Fall classes begin the week of September 8, 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 September 8, 2026 |
Friday
Mastering Microsoft Office: Word & Power Point (Certificate Program)
Quarter(s): 1,2
Day(s): Fri
Open Spots: 12
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.
First semester, students will work through official Microsoft study materials to become certified as a Microsoft Office Specialist (MOS) in Word and Power Point. Working in Word will help a student create attractive and professional-looking reports, multicolumn newsletters, resumes, business correspondence. Specific skills covered in the Word Associate curriculum include: managing documents; inserting and formatting text, paragraphs, and sections; managing tables and lists; creating and managing references; inserting and formatting graphic elements; and managing document collaboration. Working in Power Point will help a student create and manage professional-looking presentations that may be used for sales pitches, employee training, instructional materials, or exhibit slideshows. Specific skills covered in the Power Point Associate curriculum include: creating slide content; inserting and formatting text, shapes, and images; inserting tables, charts, SmartArt, 3D models, and media; applying transitions and animations; managing slides; and managing multiple presentations.
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.
Schedule: This is a 12-week class that will not meet on September 18, 2026, or October 2, 2026.
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.
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.
11:00 am-11:55 am
9th-12th
(Semester Long)
Write to Work: Business Writing
Quarter(s): 1,2
Day(s): Fri
Open Spots: 12
Clear writing is power, and in today's world, the students who communicate ideas precisely are the ones who succeed. "Write to Work" equips high school students with the skills to write professional emails, craft persuasive proposals, create user guides, summarize data, and explain complex ideas clearly and confidently. No matter what the student's future field, clear professional writing is essential. Colleges expect it. Employers demand it. This course moves beyond essays and creative writing to focus on real-world communication- the kind used in offices, labs, startups, and organizations every day. Students will learn to write with clarity, structure, and purpose and gain a practical skill set that sets them apart in any future field. First semester, students will build a strong foundation in professional business communication through practical, real-world writing tasks. The course begins with email etiquette and tone, teaching students how to communicate clearly and professionally in digital settings. From there, students will draft memos and internal communications, write precise instructions, and develop career-ready materials including resumes, cover letters, LinkedIn profiles, and professional bios. As the semester progresses, students will craft persuasive business proposals and executive summaries, write structured informational reports, and learn the basics of writing market research and data findings. They will also practice customer service writing by responding to or writing product complaints, compose press releases, create compelling product descriptions, and write thoughtful product or service reviews. By the end of the semester, students will have assembled a polished portfolio of authentic business documents that reflect clarity, professionalism, and practical workplace readiness. Topics in this Series: Business Writing (Semester 1), Technical Writing (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. Schedule: This is a 12-week class that will not meet on September 18, 2026, or October 2, 2026. Workload: Students should expect to spend 2-4 hours per week outside of class on class reading and activities. 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 English for purposes of a high school transcript.
12:00 pm-12:55 pm
9th-12th
(Semester Long)
Law and Order: Crimes and Cases
Quarter(s): 1,2
Day(s): Fri
Open Spots: 12
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.
Schedule: This is a 12-week class that will not meet on September 18, 2026, or October 2, 2026.
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/Humanities or Career Exploration for purposes of a high school transcript.
1:00 pm-2:55 pm
9th-12th
(Semester Long)
English- World Literature: Fate & Free Will (AP or On-Level)
Quarter(s): 1
Day(s): Tue,Fri
Open Spots: 12
In this Senior English course, students will engage deeply with World Literature while developing advanced literary analysis skills. Students will read a diverse body of global literature to identify symbolism, imagery, recurring themes and to develop an understanding of the narrative perspectives used. Through these works, the class will also examine the cultural, social, and historical contexts that shaped literature across different regions and time periods. This course can be taken-on level or at the Advanced Placement (AP) level which will introduce college-level analytical writing and prepare the student for the AP Literature and Composition exam. AP students must also register for the Extended Coursework option. Literature: First quarter will examine the theme of Fate and Free Will through works such as Antigone by Sophocles, Oedipus Rex by Sophocles, The Metamorphosis by Franz Kafka and other selections. Composition: 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, organizing their thoughts with effective topic sentences and transition statements. This class will strengthen students' textual analysis skills with an emphasis on rhetorical analysis- the study of how a text creates 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. Topics in this Series: Fate & Free Will (Quarter 1), Culture & Conflict (Quater 2), Conformity & Courage (Quarter 3), Power & Prejudice (Quarter 4). Prerequisites: Successful completion of year-long coursework in British and American Literature or the equivalent. Class Meetings: There will be two weekly, in-person class meetings: Tuesdays and Fridays. Levels: Two levels meet together: On-Level and Advanced Placement (AP). AP requires additional reading, writing, and AP skills practice. All students register online for the same course. AP students are required to also register for the AP World Literature: Extended Coursework activity which covers differentiated assignments, additional instruction, and feedback on AP-style writing and test preparation. Once the course begins, students may move down a level (from AP to On-Level) at any time, but may not "bump up." Students taking the AP level may designate the course as SP on their transcript and add one quality point when calculating their GPA. Workload: On-level students should expect to spend 2-3 hours per week outside of class. AP students should expect to spend 4-5 hours per week. Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom. AP students have an additional summer assignment. They should purchase, read, and annotate 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. AP Testing: The AP English Literature and Composition exam fee (May 2027) is not included in tuition. Families are responsible for registering and paying for their student's AP exam at their local public high school by the end of October 2026. Textbooks/Materials: The cost of new, mass market paperback editions are included in class tuition because students need clean copies for annotation and must be able to reference identical page numbering. Supply Fee: Included 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. Students should also bring a laptop to class one day per week for in-class writing. Credit: Homeschool families may wish to count this course as a partial credit (one quarter) or full credit (all four quarters) in English for purposes of a high school transcript.
10:00 am-10:55 am
12th
English- AP World Literature: Extended Coursework
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 12
AP students are required to register for all four quarters of Compass's World Literature AND the AP World Literature: Extended Coursework activity which covers differentiated assignments, additional instruction, and feedback on AP-style writing and test preparation.
10:00 am-10:55 am
12th
(Year Long)
English- American Perspectives: Freedom & Foundations
Quarter(s): 1
Day(s): Tue,Fri
Open Spots: 12
This American Literature course is designed to prepare students for college-level academic writing. Students will strengthen their critical reading and textual analysis skills by examining the concept of the American Dream and exploring what it means to be American through texts spanning the 18th century to the present. Throughout the course, students will read and respond in writing to both fiction and nonfiction works. Written assignments will emphasize rhetorical analysis, with a focus on subject, purpose, and audience. Literature: First quarter will explore the themes of Freedom and Foundations through Incidents in the Life of a Slave Girl by Jacobs and selections from early American writing and founding documents. 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, organizing their thoughts with effective topic sentences and transition statements. This class will strengthen students' textual analysis skills with an emphasis on rhetorical analysis- the study of how a text creates 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. Prerequisites: Students taking this class should have an understanding of the types of literature (from Intro to Genres) and successful completion of British Literature (or equivalent). Students are expected to take an active role in discussion and complete all writing assignments. Class Meetings: There will be two weekly, in-person class meetings: Tuesdays and Fridays. Topics in this Series: Freedoms & Foundations (Quarter 10), Promise & Illusion (Quarter 2), Voice & Identity (Quarter 3), and War & Memory (Quarter 4). Workload: Students should expect to spend 2-3 hours per week outside of class. 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. Textbooks/Materials: The cost of new, mass market paperback editions are included in class tuition because students need clean copies for annotation and must be able to reference identical page numbering. Supply Fee: Included 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. Students should also bring a laptop to class one day per week for in-class writing. Credit: Homeschool families may wish to count this course as a partial credit (one quarter) or full credit (all four quarters) in English for purposes of a high school transcript.
11:00 am-11:55 am
11th
English- British Voices: Anglo-Saxon
Quarter(s): 1
Day(s): Tue,Fri
Open Spots: 12
This British Literature course focuses on developing critical reading and writing skills through the study of both canonical and postcolonial texts written in English. Drawing from a range of genres, time periods, and geographical regions, students will encounter diverse voices and perspectives.
Literature: First quarter will explore Medival England through Beowulf and other writings of the Anglo-Saxon era.
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, organizing their thoughts with effective topic sentences and transition statements. Students will learn to write critical response papers and a complete literary analysis essay including how to support their ideas with textual evidence, organize a logical argument, and cite sources in MLA format. 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.
Prerequisites: Students taking this class should have an understanding of the types of literature (from Intro to Genres). Students are expected to take an active role in discussion and complete all writing assignments.
Topics in this Series: Anglo-Saxon (Quarter 1), Elizabethan (Quarter 2), Roamticism (Quarter 3), and Regency (Quarter 4).
Class Meetings: There will be two weekly, in-person class meetings: Tuesdays and Fridays.
Workload: Students should expect to spend 2-3 hours per week outside of class.
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.
Textbooks/Materials: Students will use clean, inexpensive copies of each novel for annotation and must be able to reference passages using consistent page numbers. Copies of the mass market paperback edition(s) is included in the class tuition.
Supply Fee: Included
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. Students should also bring a laptop to class one day per week for in-class writing.
Credit: Homeschool families may wish to count this course as a partial credit (one quarter) or full credit (all four quarters) in English for purposes of a high school transcript.
1:00 pm-1:55 pm
10th
English- Intro to Genres: The Novel
Quarter(s): 1
Day(s): Fri
Open Spots: 12
In this introductory high school English workshop, students will be introduced to key literary genres and analytical writing. Each quarter, the class will examine one select work or genre.
Literature: First quarter will feature The Novel: Catcher in the Rye by J. D. Sallinger. Students will learn to recognize figurative language, tone, subtext and diction, identify symbolism and imagery, and develop an awareness of narrative perspective and of the social-historical contexts in which these works were created.
Composition: Students will also learn the fundamental 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. Some class periods will be dedicated Writing Lab session in which students write in-class in order to get on-the-spot support and feedback from the teacher.
Topics in this Series: The Novel (Quarter 1), Poetry (Quarter 2), The Play (Quarter 3), and The Epic (Quarter 4).
Prerequisites: Students should be able to read at grade level, and it is recommended that students have had a middle school writing class.
Workload: Students should expect to spend 1-2 hours per week outside of class.
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.
Textbooks/Materials: Students will use clean, inexpensive copies of each novel for annotation and must be able to reference passages using consistent page numbers. Copies of the mass market paperback edition(s) is included in the class tuition.
Supply Fee: Included
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. Students should also bring a laptop for in-class writing when requested.
Credit: Homeschool families may wish to count this course as a partial credit in English for purposes of a high school transcript. (Full credit if all 4 quarters are taken.)
2:00 pm-2:55 pm
9th
Spy Games RPG: The History of Espionage in the Revolutionary War
Quarter(s): 1,2
Day(s): Fri
Open Spots: 10
Re-enact the great unseen intelligence battles of early American history, from Washington's spies to British double agents, using an RPGs (role playing game) custom designed by the instructor.
This semester will examine the clandestine activities of America's first intelligence network, Washington's spies of the famous Culper Ring in New York. The class will roleplay day-to-day life in occupied New York, with period appropriate jobs acting as cover while they spy on British headquarters to shape the outcome of the American War of Independence.
Real spying is less James Bond and more Sherlock Holmes, an intricate world of clues, codes, and covert communication where knowledge is power and every move matters. In this immersive, game-based class, students step into the role of rival intelligence agents, using a custom role-playing system to bluff, sneak, and strategize their way through secret missions. They will study real historical spies and practice authentic techniques, from cracking ciphers to crafting coded messages with tools like shift ciphers and code wheels. As teams compete to uncover and protect critical information, students will experience the high-stakes tension of espionage, where success brings advantage, secrets shift the balance of power, and every decision could mean triumph or capture.
Topics in this Series: The History of Espionage in the Revolutionary. War (Semester 1) and The History of Espionage in the Civil War (Semester 2).
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.
Assessments: Will not be given.
Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.
10:00 am-10:55 am
9th-12th
(Semester Long)
Medieval History Reimagined: The Rise of Norman Power (1066)
Quarter(s): 1,2
Day(s): Fri
Open Spots: 10
This class will use an interactive role-playing game (RPG) to immerse students in Medieval History. Students will be assigned land and titles to create a mock feudal system in which students collaborate and compete with classmates to better understand medieval society. By chance or choice, will they amass armies, capture castles, take titles, and repel rivals, or fail and fade into the pages of history?
First semester begins in 1066 with the last successful occupation of Britain, the Norman Conquest by William, Duke of Normandy following the Battle of Hastings. The class will examine the history of Normandy and how the conquest eliminated the existing Saxon nobility. Students will learn how the Normans were able to maintain control of the countryside with a comparatively small occupying force, using control of language, law, and lethal force. In addition, the class will study the resistance, both the real forces and the legends the resistance inspired in the English people. Students will evaluate the history of earlier resistance by the British peoples and compare how previous conquests affected their culture.
Students will examine case studies taken from primary source documents in art and literature to learn how warfare, architecture, politics, law, and religion interplay to create the history of the world. Students will complete a semester project on the Bayeux Tapestry. They will build on this base of knowledge to continue the study of English history in future semesters.
In this semester's RPG, all students are Normans and assigned a medieval English county and awarded the title of title of "count" or "countess." Students will develop their own coat of arms in the unit on heraldry. Each begins with similar wealth, populations, knights, and land, and waits to see how their fates unfold each week in a custom game described as a complicated, semester-long game of Risk or Medieval Axis & Allies.
Topics in this Series: Rise of Norman Power (Semester 1), Crusades and Conquests (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 readings.
Assignments: Reading assignments will be assigned in class and noted in the weekly e-mail.
Assessments: Short, open note in-class quizzes will be given, and students will have a semester project.
What to Bring: Paper or notebook; pen or pencil; assigned articles.
Credit: Homeschool families may wish to count this course as a component (partial) credit in world history for purposes of a high school transcript.
11:00 am-11:55 am
9th-12th
(Semester Long)
American Government: Setting Up the Great Republic
Quarter(s): 1,2
Day(s): Fri
Open Spots: 12
From John Locke and Jamestown to conflict, crisis, then Constitution, students will engage with American Government from a unique, thoughtful perspective. This course is facilitated by college professor Dr. Albert Thompson, a historian of the state, culture, and conflict who was homeschooled through high school. He uses an engaging storytelling style to encourage high school students to use "historical data to advance solutions to contemporary problems." First semester, the class will examine the founders and the establishment of a constitutional government in America. Students will consider the influence of Medieval English and British Protestant legal history in American thought. They will learn about the legacy of the wars throughout the British Empire, including the War for American Independence, on the development of the state governments and the federal system. This class will cover the Founding Fathers' vision and their framing of the US Constitution, including the economic influences. This semester covers the period in American Government from 1607-1804 with a focus on 1764-1804, including an examination of primary sources such as the Articles of Confederation, Declaration of Independence, Federalist Papers, The Constitution of the United States, and the Bill of Rights. Topics in this Series: Setting Up the Great Republic (Semester 1) and How the Republic Works Today (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 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 by email. This class will not have written assignments or projects. Assessments: The instructor will not give quizzes or provide assessments. Parents may give the textbook Review Questions and/or Critical Thinking Questions that are available for each unit for purposes of assessing their own student's understanding of major themes. The instructor will provide the answer keys. Textbook/Materials: The class will use American Government, , 3rd edition, a free, online open-source textbook from OpenStax. OpenStax is a nonprofit educational initiative based at Rice University. Contributing authors come from a variety of universities. Students may read the book online, download a Kindle version, download a pdf, or order an print copy from Amazon (ISBN-13: 978-1711493954 for $41.00). https://openstax.org/details/books/american-government-3e 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 Government or Civics for purposes of a high school transcript. (Full credit for both semesters.)
1:00 pm-1:55 pm
9th-12th
(Semester Long)
Political Science through Current Events (Sem 1)
Quarter(s): 1,2
Day(s): Fri
Open Spots: 12
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 should subscribe to the Washington Post, New York Times, or 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. Credit: Homeschool families may wish to count this course as partial credit in Humanities/Social Studies for purposes of a high school transcript. (Full credit for both semesters)
1:00 pm-1:55 pm
9th-12th
(Semester Long)
Earth Science- Lab
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 12
A shudder in San Francisco or a tremor in Tokyo may hit headlines- but what mysterious movements in Earth's mantle make continents quake and coastlines crumble? Relentless rivers, grinding glaciers, and wandering winds sculpt and scour the surface of our restless planet. Find out what further forces carve caverns, move mountains, forge fossils, and vent volcanoes. From the planet's fiery core to its powerful plates, Earth is a dynamic, dramatic sphere of stone and story. Earth Science is an interdisciplinary field that unites geology, physics, and chemistry to explore the dynamic forces and phenomena on Earth. First quarter, students will examine the solar system, Earth's early history, orbital patterns, seasonal cycles, and long-term changes, including the emergence of water and the atmosphere. Second quarter, the class will focus on large-scale geology which includes plate tectonics, earthquakes, volcanoes, and mountain-building. Third quarter, students will investigate the water cycle, rock cycle, sedimentary geology, erosion mechanisms, and the cryosphere. Students will vote on fourth quarter's theme(s) from among topics like atmospheric science, oceanography, paleontology, or planetary science. In this year-long laboratory science course, students will pair weekly discussions with hands-on experiments and activities such as rock classification, tectonics using an earthquake table, spectra/light analyses, and more. Students' laboratory work may also include citizen scientist projects using data and images collected by NASA and other institutions. Some lab activities will require laptops and spreadsheet software to analyze data. Note: This Earth Science course is taught using current scientific models and evidence-based frameworks. The class includes topics such as planetary formation, geologic time, plate tectonics, fossils, and geologic dating. As part of studying the fossil record and geologic time, students will examine observable changes in species over time. The course does not focus on evolutionary mechanisms or theories in depth, but will address patterns of change as they relate to Earth's history and paleontology. All content is presented within prevailing scientific frameworks and may differ from some faith-based interpretations of origins. Families are encouraged to review the course description to ensure it aligns with their educational preferences. Level: Earth Science is an ideal introduction to high school science and recommended for most 9th graders. The course combines rigorous scientific thinking with topics that are concrete and easy to visualize, such as weather, rocks, and oceans. Students practice data analysis, graphing, and evidence-based reasoning without the need for advanced mathematics. This course builds strong foundational skills and academic discipline needed for future laboratory sciences. Prerequisites: Students must be concurrently enrolled in Algebra or a higher-level math. 8th graders may only enroll if they are enrolled in Algebra I and have successfully completed Compass's Integrated Middle School Science class, a year-long equivalent, or obtain permission from the instructor. Class Meetings: This class will have two class meetings per week- an in-person lecture on Mondays (10:00 am - 9:55 am) 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. Workload: Students should expect to spend 2-3 hours per week outside of class reading and completing assignments. 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, and message the instructor and classmates. Assessments:Completed assignments and quizzes will be assessed points. Parents can calculate a letter grade using the student's points earned divided by points available, in weighted categories that include assignments, labs, quizzes, tests, projects, and presentations. Parents may view all scoring and comments at any time through the Canvas site. Textbook/Materials: Students will use an open source (no cost) digital textbook from Virginia Tech: https://open.umn.edu/opentextbooks/textbooks/1264. Students will need to bring a laptop to some lab sessions. Lab/Supply Fee: A lab fee of $100.00 is due payable to the instructor on the first day of class. What to Bring: Paper or notebook, pen or pencil, and laptop when requested. Credit: Homeschool families may wish to count this course as a full credit lab science for purposes of a high school transcript.
9:30 am-10:55 am
9th-12th
(Year Long)
Drawing Studio: Everyday Objects
Quarter(s): 1
Day(s): Fri
Open Spots: 10
Students will draw in a relaxed, informal studio setting, where they will learn the fundamentals of drawing along with the elements of art and principles of design. Most drawing projects are "student's own" where each artist selects their own subject to incorporate demonstrated techniques such as representing light and dark, creating texture and patterns, and shading to show dimension.
First quarter, students will learn to translate what they observe in real life to 2D on paper. Example beginning projects include a pumpkin, a cow skull, and class favorite, "Walter" the teddy bear. Throughout the course, students will progress to draw more carefully and more accurately and to represent more refined details in their drawings.
The instructor will demonstrate various techniques by developing a sample drawing. Students may elect to follow the class sample or may apply the drawing skills to an entirely unique drawing. This class is suitable for beginners who have never drawn before and for intermediate art students who have worked with other media and are interested in exploring drawing. Drawing can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.
Topics in this Series: Everyday Objects (Quarter 1), Portraits and Creative Caricatures (Quarter 2), Creating Narrative (Quarter 3), and Imitating Illustration Styles (Quarter 4).
Workload: Work outside of class is optional for those who wish to practice their drawing techniques.
Assessments: Individual feedback is given in class. Formal assessments will not be given.
Lab/Supply Fee: A class fee of $18.00 is due payable to the instructor on the first day of class for a sketchbook, a pencil box with pencils of varying hardness, and an eraser. Returning drawing students do not need to pay a supply fee and are expected to replace their drawing supplies as needed, with similar or better quality.
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
Acrylic Painting: Open Studio (Q1)
Quarter(s): 1
Day(s): Fri
Open Spots: 10
Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a "toolbox" of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.
This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.
Prerequisites: None
Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.
Assessments: Individual feedback is given in class. Formal assessments will not be given.
Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for up to 6 canvas boards and shared class supplies (paints, brushes, paper products, etc.). Students who paint more quickly need more than 6 boards can purchase additional ones from the instructor for $4.00/each.
What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.
Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.
2:00 pm-3:25 pm
9th-12th
Spanish III (Honors or On-Level)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
Saludos! The upcoming year promises an exciting journey in high school Spanish. This conversation-based program is designed to help students quickly build vocabulary and master essential grammar skills. The course covers everyday topics such as family relationships, daily routines, travel, health, technology, and leisure activities. It also includes vocabulary for shopping, ordering food, and describing surroundings, helping students express themselves naturally in a variety of contexts. Throughout the year, students will expand their vocabulary to include topics like shopping for clothing and food, discussing ancient civilizations, and exploring modern society, legends, and stories. They will also learn to describe food preparation, order meals in restaurants, and discuss movies, including attending premieres. Additional themes will cover writing for publications, family dynamics, environmental issues, and careers. Cultural exploration will include studying contemporary music and dances, which will also help reinforce grammar through popular songs. A major focus of the course will be the preterite tense, used to describe completed past actions. Students will work with both regular and irregular verbs (e.g., "comi" - I ate, "fui" - I went). They will also learn the imperfect tense, which expresses habitual actions in the past, such as "jugaba al futbol" (I used to play soccer). Understanding when to use the preterite versus the imperfect will be a key focus. Additionally, students will study the future tense to talk about upcoming events and begin learning the subjunctive tense to express desires, doubts, and hypothetical situations. The course will also emphasize the use of commands (imperative mood) for giving instructions and advice, as well as deepen understanding of object pronouns (direct, indirect, reflexive). Students will practice double object pronouns. Other grammar topics will include comparatives and superlatives, impersonal expressions, and routine spelling changes in verbs. In class, instruction will take place entirely en espanol, focusing on listening and speaking skills. Students will engage in role-playing, ask and answer questions, and participate in real-life scenarios to practice grammar and vocabulary. The goal is to use grammar in practical conversations, helping students gain fluency and confidence in Spanish. At home, students will be responsible for memorizing vocabulary and grammar, completing assignments, and watching grammar instruction and language immersion videos. These resources will reinforce learning, ensuring students are well-prepared for more advanced topics. Levels: The course provides a full-credit experience in either the Honors or On-Level track. All class members share core material and meet together. Honors level has additional readings, more detailed writing assignments, and more rigorous assessments. 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. 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: This class will be using a Spanish language curriculum from Voces Digital which includes an online textbook, video clips, interactive media, and digital quizzes. Students must pay a digital access fee of $16.50 to Compass by Venmo, Zelle, cash or check. Once paid, students will receive an access code to set up their account. Hard copy textbooks are available through the publisher for an additional fee for students who prefer physical copies. (The digital portal access will still be needed.) 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)
Spanish II (Honors or On-Level)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
Que pasa? Get ready for an exciting year of high school Spanish. This course is conversation-focused and designed to help students expand their Spanish vocabulary and grammar skills while learning to communicate in practical, real-life situations. Through engaging, culturally rich lessons, students will develop their listening, speaking, reading, and writing abilities in Spanish. In this course, students will continue to build vocabulary around everyday topics, including daily routines, household chores, family activities, health and wellness, travel and transportation, shopping, and dining out. The curriculum will also explore cultural aspects of Spanish-speaking countries, such as popular celebrations, traditions, and regional differences, helping students make meaningful cultural comparisons and deepen their global awareness. Grammar will continue to be taught in context, practiced through conversation, and reinforced with interactive activities. Students will review present tense verb forms (including stem-changing and irregular verbs) and will deepen their understanding of reflexive verbs, direct and indirect object pronouns, and the preterite tense of both regular and irregular verbs. Students will also be introduced to basic uses of the imperfect tense, comparisons, sequencing words, and more complex sentence structures that allow for more expressive communication in Spanish. Class will be conducted primarily en espanol to build fluency and confidence in the language. A strong emphasis will be placed on listening and speaking through partner activities, role-plays, storytelling, question-and-answer practice, and real-world scenarios. Reading and writing tasks will further support spoken communication and deepen comprehension. At home, students will be responsible for completing vocabulary and grammar activities, writing short responses or dialogues, and watching engaging immersion videos. This course will help students continue developing their ability to use Spanish in real-life contexts and lay a solid foundation for future language study. Levels: The course provides a full-credit experience in either the Honors or On-Level track. All class members share core material and meet together. Honors level has additional readings, more detailed writing assignments, and more rigorous assessments. 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. Workload: Students should expect to spend 30-45 minutes per day approximately 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 for videos that are assigned. Assessments: Quizzes and tests will be scored with a points system that parents can use in calculating a grade. Textbook: This class will be using a Spanish language curriculum from Voces Digital which includes an online textbook, video clips, interactive media, and digital quizzes. Students must pay a digital access fee of $16.50 to Compass by Venmo, Zelle, cash or check. Once paid, students will receive an access code to set up their account. Hard copy textbooks are available through the publisher for an additional fee for students who prefer physical copies. (The digital portal access will still be needed.) 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)
Spanish I
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
Bienvenides! Get ready for a full year of beginner-level high school Spanish. This is a conversation-focused program designed to help students build practical vocabulary and foundational grammar skills through real-world communication. In this course, students will start with the Spanish alphabet and pronunciation, and then explore essential topics such as greetings and introductions, numbers, days of the week, months, and dates, telling time, weather and seasons, and school-related vocabulary, including classes, supplies, and schedules. Students will also learn how to describe themselves and others, talk about likes and dislikes using gustar, and express emotions and feelings. In addition, they will learn vocabulary related to family, pets, clothing, food, restaurants, and locations in town. By the end of these chapters, students will be able to engage in basic conversations about daily life, family, and school activities. Grammar is taught in context, meaning students will learn to use grammatical structures naturally through conversation, rather than through isolated drills. Key grammar concepts introduced in these chapters include definite and indefinite articles, subject pronouns, adjective agreement, plural and singular nouns, the present tense of regular -ar verbs, and core verbs like ser, estar, tener, and ir. Students will also learn how to form simple questions and negations in Spanish. Class will be conducted primarily "en espanol", with a strong emphasis on listening and speaking. Students will regularly practice asking and answering questions, participating in conversations, role-playing, and engaging with the language in authentic contexts. At home, students will be responsible for practicing vocabulary and grammar, completing written assignments, and watching short language immersion video clips. This course will help students gain confidence using Spanish in everyday situations and provide a strong foundation for continued language study. Workload: Students should expect to spend 30-45 minutes per day approximately 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 for videos that are assigned. Assessments: Quizzes and tests will be scored with a points system that parents can use in calculating a grade. Textbook: This class will be using a Spanish language curriculum from Voces Digital which includes an online textbook, video clips, interactive media, and digital quizzes. Students must pay a digital access fee of $16.50 to Compass by Venmo, Zelle, cash or check. Once paid, students will receive an access code to set up their account. Hard copy textbooks are available through the publisher for an additional fee for students who prefer physical copies. (The digital portal access will still be needed.) Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
1:00 pm-1:55 pm
8th-12th
(Year Long)
Chess for Teens: All-Level (Q1)
Quarter(s): 1
Day(s): Fri
Open Spots: 12
Teens will enjoy the logic and challenge of the timeless strategy board game as they learn and play chess with classmates. This is a multi-level class open to Beginners, Advanced Beginners, or Intermediate Players. Instruction will be differentiated based on the make-up of the class, and teens will be placed in pairs or groups depending on experience. Each session will be with some time dedicated to a lesson and some time reserved for in-class matches that are monitored and supported by the coach. Beginners may play as a group against the instructor which is a low-pressure way to learn the game. Teens who are engrossed in their games may continue their play into Friday Teen Game Night.
Learning and playing chess supports problem solving, decision making, critical and creative thinking, general cognitive ability, scholastic skills, and mathematical achievement (Univ. of Minnesota). Experts suggest that the game of chess teaches analytical and disciplined thinking skills, while raising self esteem, teaching motivation and determination, and sportsmanship (Kasparov Foundation).
Credit: Homeschool families may wish to count this course as a component (partial) credit in logic/reasoning or and elective for purposes of a high school transcript.
2:00 pm-2:55 pm
8th-12th
Consumer Math
Quarter(s): 1,2,3,4
Day(s): Tue, Fri
Open Spots: 8
Financing a motorcycle, buying your first car, comparing lease options on an apartment, understanding your paycheck, and selecting insurance. These are all real-life scenarios that young adults will face within the first five years of graduating high school, if not sooner. These choices and others are an inevitable part of "adulting" and require a solid understanding of essential math skills.
This course will work through practical, real-life situations and will review the math skills needed to make informed choices. This course will review arithmetic concepts such as decimals, fractions, discounts, rates, ratios, proportions, rounding, simple interest, estimating, and measurements. However, instead of working math problems in abstract exercises, students will revisit these concepts in the context of scenarios they will encounter in everyday life.
What is a better deal: an extra 15% off the already discounted sales price of 30% off or Buy One, Get One free? Students will be able to use/apply arithmetic concepts to common scenarios to make informed consumer choices. Course themes include:
Banking and Checking Accounts including balancing a checkbook (on paper and spreadsheet), understanding fees, and interest.
Saving and Investing including how money grows, simple and compounding interest, overview of how stocks, bonds, savings accounts, and CDs work, and discussion on personal emergency fund.
Credit Cards including fees, minimum payments, interest, what happens when the balance is not paid off, and a look at consumer credit scores.
Measurement/Metric System/Unit Conversion including a review of what units are used for what items in imperial and metric systems, common ballparks and estimates, mathematical methods to convert and compare units, and the use of apps to make conversions.
Sales/Discounts by looking at examples to compare various promotions and to calculate which is a better deal.
Wages/Income including calculating weekly or bi-weekly or annual pay from a rate, estimate payroll withholdings as percentages, look at hour overtime affects earnings, commissions, and a survey of the salaries and hourly rates for variety of jobs teens and young adults might have.
Pricing and Cost including sales taxes and how goods and services are priced and what mark-ups should be considered- useful for those wanting to have their own business.
Rent/Mortgages For rentals, understand application fees, security deposits, and pre-paid amounts, monthly rate and what is included, and term of lease and make comparison among options. For purchases: understand how mortgages vary based on down payment, term, and interest rate. Students will look at cost of homes in their area and practice using online calculators to adjust down payment, term, interest rate, and homeowners' insurance affect monthly payment, and they will look briefly at how the amount paid towards principle and interest (P/I) change over time.
Types of Insurance including auto, health, and hazard insurance. What is required, what is recommended, and how much do they cost? Understanding option such as employer-paid v. self-pay; private insurance v. ACA marketplace policy; and terminology such as co-pay, co-insurance, deductible, out-of-pocket maximum, etc.
Loans- Auto/Student/Personal/Consumer (such as furniture) including understanding how down payment, term, and interest rate affect your monthly payment and what it means to have "no interest for 12 months" or "zero down."
Automobiles including the cost of warranties and what they cover, the costs of owning and operating a vehicle, fuel efficiency, and the metrics of EVs.
Budgeting including a personal plan given assumed career/average salary, and all anticipated expenses (housing, utilities, transportation, food, insurance, medical, clothing, entertainment).
Prerequisites: Pre-Algebra
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/Materials: Students should purchase or rent Mathematics for Business and Personal Finance,by McGraw Hill Publishers, 1st Edition (ISBN-13: 978-0078805059) [race cars on cover]
What to Bring: Notebook or paper, pen or pencil, textbook and/or workbook. From time to time the instructor may ask students to bring a smart phone (for apps) or laptop for in-class investigation.
Credit: Homeschool families may wish to count this course as full credit in Mathematics or Personal Finance for purposes of a high school transcript.
10:00 am-10:55 am
10th-12th
(Year Long)
Geometry
Quarter(s): 1,2,3,4
Day(s): Tue, Fri
Open Spots: 8
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.
11:00 am-11:55 am
8th-11th
(Year Long)
AP Calculus (AB or BC)
Quarter(s): 1,2,3,4
Day(s): Tue, Fri
Open Spots: 8
This is a complete course in high school Calculus 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 Calculus include limits of functions (one-sided and two-sided limits, limits at infinity and infinite limits, limits of sequences, and continuity of functions), derivatives (various definitions of derivatives, estimating derivatives from tables and graphs, rules of differentiation, properties of derivatives, separable differential equations, and the Mean Value Theorem), applications of derivatives (related rates, optimization, and exponential growth and decay models), integrals (basic techniques of integration including basic antiderivatives and substitution), applications of integrals (in finding areas and volumes, describing motion, and as accumulation functions), and the Fundamental Theorem of Calculus. Students will explore these topics through class discussions, practice problems, and open-ended problem-solving. Prerequisite: Students should have a solid foundation in PreCalculus in order to take this class. Level: This course is offered at three levels, Honors, Advanced Placement (AP) AB, or Advanced Placement BC. The scope and sequence are identical, however AP AB students will have additional practice problems compared to Honors. AP BC students must register for the separate, weekly virtual seminar to cover the additional material included in the BC exam. Students who wish to take the AP exam must register and pay for their own exam through the College Board in fall 2026 for the May 2027 exam. 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: Calculus: Single Variable/Early Transcendentals, 8th edition by James Stewart (ISBN-13 9781305270336). A scientific calculator similar to the Casio fx-115ES PLUS is required for this class, and it is highly recommended that students preparing for the AP exam have a graphing calculator similar to the TI-83. Students without a graphing calculator must have access to desmos.com and/or wolframalpha.com for graphing assignments. Credit: Homeschool families may wish to count this course as a complete credit in Calculus for purposes of a high school transcript.
1:00 pm-1:55 pm
11th-12th
(Year Long)
Preparation for Pre-Algebra I**MASKED**
Quarter(s): 1,2
Day(s): Tue, Fri
Open Spots: 8
Preparation for Pre-Algebra is a year-long curriculum that will teach the fundamentals a student must master before embarking pre-algebra, algebra, and beyond. The class will review arithmetic skills, operations, and number theory. Key topics include fractions, rates, ratios, decimals, and percentages. Students will learn the computational operations of adding, subtracting, multiplying, and dividing fractions and decimals. They will learn what decimals stand for, how they relate to fractions, and how to convert between the two. They will discover how rates and ratios are also fractions. Students will learn how to work with negative numbers including strategies for completing all four common operations with negative numbers. The class will also cover exponents and orders of magnitude to make sense of really small and really big numbers and common operations. This class will also emphasize real world applications of the mathematical concepts through word problems so students become comfortable switching between prose (written descriptions) and mathematical representation (numbers, symbols) of real world examples such as money, mileage, weights, percentages, and scientific measures. Note: This class has two weekly sessions with Tuesdays in-person in a COVID cautious (masked) classroom from 3:15 pm - 4:10 pm and Fridays in a virtual Zoom classroom from 2:00 pm- 2:55 pm. Prerequisites: This course can be considered a pre-pre-algebra class that will teach the core concepts typically covered in later elementary school/early middle school after a general arithmetic curriculum and before pre-algebra. While different curriculums and student pacing will vary, this class would be appropriate for a student who has successfully covered long division, multiplication of multiple digit numbers, and an introduction to simple fractions and who has complete mastery of multiplication facts, skills often aligned with 5th grade mathematics. Workload: Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address to be set up 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; spot-checking the full solution 1-2 select problems in class each week, and giving quarterly take-home tests. Points will also be awarded for class participation. Parents will be able to view accumulated points awarded in the class for purpose of determining a parent-awarded course grade. Textbook: Students should rent of purchase the class text: EP Math 5/6 Workbook (ISBN# 979-8643323693).
3:15 pm-4:10 pm
4th-7th
(Semester Long)
Chemistry- Lab (Honors or On-Level)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 12
Chemistry is the study of matter and the changes it undergoes. In this full-year laboratory course,
students explore how the structure of atoms explains the properties of substances and how
chemical reactions shape the world around us. Through hands-on investigations, demonstrations,
and guided inquiry, students develop both conceptual understanding and practical laboratory
skills.
Course concepts include the study of matter, scientific measurement, atomic structure, models of
the atom, and the periodic table. Students will then study ionic and covalent bonding,
intermolecular forces, and how structure affects both the properties of substances and the energy
of processes. Students will apply an understanding of chemical reactions and the law of
conservation of mass to understanding processes such as acid-base chemistry, gas laws, and
kinetics.
Laboratory work is central to the course. Students conduct experiments to measure density,
explore bonding and solubility, investigate energy changes, analyze chemical reactions,
determine limiting reactants, perform titrations, and design and carry out their own
investigations. Emphasis is placed on identifying variables, collecting reliable data, constructing
graphs, and drawing evidence-based conclusions.
Quantitative reasoning is incorporated throughout the course, including proportional reasoning,
dimensional analysis, graph interpretation, and algebra-based problem solving. This course is
designed to build strong scientific thinking skills while providing a solid foundation for future
study in chemistry, biology, physics, and environmental science.
Prerequisites: Students must have successfully completed Algebra I and a full-year high school
science course such as Compass's Introduction to High School Science, Biology, or the
equivalent. Students should also be strong, independent readers and able to understand graphs,
tables, percentages, decimals, ratios, and averages.
Class Meetings: This class will be taught in a Hybrid format with an online lecture on Mondays
(9:00 am - 9:55 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.
Class Expectations: For both in-person and virtual class meetings, students are expected to
come prepared, have class materials, and be ready to participate in class discussions and
activities. During virtual lectures (Mondays), students are expected to be seated at a desk or table
and have their cameras on.
Levels: This course provides a substantive, full-credit experience at either an on-level or honors
track. All class members complete the same core material and participate in the same labs.
Students taking the course at the honors level are generally on a college-prep or STEM track and
will complete additional assignments, engage in more advanced mathematical reasoning, and
take more challenging assessments. Students must identify their level prior to the start of class.
At any point in the year, a student may transition from honors to on-level if the workload
exceeds the students' expectations.
Workload: All students should expect to spend 3-4 hours per week outside of class on pre-
learning, problem sets, pre-labs, and lab reports. Honors students can expect an additional 1-2
hours of additional work. Pre-learning and pre-lab work is required so class time can be spent on
highlights, class discussion, homework review, and labs.
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, and message the instructor and classmates. Parents can have an observer
account in Canvas to review assignments and graded work.
Assessments: Students will earn points for completed homework, tests and quizzes, lab reports,
and participation. Parents can calculate a letter grade using the student's points earned divided by
points available. Parents may view all scoring and comments at any time through the Canvas
site.
Textbook/Materials: None
Lab/Supply Fee: A lab fee of $150 is due payable to the instructor on the first day of class.
What to Bring: Students should bring a 3-ring 1- or 2-inch binder with 5 dividers, a pen and a
pencil, splash goggles, and a scientific calculator each week.
What to Wear: Students should not wear any loose, drapey clothing to lab. They should come to
lab with long hair tied back and must wear closed toe shoes. Students must wear their splash
goggles during all labs.
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
11th-12th
(Year Long)
Code for a Cause: Technovation Team for Girls (New Students)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
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: This is a 24-week class. In addition to the scheduled days-off on the published Compass schedule, this class will not meet on 12/18/26 , 3/12/27, 5/14/27, 5/21/27, plus one fall date TBD and one spring date TBD. 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.
12:00 pm-1:55 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: 10
**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: This is a 24-week class. In addition to the scheduled days-off on the published Compass schedule, this class will not meet on 12/18/26 , 3/12/27, 5/14/27, 5/21/27, plus one fall date TBD and one spring date TBD. 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.
12:00 pm-1:55 pm
7th-12th
(Year Long)
AP Computer Science Principles
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
Wish you could learn how apps, data, the internet, and technology shape the world-but don't know where to start? AP Computer Science Principles introduces students to the broad and creative field of computer science, asking powerful questions like: "How do computers solve problems?" and "How does technology impact our lives?" It explores how data is used to make decisions, how the internet connects the world, and how computing influences everything from communication to culture. It examines topics like how information is stored and shared, how programs are designed, and how technology can both help and challenge society. AP Computer Science Principles is a year-long, college-level course that provides a wide-ranging introduction to computing. Students will learn how to design and evaluate programs, develop algorithms, and use abstraction to manage complexity. The course emphasizes collaboration, creativity, and problem solving, as students create original programs and analyze how computing systems work. Students will also explore how data is collected and used, how computer networks function, and how computing innovations affect society, including issues such as bias, privacy, and the digital divide. Five major areas from the College Board's AP Computer Science Principles framework are covered: (1) creative development; (2) data; (3) algorithms and programming; (4) computer systems and networks; and (5) the impact of computing. Calendar: The AP Computer Science Princples exam fee (May 2027) is not included in tuition. Families are responsible for registering and paying for their student's AP exam at their local public high school by the end of October 2026. Workload: Students should expect to spend 2-3 hours on homework outside of class. Assignments: All assignments will be posted on a Google Classroom site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, view scores and narrative feedback, and message instructor and classmates. Parents may be set up as "observers" on the account to view assignments, scores, and other feedback. Assessments: Completed homework, projects, presentations, quizzes, tests, and class participation are graded and receive points and other feedback from the instructor. Parents can calculate a letter grade using the student's points earned divided by points available; the instructor has programmed an automatic gradebook that does this in Canvas, based on a scale derived from several area high schools. Textbook/Materials: Students will use the Ozaria platform to learn to code Python. They will need to purchase an access code for a student license through the teacher for $50.00. Non-Meeting Days: This is a 24-week class. In addition to the scheduled days-off on the published Compass schedule, this class will not meet on 12/18/26 , 3/12/27, 5/14/27, 5/21/27, plus one fall date TBD and one spring date TBD. Credit: Homeschool families may wish to count this course as a full credit in technology/career elective for purposes of a high school transcript.
2:00 pm-2:55 pm
9th-12th
(Year Long)
ASL III
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
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, give directions, give opinions about others, discuss 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. This course will focus on Units 5-6 of the TRUE + WAY ASL curriculum, emphasizing expanded communication skills, storytelling, and more advanced ASL concepts in an immersive, interactive setting. 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 vocabulary lessons, , 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). Textbook/Supply Fee: There is a supply fee of $30.00 payable to the online publisher for the digital access code for the interactive e-textbook, TRUE+WAY ASL for 2 units. There could be an additional $15 due if the class progresses to a third unit in late Q3/early Q4. With their subscription, students may also access a free searchable, bilingual ASL & English dictionary, called What's the Sign? Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.
10:00 am-10:55 am
10th-12th
(Year Long)
ASL II
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
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. This course will focus on Units 3-4 of the TRUE+WAY ASL curriculum, building on foundational skills and supporting continued development of conversational ASL in a structured, interactive environment. 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 learn 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 whiteboards, 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 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). Textbook/Supply Fee: There is a supply fee of $30.00 payable to the online publisher for the digital access code for the interactive e-textbook, TRUE+WAY ASL for 2 units. There could be an additional $15 due if the class progresses to a third unit in late Q3/early Q4. With their subscription, students may also access a free searchable, bilingual ASL and English dictionary called What's the Sign? Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.
11:00 am-11:55 am
9th-12th
(Year Long)
ASL I
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
Are you interested in learning a new language that is used 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. This course will focus on Units 1–2 of the TRUE+WAY ASL curriculum introducing students to foundational ASL skills in a supportive, interactive environment. 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 learn 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 whiteboards, 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 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). Textbook/Supply Fee: There is a supply fee of $30.00 payable to the online publisher for the digital access code for the interactive e-textbook, TRUE+WAY ASL for 2 units. There could be an additional $15 due if the class progresses to a third unit in late Q3/early Q4. With their subscription, students may also access a free searchable, bilingual ASL & English dictionary, called What's the Sign? 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
8th-12th
(Year Long)
SAT/PSAT Skills & Strategies Workshop (FRI)
Quarter(s): 1,2
Day(s): Fri
Open Spots: 10
Standardized test scores continue to play an important role in college admissions- especially for homeschooled students. Test scores provide colleges with a trusted, objective measure of academic readiness. Even at test-optional schools, strong PSAT or SAT scores can strengthen an application, open doors to merit scholarships, and help students stand out in a competitive pool. Students will learn to approach the test strategically, decode challenging questions, and improve both accuracy and confidence. This class is designed to remove the stress and mystery surrounding standardized admissions tests so students feel prepared and capable. Each week, students will build skills for both the math and English sections, gaining a clear understanding of test design, question types, and varying levels of difficulty in reading, grammar, and math. They will learn effective strategies for tackling multiple-choice questions, reading passages for comprehension, and making smart decisions when they are unsure of an answer. Rather than serving as a short-term cram session, this class focuses on teaching lasting techniques that students can apply whenever they choose to take a standardized test. The instructor will also provide a structured study plan for test-ready students and offer guidance on key aspects of the college admissions process. By the end of the course, both students and parents will have a clear understanding of the SAT testing process and feel confident in navigating the challenge of the test experience. Prerequisites: For this class, students should be reading and have comprehension at or above grade level and have completed Algebra I. While geometry is included on the tests, completion of geometry is not assumed. Geometry formulas are provided within the tests, and the instructor will teach how to find and apply those formulas. Workload: Students should expect to spend one hour per week on homework for this class. Assignments: Prior to the start of class, each student should have taken a scored, practice PSAT or SAT exam (found on the College Board website). All other assignments will be made in class and e-mailed to parents/students. Assessments: Students will take a variety of in-class and at-home time, practice test sections. The instructor will not provide additional assessments beyond the practice tests. Textbook: Students should purchase the What to Bring: Students should bring their test book, notebook/paper, and a TI-83 or equivalent calculator to class to practice math questions that permit the use of a calculator. Phone calculators cannot be used.
1:00 pm-1:55 pm
10th-12th
(Semester Long)
Compass Kindergarten- Science Sparks (Sem 1)
Quarter(s): 1,2
Day(s): Fri
Open Spots: 10
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.)
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)
Guitar for Teen Beginners I
Quarter(s): 1,2
Day(s): Fri
Open Spots: 8
Learn the fundamentals of playing the guitar! In this class, students will learn basic melodies such as Happy Birthday, Jingle Bells, Twinkle Twinkle Little Star, as well as classic rock favorites like Smoke on the Water, etc. Kids will learn to play chords and strumming patterns for familiar songs 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. Students should expect to spend 20-30 minutes per day most days practicing chords and melodies from class. There is a materials fee of $11.00 payable to the Compass on the first day of class for a tablature notebook.
12:00 pm-12:55 pm
9th-12th
(Semester Long)
Century of American Music: 1920s-1960s
Quarter(s): 1,2
Day(s): Fri
Open Spots: 8
If you like to "Turn Up the Music" (Chris Brown, 2012), "Play That Funky Music" (Wild Cherry, 1976), or "Dance to The Music" (Sly and The Family Stone, 1967), then you know that there is an impressive variety of American music. America is the birthplace of some of the most influential genres of music and musicians in the world. Much of the world's modern music has roots in American blues, jazz, or rock, while American music has elements from West Africa, the West Indies, and diverse communities such as New Orleans, Detroit, Memphis, St. Louis, Nashville, Seattle, San Francisco, Los Angeles, and the Bronx. American music has influenced behavior and culture such as dance, entertainment, fashion, technology, popular opinion, lexicon, marketing, and more.
This is a focused class in music appreciation for students who enjoy listening to or playing music. The class will evaluate a century of American music by listening to and discussing influential performers, writers, and producers. Students will learn to identify music elements unique to each genre- melody, rhythm, harmony- and will develop a musical vocabulary to help them think and talk about musical works. They will also explore innovations in instruments and technologies that evolved with the music, such as drums being placed in a "set" at the advent of jazz music, the rise of electric instruments, and electronic production/mixing.
First semester will explore music from the 1920s to the 1960s encompassing the genres of blues, ragtime, jazz, boogie-woogie, swing, soul, rhythm and blues, rock-and-roll, Motown, pop, funk, disco. Featured artists will include Louis Armstrong, Miles Davis, Marvin Gaye, Chuck Berry, Elvis, James Brown, Bob Dylan, Joni Mitchell, Simon and Garfunkel, Fleetwood Mack, Robert Johnson, Scott Joplin, John McLaughlin, and many others. Find out why the Rolling Stones and the Beatles claim they were influenced by Little Richard, and why the Rock and Roll Hall of Fame described Jimi Hendrix as "arguably the greatest instrumentalist in the history of rock music."
Like other fine arts classes, music appreciation is a fun break from academics which enriches and engages students in a topic they enjoy. Genres that will not be highlighted in this course include gospel, folk, country, western, tejano, reggae, zydeco, or salsa.
Topics in this Series: 19202-1960s (Semester 1), 1970s-2020s (Semester 2), etc.
1:00 pm-1:55 pm
9th-12th
(Semester Long)
Worldbuilding: Utopian Universe (10am)
Quarter(s): 1,2
Day(s): Fri
Open Spots: 10
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 develop their own perfectly polished, harmonious haven, Utopian Universes. Students, along with their instructor, will develop an in-class world as an example. Students 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: Utopian Universe (Semester 1), Underworlds (Semester 2).
Prerequisites: Reading/writing at grade level.
Workload: Students should expect to spend 2 hours per week outside of class.
Assignments: Will be posted in a Google Classroom.
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 class.
Lab/Supply Fee: Included
Credit: Homeschool families may wish to count this course as a component (partial) credit in language arts (creative writing) for purposes of a high school transcript.
10:00 am-10:55 am
8th-12th
(Semester Long)
Advanced Sewing: Cloaks & Boot Covers
Quarter(s): 1,2
Day(s): Fri
Open Spots: 10
Sew it begins! Whether you are a captain, crusader, or cavalier, every great character needs a dramatic silhouette. In this advanced sewing course, students will design and construct a custom cloak and coordinating boot covers while learning techniques for working with heavier fabrics, closures, and fit.
For this project, students will learn accurate measuring and fitting, pattern reading and layout, flat lining patterns, cutting fabric on the grain, pressing, felling seams, sewing boning channels, interfacing and lining, edge binding, top-stitching, eyelet installation and lacing, and adding trim and embellishment.
Students will be guided by instructor Judith Harmon who has a degree in costume design, creates the costumes for many local theaters, and teaches Compass sewing classes. The class is recommended for intermediate to advanced stitchers, including students who have taken her Learn to Sew classes. Students who are unfamiliar with machine sewing should schedule at least 4 hours of private sewing lessons through Compass before the start of class. Introduction to sewing will not be taught in this class.
Students will also need to bring a portable sewing machine to class each week. If you are purchasing a new sewing machine for the class, a Singer Heavy Duty Sewing Machine, 4400 series, model is recommended. ($160-$180 from Amazon or Michaels). Students who are bringing a pre-owed or loaned sewing machine are expected to have the machine professionally serviced before the start of class. Students must bring bobbins, replacement needles, the foot pedal, power cord, owner's manual, and extension cord to class each week. A student who forgets his/her sewing machine or who must send their machine to the shop may rent one from the instructor for $20.00 per hour. Students should also bring a basic sewing kit.
Prerequisites: Recommended for intermediate to advanced stitchers such as those who have taken the Learn to Sew class or have experience using sewing machine. Alternatively, the student must enroll in 4-hours of private sewing instruction before the start of class.
Workload: Students should expect to spend 1 hour per week outside of class finishing whatever step could not be completed in class.
Assignments: Will be made in class and notes/lectures will posted in the Google Classroom platform.
Assessments: Informal feedback will be provided as students work.
Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor for sewing patterns and additional classroom materials. Optional: Students can also elect to purchase a basic sewing kits from the instructor for $25.00. On the first day of class, after students have selected their patterns, they will be given a supply list of fabric to purchase.
What to Bring: Sewing machine (recently serviced, with owner's manual foot pedal, power cord, bobbins, and replacement needles); basic hand-sewing kit.
Credit: Homeschool families may wish to count this course as a component (partial) credit in Art, Career Exploration, or General Elective for purposes of a high school transcript
11:00 am-11:55 am
9th-12th
(Semester Long)
Fashion History & Design: 1900s to 1960s
Quarter(s): 1,2
Day(s): Fri
Open Spots: 10
Paris. Milan. Madrid. What's on the runways in 2026? 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: Fashion History & Design 1900s-1960s (Semester 1), Fashion History & Design 1970s-Today (Semester 2).
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.
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.
12:00 pm-12:55 pm
9th-12th
(Semester Long)
Worldbuilding: Utopian Universe (2 pm)
Quarter(s): 1,2
Day(s): Fri
Open Spots: 10
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 develop their own perfectly polished, harmonious haven, Utopian Universes. Students, along with their instructor, will develop an in-class world as an example. Students 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: Utopian Universe (Semester 1), Underworlds (Semester 2).
Prerequisites: Reading/writing at grade level.
Workload: Students should expect to spend 2 hours per week outside of class.
Assignments: Will be posted in a Google Classroom.
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 class.
Lab/Supply Fee: Included
Credit: Homeschool families may wish to count this course as a component (partial) credit in language arts (creative writing) for purposes of a high school transcript.
2:00 pm-2:55 pm
8th-12th
(Semester Long)
French IV
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
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.
11:00 am-11:55 am
11th-12th
(Year Long)
French III
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
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.
12:00 pm-12:55 pm
10th-12th
(Year Long)
French I
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
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.
1:00 pm-1:55 pm
8th-12th
(Year Long)
French II
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
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. The class 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.
2:00 pm-2:55 pm
9th-12th
(Year Long)
Biology -Lab (Honors or On-Level)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 12
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 must be concurrently enrolled in Algebra or a higher-level math and have successfully completed a full-year science course such as Compass's Introduction to High School Science, Earth Science, or the equivalent. 9th graders may only enroll with permission from the instructor. Students should also be very strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages. Class Meetings: This class will be taught in a Hybrid format with an online lecture on Mondays (9:00 am - 9:55 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. 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 past year's 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 lab 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
10th-12th
(Year Long)
Action Dance: Caribbean & Latin
Quarter(s): 1,2
Day(s): Fri
Open Spots: 12
Social dancing does not have to be slow or stuffy! There is energy in the ballroom with Action Dance! Students will learn the dynamic, rhythmic dances of the Caribbean: Salsa (Mexican-Cuban), Merengue (Dominican Republic), Rhumba (Afro-Cuban), and Cha-Cha (triple step Cuban). 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: Caribbean & Latin (Semester 1), Action Dance: Swing & Shag (Semester 2), etc. Students continuing from first semester receive priority pre-registration for second semester.
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: Innovative Improv
Quarter(s): 1,2
Day(s): Fri
Open Spots: 12
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!
First semester, actors will explore the basics of improvisation, story-telling, and stagecraft through activities and exercises that encourage cooperation, communication, and teamwork. With fun, interactive improv games such as "Yes, and.." and "Improved Stories," students will learn how to use short form improv to play off each other to convey character, emotion, situation, setting, and to highlight their scene partners. The variety of improv activities each week will help develop the "group mind" and class dynamic. Small group and partner work will boost teens' confidence and trust in a supportive environment.
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.
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)
Acting- Teen Scene: One-Act Spin-Offs and Spoofs
Quarter(s): 1,2
Day(s): Fri
Open Spots: 10
Teens will enjoy the creativity and camaraderie of putting on a one-act comedy that is a spin-off or spoof on a well-known tale. The class will begin by reading through three possible scripts to select one that bests suits their group and grabs their interest.
Students, along with their acting coach, will cast, rehearse, and coordinate a class performance. Teens will enjoy taking on unusual personas and bringing their characters to life while interacting with classmates. They will be encouraged to design and assemble simple costumes, props, and backdrops from items at home. They will be expected to learn their lines and fully participate in planning their performance. The group will perform the 45-60 minute piece for family and friends at the end of the semester.
Classes in acting and theater education build a teen's confidence along with improving their social and communication skills. This class is best suited for students who are active listeners, are 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.
Topics in this Series: One Act Spin-Offs and Spoofs (Semester 1) and It's Not What it Seems (Semester 2)
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: will not be given.
Supply Fee: There is a $30.00 licensed script fee due payable to the instructor on the first day of class.
Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.
1:00 pm-1:55 pm
9th-12th
(Semester Long)
Krav Maga Self Defense for Teens- Blue Stripe (Fri)
Quarter(s): 1
Day(s): Fri
Open Spots: 12
Krav Maga is the Israeli martial art which teaches self defense and fitness. Students of Krav Maga are taught a series of strategies to assess and respond to common situations, such as facing a bully. Kids are always taught first and foremost to get away, to get help, and to try to deescalate the situation. When that fails, students practice a technique that includes a warning strike followed by escape, and finally, they learn how to stand up for themselves and how to counterattack if a situation escalates and becomes threatening. Kids are empowered and gain confidence when they rehearse how to handle real-life situations. Exercises and in-class practice incorporate balance, coordination, energy, and other key elements of fitness along with life skills such as confidence, teamwork, respect, discipline, and respect.
Students may enroll in Krav Maga at any time, and everyone will begin as a white belt. Each quarter, students will practice the full range of skills, but there will be two "featured" moves that a student can earn a belt stripe for being able to demonstrate. Featured moves will include a combative strike and a defensive escape technique. No one stripe is a prerequisite for any other color, and color stripes can be earned in any order.
First quarter, students will have the chance to earn a Blue Stripe. The featured moves include:
Students will be able to test for belt promotions to move through the ranks of white belt, yellow belt, orange belt, etc. On average, it is estimated that a student will be ready for a belt test after four quarters/four color stripes. Belt testing will be by coach approval.
What to Bring: Refillable water bottle.
What to Wear: In lieu of a full martial arts uniform, participants should wear their class t-shirt and belt along with shorts, leggings, or loose, comfortable athletic pants, and comfortable athletic shoes or sneakers.
Lab/Supply Fee: A class fee of $6.00 is due payable to the instructor on the first day of class- for new students only- for a white belt to collect the colored stripes! A belt test fee of $25.00 is due payable to the instructor when a student is ready to test for promotion.
Topics in this Series: Blue Stripe (1st Quarter), Purple Stripe (2nd Quarter), Brown Stripe (3rd Quarter) and Black Stripe (4th Quarter).
2:00 pm-2:55 pm
9th-12th
Total Training: Teen PE- Red (FRI)
Quarter(s): 1
Day(s): Fri
Open Spots: 12
Total Training is a dynamic PE program for that incorporates well-rounded exercises to get teens moving mid-day! No two workouts are the same, but each day's activities incorporate exercises that target 10 areas: cardio-vascular endurance, stamina, strength, flexibility, power, speed, coordination, agility, balance, and accuracy. Total Training focuses on functional movements that are fundamental to all aspects of play and exercise- pulling, pushing, running, throwing, climbing, lifting, and jumping. Work-outs are scalable and adaptable to different individual's own level, and the emphasis is on fun, safety, and personal accomplishment rather than competition among classmates. The physical challenges of Total Training will foster self-confidence, focus, and help instill a foundation for a lifetime of fitness.
The color name in the class title refers to the collectable token students will earn each quarter they take the class. Collect all 8! Teens may enroll in Total Training at any time, regardless of the color name No one color is a prerequisite for any other color, and tokens can be earned in any order.
All equipment is furnished. Students are asked to wear loose, comfortable clothing, such as running pants or sweatpants, and comfortable, supportive athletic shoes. Total Training continues each quarter, and students may repeat the class to continue to improve fitness. No two workouts are the same!
11:00 am-11:55 am
8th-12th
BoxFit for Teens- Red
Quarter(s): 1
Day(s): Fri
Open Spots: 12
This boxing fundamentals class helps teens build coordination, confidence, and controlled athletic movement in a safe and structured environment.
Students will learn proper boxing stance and footwork, practice space awareness and movement control, and develop correct punching mechanics through guided drills. Conditioning exercises will improve balance, focus, and overall fitness while building strength and endurance.
All power punches are directed only at heavy bag- never at another student. Students will practice shadow sparring, a non-contact drill that focuses on movement, timing, and technique rather than striking an opponent.
Safety is a top priority. There will be no head contact, no hard punches to the body, and no student-to-student striking of any kind. The class emphasizes discipline, self-control, and skill development rather than aggression.
BoxFit for Teens offers a positive outlet for energy while helping students improve coordination, fitness, and confidence in a supportive, supervised setting.
The color name in the class title refers to the collectable token students will earn each quarter they take the class. Collect all 8! Teens may enroll in Total Training at any time, regardless of the color name No one color is a prerequisite for any other color, and tokens can be earned in any order.
All equipment is furnished. Students are asked to wear loose, comfortable clothing, such as running pants or sweatpants, and comfortable, supportive athletic shoes. BoxFit continues each quarter, and students may repeat the class to continue to improve fitness. No two workouts are the same!
12:00 pm-12:55 pm
9th-12th
Teen Weight Training- Red (FRI)
Quarter(s): 1
Day(s): Fri
Open Spots: 12
Teen weight training is an introduction to strength training in a small group class under the guidance of a seasoned, experienced coach. The primary lifts covered in class will be: back squat, bench press, deadlift, and strict press which are all compound moves that employ multiple muscle groups. These lifts are also "functional" meaning they engage the core and train muscles to work cooperatively in daily activities such as picking up a box or hoisting a parcel to a high shelf. Emphasis will be on correct form, posture, and safety.
The color name in the class title refers to the collectable token students will earn each quarter they take the class. Collect all 8! Teens may enroll in Weight Training at any time, regardless of the color name. No one color is a prerequisite for any other color, and tokens can be earned in any order.
All equipment is furnished. Students are asked to wear loose, comfortable clothing, such as running pants or sweatpants, and comfortable, supportive athletic shoes. Teen Weight Training continues each quarter, and students may repeat the class to continue to improve strength.
1:00 pm-1:55 pm
8th-12th
Chef's Special: Ice Cream
Quarter(s): 1
Day(s): Fri
Open Spots: 8
Scoop up the last sweet days of summer. In this hands-on workshop, students celebrate the season by creating frozen treats from scratch. From creamy classics to refreshing fruit flavors, this class is all about chilling out in the kitchen and enjoying the process.
Students will explore a variety of ice cream-making techniques as they craft 3 types of desserts:
Along the way, they'll learn how ingredients, temperature, and technique come together to create smooth, delicious results. With plenty of tasting, mixing, and creativity, this workshop is the perfect way to end summer on a sweet note. Students will leave with new skills, great recipes, and a love for making frozen treats at home. There is a supply fee of $25.00 due to the instructor on/before the start of the workshop.
10:00 am-1:00 pm
5th-8th
Chef's Special: Eating Through History- Ancient Tables
Quarter(s): 1
Day(s): Fri
Open Spots: 8
Taste the past. Cook like the ancients. In Eating Through History: Ancient Tables, students step into early civilizations to explore how people cooked, ate, and lived thousands of years ago. Guided by an engaging instructor, students prepare recipes inspired by ancient cultures while learning the history behind each dish.
From Babylon to Rome, each class connects food with daily life, geography, and culture. Students will recreate:
This hands-on class brings history to life through taste, texture, and tradition, making the ancient world both tangible and memorable. See the Compass Cooking Class webpage for more FAQs about our cooking classes. There is a supply fee of $25.00 due to the instructor on/before the start of the workshop.
10:00 am-1:00 pm
5th-8th
Chef's Special: Sushi Making
Quarter(s): 1
Day(s): Fri
Open Spots: 8
Roll, slice, and savor. In this hands-on, three-hour workshop, students learn the art of sushi making as they create multiple rolls, sliced and ready to enjoy or share.
Students will learn how to properly prepare and season sushi rice, layer ingredients, and master the technique of hand rolling. Recipes include favorites such as:
Along the way, they will work with ingredients like smoked salmon, shrimp, imitation crab, nori, rice vinegar, sesame seeds, coconut wrappers, cucumber, avocado, cream cheese. Each student will leave with a tray of their handmade sushi garnished with pickled ginger, wasabi, and soy sauce. This workshop builds confidence in the kitchen while introducing a fun and creative culinary skill students can continue at home. No raw seafood is used, making this class approachable for beginners while still delivering authentic flavors and techniques. There is a $33.00 supply fee due payable to the instructor on/before the start of the workshop.
10:00 am-1:00 pm
5th-8th
Natural Leaders: Fall
Quarter(s): 1
Day(s): Fri
Open Spots: 10
Natural Leaders is an outdoor education and leadership program. Each week, the group will venture into the woods surrounding Lake Fairfax for an authentic, immersive adventure featuring hiking, outdoor skills, leadership, and camaraderie. At each meeting, students take turns in different roles that are key to the group's success, safety, and fun such as: coordinator (plan out the group's schedule for the day); navigator (following the map, practice orienteering); naturalist (investigate and present a lesson about local plants, animals or ecology); skills coaches (research, practice, and demonstrate a skill to others, such as knot tying or whittling); game master (plan and teach an group game or challenge); and safety officer (present on a safety or first aid topic) They will also learn survival skills such as fire-building, outdoor edibles, building shelters, use of knives, and safety/first aid. The student-led portions of the program promote group cohesion, cooperation, and friendship, while students benefit from the positive peer pressure to come prepared for their weekly roles and responsibilities. Tweens and teens will also become more confident and comfortable as leaders and outdoor adventurers as their self-reliance skills grow. Natural Leaders is supervised by an experienced Natural Leaders mentor, trained and supported in providing a positive experience and managing safety. They typically have a passion for sharing nature with kids, and may have a background in a range of skills such as wilderness first aid, survival skills, tracking, primitive skills, and experience in hiking, camping, rock climbing, water sports, etc. Natural Leaders meets weekly rain, snow, or shine, in all temperatures. Students should always dress is layers for the forecasted weather conditions. Registered students will receive more detailed instructions about what to wear, what to bring, and where to meet prior to the start of the program.
10:00 am-3:00 pm
6th-8th
Curious Naturalists Field School: Algonkian Regional Park
Quarter(s): 1
Day(s): Fri
Open Spots: 20
Go beyond the trail. Learn to see the wild. Curious Naturalists Field School is a guided, small-group exploration led by a senior master naturalist and environmental educator. Meeting bi-weekly, families engage in purposeful field study where every outing is an opportunity to investigate, identify, and understand the natural world in depth.
This is not a casual nature walk. Families learn how to observe like naturalists and think like scientists as they identify native plants, track seasonal changes, study wildlife signs, and examine ecosystems up close. With expert guidance, they explore topics such as botany, ecology, water systems, and habitat relationships, building real knowledge of the environment around them.
Led by a credentialed educator with advanced training in environmental science, stream monitoring, and habitat restoration, each session is grounded in both expertise and experience. The group may assess stream health, recognize invasive species, understand watershed dynamics, and participate in meaningful stewardship practices.
Curious Naturalists Field School offers a deeper, more intentional outdoor experience for families ready to move beyond basic exploration. It cultivates curiosity, sharpens observation, and builds confidence in the field while fostering a lasting connection to the natural world.
This is a family program with parents and children participating together. Each participant in a family must register and pay separately. Children under age 3 are free to tag along, provided they are not a distraction. This is not a drop-off program. Registration and commitment is by single date with the group meeting bi-weekly. For more information on outdoor expectations, see the Compass outdoor class webpage.
10:00 am-11:30 am
PK-Adult
Curious Naturalists Field School: Lake Fairfax
Quarter(s): 1
Day(s): Fri
Open Spots: 20
Go beyond the trail. Learn to see the wild. Curious Naturalists Field School is a guided, small-group exploration led by a senior master naturalist and environmental educator. Meeting bi-weekly, families engage in purposeful field study where every outing is an opportunity to investigate, identify, and understand the natural world in depth.
This is not a casual nature walk. Families learn how to observe like naturalists and think like scientists as they identify native plants, track seasonal changes, study wildlife signs, and examine ecosystems up close. With expert guidance, they explore topics such as botany, ecology, water systems, and habitat relationships, building real knowledge of the environment around them.
Led by a credentialed educator with advanced training in environmental science, stream monitoring, and habitat restoration, each session is grounded in both expertise and experience. The group may assess stream health, recognize invasive species, understand watershed dynamics, and participate in meaningful stewardship practices.
Curious Naturalists Field School offers a deeper, more intentional outdoor experience for families ready to move beyond basic exploration. It cultivates curiosity, sharpens observation, and builds confidence in the field while fostering a lasting connection to the natural world.
This is a family program with parents and children participating together. Each participant in a family must register and pay separately. Children under age 3 are free to tag along, provided they are not a distraction. This is not a drop-off program. Registration and commitment is by single date with the group meeting bi-weekly. For more information on outdoor expectations, see the Compass outdoor class webpage.
10:00 am-11:30 am
PK-Adult
Curious Naturalists Field School: EC Lawrence Park
Quarter(s): 1
Day(s): Fri
Open Spots: 20
Go beyond the trail. Learn to see the wild. Curious Naturalists Field School is a guided, small-group exploration led by a senior master naturalist and environmental educator. Meeting bi-weekly, families engage in purposeful field study where every outing is an opportunity to investigate, identify, and understand the natural world in depth.
This is not a casual nature walk. Families learn how to observe like naturalists and think like scientists as they identify native plants, track seasonal changes, study wildlife signs, and examine ecosystems up close. With expert guidance, they explore topics such as botany, ecology, water systems, and habitat relationships, building real knowledge of the environment around them.
Led by a credentialed educator with advanced training in environmental science, stream monitoring, and habitat restoration, each session is grounded in both expertise and experience. The group may assess stream health, recognize invasive species, understand watershed dynamics, and participate in meaningful stewardship practices.
Curious Naturalists Field School offers a deeper, more intentional outdoor experience for families ready to move beyond basic exploration. It cultivates curiosity, sharpens observation, and builds confidence in the field while fostering a lasting connection to the natural world.
This is a family program with parents and children participating together. Each participant in a family must register and pay separately. Children under age 3 are free to tag along, provided they are not a distraction. This is not a drop-off program. Registration and commitment is by single date with the group meeting bi-weekly. For more information on outdoor expectations, see the Compass outdoor class webpage.
10:00 am-11:30 am
PK-Adult
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