework  In class activities  Daily conversation in Spanish  Written, listening, reading and oral exams Equipment to be provided by students: Reliable access to the Internet to use the online textbook materials, practice materials, and to complete assignments.

SPANISH 2 Type of Credit FOR320 Elective Credit: 1.0 Grade: 9-12

Full Year Learning Recommendations: C- or better in Spanish 1. Retention of Spanish 1 vocabulary and grammar concepts. General Description: This class is a continuation of Spanish 1; all material and assessments are cumulative. Students will be required to: -memorize between 50 and 100 words every 3-4 weeks for accuracy and long-term retention -learn and apply new grammatical concepts every 3-4 weeks, as well as demonstrate competence with any concepts previously studied -follow directions and conversation, as adapted for Spanish 2 -speak in Spanish whenever possible -write at length using appropriate grammar, vocabulary and conventions -read at length in Spanish, as adapted for Spanish 2 Content: This course will use the text Descubre 2 and the accompanying online workbook. Strategies: Students will learn /be assessed through a combination of :  Tests/quizzes  Daily homework  In-class activities  Daily conversation in Spanish  Written, listening, reading and oral exams Equipment to be provided by students: Reliable access to the Internet to use the online textbook materials, practice materials, and to complete assignments. 119

SPANISH 2 HONORS Type of Credit FOR631 Elective Credit: 1.0 Grade: 9-12

Full Year Learning Recommendations: B- or better in Spanish 1. Retention of Spanish vocabulary 1 and grammar concepts. Willingness to communicate exclusively in Spanish.

General Description: Students who would like to sign up for this course are highly encouraged to speak to their Spanish 1 teacher about proper placement. This class is intended for highly motivated and achieving students who want to partake in a more rigorous course, with the intention of eventually pursuing AP Spanish. A Spanish 2 Honor’s student retains and produces all Spanish 1 material with ease and accuracy. There will be less review than in Spanish 1, and the class will naturally move at a more accelerated pace. Students will be required to: -memorize between 50 and 100 words every 3-4 weeks for accuracy and long-term retention -learn and use idiomatic expressions -learn and apply new grammatical concepts every 3-4 weeks, as well as demonstrate competence with any concepts previously studied -follow directions and conversation almost entirely in Spanish -speak in Spanish almost all the time -write at length in multiple formats using appropriate grammar, vocabulary and conventions -read level appropriate material with some independence -commit time to reading, listening and communicating in Spanish outside of regular assignments Students who plan to continue past Spanish 2 should be intrinsically motivated to seek out opportunities (reading, listening, oral communication, etc.) in Spanish. Content:  This course will use the text Descubre 2 and the accompanying workbook, and supplementary material.  Extensive and rapid review of concepts and vocabulary learned in first year of language. Strategies: Students will learn /be assessed through a combination of :  Tests/quizzes  Daily homework  In-class activities  Daily conversation in Spanish  Formal and informal presentations  Written, listening, reading and oral exams Equipment to be provided by students: Reliable access to the Internet to use the online textbook materials, practice materials, and to complete assignments

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SPANISH 3 Type of Credit FOR330 Elective Credit: 1.0 Grade: 10-12

Full Year Learning Recommendations: C- or better in Spanish 2. Retention of Spanish 1 and 2 vocabulary and grammar concepts. Willingness to communicate exclusively in Spanish. General Description: This class is a continuation of Spanish 1 and 2; all material and assessments are cumulative. Students will be required to: - memorize between 50 and 100 words every 3-4 weeks for accuracy and long-term retention - learn and apply new grammatical concepts every 3-4 weeks, as well as demonstrate competence with any concepts previously studied - follow directions and conversation in Spanish - speak exclusively in Spanish - write at length using appropriate grammar, vocabulary and conventions - read at length Students who plan to continue Spanish past Spanish 3 should be intrinsically motivated to seek out opportunities (reading, listening, oral communication, etc.) in Spanish. Spanish 3 students have the option to continue their Spanish studies with Advanced Spanish Conversation and Culture or AP Spanish; any placement concerns should be discussed with the Spanish 3 instructor. Content: This course will use the text Paso a Paso 3 and the accompanying workbook. Strategies: Students will learn /be assessed through a combination of :  Tests/quizzes  Daily homework  In-class activities  Daily conversation in Spanish  Written, listening, reading and oral exams Equipment to be provided by students: Reliable access to the Internet to use the online textbook materials, practice materials, and to complete assignments

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SPANISH 3 HONORS (CHS - UW SPANISH 103) Type of Credit FOR632 Elective Credit: 1.0 Grade: 10-12

Full Year Fees: A fee (~$400, subject to change) will be assessed for Juniors and Seniors who elect to receive college credit. Learning Recommendations: University of Washington recommends B+ or better on Spanish 2 General Description: Spanish 3 Honors is a UW Spanish 103 advanced class where motivated students may earn high school and college credit simultaneously. Students may opt to receive 5 college credits for a fee (fee subject to change). This course is a continuation of Spanish 2, and students will work on reading, writing, speaking, and listening at a more advanced level. Students who would like to sign up for this course are highly encouraged to speak to their Spanish 2 teacher about proper placement. This class is intended for highly motivated and achieving students who want to partake in a more rigorous course, with the intention of eventually pursuing AP Spanish. A Spanish 3 Honor’s student retains and produces all Spanish 1 and 2 materials with ease and accuracy. There will be substantially less review than in Spanish 3, and the class will naturally move at a more accelerated pace. Students will be required to: -memorize between 50 and 100 words every 3-4 weeks for accuracy and long-term retention -learn and use idiomatic expressions -learn and apply new grammatical concepts every 3-4 weeks, as well as demonstrate competence with any concepts previously studied -follow directions and conversation almost entirely in Spanish -speak in Spanish all the time -write at length in multiple formats using appropriate grammar, vocabulary and conventions -read at length at a more rigorous level and with more independence -commit time to reading, listening and communicating in Spanish outside of regular assignments Students who plan to continue past Spanish 3 should be intrinsically motivated to seek out opportunities (reading, listening, oral communication, etc) in Spanish. Content: Extensive and rapid review of concepts and vocabulary learned in first two years of language.  Student will learn and begin to implement all verb tenses in class work and conversation  Students’ vocabulary will expand to incorporate more advanced, in-depth topics  Students will express themselves in writing by producing formal college-level compositions Strategies: Students learn through a combination of:  Students will learn through a combination of :  Reading authentic texts in Spanish  Listening to native Spanish speakers via audio or video.  Writing in Spanish  Extemporaneous speaking and formal oral presentations in Spanish Provided by student: Reliable access to the Internet to use the online textbook materials, practice materials, and to complete assignments. Students required to purchase a Spanish/English Dictionary, workbook, text, and Yabla account

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ADVANCED SPANISH CONVERSATION AND CULTURE Type of Credit FOR365 Elective

Credit: 1.0 Grade: 11-12

Full Year Learning Recommendations: B- or better in Spanish 3 or AP Spanish Language. Retention of Spanish 1, 2, and 3 vocabulary and grammar concepts. Willingness to communicate exclusively in Spanish. General Description: Students wanting to pursue AP Spanish are highly encouraged to sign up for this class (schedule allowing). Any doubts regarding proper placement should be directed to the student’s Spanish 3 teacher. The text for this course will explore various cultural concepts in the Spanish-speaking world. An Advanced Spanish Conversation and Culture student retains and produces all Spanish 1, 2, 3 material with ease and accuracy. Students and the teacher will converse exclusively in Spanish. Students will be required to: - memorize between 50 and 100 words every 3-4 weeks for accuracy and long-term retention - learn and use idiomatic expressions - learn and apply new grammatical concepts every 3-4 weeks, as well as demonstrate competence with any concepts previously studied - follow directions and conversation entirely in Spanish - speak in Spanish all the time - write at length in multiple formats using appropriate grammar, vocabulary and conventions - read at length at a more rigorous level, and with more independence - commit time to reading, listening and communicating in Spanish outside of regular assignments Students who plan to continue on to AP Spanish should be intrinsically motivated to seek out opportunities (reading, listening, oral communication, etc.) in Spanish. Content:  This course will use Breaking the Spanish Barrier: Advanced Strategies: Students will learn /be assessed through a combination of :  Weekly outside reading of choice (1-2 hours per week)  Vocabulary and Grammar Assessments  Formal and Informal Presentations  Daily conversations in Spanish  Weekly writing  Cultural Explorations (guest speakers, videos, food, readings, powerpoint presentations on history, economy, politics, etc.)  Periodic Speaking, Listening, and Reading Assessments. Equipment to be provided by students: Repaso $20.00

123

AP SPANISH LANGUAGE Type of Credit FOR610 Elective Credit: 1.0 Grade: 11-12

Full Year Learning Recommendations: B or better in Spanish 3 General Description: This year long course emphasizes strong academic preparation for colleges and universities and is ideal for students who will continue to study Spanish at the university level. This intensive course is for the highly motivated student who possesses excellent skills in Spanish. Students wishing to take this course should be able to produce advanced vocabulary and advanced grammatical structures with ease and accuracy. AP Spanish 4 prepares students to complete the College Board Advanced Placement Examination to be given in May. Students wishing to enroll in AP Spanish should discuss placement with their Spanish 3 or Advanced Spanish Conversation and Culture teacher. Students will be required to: -memorize between 50 and 100 words every 3-4 weeks for accuracy and long-term retention -learn and use idiomatic expressions -review grammatical concepts independently and apply them on in-class assessments -follow directions and conversation entirely in Spanish -speak in Spanish all the time -write at length in multiple formats using appropriate grammar, vocabulary and conventions -read at length independently -commit time to reading, listening and communicating in Spanish (with authentic materials and native speakers) outside of regular assignments -complete summer homework -prepare for the AP Spanish Language Exam Content:  Extensive review of all grammar and verb tenses equivalent to a 300 level college course  Study of advanced vocabulary and review of vocabulary used in previous levels  Building oral and listening skills through authentic materials  Building writing skills through informal and formal essays, poems, free-writes, dialogues, etc.  Building listening skills through analysis, discussion and comprehension of authentic materials such as news reports, television shows, books-on-tape, radio, etc. Strategies: Students will learn /be assessed through a combination of:  Advanced placement essays, discourses and practice assignments specifically designed to practice for the AP exam.  Weekly outside reading of choice (1-2 hours per week)  Vocabulary and Grammar Assessments  Formal and Informal Presentations  Daily conversations in Spanish  Weekly writing  Cultural Explorations (guest speakers, videos, food, readings, powerpoint presentations on history, economy, politics, etc.)  Periodic Speaking, Listening, and Reading Assessments. Equipment to be provided by students: Repaso $20.00

WaNIC

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INDEX

ADV ALGEBRA AND TRIGONOMETRY ...... 72 DRAMATIC LITERATURE ...... 65 ADV COMP SCI TOPICS/PROJECTS ...... 32 ECONOMICS ...... 106 ADV SPANISH CONVERSATION/CULTURE...... 123 ELEMENTARY TUTOR ...... 23 ADVANCED ART ...... 37 ELL TUTOR ...... 23 AMERICAN LITERATURE (GRADE 11) ...... 62 ENGINEERING ROBOTICS ...... 33 AMERICAN SIGN LANGUAGE 1 ...... 109 EUROPEAN STUDIES ...... 102 AMERICAN SIGN LANGUAGE 2 ...... 110 FILM AS LITERATURE ...... 66 AMERICAN SIGN LANGUAGE 3 ...... 111 FINANCIAL ALGEBRA ...... 72 AP BIOLOGY ...... 95 FOODS & RELATED CULINARY ARTS ...... 50 AP CALCULUS AB ...... 75 FRENCH 1 ...... 112 AP CALCULUS BC ...... 76 FRENCH 2 ...... 113 AP CHEMISTRY ...... 96 FRENCH 3 CHS ...... 114 AP COMPUTER SCIENCE ...... 30 FRENCH LANG [Year 5] ...... 115 AP ENGLISH LANG & COMP (11) ...... 62 GLOBALIZATION & SUSTAINABILITY...... 106 AP ENGLISH LIT & COMP (12) ...... 64 GRAPHIC DESIGN I ...... 30 AP ENVIROMENTAL SCIENCE ...... 98 GRAPHIC DESIGN II ...... 31 AP EUROPEAN HISTORY ...... 102 GRAPHIC DESIGN III ...... 31 AP FRENCH ...... 115 GUIDED STUDIES ...... 78 AP GOVERNMENT ...... 105 HEALTH ...... 50 AP HUMAN GEOGRAPHY...... 103 HONORS LITERARY ANALYSIS/COMP 1 (GR 9) ...... 60 AP PHYSICS ...... 97 HONORS LITERARY ANALYSIS/COMP II (GR 10) ... 61 AP SPANISH ...... 124 HONORS WORLD HISTORY I ...... 101 AP STATISTICS ...... 77 HONORS WORLD HISTORY II ...... 101 AP STUDIO ART ...... 37 I VISION TV/VIDEO PRODUCTION 1 ...... 27 AP US HISTORY ...... 104 I VISION TV/VIDEO PRODUCTION 2 ...... 27 ATTENDANCE ASSISTANT ...... 22 I VISION TV/VIDEO PRODUCTION 3 ...... 27 BALLET & DANCE ...... 52 INDIVIDUAL SPORTS ...... 52 BEGINNING GUITAR ...... 44 INTERACTIVE MEDIA I ...... 31 BEGINNING PIANO ...... 44 INTRO TO COMPUTER SCIENCE ...... 32 BEGINNING SINGING ...... 44 INTRO TO ENGINEERING DESIGN ...... 33 BIODIVERSITY/LAB CONCEPTS ...... 86 INTRO TO FITNESS ...... 52 BIOLOGY ...... 89 JAPANESE 1 ...... 116 BIOMEDICAL SCIENCE/ANATOMY PHYSIOLOGY 94 JAPANESE 2 ...... 116 BRITISH & WESTERN LITERATURE ...... 63 JAPANESE 3 CHS ...... 117 CALCULUS ...... 74 JAPANESE 4 CHS ...... 118 CAREER ASSISTANT ...... 22 JAZZ BAND ...... 43 CERAMICS I ...... 38 JOURNALISM 1 ...... 26, 67 CERAMICS II ...... 38 JOURNALISM 2 ...... 26, 67 CHEM LAB METHODS ...... 87 JOURNALISM 3 ...... 26, 67 CHEMISTRY ...... 90 LAW AND SOCIETY ...... 107 CHILD DEVELOPMENT ...... 48 LEADERSHIP FOR ASB OFFICERS ...... 68 CHILD DEVELOPMENT PRACTICUM ...... 49 LEADERSHIP-Making a Difference ...... 68 CIVICS ...... 105 LIBRARY ASSISTANT ...... 22 COMMON CORE ALGEBRA 1 ...... 70 LIT & CREATIVE WRITING ...... 65 COMMON CORE ALGEBRA 1 LAB ...... 70 LITERARY ANALYSIS & COMP I (GRADE 9) ...... 60 COMMON CORE ALGEBRA 2 ...... 71 LITERARY ANALYSIS & COMP II (GRADE 10)...... 61 COMMON CORE GEOMETRY ...... 71 LRC11 BASIC SKILLS ...... 84 CONCERT BAND ...... 43 LRC11 INDEPENDENT LIVING ...... 84 CONCERT CHORALE ...... 41 LRC11 TRANSITION PROGRAM...... 84 COUNSELING ASSISTANT ...... 22 LRC11 VOCATIONAL TRAINING ...... 84 CROSSFITNESS ...... 54 LRCII FUNCTIONAL LITERACY 1 ...... 83 126

LRCII FUNCTIONAL LITERACY 2 ...... 83 SOCIAL/CULTURAL HISTORY FILM ...... 108 LRCII FUNCTIONAL LITERACY 3 ...... 83 SOCIAL/CULTURAL HISTORY MUSIC ...... 108 LRCII FUNCTIONAL LITERACY 4 ...... 83 SONG WRITING & PUBLISHING ...... 45 LRCII FUNCTIONAL MATH ...... 83 SPANISH 1 ...... 119 MARINE BIOLOGY ...... 92 SPANISH 2 ...... 119 MATERIAL SCIENCE ...... 34 SPANISH 2 HONORS ...... 120 MOVIES AND MUSIC ...... 45 SPANISH 3 ...... 121 NORTHWEST STUDIES ...... 107 SPANISH 3 HONORS-CHS ...... 122 OFFICE ASSISTANT ...... 23 SPECIAL EDUCATION PEER TUTOR ...... 23 ORCHESTRA 1 (GREENWOOD SYMPHONY) ...... 42 SPORTS MEDICINE 1 ...... 55 ORCHESTRA 2 (EVERGREEN PHILHARMONIC) ..... 42 SPORTS MEDICINE 2 ...... 56 PE GENERAL ...... 51 SPORTS MEDICINE 2 INTERNSHIP ...... 57 PEER TUTOR ...... 23 SPORTS MEDICINE 3 ...... 58 PHOTOGRAPHY 1 ...... 39 SPORTS MEDICINE 3 INTERNSHIP ...... 58 PHOTOGRAPHY 2 ...... 39 STUDIO GRAPHIC ARTS ...... 38 PHYSICS ...... 91 TEACHER ASSISTANT ...... 23 PHYSICS LAB METHODS ...... 88 TEAM SPORTS ...... 53 PRE-CALCULUS ...... 73 TECH. THEATRE PERFORM. & PRODUCTION ...... 47 PSYCHOLOGY 1 ...... 107 THEATRE ARTS & PERFORM 1 ...... 46 PSYCHOLOGY 2 ...... 108 THEATRE ARTS & PERFORM 2 ...... 46 PUBLIC SPEAKING...... 66 UNITED STATES HISTORY ...... 103 RES ALGEBRA 1A ...... 81 VISUAL ART I ...... 36 RES ALGEBRA 1B ...... 81 VISUAL ART II...... 36 RES CONSUMER MATH ...... 81 VISUAL ART III ...... 37 RES ENGLISH 10 ...... 79 VOCAL JAZZ ENSEMBLE ...... 41 RES ENGLISH 11 ...... 80 WEB SITE DESIGN ...... 32 RES ENGLISH 12 ...... 80 WEIGHT TRAINING FOR WOMEN ...... 54 RES ENGLISH 9 ...... 79 WEIGHT TRAINING/CONDITIONING ...... 53 RES INTRO TO ALGEBRA ...... 80 WIND ENSEMBLE ...... 43 RES LEARNING STRATEGIES ...... 82 WOODS TECHNOLOGY 1 ...... 34 RES MATH FOUNDATIONS 2 ...... 80 WOODS TECHNOLOGY 2 ...... 35 RES PRACTICAL ENGLISH ...... 79 WORLD HISTORY I ...... 100 RES WORK EXPERIENCE...... 82 WORLD HISTORY II ...... 100 SALES & MARKETING 1 ...... 24 YEARBOOK 1 ...... 28 SALES & MARKETING 2 ...... 24 YEARBOOK 2 ...... 28 SALES & MARKETING 3 ...... 25 YEARBOOK 3 ...... 29 SCIENCE of FORENSICS ...... 93 YOGA ...... 54 SENIOR WAIVER ...... 78

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