3rd Quarter classes begin the week of Jan 12, 2026.
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 January 5, 2026 |
Friday
Mastering Microsoft Office: Excel (Certificate Program)
Quarter(s): 3,4
Day(s): Fri
Open Spots: 3
You might have gone through high school using beginner-level Google tools like Docs, Sheets, and Slides, but to prepare for college and career, it might be time to learn Microsoft Office 365. While Google Workspace applications are generally liked for their ease of collaboration and cloud-based accessibility, Microsoft Office 365 tools are preferred in many majors and industries for their advanced features, refinement, and computing power. Any high school student who plans to pursue a college major in business, science, engineering, or other data-driven field should learn Microsoft Office, and anyone wishing to enter the job market or enhance their resume with recognized credentials as a Certified Microsoft Office Specialist should take this class. Furthermore, any student bound for college or the work world who is not proficient in these computer applications can take this class to catch up on 21st century skills. Second semester, students will work through official Microsoft study materials to become certified as a Microsoft Office Specialist (MOS) in Excel. Working in Excel will help as student create and manage worksheets and workbooks that can become professional-looking budgets, financial statements, sales invoices, data logs, and performance charts. Specific skills covered in the Excel Associate curriculum include: creating cells and ranges; creating tables; applying formulas and functions; creating charts and objects; creating and editing a workbook with multiple sheets; and using a graphic element to represent data visually. An additional benefit of this course may be earned college credit. The American Council on Education (ACE) has recommended that MOS certifications in Word, Excel, and PowerPoint be considered as computer application in higher education institutions. 1800 accredited ACE-member, degree-granting colleges, universities, and other education-related organizations may award college credit to students who earned these certifications. Prerequisite: Basic keyboarding skills. Levels: Students who take this course on-level can earn MOS certifications. Students who take both semesters of this course will additionally qualify as a Microsoft Office Specialist: Associate level for earning at least three certifications. Students who wish to pursue a more rigorous curriculum and designate this as an "honors" level course on their transcript can self-study for the Microsoft Office Specialist: Expert level which requires two additional exams passed at the Expert level (and additional testing fees of $200.) Equipment: Students should bring a laptop to class which has a local copy of Microsoft Office 2019 installed or a current subscription and access to Microsoft Office 365. Course Materials: Students will work from the official Microsoft Office Specialist study guides that will be provided in class and is included in the course tuition Assessment: Students will take computer-based exams for each application: The MO-110: Microsoft Word (Microsoft 365 Apps)and the MO-310: Microsoft PowerPoint (Microsoft 365 Apps) first semester and the MO-210: Microsoft Excel (Microsoft 365 Apps) second semester. Testing Fees: A fee of $100 per exam is required to take the Microsoft Office Specialist exams. Non-Meeting Days: In addition to the scheduled days-off on the published Compass schedule, this class will have two other days off with the actual dates to be announced. Credit: Homeschool families may wish to count this course as a component (partial) credit in Career Exploration or Technology for purposes of a high school transcript.
12:00 pm-12:55 pm
9th-12th
(Semester Long)
Criminology: Cold Case Files
Quarter(s): 3,4
Day(s): Fri
Open Spots: 5
Students will delve into the world of crime scene investigators (CSIs) as seen each week on Cold Justice, Unsolved Mysteries, and the Forensic Files television series! Students will be introduced to the mystery of unsolved cases. The class will identify the roadblocks and pitfalls that prevented cases from being solved and justice being served. They will critique where forensic science failed or could have been used more effectively to close a case. Second semester, students will walk through the timelines of cases in the criminal justice system, starting with the crimes, moving through the collections of evidence, forensic testing, taking the cases to trial, receiving the verdicts, and sentencing if found guilty. How does this process change when a case 'goes cold?' How long can evidence sit in storage? How long can a witness's memory last? How long can victims wait for justice? The class will evaluate pairs of similar cases: one that was solved and one that remains unsolved. The class will take cues from the solved case, brainstorm, and formulate recommendations or different approaches that could be applied to the unsolved case using information they have learned about forensic investigation. Students will complete in-class forensic labs related to the cases they are examining. This course is taught by a PhD candidate and professor of Criminology, Tayler Shreve. It is an introduction to criminology for teens who are interested in becoming practitioners or professionals in the vast criminal justice system or those who enjoy true crime books, blogs, or movies. 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: Fundamentals of Forensic Science (Semester 1) and Cold Case Files (Semester 2). Students continuing from first semester will receive priority pre-registration for second semester. Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: There are assignments both in and out of the classroom. Students have the ability to submit assignments based on their learning style(s): written assignments, presentations, spoken recordings (podcast, TedTalk, etc.). Assessments: Students will receive feedback on all assignments. There are no exams in this course, however points will be assigned for completed assignments, participation, and attendance. Textbook/Materials: Articles and case studies will be posted by the instructor as downloadable pdfs. Lab/Supply Fee: A lab fee of $50.00 is due payable to the instructor on the first day of class. This teacher accepts payments via Zelle @ (941)224-9944 Non-Meeting Days: In addition to the scheduled days-off on the published Compass schedule, this is a 12-week class with two additional days off to be announced. Credit: Homeschool families may wish to count this course as a component (partial) credit in humanities or career exploration for purposes of a high school transcript.
1:00 pm-2:55 pm
9th-12th
(Semester Long)
English: American Literature with Writing (Sem 2)
Quarter(s): 3,4
Day(s): Tue, Fri
Open Spots: 3
This full-credit English course is designed to prepare students for college level academic writing. It will deepen student's critical reading and textual analysis skills by asking students to think critically about the "American Dream" and what it means to be an American by reading texts that engage with these topics from the 18th century to today. In this course, students will read and respond in writing to both fiction and non-fiction texts, and our analytical method will focus on rhetorical context (subject, purpose and audience). Spring Semester will feature Their Eyes Were Watching God (Zora Neale Hurston), The Things They Carried (Tim O'Brien), and a selection of other short fiction and poetry. Writing Lab: An essential component of this course will be an in-class Writing Lab. Students in this class should have mastered the basics of academic writing, such as constructing a thesis statement that makes an argument and organizing their thoughts through effective topic sentences and transition statements. This class will deepen students' textual analysis skills with a focus on developing rhetorical analysis, the study of how a text makes meaning. Over the course of the year, students will develop familiarity with a variety of writing styles and forms including rhetorical analysis, literary analysis, critical response, close reading, opinion essay, and personal essay. Students should bring a laptop to class one day per week for in-class writing. Prerequisites: Students taking this class should have mastered the foundations of Introduction to Genre and British Literature (or similar English courses), are expected to take an active role in discussion and complete all writing assignments. Topics in this Series: American Literature, Part I (Semester 1) and American Literature, Part II (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Workload: Students should expect to spend 2-3 hours per week outside of class. Calendar: This is a 15-week course that will not meet on Tuesday 2/3 and Friday 2/6. Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom. Assessments: Students' written assignments will be graded using a rubric and assigned points that the homeschool parent can use when assigning an overall class grade. Textbook/Materials: Because students will need clean, inexpensive copies of each novel to mark in, and they must be able to refer to the passages on the same page numbers, copies of mass market paperbacks will be pre-purchased and bundled for students. (See Supply Fee below). Supply Fee: A class fee of $44.00 is due payable to Compass on the first day of class for the class pack of books and handouts. What to Bring: Students should bring the current literature, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking passages/pages. Credit: Homeschool families may wish to count this course as a half-credit (one semester) or full credit (both semesters) in English for purposes of a high school transcript.
10:00 am-10:55 am
12th
(Semester Long)
English: British Literature with Writing (Sem 2)
Quarter(s): 3,4
Day(s): Tue, Fri
Open Spots: 4
This full-credit high school English class will focus on developing critical reading and writing skills through the study of a range of canonical and post-colonial genres and texts written in English. Through exposure to a variety of voices across time periods and geographical regions, students will investigate major themes, such as the importance of language as a locus of power, the continuity of human nature, and the role of the imagination. Spring semester will introduce students to post-colonial texts and genres featuring Vindication of the Rights of Woman (Mary Wollstonecraft), Pride and Prejudice (Jane Austen), Frankenstein (Mary Shelley), and Paradise Lost (John Milton). Writing Lab: An essential component of this course will be an in-class Writing Lab. Students will write two or three critical response papers and a full-scale literary analysis essay each term. Students will continue to hone the components of academic writing, including how to construct a thesis statement that makes an argument, how to support their ideas effectively with textual evidence, how to organize an argument logically, and how to cite sources in MLA format. Students should bring a laptop to class one day per week for in-class writing. Topics in this Series: British Literature, Part I (Semester 1) and British Literature, Part II (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: Students should be able to read at grade level and have completed Introduction to Genre or equivalent high school level writing class. Students are expected to take an active role in discussion and complete all writing assignments. Workload: Students should expect to spend 2-3 hours per week outside of class. Calendar: This is a 15-week course that will not meet on Tuesday 2/3 and Friday 2/6 . Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom. Assessments: Students' written assignments will be graded using a rubric and assigned points that the homeschool parent can use when assigning an overall class grade. Textbook/Materials: Because students will need clean, inexpensive copies of each novel to mark in, and they must be able to refer to the passages on the same page numbers, copies of mass market paperbacks will be pre-purchased and bundled for students. (See Supply Fee below). Supply Fee: A class fee of $22.00 is due payable to Compass on the first day of class for the class pack of books and handouts. What to Bring: Students should bring the current literature, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking passages/pages. Credit: Homeschool families may wish to count this course as a half-credit (one semester) or full credit (both semesters) in English for purposes of a high school transcript.
11:00 am-11:55 am
11th
(Semester Long)
Economic Empires: Corporations, Capitalists & Consumers- a ...
Quarter(s): 3,4
Day(s): Fri
Open Spots: 3
In this class, students will model the complex and interconnected economies of post-Industrial Revolution in the early twentieth century. The class will use a custom role-playing game (RPG) to simulate multiple, interconnected industrial economies and global supply chains. Each student will begin the semester as the Head-of-State of a world power. They will make decisions within the framework of their historically accurate government type, such as the absolute monarchy of Tsarist Russia or a republic like France, but in true role-playing fashion, they will create characters and build their "backstories" for these heads of state. Students will practice managing labor forces and forging commercial and military alliances with classmates to secure resources and economic prosperity for their nations. They will learn to balance the role of government in directing resources during war and peace to keep their populations safe, fed, and happy using the game resources available to them. Using the lessons taught in class, students will navigate their interconnected business world, learning to either cooperate with or destroy their rivals. Using their carefully documented ledgers, the class will learn to manage key business elements, from keeping their labor force happy enough not to strike, forging deals and making partnerships, and of course, influencing government policy to their benefit. The end of the semester should make clear how each business is interdependent on another, the benefits of cooperation or forceful acquisition. What role does a good (or bad) government play in encouraging and safeguarding investment and for whose benefit? Above all, it should stress the importance of keeping orderly records, making safe vs highly rewarding investments, and how to successfully manage working relationships. By recreating the circumstances of the early 20th century growth in factories and consumerism, and navigating them in the role playing game, students should understand the how and why of the history they have played. Topics in this Series: Tycoons, Titans & Tyrants- Late 19th century (Semester 1), Corporations, Capitalists & Consumers- Early 20th century (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: 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)
American History: Civil War to Spanish-American War, 1812-1898
Quarter(s): 3,4
Day(s): Fri
Open Spots: 5
In this class, students will engage with American History from a unique, thoughtful perspective, facilitated by college professor, Dr. Albert Thompson who is a "researcher, problem solver, and educator." Dr. Thompson is considered a historian of the state, culture, and conflict. He was homeschooled through high school and will guide high school students to use "historical data to advance solutions to contemporary problems." Second semester will cover American History from 1812 through the Civil War and concluding with the Spanish-American War in 1898. The class will examine 19th-century America's transformation from a New World backwater to Global Power. Using speeches, pamphlets, legislation, court rulings, and treaties, the students will develop critical reading skills to identify and evaluate the social, economic, and political forces that contributed to the rise of the United States of America from approximately 1812-1898. The course will highlight the following key events and figures: Andrew Jackson, Catharine Maria Sedgwick, Harriet Beecher Stowe, Susan B. Anthony, Harriet Tubman, Ida B Wells, Nathaniel Hawthorne, Abraham Lincoln, Edgar Allen Poe, Frederick Douglass, John D. Rockefeller; Westward Expansion, the Indian Wars, The Civil Wars, and Abolitionism, the Second Great Awakening, Industrialization, The New Immigrants, Reconstruction, Social Darwinism, New Imperialism and the Spanish American War. The class will uncover history that is often overlooked or downplayed. Professor Thompson encourages students to think deeply about history by introducing individuals and groups in a way that lets students put themselves in others' places. He covers the worldviews that were dominant at the time as a way to explain what motivated historical figures and decisions of the day. Conflicts will be closely examined since throughout history, war is a catalyst that causes economic and social conditions to change dramatically in the shortest period of time. Topics in this Series: First Settlement to First Crisis, 1607-1812 (Semester 1), Civil War to Spanish-American War 1812-1898 (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: Reading at grade level. Workload: Students should expect to spend 1-2 hours per week on readings. Readings should be treated as pre-readings which students complete before class in order to engage in in-class discussion. Assignments: Reading assignments will be communicated weekly to students. This class will not have written assignments or projects. Assessments: The instructor will not give quizzes or provide assessments. Parents may elect to administer online quizzes that are available through the e-textbook website for purposes of assessing their own student's understanding of major themes. Textbook/Materials: The class will use The American Yawp, an open-source online textbook from Stanford University Press (www.americanyawp.com). Students may read chapters online or download a pdf. What to Bring: Paper or notebook; pen or pencil; assigned chapter. Credit: Homeschool families may wish to count this course as a component (partial) credit in American history for purposes of a high school transcript.
1:00 pm-1:55 pm
9th-12th
(Semester Long)
Political Science through Current Events (Sem 2)
Quarter(s): 3,4
Day(s): Fri
Open Spots: 4
Seventy-seven percent of Americans ages 18 - 34 do not recognize either senator from their home state and 53 percent of millennials cannot name even one US Supreme Court justice. Yet there are celebrities from Hollywood, the NFL, and the music industry who have a recognition rate of 98%. Why are so many young Americans disconnected and disinterested in politics, government, economics, and most current events? One reason may be because these subjects seem dull and dated. They require looking backward and may appear devoid of things teens care about. Yet, an understanding of these issues is what is needed to ensure engaged, informed citizens who understand our country's policies and politics. This course will examine the top stories and news of the day and put them in the context of our political institutions and free enterprise system. The class will select topics and trends from the news and evaluate what is "really" behind them. Migrants gathering along our southern border: Can a president change our immigration policy? Mounting student loan burden: Can Congress erase the debt? Governors failing their states: What is a recall? This class will help students understand current events and contemporary controversies by connecting them to the building blocks of political science: American history, government, politics, and economics. This class will employ a Socratic method of teaching. Students should be active, engaged contributors, who come to class prepared to participate in weekly discussions. Each class meeting will be approximately 2/3 discussion of current topics and 1/3 discussion/lecture on connecting the issue to relevant principles in political science and public policy. Students will be assigned weekly readings or short news videos/documentaries which will provide background and context on the issues they are discussing. Prerequisites: None Workload: Students should expect to spend 2-3 hours per week outside of class on homework. Assignments: Assignments will consist of reading newspapers or magazine articles, viewing newsclips, and replying to online prompts. PDF articles and assigned links will be posted in the class Canvas portal. Assessments: Points will be awarded for the class participation and online responses to class discussion and prompts.Parents can assign a grade based on the number of points earned as compared to the number of points available. Textbook/Materials: Students will be given a code to access a classroom account for the Washington Post, New York Times, and Wall Street Journal where they will read current topics. In addition, students will each select an online, independent newspaper from a secondary market to follow. Lab/Supply Fee: The fee for classroom subscriptions is included. Credit: Homeschool families may wish to count this course as partial credit in American Government for purposes of a high school transcript.
2:00 pm-2:55 pm
9th-12th
(Semester Long)
Worldbuilding: Post Apocalyptic Worlds (FRI)
Quarter(s): 3,4
Day(s): Fri
Open Spots: 0
Students will become immersed in the imaginary worlds they construct in this unique course that encompasses elements of fiction writing, sociology, and anthropology. Worldbuilding is the foundation of speculative fiction, such as sci-fi and fantasy, role-playing games, videos, comics, and other visual media. Countless examples of Worldbuilding exist in the movies and books we consume every day such as Tolkien's Middle Earth, the many elaborate settlements of the Star Wars franchise, and the popular RPG, Dungeons and Dragons. In this course, students will develop a fictional locale. Will it be a small village in a known place, a new planet, or an original universe? Students will be guided through an interactive, iterative process of "top-down" design of their unique world, determining broad characteristics first then then elaborating with increasing detail. Builders will make coherent and integrated decisions on geography, climate, ecology, flora, fauna, inhabitants, races, history, social customs, language, religion, origin story, powers/magic, legal system, currency, and technology. The class will read excerpts and watch clips of well-known fictional works which will provide strong examples of each of the elements. First semester, the class will create post-apocalyptic worlds and answer the questions of "what happened?" and "who remained" after a wide-spread disaster that threatened the very heart of civilization. Students, along with their instructor, will develop an in-class world as an example. They will use the lessons and exercises reviewed in class to further develop their individual world project. Students will be expected to keep a notebook of decisions and details as they progress through designing the elements of their world. Students will have the option to purchase a discounted student subscription to World Anvil, a web-based subscription service which allows students to create maps, timelines, and other tools to organize their made-up world. Each student will be expected to make a PowerPoint presentation at the end of the semester which addresses each of the built-world elements. Topics in this Series: Post Apocalyptic Worlds (Semester 1), Mythological Worlds (Semester 2). Students continuing from first semester will receive priority pre-registration for second semester. Prerequisites: None Workload: Students should expect to spend 2 hours per week outside of class. Assignments: Will be posted in a Google Classroom and consist of weekly responses to prompts Assessments: The instructor will assign points for a final semester presentation and completed "Creative Sparks" which are written responses to weekly prompts. Parents may use the student's earned points versus total possible points to calculate a grade for the purposes of a homeschool transcript. Textbook/Materials: Students have the option of purchasing a discounted subscription to World Anvil (worldanvil.com) for approximately $35.00. Lab/Supply Fee: Included Non-Meeting Days: None. Credit: Homeschool families may wish to count this course as a component (partial) credit in language arts for purposes of a high school transcript.
10:00 am-10:55 am
8th-12th
(Semester Long)
Learn to Sew: Beginner & Advanced Beginner
Quarter(s): 3,4
Day(s): Fri
Open Spots: 0
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! Second semester, Beginner 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. Advanced Beginner students (those continuing from first semester or those with prior experience), will learn how to read and cut our a sewing pattern, how to take body measurements and match to pattern measurements, and how to select the best fabric for a pattern. Advanced Beginner students will learn how to finish pieces by selecting and attaching closures (buttons, button holes, grommets, zippers, & hook and eyes); gathering and pleating, using binding and bias tape, and attaching pockets and waistbands. Students will also begin with getting-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. Second semester's Beginner project will be sewing a custom pair of pajama pants, while the Advanced Beginner project will be a small block quilt. 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 Michaels 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. Lab/Supply Fee: A class fee of $50.00 is due payable to the instructor on the first day of class for a project box, including a sewing kit (with 1 pack of sewing machine needles, thread, and hand sewing essentials), and other materials used in class. What to Bring: Instructor-furnished sewing kit, sewing machine, bobbins, owner's manual, extension cord, fabric, and images/sample photos, swatches, and other assigned materials. 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.
11:00 am-11:55 am
8th-12th
(Semester Long)
Algebra I (Tue, Fri)
Quarter(s): 1,2,3,4
Day(s): Tue, Fri
Open Spots: 3
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. In addition, students should be capable of copying the sample problems and solutions worked in class on the white board to his/her own notes as examples for completing homework. Workload: Students should expect to spend 1-1.5 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 7-day cycle, with assignments posted on Thursdays and due the following Thursday. Students are advised to start homework once it is assigned (i.e., not wait until the night before it is due). Weekly homework assignments will be of a length that a student should be able to complete them in two or three at-home work sessions. Solutions will be provided for some homework problems, but students are expected to show all steps of their 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: Student progress will be assessed by: (1) The instructor checking that weekly homework sets are attempted and complete and (2) detailed grading of periodic take-home tests. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade. See the instructor's webpage for detailed homework and test policy, including late work and re-work. Textbook: Students should purchase the 2024 paperback reprint of: "Algebra I" by Paul A Foerster as sold by Veritas Press (https://store.veritaspress.com/foerster-algebra-i-student-text.html) 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
Quarter(s): 1,2,3,4
Day(s): Tue, Fri
Open Spots: 5
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 in Algebra I in order to take this class. Workload: Students should expect to spend 1-1.5 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 7-day cycle, with assignments posted on Thursdays and due the following Thursday. Students are advised to start homework once it is assigned (i.e., not wait until the night before it is due). Weekly homework assignments will be of a length that a student should be able to complete them in two or three at-home work sessions. Solutions will be provided for some homework problems, but students are expected to show all steps of their 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: Student progress will be assessed by: (1) The instructor checking that weekly homework sets are attempted and complete and (2) detailed grading of periodic take-home tests. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade. See the instructor's webpage for detailed homework and test policy, including late work and re-work. 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)
Probability & Statistics (On-Level or Honors)
Quarter(s): 1,2,3,4
Day(s): Tue, Fri
Open Spots: 2
The odds of winning the Powerball jackpot are 1 in 292 million. 77% of teens ages 12-17 have cell phones. One out of every two youth voters cast a ballot in 2020. From election polls to stock market data and weather reports to medical test results, statistics and probability are all around us. They are quoted in the podcasts we listen to, the news we watch, and the textbooks and articles we read. Statistics and probability are used in almost every field of study and career for forecasting, decision making, and tracking progress. In 2021-22, the government will release a tsunami of 2020 census statistics about our country's population. (Coincidentally, the odds of a tsunami hitting the east coast- less than the Powerball win.) But statistics and probability are also often misused, misquoted or incorrectly applied, so having a solid understanding of what these numbers represent will help make teens informed consumers and decision-makers. This course will explore the collection and analysis of data, inferences and conclusions, and the use of this information. Themes include relationships between variables, gathering data, interpreting categorical versus quantitative data. The class will also cover sample surveys, experiments, and observational studies and evaluate randomness and probability. Finally, students will learn about making inferences, justifying conclusions, and using probability to make decisions. Prerequisite: Students should have a solid foundation in Algebra I and Geometry in order to take this class. It is an ideal class for a student who needs an additional credit in high school math, but who may not wish to pursue more advanced mathematics courses such as Algebra II and Pre-Calculus. Levels: The course provides a substantive, full-credit experience on either an Honors or On-Level track. All class members share core material and participate in the same class lectures. Honors students will receive additional, more challenging problems. Students register online for the same course but must indicate which level they wish to follow by the first day of class. Students may move down a level (from Honors to On-Level) at any time. Workload: Students should expect to spend 1-1.5 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 7-day cycle, with assignments posted on Thursdays and due the following Thursday. Students are advised to start homework once it is assigned (i.e., not wait until the night before it is due). Weekly homework assignments will be of a length that a student should be able to complete them in two or three at-home work sessions. Solutions will be provided for some homework problems, but students are expected to show all steps of their 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: Student progress will be assessed by: (1) The instructor checking that weekly homework sets are attempted and complete and (2) detailed grading of periodic take-home tests. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade. See the instructor's webpage for detailed homework and test policy, including late work and re-work. Textbook: The required textbook for this class is "Stats In Your World" 1st edition by David E. Bock (ISBN-13: 978-0131384897). Credit: Homeschool families may wish to count this course as a complete credit in Probability & Statistics for purposes of a high school transcript.
2:00 pm-2:55 pm
10th-12th
(Year Long)
Biology- Lab (On-Level or Honors)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 0
This class will be taught in a Hybrid format with an online lecture on Mondays (10:00 am - 10:55 am) over a live, online platform and in-person lab and activities on Fridays (9:30 am - 10:55 am). Registration for the Lab section will automatically enroll the student in the Lecture section. This full-year lab science course introduces classic biology topics updated for the 21st century. Biology studies living things and their relationships from microscopic to massive, ancient to modern, arctic to tropic. Our survey includes: (1) cellular and molecular biology, (2) ecology, (3) genetics, (4) biology of organisms (with selected human health and anatomy topics), and (5) evolution and diversity. You will observe microscopic organisms and give monarch butterflies a health exam before tagging them for their 2,800 mile migration to Mexico. You will extract DNA, model its processes, and learn how scientists manipulate this magnificent molecule to make mice glow. You will observe animal behavior, test your heart rate, and practice identifying and debunking pseudo-science. By the end of the course, students will be able to explain the nature of science as a system of knowing; cite evidence for foundational theories of modern biology; explain basic biological processes and functions; describe structures and relationships in living systems; outline systems of information, energy, and resources; demonstrate valid experimental design; discern ethical standards; relate their values and scientific ideas to decision-making; and apply biology knowledge to their own health. Students are responsible for pre-reading and reviewing new material such as readings from the textbook and additional popular and scholarly sources, videos, and animations PRIOR to class meetings. In-person sessions focus on active discussion, clarification, exploration of content, review, modeling, and hands-on activities. Labs address not only technical skills and sequential operations, but also forming testable predictions, collecting data, applying math, drawing conclusions, and presenting findings. Hands-on dissection, always optional, is taught with preserved crayfish and fetal pigs. Sensitive issues: human reproduction is not taught separately, but mentioned as students learn about other, related topics such as sperm, eggs, stem cells, genetic disease, hormones, fetal development, breast-feeding, adolescence, and HIV. While there may be some debate-style discussion of topics such as GMO, abortion will not be debated. Birth control and sex education are not covered, but distinctions between gender and biological sex are discussed in detail in the genetics unit. Evolution is embedded in every topic, from molecular to ecological, inseparably from other content. It is addressed in a scientific context, not from a faith standpoint. Levels: The course provides a substantive, full-credit experience on either an Honors or On-Level track. All class members share core material and participate in the same labs. Honors has longer or additional readings, more analytical work, and more thorough and difficult assessments. Brief, required summer assignments are due in August for those who elect to take Honors. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Students may move down a level (from Honors to On-Level) at any time. Prerequisites: Students should be very strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages. Workload: All students should expect to spend 4-6 hours outside of class reading and preparing homework. Homework includes term cards, brief written responses, weekly online quizzes, unit tests, occasional lab reports, and some creative assignments including sketching. Students will sometimes prepare short, in-class presentations, participate in group projects, run simulations, or conduct simple experiments at home. Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments; upload homework, take automated quizzes and tests; track grades; message instructor and classmates; and attend virtual conferences. Assessments: Completed homework, projects, quizzes, and tests receive points and narrative feedback. Parents can calculate a letter grade using the student's points earned divided by points available, in weighted categories that include assignments, reading quizzes, tests, and participation and presentations. Parents may view all scoring and comments at any time through the Canvas site. Textbook/Materials: Students must purchase or rent the textbook Biology Now: Third High School Edition (2022) published by WW Norton. A 360-day digital license directly from the publisher costs $53.00 HERE (ISBN: 978-0-393-54247-9) or $130 when bundled with a hardcover text (ISBN 978-0-393-54010-9). Used books may be available from 2022-23 students. Core textbook readings are supplemented by the instructor with updated information drawn from sources such as peer-reviewed science journals, popular science publications, and podcasts. Lab/Supply Fee: A class fee of $130 is due payable to the instructor on the first day of class. Supplies/Equipment: Students will need access to a computer/internet, compound microscope with 400X magnification and cool lighting, splash goggles, water-resistant/acid-resistant lab apron, kitchen or postal scale, 3-ring binder, approximately 400- 3"x5" index cards; and plain, lined, and graph paper. Some of these supplies are used at home. Weekly "Read Me First" web pages and class announcements on Canvas tell students what items to bring to class. Credit: Homeschool families may wish to count this course as a full credit in Lab Science for purposes of a high school transcript.
9:30 am-10:55 am
9th-12th
(Year Long)
Compass Kindergarten- Science Sparks (Sem 2)
Quarter(s): 3,4
Day(s): Fri
Open Spots: 3
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 "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, or 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 Fridays, the focus will be on science and exploration of the natural world through stories, crafts, and observations both inside and outside the classroom. Themes include seasons, weather, local animals, and the five senses. As a bonus, Compass kindergarten students assist in carring for the Compass lab animals (1 gecko, 3 bearded dragnons, 1 fire-bellied toad, and 1 rat.) Readiness: Students must be age five (5) by the start of the program or have the teacher's approval for younger. To be successful in this program, entering kindergartners must be able to do the following preschool-level skills: (1) be able to separate from parents with little discomfort; (2) be able to sit and listen to a story or stay on a task for 10 minutes; (3) be able to follow simple, age-appropriate directions from the teacher or another adult; (4) be able to write and recognize his/her first name; (5) be able to hold and use crayons and scissors correctly; (6) be completely self sufficient in a public restroom (wiping, flushing, washing hands, etc.) Other Notes: Children should bring a bagged lunch and water bottle to each session. There is a $50.00 material fee for class consumables due payable to the teacher on the first day of class. Please note: This instructor only accepts cash payments. Parents can choose to drop children off for this program (different than Compass's school-year policies for 55 minute classes.) Registration for this program is by 14-week semester with priority registration for continuing students. 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)
Private French Lessons (55 min)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 0
Private French Lessons- Edwige Pinover
11:30 am-12:30 pm
1st-Adult
(Year Long)
Guitar for Teen Beginners II
Quarter(s): 3,4
Day(s): Fri
Open Spots: 2
Teens will continue to learn the fundamentals of playing the guitar. In this class, students will continue to learn basic melodies, chords, and strumming patterns for familiar songs from a variety of genres such as, "Sweet Jane" (by The Velvet Underground), "House of the Rising Sun," (by Eric Burdon and The Animals) and "Willow" (by Taylor Swift) chosen by the instructor and students. Students are encouraged to bring in music they are interested in learning. New chords and new songs will be added each week as students also learn to read music and basic music theory. Students will also learn how to hold, tune, and care for their guitars. Each student will need a least a beginner level acoustic guitar. Students should be able to read at grade level for this class and should plan to practice at home several times each week. Adults are permitted to enroll in this class. Prerequisite: New students who wish to enroll 2nd semester should have at least 12-15 hours of prior instruction in order to match the pace of the enrolled students. Topics in this Series: Guitar for Teen Beginners I (Semester 1), Guitar for Teen Beginners II (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Workload: Students should expect to spend 20-30 minutes per day, most days practicing chords and melodies from class. Assignments: New material will be introduced in class. Assessments: Will not be given. Lab/Supply Fee: If the student needs a new or replacement tablature notebook, there is a materials fee of $10.00 payable to the Compass . What to Bring: Students should purchase or rent an acoustic guitar. In addition, picks, an electric tuner or tuner app installed on a phone, and pen/pencil. 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
9th-12th
(Semester Long)
Private French Lessons (55 min)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 0
Private French Lessons- Edwige Pinover
3:00 pm-3:55 pm
1st-Adult
(Year Long)
Private French Lessons (55 min)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 1
Private French Lessons- Edwige Pinover
3:00 pm-3:55 pm
1st-Adult
(Year Long)
American Sign Language (ASL) III
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 2
Students of ASL will continue to improve their fluency in this 3rd year course. As students become more advanced signers, emphasis will be on focusing on the meaning of a conversation (whole) and storytelling rather than individual signs (parts) or phrases. In conversation, students will learn to confirm information by asking questions in context. Third year students will continue to build their vocabulary, apply ASL grammar, and will learn to describe places, giving directions, giving opinions about others, discussing plans and goals, ask for advice, give opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in ASL III include expressing year, phone numbers, time, and currency in numbers, giving directions, locations, etc. Each unit will include presentations and readings on Deaf culture and Deaf history. Class time will be dedicated to interactive ASL activities and signing practice. ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day of class. Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students. Prerequisite: ASL II students who wish to enroll in ASL III must pass a proficiency exam and receive instructor approval. Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice. Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. Through Canvas, students will be asked to post short videos of themselves signing as homework. Enrolled students will be asked to review ASL 1 and 2 vocabulary, grammar, and facial expressions. Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and body movement), and "below the nose" modifiers (lip expressions). Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.
12:00 pm-12:55 pm
10th-12th
(Year Long)
American Sign Language (ASL) II
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 3
Students of ASL will continue to improve their fluency in this 2nd year course. As students become more advanced signers, emphasis will be on focusing on the meaning of a conversation (whole) rather than individual signs (parts). In conversation, students will learn to confirm information by asking questions in context. Second year students will continue to build their vocabulary, apply ASL grammar, and will learn to make requests, ask for advice, give opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in ASL II include expressing year, phone numbers, time, and currency in numbers, appearance, clothing, giving directions, locations, etc. Each unit will include presentations and readings on Deaf culture and Deaf history. Class time will be dedicated to interactive ASL activities and signing practice. ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day of class. Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students. Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice. Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. Through Canvas, students will be asked to post short videos of themselves signing as homework. Enrolled students will be asked to review ASL 1 vocabulary, grammar, and facial expressions. Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and body movement), and "below the nose" modifiers (lip expressions). Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.
1:00 pm-1:55 pm
9th-12th
(Year Long)
American Sign Language (ASL) I
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 4
Are you interested in learning a new language that is used right here in America? Are you intrigued by a modern language that has no written form? Do you want to find out why American Sign Language is much more closely linked to French Sign Language than British Sign Language? If so, American Sign Language (ASL) is a great language for you! In this class, students will learn the basic skills in production and comprehension of ASL while covering thematic units such as personal and family life, school, social life, and community. Each unit will include presentations and readings on Deaf culture and Deaf history. Students will learn fingerspelling and numbers, developing conversational ability, culturally appropriate behaviors, and fundamental ASL grammar. Class time will be dedicated to interactive ASL activities and face-to-face signing practice with the instructor and partners. ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day of class. Enrolled students are not expected to know any sign language prior to beginning ASL I. Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students. Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice. Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. There may be some brief written assignments, but for most homework assignments, students will be asked to post short videos of themselves signing. Students will need either a camera phone or webcam to complete these assignments. Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and body movement), and "below the nose" modifiers (lip expressions).
2:00 pm-2:55 pm
8th-12th
(Year Long)
French IV
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 3
Bonjour et bienvenue dans notre classe de Francais 4 ! Welcome to the fourth year of high school French. This is a conversation-focused program in which students will communicate among each other about different topics. The class will naturally continue using the present tenses, the future tenses, the past tenses, and the conditional tense. At this point in learning French, students should be able to communicate fluently about various topics using their knowledge. Students will also develop new vocabulary and new grammar points via the use of different readings. Class will be conducted primarily in French and will focus on listening and speaking skills. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos. Prerequisites: French III Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Textbook:Each semester, students will read a novel in French that will be selected by the instructor. Students will be asked to reimburse her for the cost of the novel, approximately $10.00-$15.00 Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
10:00 am-10:55 am
11th-12th
(Year Long)
French III
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 3
Bonjour et bienvenue dans notre classe de francais 3 ! Welcome to the third year of high school French. This is a conversation-focused program in which students will build more vocabulary and will be able to communicate using more and more complex sentences. The class will continue using the present tense, the future proche (a future), the passe recent (recent past), the passe-compose and imparfait (two forms of past tense) and will learn the future and the conditional forms of verb. Vocabulary will include school activities, professions, the theme of fairy tales, nature and environment, and the media. At this point in learning French, students should be using all of the vocabulary they know to become better listeners, more fluent speakers, and stronger writers. Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos. Prerequisites: French II Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Textbook: Students should purchase or rent the required textbook for this class: Bien Dit!: Student Edition Level 3, 2013 edition (ISBN-13: 978-0547871691) Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
11:00 am-11:55 am
10th-12th
(Year Long)
French II
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 1
Bonjour and welcome to the second year of high school French. This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in French. Students will cover the broad themes and vocabular for: my family and my friends, celebrations, shopping, high school, a typical day, and the good old days. The class will begin with a review of adjective-noun agreement, negations, and regular -er, ir-, and -re verbs. They will review and continue to expand their list of irregular verbs such as avoir (to have) and etre (to be). Students will be introduced to the passe compose and Imparfait (imperfect) tenses, and they will learn how to use negations, direct and indirect pronouns, and reflexive verbs with present, past, and imperfect tenses. They will practice comparative and superlative statements, and will continue to have brief cultural lessons integrated in their units. Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos. Prerequisite: French I Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Textbook: Students should purchase or rent the required textbook for this class: Bien Dit! Level II: Student Edition Level 1 2018 edition (ISBN-13 978-0544861343) 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
9th-12th
(Year Long)
French I
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 3
Bonjour and get ready for a full year of beginner level high school French! This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in French. Vocabulary will include numbers, time, dates, seasons, school, free time activities/hobbies, likes/dislikes, personal descriptions, family relationships, emotions, food/restaurants, and places/locations in town. There will be a strong emphasis on competency using regular and irregular present tense verbs and common grammar concepts such as articles, pronouns, adjectives, and comparative phrases. Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos. Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Textbook: Students should purchase or rent the required textbook for this class: Bien Dit!: Student Edition Level 1 2013 (French Edition) (ISBN-13 978-0547871790) Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
2:00 pm-2:55 pm
8th-12th
(Year Long)
Code for a Cause: Technovation Team for Girls (New Students)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 3
Imagine a phone app that could quickly reunite lost pets, connect the poor with resources that they need, or report a problem in the community! Code for a Cause is the Compass-based Technovation hub where middle school and high school girls will participate in the "world's largest technology entrepreneurship program for girls." Each year, Technovation teams solve real world problems through technology that they develop! Through Technovation, girls work with women mentors, identify a problem in their community, develop a mobile app, and launch a startup. Since 2010, 140,000 girls around the world have developed mobile apps and small businesses to solve problems ranging from food waste and nutrition to women's safety, education, and much more. In this year-long program, girls will work in teams and learn the skills they need to change the world through technology. First semester, the class will participate in team building activities and will be introduced to coding. Students will use Ozaria from Code Combat, a Python-based platform that applies stories and a gamified approach to teach the logic of coding and terminology. Once students understand these fundamentals, they will apply what they've learned in the PyCharm application outside of Code Combat's environment. Second semester, students will form teams of 2-3 girls who will brainstorm and identify a community problem. They will propose a mobile app or AI solution to the issue and conduct market research to see if their idea is unique and feasible. Next, the team will begin developing an app following the Technovation curriculum using Python for the logic and Kivy for the Graphical User Interface. In class, girls will be coached step-by-step on the process of creating an interactive application. Finally, girls will learn how to brand their app, create a business plan, look at what it would take to bring the app to market and plan and record a pitch video for their app. The weekly Technovation work sessions will be facilitated by an experienced Technovation coach and cybersecurity engineering student at GMU. In addition, there will be guest speakers spread throughout the semester talking on topics such as APIs, AI ethics, Marketing, Pitching to Investors, and more. Guest speakers in the past have had job titles such as CEO, Senior Cybersecurity Executive, Manager of Marketing and Communications, and Software Developer. Participation in Technovation gives girls the confidence to pursue more computer science courses (70%) and the foundation to eventually major in computer science (26%). Technovation teams are in 100 countries, and the program is sponsored by Oracle, Google, 3M, Adobe Foundation, and others. Level: All students will meet together, but student teams will compete in either Junior or Senior division depending the ages of the team members as of August 1, 2026: Junior Division is for girls ages 13-15, and Senior Division is for girls ages 16-18. In addition to the app and competition document, the Junior division has an additional submission of a User Adoption Plan. The Senior division has an additional submission of a Business Plan. Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: Will be posted on Teams classroom for students, and key reminders will be emailed to parents. Assessments: Students will receive informal feedback throughout the project. Lab/Supply Fee: A software fee of $50.00 is due payable to the instructor on the first day of class for access to Code Combat. What to Bring: For this class, students should bring their laptop and charger. Chromebooks or Tablets cannot be used. Non-Meeting Days: In addition to the scheduled days-off on the published Compass schedule, this class will not meet on 12/12/25, 1/16/26 or 5/15/26, plus one other date in both fall and spring to be announced. Credit: Homeschool families may wish to count this course as a full credit in Technology or Career Exploration for purposes of a high school transcript.
1:00 pm-2:55 pm
7th-12th
(Year Long)
Code for a Cause: Technovation Team for Girls (Returning Students)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 6
**Returning students meet for 1 hour (2:00 pm- 2:55 pm) first semester and for 2 hours (1:00 pm- 2:55 pm) second semester so they do not have to repeat instruction in Python coding.** Imagine a phone app that could quickly reunite lost pets, connect the poor with resources that they need, or report a problem in the community! Code for a Cause is the Compass-based Technovation hub where middle school and high school girls will participate in the "world's largest technology entrepreneurship program for girls." Each year, Technovation teams solve real world problems through technology that they develop! Through Technovation, girls work with women mentors, identify a problem in their community, develop a mobile app, and launch a startup. Since 2010, 140,000 girls around the world have developed mobile apps and small businesses to solve problems ranging from food waste and nutrition to women's safety, education, and much more. In this year-long program, girls will work in teams and learn the skills they need to change the world through technology. First semester, the class will participate in team building activities and will be introduced to coding. Students will use Ozaria from Code Combat, a Python-based platform that applies stories and a gamified approach to teach the logic of coding and terminology. Once students understand these fundamentals, they will apply what they've learned in the PyCharm application outside of Code Combat's environment. Second semester, students will form teams of 2-3 girls who will brainstorm and identify a community problem. They will propose a mobile app or AI solution to the issue and conduct market research to see if their idea is unique and feasible. Next, the team will begin developing an app following the Technovation curriculum using Python for the logic and Kivy for the Graphical User Interface. In class, girls will be coached step-by-step on the process of creating an interactive application. Finally, girls will learn how to brand their app, create a business plan, look at what it would take to bring the app to market and plan and record a pitch video for their app. The weekly Technovation work sessions will be facilitated by an experienced Technovation coach and cybersecurity engineering student at GMU. In addition, there will be guest speakers spread throughout the semester talking on topics such as APIs, AI ethics, Marketing, Pitching to Investors, and more. Guest speakers in the past have had job titles such as CEO, Senior Cybersecurity Executive, Manager of Marketing and Communications, and Software Developer. Participation in Technovation gives girls the confidence to pursue more computer science courses (70%) and the foundation to eventually major in computer science (26%). Technovation teams are in 100 countries, and the program is sponsored by Oracle, Google, 3M, Adobe Foundation, and others. Level: All students will meet together, but student teams will compete in either Junior or Senior division depending the ages of the team members as of August 1, 2026: Junior Division is for girls ages 13-15, and Senior Division is for girls ages 16-18. In addition to the app and competition document, the Junior division has an additional submission of a User Adoption Plan. The Senior division has an additional submission of a Business Plan. Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: Will be posted on Teams classroom for students, and key reminders will be emailed to parents. Assessments: Students will receive informal feedback throughout the project. Lab/Supply Fee: A software fee of $50.00 is due payable to the instructor on the first day of class for access to Code Combat. What to Bring: For this class, students should bring their laptop and charger. Chromebooks or Tablets cannot be used. Non-Meeting Days: In addition to the scheduled days-off on the published Compass schedule, this class will not meet on 12/12/25, 1/16/26 or 5/15/26, plus one other date in both fall and spring to be announced. Credit: Homeschool families may wish to count this course as a full credit in Technology or Career Exploration for purposes of a high school transcript.
2:00 pm-2:55 pm
7th-12th
(Year Long)
Action Dance: Street Party
Quarter(s): 3,4
Day(s): Fri
Open Spots: 0
Social dancing does not have to be slow or stuffy! There is energy at the party with Action Dance! Students will learn Bachata (Dominican Republic), Line Dancing, and other traditional party dances. The class may also revisit fall 2022 Caribbean dances such as the Salsa (Mexican-Cuban), Merengue (Dominican Republic), and Cha-Cha (triple step Cuban) for review and to learn how to add "shine", meaning styling and flair. New students are welcome. Emphasis in the class will be on having fun and learning techniques to help dancers be comfortable and relaxed. Social dances encourage confidence, social presence, posture, and poise in teens. Social dancing is partner-based dance; consider signing up with a friend! Please note that in order to demonstrate some steps and forms, students may occasionally be invited to partner with their instructor. Topics in this Series: Action Dance: Social Scene (Semester 1), Action Dance: Street Party (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Calendar: This is a 15-week class that does not meet on March 20. Prerequisites: None Assessments: Informal feedback will be given in class. Formal assessments or grades will not be given. What to Wear: Students should wear loose, comfortable clothing. Credit: Homeschool families may wish to count this course as a component (partial) credit in fine arts for purposes of a high school transcript.
10:00 am-10:55 am
9th-12th
(Semester Long)
Teen Stage: Immersive Improv
Quarter(s): 3,4
Day(s): Fri
Open Spots: 0
Snappy comebacks, one-liners, sarcasm, exaggeration, irony...and teenagers. These things just go together! Improv gives kids an outlet for fun, creative stories and spontaneous humor. Teens who find amusement in the unexpected and humor in the unpredictable will enjoy improvisational acting! Second semester, actors will continue to hone their "short game", or short form improv skills. Class activities will teach students how to do edits, perfect their scene work, create characters, escalate emotions, elevate relationships, and use object work to create a more involved stories. They learn about timing, transitions, and how to connect scenes and travel through the improv story with recurring characters, patterns, and common themes to portray a hilarious or witty situation. Class exercises will help students improve listening stills and build the collective, group imagination. Improvisation is the art of entertaining with connected, unpredictable twists and turns often seen from the great comedians and best live entertainers. Improv students will improve their ability to think on-their-feet, play off each other, and react with spontaneous wit, sarcasm, and irony. Actors' creative thinking and communication skills will be strengthened as they work "outside-of-the-box" and learn to read their audience. Improv can be for everyone! No previous experience is needed. Beginners are welcome, and experienced students will further develop their improv skills. If you have taken this class before, go ahead and take it again because no two classes are ever alike. This class is best suited for students who are active listeners, flexible, and easily adapt, have a sense of humor, and can work collaboratively in a group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. Topics in this Series: Innovative Improv (Semester 1), Immersive Improv (Semester 2. Students continuing from first semester receive priority pre-registration for second semester. Calendar: This is a 15-week class that does not meet on March 20. Workload: Students should expect to spend 0-1 hour per week outside of class. Assignments: If any, will be sent to parents and students by e-mail. Assessments: Informal, qualitative feedback will be given in class throughout the semester. A quantitative score/grade will not be provided. Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.
11:00 am-11:55 am
9th-12th
(Semester Long)
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