Schedule and Room Assignments
Second quarter classes begin the week of October 23, 2023.
You can see key dates in our Google calendar or view our Academic Calendar. You can also view the schedule as a grid (below) or as a list.
Quarter beginning October 23, 2023 |
Monday
Fashion Design & History- 1900s-1960s
Quarter(s): 1,2
Day(s): Mon
Open Spots: 2
Paris. Milan. Madrid. What's on the runways in 2023? Wide disco collars, chic trench coats, and layered skirts in simmering neons, crochet knits, and faux leather. Do you study the pages of Glamour, Vogue, Marie Claire, and wish to be involved in the world of trendy fashion? Perhaps you follow fashion influencers on Instagram. Or, do you enjoy the satisfaction of designing apparel yourself, your way? If so, this class is for you. Each week this course will cover two aspects: the history of fashion and fashion design. Fashion trends are often cyclical, and elements of style are reimagined every few decades. Students will seek inspiration for new designs and style remixes by learning about the history of fashion in eastern and western cultures for the last century. First semester, students will look at fashion trends by decade from 1900 through the 1960s. This semester will cover chapters 1 through 3 in the textbook. With inspiration from historical design trends, students will learn how to create fashion renderings, from initial concepts through a chic, coordinated collection. First semester, the class will learn about color theory, color psychology, and composing color palettes. They will learn to draw their designs by sketching a croquis (a quick, rough sketch of a garments on a proportioned figure.) Students will practice vision boarding and developing a story board. This class does not include sewing the fashions. Topics in this Series: Stellar Style: Fashion Design & History I (Semester 1), Stellar Style: Fashion Design & History II (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: None. Workload: Students should expect to spend 1-2 hours per week outside of class on reading assignments and completing design activities. Assignments: Projects and readings will be given out in class and will also be communicated via email. Assessments: Individual feedback is given in class. Formal assessments will not be given. Textbook: Students should purchase Fundamentals of Fashion Design, 3rd Edition, by Richard Sorger and Jenny Udale (ISBN# 978-1474270007) before the first class. Additional information will be distributed as handouts in class. Lab/Supply Fee: None. What to Bring: Images/sample photos, swatches, and other assigned materials. Non-Meeting Dates:11/6/23 Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts or Career Education for purposes of a high school transcript.
10:00 am-10:55 am
9th-12th
(Semester Long)
Learn to Sew: Beginner
Quarter(s): 1,2
Day(s): Mon
Open Spots: 1
Learn to sew to create one-of-a kind articles of clothing, home decor, crafts, or handmade items for your side business like Etsy or Ebay. Sewing can be a relaxing hobby, a profitable side gig, and a practical money-saving life skill. Don't settle for store-bought when you can learn to sew the custom creations you envision! First semester, students will learn the basics of hand sewing. Skills that will be introduced this semester include: quilter's knot, stitches (basting, running, backstitch, whip, ladder), tying a knot, and anchoring a knot. Students will learn to identify and use sewing tools such as fabric scissors, straight pins, thimbles, seam ripper, and various needles. Students will also begin with get-to-know their sewing machines including different components, attachments, and functions, along with care, use, and maintenance of their machines. They will learn Identify parts of sewing machine; how to fill a bobbin and thread the machine; types of machine needles and how to change a needle, and how to control speeds. Students will practice machine stitches (straight, zig-zag, backstitch) and adjusting the length and width, learn about seam allowance, and sewing corners and curves. Students will begin with simple stitching exercises, and their first project will be sewing a pin cushion that they will use throughout the year. As part of learning to sew, students will learn about different types of fabrics, what each is best used for, and how to identify grain lines, bias, and selvedge. The class will discover how garments are assembled by deconstructing an article of clothing from its seams. Students will learn how to read a sewing pattern and take measurements The group will learn about hems and elastic along with closures and how/where to use them. First semester's project will be sewing a custom pair of pajama pants. Topics in this Series: Learn to Sew: Beginner (Semester 1), Learn to Sew: Beginner and Advanced Beginner (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: First semester- None. Second semester- No prerequisites for someone to enroll as a beginner. Intermediate students should have taken first semester or have equivalent skills. Workload: Students who practice at home will find that their sewing skills are refined and perfected more quickly. Students should expect to spend 1-2 hours per week outside of class practicing the sewing skill/step covered in class. Assignments: Projects will be given out in class and will also be communicated via Google Classroom. Assessments: Informal qualitative feedback will be given in class throughout the semester. A quantitative score/grade will not be provided. Textbook: None Equipment/Fabric: Students must bring to class each week:
- A portable sewing machine with bobbins. If you are purchasing a new sewing machine for the class, a Singer Heavy Duty Sewing Machine, 4400 series, model is recommended. These can be purchased from Amazon or Joann Fabrics for $160-$180. Students who are bringing a pre-owed or loaned sewing machine are expected to have the machine professionally serviced before the start of class.
- The sewing machine owner's manual
- An extension cord
- Fabric for class assignments. A list of needed fabric and sewing patterns will be sent out the first day of class, with the recommended quantity, type, and deadlines.
11:00 am-11:55 am
9th-12th
(Semester Long)
Crafting for Cosplay: Resins and Metal Work
Quarter(s): 2
Day(s): Mon
Open Spots: -1
Kratos wears a leather baldric. Captain America grasps a shield. Harley Quinn sports spiked wrist cuffs, and Lara Croft wouldn't go to war without her weaponry. Great accessories and carefully crafted garments make great cosplay. If you are interested in the world of cosplay and want to bring some of your favorite characters to life, this class will teach you the skills to craft costumes and accessories. Second quarter, students will learn resin and metal work techniques such as wire wrapping, casting, and the use of clasps. Projects for the quarter include creating a custom pendant, casting unique gemstones, and recreative a decorative piece from anime or comics.*Note: Resin and Metal work projects this quarter are all new from those in Fall 2022, so a student could repeat the class to build his/her cosplay wardrobe and to practice and refine crafting skills. In this class, students will follow templates and patterns provided by and demonstrated by the instructor. Pieces will be individualized through paint and embellishments, but the goal is for cosplayers to learn specialized crafting techniques that they can use at home to make additional, unique pieces. There is a $65.00 supply fee for in-class materials, the shared use of classroom tools/supplies, and some take-home tools to continue crafting at home. Second quarter, students will take home 3 types of pliers, spare jump rings, and pendant supplies. Note: Project themes or materials are subject to change due to availability or sourcing at the time of the class. Cosplayers who would like to create original fabric costume elements such as capes, vests, skirts, and more, may want to co-register for this instructor's Learn to Sew classes. Topics in this Series: Foam & Plastics (Quarter 1), Resins and Metal Work (Quarter 2), Leather Work (Quarter 3), Mending & Alterations (Quarter 4) etc. Students continuing from one quarter receive priority pre-registration for the next quarter. Prerequisites: None Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Will be communicated in weekly e-mails and posted in a Google classroom. Assessments: will not be given Textbook/Materials: All materials will be furnished. Lab/Supply Fee: A class fee of $65.00 is due payable to the instructor on the first day of class. Non-Meeting Dates:11/6/23 Credit: Homeschool families may wish to count this course as a component (partial) credit in fine arts/theater for purposes of a high school transcript.
12:00 pm-1:25 pm
8th-12th
Technical Theater: Set Design & Fabrication
Quarter(s): 1,2
Day(s): Mon
Open Spots: 2
"Set the stage" and contribute to the artistry, aesthetic, and atmosphere of a live performance. While technical theater can encompass the visual, mechanical, and auditory elements of a performance, this course focuses on the design and fabrication of sets, consisting of scenery, props, backdrops, or other creations to help the performers tell the story. First semester, Compass stage-crafters will design a set for the Nutcracker ballet. Compass has formed a unique partnership with Alchemy Ballet, a program of Artists in Motion, to design and fabricate the sets for their two annual performances. The Compass team will meet with the artistic directors and key personnel to hear their vision for the performance and ask questions. The team will consider the dimensions, access, and limitations of the physical performance space before looking at examples of other sets. The team will also create sketches or design boards showing how they propose to bring the stage to life for the performance. Students will have to budget their design and work within a set budget provided by the studio. The set design team will work with a wide range of materials and crafting techniques to construct unique elements to tell the story of the Nutcracker. Since Artists in Motion is a non-profit organization, the time that students spend planning, budgeting, and building sets can be counted as volunteer hours which are noteworthy to future college applications and can apply to the student's earning a President's Volunteer Service Award. This is a 15-week course in which the first two class sessions (8/21/23 and 8/28/23) will be 1-hour virtual meetings from 2:00 pm- 3:00 pm to go over introductory information on set design and to prepare for a meeting with the artistic directors. All other class meetings will be in-person design and work sessions.
2:00 pm-3:55 pm
9th-12th
(Semester Long)
Reading Rally: A Complete Language Arts Program Red Group (...
Quarter(s): 1,2
Day(s): Mon
Open Spots: 1
Reading affects a student's achievement in all aspects of schoolwork, so strong literacy skills are fundamental to success in homeschooling. This weekly class is a small reading group where students are placed with 2-4 peers who read at a similar level to follow a comprehensive language arts curriculum under the guidance of experienced reading specialist Catherine Vanlandingham. Each Monday meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as either a supplement to another at-home reading curriculum or as a complete, self-contained language arts curriculum. Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization. First time registrations in Reading Rally include the cost of a 30-minute, individual assessment conducted in-person or virtually by Mrs. Vanlandingham. Parents are encouraged to contact Compass to schedule their child's reading assessment before registering. Families register without the assessment for grade-level placement must be prepared to reschedule to a different reading group if indicated by the assessment. Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE may be recommended for a second, weekly class meeting on Fridays or in additional 1-on-1 private reading instruction to make up ground in reading skills. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. The instructor may recommend a more complete evaluation by a neuropsychologist if she suspects other learning differences are impacting the student's reading. Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $66 is due payable to Compass for class materials. Students continuing from one semester to the next will receive priority registration to remain with their reading group and do not have to pay for an additional assessment.
10:00 am-10:55 am
1st
(Semester Long)
Reading Rally: A Complete Language Arts Program Green Group...
Quarter(s): 1,2
Day(s): Mon
Open Spots: -1
Reading affects a student's achievement in all aspects of schoolwork, so strong literacy skills are fundamental to success in homeschooling. This weekly class is a small reading group where students are placed with 2-4 peers who read at a similar level to follow a comprehensive language arts curriculum under the guidance of experienced reading specialist Catherine Vanlandingham. Each Monday meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as either a supplement to another at-home reading curriculum or as a complete, self-contained language arts curriculum. Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization. First time registrations in Reading Rally include the cost of a 30-minute, individual assessment conducted in-person or virtually by Mrs. Vanlandingham. Parents are encouraged to contact Compass to schedule their child's reading assessment before registering. Families register without the assessment for grade-level placement must be prepared to reschedule to a different reading group if indicated by the assessment. Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE may be recommended for a second, weekly class meeting on Fridays or in additional 1-on-1 private reading instruction to make up ground in reading skills. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. The instructor may recommend a more complete evaluation by a neuropsychologist if she suspects other learning differences are impacting the student's reading. Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $91.00 is due payable to Compass for class materials. Students continuing from one semester to the next will receive priority registration to remain with their reading group and do not have to pay for an additional assessment.
11:00 am-11:55 am
2nd
(Semester Long)
Reading Rally: A Complete Language Arts Program Blue Group ...
Quarter(s): 1,2
Day(s): Mon
Open Spots: 2
Reading affects a student's achievement in all aspects of schoolwork, so strong literacy skills are fundamental to success in homeschooling. This weekly class is a small reading group where students are placed with 2-4 peers who read at a similar level to follow a comprehensive language arts curriculum under the guidance of experienced reading specialist Catherine Vanlandingham. Each Monday meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as either a supplement to another at-home reading curriculum or as a complete, self-contained language arts curriculum. Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization. First time registrations in Reading Rally include the cost of a 30-minute, individual assessment conducted in-person or virtually by Mrs. Vanlandingham. Parents are encouraged to contact Compass to schedule their child's reading assessment before registering. Families register without the assessment for grade-level placement must be prepared to reschedule to a different reading group if indicated by the assessment. Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE may be recommended for a second, weekly class meeting on Fridays or in additional 1-on-1 private reading instruction to make up ground in reading skills. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. The instructor may recommend a more complete evaluation by a neuropsychologist if she suspects other learning differences are impacting the student's reading. Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $81.00 is due payable to Compass for class materials. Students continuing from one semester to the next will receive priority registration to remain with their reading group and do not have to pay for an additional assessment.
12:00 pm-12:55 pm
3rd
(Semester Long)
Eureka 4! 4th Grade Math: A Complete Curriculum*
Quarter(s): 1,2,3,4
Day(s): Mon,Thu
Open Spots: 2
Eureka Math 4 is a full-year, complete math curriculum for students who have mastered the equivalent of Eureka's Math 3 content (below). This class meets twice a week and is designed to be a full program where students receive instruction in person at Compass and complete homework on off-days at home. Parents do not have to select a curriculum or deliver the instruction, but rather are expected to ensure that homework is being completed before class and assisting the student in checking attempted homework. Topics in Eureka 4 include:
- Four basic operations with whole numbers to solve work problems.
- Factors and multiples
- Multi-digit place value
- Adding and subtracting multi-digit whole numbers
- Multiplication of multi-digit whole numbers using several methods
- Division of four-digit dividend by one digit divisor
- Fraction equivalents and common decimal equivalents
- Adding and subtracting fractions with like denominators
- Word problems with measurement and conversion from larger unit to smaller
- Representing and interpreting data
- Drawing and classifying lines, angles, and shapes
- Introduction to angles and angle measurements
- Has learned/memorized all math facts fluently: addition/subtraction (1-20) and multiplication/division through 10 x 10
- Represents and solves problems using multiplication and division
- Solves word problems with the 4 basic operations
- Uses place value understanding to perform multi-digit arithmetic
- Adds and subtracts within 1000
- Understands fractions as part of a whole
- Understands area and perimeter
12:00 pm-12:55 pm
4th-5th
(Year Long)
Eureka 5! 5th Grade Math: A Complete Curriculum*
Quarter(s): 1,2,3,4
Day(s): Mon,Thu
Open Spots: 3
Eureka Math 5 is a full-year, complete math curriculum for students who have mastered the equivalent of Eureka's Math 4 content (below). This class meets twice a week and is designed to be a full program where students receive instruction in person at Compass and complete homework on off-days at home. Parents do not have to select a curriculum or deliver the instruction, but rather are expected to ensure that homework is being completed at home and assist the student in checking attempted homework. Topics in Eureka 5 include:
-
- Writing and interpreting numerical expressions
- Understanding place value system
- Performing four basic operations on multi-digital whole numbers with decimals to hundredths.
- Adding and subtracting fractions with unlike denominators
- Multiplying and dividing fractions
- Converting units within a measurement system
- Working with volumes
- Graphing points on a coordinate plane
- Classifying 2D figures
- Has learned/memorized all math facts fluently: addition/subtraction (1-20) and multiplication/division through 10 x 10
- Uses four basic operations with whole numbers to solve work problems.
- Understands factors and multiples
- Understands multi-digit place value
- Adds and subtracts multi-digit whole numbers
- Multiplies multi-digit whole numbers
- Divides four-digit dividends by one digit divisors
- Understands fraction equivalents and common decimal equivalents
- Adds and subtracts fractions with like denominators
- Completes word problems with measurements and conversions from larger unit to smaller
- Represents and interpreting data
- Draws and classifies lines, angles, and shapes
1:00 pm-1:55 pm
5th-6th
(Year Long)
Reading Rally: A Complete Language Arts Program Green Group...
Quarter(s): 1,2
Day(s): Mon
Open Spots: 2
Reading affects a student's achievement in all aspects of schoolwork, so strong literacy skills are fundamental to success in homeschooling. This weekly class is a small reading group where students are placed with 2-4 peers who read at a similar level to follow a comprehensive language arts curriculum under the guidance of experienced reading specialist Catherine Vanlandingham. Each Monday meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as either a supplement to another at-home reading curriculum or as a complete, self-contained language arts curriculum. Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization. First time registrations in Reading Rally include the cost of a 30-minute, individual assessment conducted in-person or virtually by Mrs. Vanlandingham. Parents are encouraged to contact Compass to schedule their child's reading assessment before registering. Families register without the assessment for grade-level placement must be prepared to reschedule to a different reading group if indicated by the assessment. Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE may be recommended for a second, weekly class meeting on Fridays or in additional 1-on-1 private reading instruction to make up ground in reading skills. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. The instructor may recommend a more complete evaluation by a neuropsychologist if she suspects other learning differences are impacting the student's reading. Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $91.00 is due payable to Compass for class materials. Students continuing from one semester to the next will receive priority registration to remain with their reading group and do not have to pay for an additional assessment.
1:30 pm-2:25 pm
2nd
(Semester Long)
Reading Rally: A Complete Language Arts Program Silver Grou...
Quarter(s): 1,2
Day(s): Mon
Open Spots: 3
Reading affects a student's achievement in all aspects of schoolwork, so strong literacy skills are fundamental to success in homeschooling. This weekly class is a small reading group where students are placed with 2-4 peers who read at a similar level to follow a comprehensive language arts curriculum under the guidance of experienced reading specialist Catherine Vanlandingham. Each Monday meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as either a supplement to another at-home reading curriculum or as a complete, self-contained language arts curriculum. Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization. First time registrations in Reading Rally include the cost of a 30-minute, individual assessment conducted in-person or virtually by Mrs. Vanlandingham. Parents are encouraged to contact Compass to schedule their child's reading assessment before registering. Families register without the assessment for grade-level placement must be prepared to reschedule to a different reading group if indicated by the assessment. Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE may be recommended for a second, weekly class meeting on Fridays or in additional 1-on-1 private reading instruction to make up ground in reading skills. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. The instructor may recommend a more complete evaluation by a neuropsychologist if she suspects other learning differences are impacting the student's reading. Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $93.00 is due payable to Compass for class materials. Students continuing from one semester to the next will receive priority registration to remain with their reading group and do not have to pay for an additional assessment.
2:30 pm-3:25 pm
4th
(Semester Long)
Reading Rally: A Complete Language Arts Program Silver-2 Gr...
Quarter(s): 1,2
Day(s): Mon
Open Spots: 1
Reading affects a student's achievement in all aspects of schoolwork, so strong literacy skills are fundamental to success in homeschooling. This weekly class is a small reading group where students are placed with 2-4 peers who read at a similar level to follow a comprehensive language arts curriculum under the guidance of experienced reading specialist Catherine Vanlandingham. Each Monday meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as either a supplement to another at-home reading curriculum or as a complete, self-contained language arts curriculum. Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization. First time registrations in Reading Rally include the cost of a 30-minute, individual assessment conducted in-person or virtually by Mrs. Vanlandingham. Parents are encouraged to contact Compass to schedule their child's reading assessment before registering. Families register without the assessment for grade-level placement must be prepared to reschedule to a different reading group if indicated by the assessment. Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE may be recommended for a second, weekly class meeting on Fridays or in additional 1-on-1 private reading instruction to make up ground in reading skills. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. The instructor may recommend a more complete evaluation by a neuropsychologist if she suspects other learning differences are impacting the student's reading. Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $95.00 is due payable to Compass for class materials. Students continuing from one semester to the next will receive priority registration to remain with their reading group and do not have to pay for an additional assessment.
3:30 pm-4:25 pm
5th
(Semester Long)
Role Play Economy: Agrarian America*
Quarter(s): 1,2
Day(s): Mon
Open Spots: 5
The United States has enjoyed a century of being known as the industrial or technological powerhouse of the world. But this was not the future envisioned by some of our founding fathers, in particular Thomas Jefferson, who hoped for vast expanses of North America to be populated by "yeoman farmers." His idea was that these "most valuable citizens" would be entirely self-sufficient, and thus make ideal members of the new republic, in which they held personal stakes and were largely left alone by a small government which only taxed "imported luxuries" of the corrupt, wealthy city-dwellers. Given that the rest of the founding fathers were those corrupt city-dwellers, or like Jefferson, plantation owners who profited off other (enslaved) people's labor and trade, Jefferson's vision did not come true. By the eighteen century, America already had a complex and interconnected economy, and this is what we will simulate. In true role-playing fashion, will create characters and build their "backstories" to fit into this economy. Some will become those independent farmers, but they will be taking part in a larger trade between wealthy landowners (such as Jefferson and Washington) and selling their crops to city-dwelling traders in exchange for "imported luxuries" and goods from abroad. How corrupt they are will be up to the students, but the ultimate goal is to simulate the pre-industrial, agrarian and mercantile economy of the 18th-19th century. Just as in real America, this class will also need a simulated democratic government with student politicians who fill the various offices that direct the growth of this economy. Will they impose Jefferson's graduated income tax, which taxed the luxuries of the rich, while the common man "pays not a farthing of tax to the general government, but on his salt?" Will the class president enact tariffs to discourage the importing of foreign treasures and encourage self-reliance? Students will race to amass fortunes in industry or their trade, allowing them to shape the future of their model American economy. Each week, students will take turns keeping ongoing ledgers, tracking profits and losses, and paying the dreaded taxes. If farming doesn't work out for you, do you pack up and move to the city to work in a trade? Or double down and move west to follow Jefferson's vision? The goal will be to model how everyone's role in a living economy interact, for better or worse, and hopefully reward good, honest business. Students are encouraged, to take both semesters of this class. First semester will use agrarian and mercantile economy model, while second semester will be role play an industrialized economy, resulting in more complex business plans and game strategies. Topics in this Series: Agrarian America (Semester 1), Industrial America (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: None Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: Course documents including period plans, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class reading list of articles/excerpts and YouTube playlist for any videos watched in class or assigned as homework. Assessments: Informal assessments will be given at the instructor's discretion, but assignments will not be scored or graded. Each student's financial success in the game will be an indicator of their learning and participation for purposes of assigning a grade. Parents will also be given shared access to their student's business plan with instructor and ledger, with instructor comments at the conclusion of class. Textbook/Materials: None What to Bring: Paper or notebook, pen or pencil Credit: Credit: Homeschool families may wish to count this course as a component (partial) credit in History, Economics, or Business for purposes of a high school transcript.
10:00 am-11:55 am
9th-12th
(Semester Long)
War Room: Military Intelligence- The Brains That Broke the Blitzkreig*
Quarter(s): 1,2
Day(s): Mon
Open Spots: 0
Perhaps you have heard that "knowing is half the battle." This class will realize that as we examine the roles of military intelligence and espionage in conflicts. A fundamental goal of military intelligence is to fight smarter, not harder, on the battlefield. For context and inspiration, the class will examine the history of the real spies of WWII, their methods, failures, and successes. First semester will examine the Eastern Front of WWII between Germany and the Soviet Union between 1941-1943. Early Intelligence failures revealed that the Soviets were totally unprepared for the Axis invasion, despite plenty of warnings from their own sources and even British agents. For two years, the Soviet army fought tooth-and-nail to stop the German advance. This is where first semester will begin and the roles students will play. The mission, should students choose to accept it, is to use actual enigma codes and a modified tabletop RPG (role playing game) system to simulate missions, write encoded messages, and attempt to crack the enemy's plan. While Compass's 3D History classes will simulate the battles in the field, this class will assume the supporting role by attempting to infiltrate German lines with field agents. War Room students in the "headquarters" will direct both their field agents and the missions of the frontline troops in 3D History. The decisions of War Room students on Monday will affect the play of 3D History students on Friday, and outcomes of the 3D History role play on Friday will dictate the work of the War Room the following Monday. While co-registration in both classes is not required, some students may want to dual register in order to see both the tactical and strategic aspects of a major engagement and how military intelligence affects the outcomes. This course is recommended for teens who have a passion for military history or an interest in a future career in intelligence. Topics in this Series: Brains That Broke the Blitzkreig (Semester 1) and Directing the Downfall (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Workload: Students should expect to spend 0-1 hour per week outside of class. Assignments: Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents and students, as well as a class YouTube playlist for any videos watched in class or assigned as homework. Assessments: Will not be given. Credit: Homeschool families may wish to count this course as a component (partial) credit in World History, US History, Military History, or Career Exploration for purposes of a high school transcript.
12:00 pm-12:55 pm
9th-12th
(Semester Long)
Ancient Justice: Crime & Punishment in Ancient Greece*
Quarter(s): 1,2
Day(s): Mon
Open Spots: 3
This class will explore the judicial processes of the ancient world, starting with Ancient Greece. Students will learn how justice was carried out in a time before codified written legal systems, prisons, lawyers, or even formal judges existed and where the facts of your case depended entirely on how well your rhetoric could convince hundreds of your fellow citizens that would serve on a jury. Like a traditional mock trial program, the class will hear cases, and students will defend themselves, but will be expected to do so as an Ancient Greek citizen would have, through open debate. Real historical cases will be studied and trial parts assigned to the class, which will be debated from the perspective of both citizen and non-citizen residents of an ancient Polis. The class will serve as the jury and, if necessary, select period-appropriate verdicts and explain how they arrived at their decisions. Topics in this Series: Crime & Punishment in Ancient Greece (Semester 1); Roman law, From Republic to Empire (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation. Textbooks: None. Assessments: Will not be given. Credit: Homeschool families may wish to count this course as a component (partial) credit in World History or Civics for purposes of a high school transcript.
1:00 pm-1:55 pm
9th-12th
(Semester Long)
Geology (On-Level or Honors)- Lecture*
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 0
This is a place-holder for the Geology lecture. Students should register for the Geology Lab, which will automatically enroll them in both class sections.
10:00 am-10:55 am
9th-12th
(Year Long)
Introduction to CS: Python Programming*
Quarter(s): 1,2
Day(s): Mon
Open Spots: 0
Do you want to learn the world's fastest growing programming language that is used by Google, NASA, YouTube and the CIA? Python is a versatile, easy-to-learn beginner-level programming language and gateway to foundational concepts in computer science. Students will learn how to code apps and games as they practice the computer science design cycle of writing code, executing the code, interpreting the results, revising the code syntax based on the output. The class will cover the fundamental building blocks of programming including: variables, mathematical operators, logical operators, and boolean arithmetic. They will also learn about data types, built-in functions, conditional statements, for- loops, defining functions, function stacks, interpreting error messages, exception handling, and add-on libraries. At each step, the class will create basic programs and fun, interactive content. Topics in this Series: Python Programming (Semester 1), JavaScript Programming (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: Algebra I, recommended Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: Will be given in class. Assessments: Will not be given. Lab/Supply Fee: The class tuition includes a student technology fee that covers the rental of classroom laptops and all software and licenses installed on the laptops. Credit: Homeschool families may wish to count this course as a component (partial) credit in Technology or Career Elective for purposes of a high school transcript.
11:00 am-12:55 pm
8th-12th
(Semester Long)
Algebra II*
Quarter(s): 1,2,3,4
Day(s): Mon,Thu
Open Spots: 4
This is a complete course in high school Algebra II which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Algebra II include linear functions, systems of equations and inequalities, quadratic functions and complex numbers, exponential and logarithmic functions, rational and irrational algebraic functions, and quadratic relations and systems. In addition, this course will cover higher degree functions with complex numbers, sequences and series, probability, data analysis, and trigonometric and circular functions. Students will explore these topics through class discussions, practice problems, and open-ended problem solving. Prerequisite: Students should have a solid foundation Algebra I in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload. In lieu of a graphing calculator, students should have access to websites desmos.com and wolframalpha.com for graphing assignments. Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade. Textbook: Students should purchase or rent the required textbook for this class: Algebra and Trigonometry: Functions and Applications- Prentice Hall Classics (ISBN-10 0131657100, ISBN-13 978-0131657106). A scientific calculator similar to the Casio fx-115ES PLUS is required for this class. Credit: Homeschool families may wish to count this course as a complete credit in Algebra II for purposes of a high school transcript.
2:00 pm-2:55 pm
9th-12th
(Year Long)
3D Design & Printing Studio*
Quarter(s): 1,2
Day(s): Mon
Open Spots: 0
Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment. In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details. Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs. To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures. Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester. The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace. Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: None What to Bring:Students will need to bring a laptop to class for design work. Workload: Students should expect to spend 0-1+ hours per week outside of class. Assignments: Project criteria will be explained in class to students. Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works. Lab/Supply Fee: A class fee of $40.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof. Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.
10:00 am-10:55 am
8th-12th
(Semester Long)
3D Design & Printing Studio- Middle School* (NEW)
Quarter(s): 1,2
Day(s): Mon
Open Spots: 1
Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment. In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details. Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs. To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures. Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester. The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace. Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: None What to Bring:Students will need to bring a laptop to class for design work. Workload: Students should expect to spend 0-1+ hours per week outside of class. Assignments: Project criteria will be explained in class to students. Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works. Lab/Supply Fee: A class fee of $40.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof. Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.
11:00 am-11:55 am
5th-8th
(Semester Long)
Introduction to Digital Photography
Quarter(s): 1,2
Day(s): Mon
Open Spots: 0
Learn the art, craft, and history of photography for hobby, home, or as a possible profession. Students will discuss observation, perspective, and choosing their subjects. They will learn about the exposure triangle and elements of photographic composition, including lighting and exposure. The class will review different genres of photography such as portraiture, nature, sports, black and white, etc., and discuss finding their own "voice" in their photographs. Each week, class time will be split between hands-on practice and review of photographic examples, including works by noteworthy photographers. The instructor will also teach photo-editing with a free web-based software For this class, students will be required to prepare two projects: a presentation on a photographer of their choice and a special photography project of their choice. On the last day, there will be an art show for the parents. Prerequisites: None Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: In addition to the two projects described, students will have weekly homework taking photographs and occasional quizzes. Assessments: Students will receive ongoing, informal assessments and feedback on their photographs. Lab/Supply Fee: A class fee of $20.00 is due payable to the instructor on the first day of class. What to Bring: Students are encouraged to bring digital SLR cameras, but any digital camera that is better than a phone camera will be adequate. Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.
12:00 pm-12:55 pm
8th-12th
(Semester Long)
Compass Kindergarten- Language Arts*
Quarter(s): 1,2
Day(s): Mon
Open Spots: 0
Can your child sit in a circle for story time? Line up for lunch? Take turns talking? This one-day, 3-hour (half-day) program is a "taste" of kindergarten for 5- year-olds. Start your child's week off right with "Monday mornings with Miss M" at Compass Kindergarten. Children will work in a small group with an experienced early elementary educator for this dynamic, play-based program that offers regular interaction and socialization. This fun, activity-based program will create rhythm and routine in a homeschooled kindergartner's week and give them a sense of community and a peer group. Children will practice routines and transitions as they move through the morning. Each session will include some simple structure such as a daily arrival song/greeting, circle time, story, snack time, activity, lunch, active game, and closing/goodbyes. Through games and activities, they will also practice key childhood social skills such as sharing, taking turns, and entering play with others. Academic basics such as the ABCs, days of the week, colors, shapes, and number sense will be integrated into activities involving fairy tales, nature and art. The teacher will provide ideas for parents to work on at home with their child during the week. Compass Kindergarten is offered in three weekly sessions: Monday, Wednesday, Friday. Registration is stand-alone for each day so parents can register for one, two, or all three. While each kindergarten class will give children the opportunities for learning and playing in a social environment along with classroom routines, each of the three days will focus on a particular area of study and discovery of how each is connected. On Mondays, the focus will be on Language Arts where students will be exposed to folktales, seasonal stories, and classic favorites while also practicing basic reading and writing skills such as sound blends, digraphs and long vowel sounds. Parents can choose to drop children off for this program (different than Compass's school-year policies for 55 minute classes.) Children should bring a bagged lunch and water bottle to each session. There is a $40.00 material fee for class consumables due payable to the teacher on the first day of class. Registration for this program is by half-year (semester). Students must be age five (5) at the start of the program. Parents who are shopping around or applying to alternate kindergarten programs should review the Compass withdrawal policy.
10:00 am-12:55 pm
K
(Semester Long)
Reading Ready! (Q2, Mon) *
Quarter(s): 2
Day(s): Mon
Open Spots: 5
Reading Rally is a supplemental reading and writing class for 5- and 6- year-olds. The class is whole language inspired with phonics games, partner reading, simple journaling, and self-created spelling lists for home. The group will explore habits of good readers and writers through examples of well-loved children's authors. Students must already be able to recognize each letter and corresponding sound of the alphabet, be familiar with simple blends, know a few beginner sight words (such as I, am, and no), and must be able to write their own name. This class section is for continuing, first quarter students.
2:00 pm-2:55 pm
K-1st
Emergency Medical Technician (EMT) Training*
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 2
Physician. Physical Therapist. Phlebotomist. Paramedic. Did you know that the Healthcare Industry makes up more than 18% of the US economy and employs 20 million workers in the US? Chances are that several Compass teens will work in this field. This course is designed to give students an overview of the healthcare field and a foot in the door to begin work as an EMT. An EMT, or Emergency Medical Technician, is a frontline healthcare worker who, in Virginia, can work as early as age 16 once certified. Work as an EMT can be a young adult's side gig throughout college and can help them earn clinical hours that advanced medical programs want to see. This year-long course will cover medical terminology, anatomy, trauma scenarios- such as bleeding, broken bones, wounds, head injuries, and medical scenarios- such as illness, seizures, stroke, and cardiac or respiratory distress. The class will learn field techniques like using a tourniquet, applying dressings, splinting, testing blood glucose level, taking vital signs, and administering a few, limited OTC medications. Students will identify the role of an EMT during a mental health crisis and how to help deescalate a confrontation. They will discover how HIPPA, privacy, consent, and legal issues play in the EMT's role and how EMTs interface with law enforcement, hospitals, and other specialties in the community. Students in this class will use critical thinking skills to reason through problems they might encounter during emergencies. Finally, students will learn how to care for themselves in a field which can be emotionally and physically draining. This course is organized to prepare students to take the National Registry exam and earn their Virginia license as an EMT. Once licensed, a student can volunteer as an EMT on an ambulance until age 18 when he/she can be paid. At age 18, certified individuals could work for private transport companies or as a Clinical Technician in an Emergency Room. Notes: (1) Students must be age 16 no later than October 1 to enroll in this course. (2) Some colleges will retroactively award a student credit for earning their EMT certification. Prerequisite: Students should have completed a workshop in CPR prior to taking this course and will be asked to provide a copy of their certification. An option is the Compass 2-day. 6-hour First Aid/CPR training on May 14 and 21. Workload: Students should expect to spend 6 hours per week outside of class. Assignments: Students will be assigned 1-2 chapters each week to read at home each week so class time can be dedicated to the practice of hands-on skills. Assessments: The instructor may give short quizzes to ensure that students are keeping up with their reading, which is necessary to prepare for the exam. In addition, students will be "signed off" and approved on hands-on skills throughout the course. The National Registry Exam will be administered in May 2024. Textbook/Materials: Students should purchase or rent Emergency Care and Transportation of the Sick and Injured Essentials Package 12th Edition by AAOS (ISBN # 978-1284227222) Supplies: Students should purchase the following items and bring to class each week:
- Lightning X Small First Responder Stocked EMT Trauma Bag (student's choice of 7 colors) on Amazon.
1:00 pm-2:55 pm
10th-12th
(Year Long)
Electronic Music Production
Quarter(s): 1,2
Day(s): Mon
Open Spots: 2
In this 12-week course, students will learn the core skills of Electronic Music Production from industry professional, DJ, producer, and musician Eric Jao. Eric brings 30+ years of working in the music industry, touring the world, and performing with artists like Madonna, Shakira, Rhianna, and Linkin Park. He is the developer of the Mix Major curriculum which he will teach in person at Compass. Students will learn how to compose their own drums, chords, basslines, and melodies and arrange them into original songs and remixes. As students progress beyond the core curriculum, they will learn how to use effects and automation to expand and enhance their music production skills. Students do not need to play an instrument or be able to read music for this course. Instead, they need to have a love of music and the desire to create their own, original songs. Students will use Ableton Live software which is used by the world's biggest pop music and electronic music artists including Marshmello, Illenium, Skrillex, and the Chainsmokers. Meet your instructor here: https://www.youtube.com/watch?v=n5en5nx5zag Workload: Students should expect to spend 1 or more hours per week outside of class. Assignments: Students will be encouraged to continue to work on their music at home. Assessments: Will not be given. What to Bring: Students should bring a laptop (Windows or Mac). Chrome books will not work with the required software. Students will be using a 90-day free trial of the Abelton Live software, but should not download it more than one day before the start of class. Non-Meeting Days: In addition to the scheduled days-off on the published Compass schedule, this class does not meet on 12/11/23. Credit: Homeschool families may wish to count this course as a component partial credit in Fine Arts or Career Exploration for purposes of a high school transcript.
10:00 am-11:25 am
7th-12th
(Semester Long)
Law and Order: Crimes and Cases*
Quarter(s): 1,2
Day(s): Mon
Open Spots: 3
Separate fact from fiction in the study of law and order. Did you know that on average it can take up to six months to get a DNA report, not same day? Did you realize that law enforcement only spend 4% of their time on violent crimes, not in high-speed car chases or high stakes foot races? This course is taught by a PhD candidate and adjunct professor in Criminology, Tayler Shreve. It is a survey of the Criminal Justice system for teens who are interested in becoming practitioners or professionals in this vast field which includes attorneys, investigators, detectives, forensic scientists, law enforcement officers, corrections officials, wardens, FBI, DEA, or ATF agents, researchers, or advocates. First semester, students will examine the broad themes of criminals (who?) and the crimes they commit (what?), and the settings and neighborhoods where crimes are most likely to occur (where? when?) and what motivates them to commit crimes (why?). The class will talk about trends and theories in criminology, criminal psychology, and profiles, and what the studies and statistics reveal about criminals and the justice system. Theories that will be discussed this semester include: Early criminological theory from the Chicago School; Social Disorganization Theory; Life Course Theory; Differential Association Theory; and the Reintegrative Shaming Theory. To understand theories, the class will read real case studies such as: the Menendez brothers (Parricide, Social Bonds Theory), Ted Bundy (Labeling Theory), and Bernie Madoff (Anomie/ Strain Theory) Students will discover how this information is interpreted and applied whether you are working in law enforcement, policymaking, the judicial system, or correctional network. Finally, the class will talk about law enforcement and how they build a case once a crime is committed. Students will read and discuss actual cases, looking at the facts, evidence, forensics, and alibis from real case files. They will learn what is a cold case, and how these can be 'cracked' years later. This semester, the class will host guest speakers such as a police canine team, a detective, and/or a forensic expert, and may take a trip to the Herndon police station. This course is not a study in social justice or reform but instead relies heavily on the facts, statistics and policies of our existing criminal justice system, details that every advocate and reformer should also understand. Rating/Advisory: For sensitive students, please note that in the examination of actual crimes, violence such as assault and murder will be discussed. References may be made to illicit substances and weapons used in the commission of crimes. Course content will be filtered to be age-appropriate for high school students in the instructor's judgement. For example, real crime scene photos may be shown with evidentiary details, but not victims or body parts. Students may read autopsy reports, but they will not be shown autopsy photos, and cases of rape will be referred to as sexual assault with no intimate details. Topics in this Series: Crimes and Cases (Semester 1), Courts and Corrections (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: Students should be on-level for high school reading and comprehension. Workload: Students should expect to spend 1-2 hours per week outside of class on class reading and activities. Assignments: The instructor offers a Choose-Your-Own-Assignment policy in which students will be required to complete a certain number of assignments out of a selection of assignments offered. This allows a student to drill down on themes that they prefer and spend less time on topics that they do not prefer. All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, find course documents, upload homework, track points earned, and message instructor and classmates. Assessments: The instructor will award points for completed assignments that parents can use to assign a grade. Textbook/Materials: All materials will be links to open-source materials or scans of documents provided by the instructor and posted to the class Canvas site. Lab/Supply Fee: None What to Bring: Notebook or paper, pen, or pencil. Credit: Homeschool families may wish to count this course as a component (partial) credit in Civics or Career Exploration for purposes of a high school transcript.
10:00 am-11:55 am
9th-12th
(Semester Long)
Latin I*
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 2
Discover the exciting world of Latin language and Roman civilization! Learn the foundations of the language of great conquerors, orators, and men and women who shaped the course of history. Studying Latin also opens many doors to learning other Romance languages and deepens students' understanding of English structure and mechanics, including rhetorical and grammatical constructs. This is an introductory class focusing on the basics of Latin grammar, vocabulary and syntax. Students will also study Roman history and culture, Roman civilization, Roman numerals, and English derivatives of Latin words. In addition, they will discover the Roman world through geography, mythology, and daily life. For grammar, the class will cover parts of speech, word endings, and idioms. Students will also discuss the Latin roots for medical terms and various Latin mottoes and expressions. While Latin is primarily a written language, the class will cover basic oral Latin for conversation. Students will learn the necessary skills to be prepared for the option of taking the National Latin Exam in the spring. Workload: Students should expect to spend about 3-4 hours per week on grammar, culture and applied Latin skills. Assignments: Homework assignments will be explained in class and emailed to parents and students. Most will be paper-based, so computer access is only necessary outside of class for referencing the homework and researching projects. Assessments: The instructor will assign points using a class rubric, which will include quizzes, tests, projects and participation. Parents will receive a detailed evaluation at the end of the year with sufficient information and feedback to calculate a grade. Textbook: Students should purchased a pre-owned copy of Ecce Romani I, 3rd edition (ISBN: 978-0131163706) What to Bring: Students will need loose leaf paper, a binder or notebook, and pencils for daily classes and homework. Projects may require occasional additional materials. Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
12:00 pm-12:55 pm
8th-12th
(Year Long)
The Art of Advertising & Marketing: Accounts, Creative, and Media
Quarter(s): 1,2
Day(s): Mon
Open Spots: 3
Do you recognize McDonald's golden arches, Amazon's smile, or Twitter's blue bird from a block away? Can you connect a company and its slogan: "Just Do It" (Nike) or "Taste the Rainbow" (Skittles)? If so, you have experienced the work of the advertising and marketing industries! These dynamic career fields merge applied creativity, psychology, writing, and design. This class will explore the theory and practice of advertising and marketing, from the skills and structure of each position to in-class experience in creating campaigns. Students will examine the processes and finished products of both advertising and marketing teams through case studies and projects and will discover what sets the two specialties apart. They will learn the underlying principles of advertising and marketing and understand the responsibilities, expectations, and cultures of both fields. First semester, the class will cover the choices of hiring an advertising agency or performing advertising in-house with a team comprised of account managers, creatives, media buyers, and others. Students will explore the skills necessary for each role, such as writing, consumer psychology, budgeting, interpersonal skills, public speaking, presentation creation, graphic design, and more. The class will look at case studies and examples from print, television, and online media content. Sample projects could include a group project where each member takes on a different role within an ad agency or in-house team and/or individual case studies and critiques on individual brands. This class provides a practical opportunity for students to assess their own interests and strengths for a future a career in advertising or marketing. Do they enjoy working with potential clients, or would they rather stay behind a computer? Do they like the creative execution of writing and designing, or are they more theoretical with their brainstorming? Do they prefer leading, or would they rather have a specific designated role within a team? This class also prepares students to be informed consumers and analytical thinkers about the branded content they consume and encounter in daily life. The class will also explore ethical and legal implications of campaigns, such as marketing to children, disclosing sponsored content, subliminal messaging, and more. Workload: Students should expect to spend about 2-3 hours per week on homework and projects. Assignments: Homework assignments will be explained in class and emailed to parents and students. Assessments: The instructor will assign points using a class rubric, which will include homework, quizzes, tests, projects and participation. Parents will receive a detailed evaluation at the end of the year with sufficient information and feedback to calculate a grade. Textbook: Links to case studies and class materials will be emailed or posted in an online classroom management system. What to Bring: Students will need loose leaf paper, a binder or notebook, and pencils for daily classes and homework. Laptops may be required in some class meetings for online research and projects. Projects may require occasional additional materials. Credit: Homeschool families may wish to count this course as a partial credit in Fine Arts, Career Exploration or General Elective for purposes of a high school transcript.
1:00 pm-2:55 pm
9th-12th
(Semester Long)
Pre-Algebra*
Quarter(s): 1,2,3,4
Day(s): Mon,Thu
Open Spots: 1
This is a complete course in Pre-Algebra that will provide an introduction to basic algebra concepts and a review of arithmetic algorithms with an emphasis on problem solving. The major topics covered in this course are Numbers and Operations, Expressions & Properties, Equations & Inequalities, Functional Relationships and Ratios, Percent & Proportions. Students will learn to use formulas to solve a variety of math problems encompassing geometry, measurement probability, and statistics. Students will also be applying their learning to real life scenarios to solve problems. Prerequisites: Students must be fluent in the four basic operations- addition, subtraction, multiplication and division. They will need to show proficiency and have a thorough command of basic computation. In addition, a basic, introductory understanding and ability to work with fractions and decimals is required to solve equations and simplify expressions. If you are unsure about your child's readiness for this class, the instructor will recommend one or more practice platforms and/or assessments to confirm placement. Workload: Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments. Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, link to quizzes and tests, track grades, and message the instructor and classmates. Assessments: All chapter tests will be taken outside of class with parental oversight to maximize in-class instructional time. Points will be assigned for completed homework, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site. Textbook: The selected textbook is available free online, and a link will be posted on Canvas. Students who prefer a hard copy textbook may purchase or rent McDougall Littell's Pre-Algebra (ISBN #978-0618250035). As an alternative, for any student who struggles with reading, the textbook can be purchased as an audio CD (ISBN #978-0618478828). What to Bring: TI-34 calculator Credit: Homeschool families may wish to count this course as a full credit in Mathematics for purposes of a high school transcript.
10:00 am-10:55 am
7th-9th
(Year Long)
Algebra I (Mon, Thu)*
Quarter(s): 1,2,3,4
Day(s): Mon,Thu
Open Spots: 1
This is a complete course in high school Algebra I which will cover fundamental concepts in algebra and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. This course is designed to emphasize the study of algebraic problem-solving with the incorporation of real-world applications. Topics in Algebra I include number systems, linear systems, rational numbers, complex numbers, exponents, roots, radicals, quadratic equations, polynomials, factoring, absolute values, ratios, and proportions. In addition, the course will cover solving and graphing systems of functions, linear equations, and inequalities. Students will explore these topics through class discussions, practice problems, and open-ended problem-solving. Prerequisite: Students should have a solid foundation in pre-algebra topics in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload. Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade. Textbook: Students should purchase or rent the required textbook for this class: Algebra I: Expressions, Equations, and Applications by Paul A. Foerster. It is available in a few different editions, each of which is virtually identical: 2nd edition (ISBN-10 020125073X, ISBN-13 978-0201250732), 3rd edition (ISBN-10 0201860945, ISBN-13 978-0201860948), and Classic edition (ISBN-10 020132458X, ISBN-13 978-0201324587). It is also available under the title Foerster Algebra I, Classics edition (ISBN-10 0131657089, ISBN-13 978-0131657083). A calculator is not needed for this course. Credit: Homeschool families may wish to count this course as a complete credit in Algebra I for purposes of a high school transcript.
11:00 am-11:55 am
7th-10th
(Year Long)
Geometry (Mon,Thu)*
Quarter(s): 1,2,3,4
Day(s): Mon,Thu
Open Spots: 2
This is a complete course in high school Geometry which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Students will learn deductive reasoning, and logic by completing geometric proofs. Topics in geometry include: lines, angles, congruence, concurrence, inequalities, parallel lines, quadrilaterals, transformations, area, similarity, right triangles, circles, regular polygons, and geometric solids. Students will explore these topics through class discussions, practice problems, and open-ended problem- solving. Prerequisite: Students should have a solid foundation Algebra I in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload. Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade. Textbook: Students should purchase or rent the required textbook for this class: Geometry: Seeing, Doing, Understanding, 3rd edition (ISBN-10 0716743612, ISBN-13 978-0716743613) A calculator is not needed for this course. Credit: Homeschool families may wish to count this course as a complete credit in Geometry for purposes of a high school transcript.
1:00 pm-1:55 pm
8th-11th
(Year Long)
LEGO Robotics Training Team*
Quarter(s): 1,2
Day(s): Mon
Open Spots: 0
LEGO Robotics Training Team is a semester-long "boot camp" and training ground for future FIRST LEGO League (FLL) competitors. The Training Team allows Compass students to work through a complete FLL challenge to ensure that they understand the project and enjoy the process before joining a competition team. Training Team students are sub-divided into smaller teams that compete against each other in building and coding challenges at a more relaxed pace than FLL competition teams which may require 6-10+ hours per week. Compass Training Team members will complete a full FLL challenge from a previous year. They will learn 21st century skills in robotics and programming while enjoying the camaraderie of working as a team to solve challenges. Kids will gain confidence and build skills in leadership and communication. The Training Team members will compete in-house against each other, but will not participate in a regional competition in 2023-24. FIRST LEGO League (FLL) is an accessible, guided, beginners' robotics program that encourages teamwork, discovery, innovation, and problem-solving. The FLL competition is comprised of three components: the Robot Game, an Innovation Project, and Core Values. The Robot Game is an annual theme-based challenge that encourages kids to think of technology solutions to real-world problems. Teams design and program an autonomous robot that scores points on a themed table-top playing field. Past challenges have been inspired by environment, transportation, accessibility, and exploration. FLL team members engage in brainstorming, research, design, and coding while practicing the engineering design process of building, testing, re-building, re-testing, etc. Students will work with LEGO Mindstorms EV3 robotics components and use drag-and-drop coding blocks to program their robots on laptop computers. No robotics or programming experience is necessary to join the Training Team, but it is beneficial if students have experience building with LEGO Technics components (beams, gears, and axel pins rather than bricks with studs). FLL members have fun with friends, encourage and support each other, and learn the art of gracious competition. In addition to the robot challenge, FLL team members compete in short, on-the-spot challenge problems in the Innovation Project phase of the competitions. FLL is also known for its philosophies of "professionalism" and "cooperation" which are expressed in the organization's Core Values of discovery, innovation, impact, inclusion, teamwork, and fun. Teams are also judged on how well they promote and exhibit these core values. There is a $40.00 supply/equipment fee payable to Compass on the first day for practice competition materials.
10:00 am-11:55 am
4th-6th
(Semester Long)
Robotics Challenge Lab*
Quarter(s): 1,2
Day(s): Mon
Open Spots: 0
Students will explore the science and technology of robotics in an open workshop environment. They will work in pairs by experience level and interests to plan, conceptualize, build, program, and test a robot of their own design. Student partners will set their own design and performance criteria for their robot. Will it be one that plays a game, gathers data, or completes a mission using custom code that the team has written and tested? This laboratory is open to beginners as well as returning students with prior experience. The class will focus on construction and programming, with the goal of having functional robots by the end of the semester. There will be an emphasis on the engineering-design process with repeated build-test-redesign iterations until the robot performs as expected. Student pairs will be encouraged to think creatively and apply problem-solving skills to find unique solutions to their scenario. Groups will move at their own pace, and completed robots may have different levels of complexity depending on the experience of the team. An experienced robotics competitor will serve as a mentor and facilitator during the lab. He will not teach formal lessons but will instead circulate among the partner teams to trouble-shoot and offer advice on hardware and software issues, spending more time with newer builders and programmers. Students will enjoy the collaboration and camaraderie that comes from watching the successes, missteps, and eventual solutions of other teams. They will build with Tetrix Prime metal robotics components, incorporate sensors [such as, ultrasonic distance, infrared (IR) proximity, mini-LIDAR (laser radar), touch, line-following, color- sensing, or sound sensors], electronics, and motors from Tetrix Prizm, and code using the Arduino IDE. Please note: Prior experience with robotics and coding are not required. Also, students do not get to keep finished projects.
1:00 pm-2:55 pm
7th-12th
(Semester Long)
Shakespeare Off the Page: Macbeth*
Quarter(s): 1,2
Day(s): Mon
Open Spots: 0
Read it! Act it! Students will enjoy this two-hour, semester-long workshop with Shakespearian coach Heather Sanderson, who hails from England, and is known for instilling a love of Shakespeare into the hearts of students at Compass and throughout the Greater DC area. The class will explore Shakespeare's timeless tragedy, Macbeth, and analyze its characters, plot, themes, and motives. Students will take on the personas of King Duncan, General Macbeth, Lady Macbeth, the Three Witches, and a cast of courtesans, soldiers, murders, and apparitions in this tale of corruption, political ambition, and paranoia. Students will read different roles, study and act out scenes, practice monologues, and work through the literature while having fun with fellow teens in-person. Theatre games will be used to encourage collaboration, and specially designed improv exercises will be used to stretch teens' imaginations and help them get "in character". The class will use read-aloud and in-class dramatization to decipher the original language, word choices, and to identify humor, satire, mockery, betrayal, and rejection in this mixed-up comedic tale of mistaken identity. The class will work from complete texts (not redacted, abridged, or simplified school versions) to hear and practice Elizabethan lingo. (How did someone of Shakespeare's time hurl insults or woe a woman?) Students will learn how the Bard crafted scenes and conveyed the primary storyline and sub-plots in the tragic "Scottish Play" that has endured for over 400 years. Instructor Heather Sanderson shares a teaching style based on actions and interactions, developed from years of experience coaching Shakespeare in a way that appeals to students. Her approach brings abstract concepts, complex themes, and difficult language to the students' level, so that they can relate to and appreciate Shakespeare. Note: This is a 12-week semester that will not meet on 10/9/2023 Workload: Students should expect to spend 0-1 hour per week outside of class reading and memorizing sections. Assignments: Sections will be assigned in class and included in the weekly e-mail to parents/students. Assessments: Informal, qualitative feedback will be given in class throughout the semester. A quantitative score/grade will not be provided. Textbook: The cost of the class text is included in the course fee. Credit: Homeschool families may wish to count this course as a component (partial) credit in English Literature or Fine Arts for purposes of a high school transcript.
11:00 am-12:55 pm
7th-12th
(Semester Long)
Culinary Foundations: Meat Pies and Sweet Pies
Quarter(s): 2
Day(s): Mon
Open Spots: 2
Students with a curiosity for culinary careers will explore many aspects of cooking for the hospitality industry and for themselves. In this advanced cooking class, students will make delicious, advanced recipes and learn skills that are the foundation for a future career in culinary arts. This class will get students excited about new foods, flavors, and techniques as they gain a working knowledge of food planning and preparation. Each quarter, new technical, kitchen skills are introduced, and each week, a new recipe is made in class that demonstrates the featured food group or cooking style. Second quarter covers Chapter 2 in the Level 1 textbook and features Meat Pies and Sweet Pies including:
- Pork Tourtiere
- Salted Caramel Bourbon Pecan Pie (nuts)
- Curry Chicken Pie
- Blueberry Cheesecake Cream Pie
- Traditional Treacle Tart
- Southern Tomato Pie
- Lamb Hand Pies
- Foundations of Restaurant Management & Culinary Arts: Level 1, published by National Restaurant Association (ISBN# 978-0138019389)
- Foundations of Restaurant Management & Culinary Arts: Level 2, published by National Restaurant Association (ISBN# 978-0131380226)
- Activity Guide for Foundations of Restaurant Management and Culinary Arts Level 1, published by National Restaurant Association (ISBN# 978-0137070503)
- Activity Guide for Foundations of Restaurant Management and Culinary Arts Level 2, published by National Restaurant Association (ISBN# 978-0131380714)
10:00 am-11:55 am
9th-12th
Sweet Shop: Gooey Goodies (Mon)
Quarter(s): 2
Day(s): Mon
Open Spots: 1
The tantalizing aroma of cookies in the oven. A mouth-watering burst of mint. The silky feel of melted chocolate. The sticky sweet of fresh-made caramel. A subtle hint of lemon. Student bakers will enjoy these delicious sensations- and more- as they explore the world of baking homemade desserts. Sweet Shop treats are scrumptious, fun, and simple to make. Each week they will prepare a fresh, handmade dessert or sweet such as: pies, cakes, cookies, tarts, trifles, mousses, puddings, candies, fudge, brittle, or chocolate. The class will include some icing, decorating, and garnishing techniques for completed desserts. This quarter, the Compass bakers' culinary adventures will include:
- Red Velvet Crackle Cookies
- Whoopie Pies
- Mini Cherry Cheesecakes
- Cardamom Cakes
- Banana Split Bites
- Gummy Candy (vegan)
- Festive Cranberry Cake With Pecans (nuts)
12:00 pm-12:55 pm
8th-12th
Advanced Baking & Pastry: Puff, Pie, and Pudding
Quarter(s): 2
Day(s): Mon
Open Spots: 0
The warm, welcoming smell of baking bread, flavorful fondant, carefully crackled creme brulee, mile-high mille-feuille, and proper puffed pastry. These are just some of the advanced baking techniques that Compass bakers will learn in Perfecting Pastries. From pate a choux to piecrust, students chefs will create more complex baked items in this course. This quarter, the Compass bakers' culinary adventures will include:
- Puff Pastry
- Cinnamon Swirls
- Chocolate Hazelnut Holiday Tree (nuts)
- Pie Crust And Savory Irish Potato Pie
- Sticky Toffee "Pudding"
- Braided Danish Kringle With Walnuts (nuts)
- Cranberry Curd Pie With Walnut Crust (nuts)
1:00 pm-2:25 pm
9th-12th
Principles of Biology (On-Level or Honors)- Lecture **Online** *
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 0
This is a place-holder for the Principles of Biology lecture. Students should register for the Principles of Biology Lab, which will automatically enroll them in both class sections.
9:00 am-9:55 am
9th-12th
(Year Long)
Everyday Physics- Lecture **Online** *
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 0
This is a place-holder for the Physics lecture. Students should register for the Physics Lab, which will automatically enroll them in both class sections.
10:00 am-10:55 am
11th-12th
(Year Long)
Physical Science- Lecture **Online** *
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 0
This is a place-holder for the Physical Science lecture. Students should register for the Physical Science Lab, which will automatically enroll them in both class sections.
11:00 am-11:55 am
9th-10th
(Year Long)
Art / Music | Science / Technology | Humanities / Social Sciences | Language Arts |
Extracurricular | Math | Foreign Language | (Full Classes) | Private Lessons | Cooking | Lunch N Learn |