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 |
Monday
Physics- Lecture (On-Level or Honors)
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 1
This is a place-holder for the Physics lecture. Students should register for the Physics Lab, which will automatically enroll them in both class sections. A physical meeting room will be designated for on-campus students who have classes immediately before or after this virtual session.
9:00 am-9:55 am
12th
(Year Long)
Introduction to High School Science- Lecture
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 1
This is a place-holder for the Introduction to High School Science lecture. Students should register for the Introduction to High School Science Lab, which will automatically enroll them in both class sections. A physical meeting room will be designated for on-campus students who have classes immediately before or after this virtual session.
10:00 am-10:55 am
9th-12th
(Year Long)
History's Mysteries: Lost Worlds
Quarter(s): 1
Day(s): Mon
Open Spots: 12
What happened to entire civilizations? How can cities just disappear? Could we still be ignoring clues?
Students will investigate some of history's greatest unsolved disappearances, including Atlantis, the Lost Colony of Roanoke, and the Sea Peoples.
Students will analyze timelines, examine historical accounts and discoveries, and evaluate evidence to weigh competing theories behind each mystery. Through guided discussion and intriguing lectures, they will use critical thinking to distinguish credible explanations from speculation, determining for themselves what might have happened and why these mysteries continue to endure.
Topics in this series include: Lost Worlds (Quarter 1), Unexplained Encounters (Quarter 2), Conspiracies & Cover-Ups (Quarter 3), and Gadgets and Guesswork (Quarter 4).
11:00 am-11:55 am
7th-8th
Great Religions of the Old World
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
Why did Catholics canonize a computer-savvy teenager, what are so-called "bird priests," and why do some Orthodox Christians claim to conceal the Ark of the Covenant? If questions like these spark your curiosity, you are ready to explore the fascinating world of global religions.
In this deeply philosophical course, we'll dive into the major religious traditions that shape civilizations around the globe. Students will examine faiths such as Hinduism, Buddhism, Zoroastrianism, Judaism, Islam, Catholicism, Orthodoxy, Shintoism, and a range of mysterious, ancient cults and beliefs. The class will consider the rituals, tenets, and distinctive creeds of each tradition.
Students can expect to learn through engaging visuals (such as maps, architecture, and wardrobe), provoking discussion, and music (such as hymns and hauntingly beautiful chants). Respectful participation is key and sense of intrigue is required.
Your instructor brings both academic depth and lived experience to the classroom. With two degrees in history and extensive field experience in world religions- including five years teaching Catholic education, three years as a historian for The Church of Jesus Christ of Latter-Day Saints, and even officiating weddings for a Druid community- Ms Megale offers a unique and welcoming perspective on the world's belief systems.
Workload: Students will receive optional reading suggestions to supplement their learning. Lecture based with occasional group activities.
Credit: Homeschool families may wish to count this course as a partial credit in history/humanities for purposes of a high school transcript.
12:00 pm-12:55 pm
9th-12th
(Semester Long)
Write Your Way: Author's Academy- Storytelling
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
Calling all serious writers! Build the foundation of great storytelling as you develop skills in plot, characterization, worldbuilding, and purposeful prose. Students will explore what makes stories compelling, from avoiding common pitfalls to crafting strong narrative voice and structure. Why are "adverbs evil"? Where do even bestselling books fall short? Why is "lying" sometimes essential in first-person narration?
Regular workshopping is a core part of the class. Students will share their writing, receive peer feedback, and refine their ideas in a supportive, structured setting as they begin developing original pieces across genres.
Students will also gain insight into how authors develop their work and move toward publication, whether writing a fantasy novel, a short story, or a children's book. This class is taught by a traditionally published novelist.
1:00 pm-1:55 pm
9th-12th
(Semester Long)
Filmmaking: Storytelling & Scriptwriting
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
From idea to script- tell the story before the camera ever rolls. Step into the creative world of cinema as you learn how stories are crafted for short films. Under the guidance of a local award-winning filmmaker and author, students will explore how great ideas become compelling scripts for the screen.
In this class, students will learn the fundamentals of pre-production used in professional film environments. Students will learn the jobs on a film set, the basics of directing, how to collaborate effectively as a production team, and how to hold auditions to cast their characters.
Through guided in-class analysis of high-quality film clips, students will examine what makes a scene effective and how visual and audio elements support storytelling. Students will develop skills in storytelling, including plot structure, character development, dialogue, and pacing. They will learn industry-standard script formatting and software. Workshopping is a central part of the class. Students will participate in peer review, table reads, and guided revision as they refine their writing and strengthen their ideas.
By the end of the semester, students will produce a polished, production-ready screenplay, along with a storyboard and shot list for either a short film or a commercial. These materials will serve as the foundation for filming in the second semester.
2:00 pm-3:25 pm
9th-12th
(Semester Long)
Reading Ready: A Language Arts Dys-covery (Red Group) Sem 1
Quarter(s): 1,2
Day(s): Mon, Thu
Open Spots: 5
For many neurodivergent students, language arts can present unique and persistent challenges. Dyslexia, dysgraphia, expressive and receptive language disorders, ADHD, and related differences can make reading feel like a significant hurdle- one that often creates a ripple effect across other areas of academic growth. These students benefit most from targeted, structured support guided by certified specialists in structured literacy and language-based learning differences. Reading Ready: A Language Arts Dys-covery is a specialized, needs-based language arts program designed for small cohorts of 3-4 students with similar abilities. Each group will use carefully selected, research-based materials designed to support developing readers, such as Orton-Gillingham- aligned programs, the University of Florida Literacy Institute (UFLI) curriculum, Lindamood-Bell comprehension program, and/or Handwriting Without Tears, along with additional resources chosen by the instructor to meet the specific needs of the group. Reading Ready meets twice per week and is a guided by certified specialists in structured literacy and language-based learning differences. Families are discouraged from introducing additional language arts curriculum while enrolled in Reading Ready so there is no confusion among teaching methods. ATTENTION! Assessments: Parents may not register for the Reading Ready program until their student has completed an in-person evaluation with one of the reading specialists. The evaluation will consist of the CUBED 3rd Edition, a comprehensive literacy assessment by the Language Dynamics Group that measures language, decoding, and reading comprehension to ensure accurate group placement. Cost: The placement evaluation must be scheduled and paid for through Compass at a cost of $60 for returning Reading Rally students (enrolled spring semester 2026) and $140 for new students. The fee is due prior to the assessment and is not refundable in the event the family decides not to register for a reading group. Schedule: Reading Ready classes for K-8th grade meet twice per week, either on Monday/Thursday or Tuesday/Thursday. Placement in a specific section is determined only after a student has been evaluated; parents should not assume a particular day or time in advance. Because reading groups are carefully leveled and not interchangeable, refunds will not be issued based on scheduling preferences. Families are strongly encouraged to receive their reading group assignment before registering for other classes. Teens interested in structured language arts classes are encouraged to inquire about available timeslots. Attendance: Consistent attendance is essential to keep this small group progressing together. If a student misses more than one consecutive class, a one-on-one make-up session will need to be scheduled (and paid for) to cover missed material and ensure the student remains on pace with the group. Parent Support/Homework: This program is designed for homeschooled students and relies on consistent parent support to ensure steady progress. Students must complete practice work at home to reinforce the skills introduced in class. Families should plan for approximately 20-40 minutes of homework, three to four days each week. Supply Fee: A supply fee of $45.00 - $50.00 is due payable to the instructor on or before the first day of class for consumable materials such as program workbooks or manipulatives from evidence-based curricula such as Story Grammar Marker, Framing Your Thoughts, Visualizing and Verbalizing, and/or Handwriting Without Tears. The exact amount will be determined after the initial assessment, as each student will be placed in an intervention group and receive materials specific to their program. Tuition: The semester tuition is based on a minimum of three students in a class. In the event only two students are assigned to one level, the families will be asked to pay the upcharge to a 2-person semi-private class (+$714-$740/each). With only one student, a class section will be canceled, or the family will have the option to pay the upcharge to 1:1 instruction (+2400-$2500)
10:00 am-10:55 am
K-8th
(Semester Long)
Reading Ready: A Language Arts Dys-covery (Orange Group) Sem 1
Quarter(s): 1,2
Day(s): Mon, Thu
Open Spots: 5
For many neurodivergent students, language arts can present unique and persistent challenges. Dyslexia, dysgraphia, expressive and receptive language disorders, ADHD, and related differences can make reading feel like a significant hurdle- one that often creates a ripple effect across other areas of academic growth. These students benefit most from targeted, structured support guided by certified specialists in structured literacy and language-based learning differences. Reading Ready: A Language Arts Dys-covery is a specialized, needs-based language arts program designed for small cohorts of 3-4 students with similar abilities. Each group will use carefully selected, research-based materials designed to support developing readers, such as Orton-Gillingham- aligned programs, the University of Florida Literacy Institute (UFLI) curriculum, Lindamood-Bell comprehension program, and/or Handwriting Without Tears, along with additional resources chosen by the instructor to meet the specific needs of the group. Reading Ready meets twice per week and is a guided by certified specialists in structured literacy and language-based learning differences. Families are discouraged from introducing additional language arts curriculum while enrolled in Reading Ready so there is no confusion among teaching methods. ATTENTION! Assessments: Parents may not register for the Reading Ready program until their student has completed an in-person evaluation with one of the reading specialists. The evaluation will consist of the CUBED 3rd Edition, a comprehensive literacy assessment by the Language Dynamics Group that measures language, decoding, and reading comprehension to ensure accurate group placement. Cost: The placement evaluation must be scheduled and paid for through Compass at a cost of $60 for returning Reading Rally students (enrolled spring semester 2026) and $140 for new students. The fee is due prior to the assessment and is not refundable in the event the family decides not to register for a reading group. Schedule: Reading Ready classes for K-8th grade meet twice per week, either on Monday/Thursday or Tuesday/Thursday. Placement in a specific section is determined only after a student has been evaluated; parents should not assume a particular day or time in advance. Because reading groups are carefully leveled and not interchangeable, refunds will not be issued based on scheduling preferences. Families are strongly encouraged to receive their reading group assignment before registering for other classes. Teens interested in structured language arts classes are encouraged to inquire about available timeslots. Attendance: Consistent attendance is essential to keep this small group progressing together. If a student misses more than one consecutive class, a one-on-one make-up session will need to be scheduled (and paid for) to cover missed material and ensure the student remains on pace with the group. Parent Support/Homework: This program is designed for homeschooled students and relies on consistent parent support to ensure steady progress. Students must complete practice work at home to reinforce the skills introduced in class. Families should plan for approximately 20-40 minutes of homework, three to four days each week. Supply Fee: A supply fee of $45.00 - $50.00 is due payable to the instructor on or before the first day of class for consumable materials such as program workbooks or manipulatives from evidence-based curricula such as Story Grammar Marker, Framing Your Thoughts, Visualizing and Verbalizing, and/or Handwriting Without Tears. The exact amount will be determined after the initial assessment, as each student will be placed in an intervention group and receive materials specific to their program. Tuition: The semester tuition is based on a minimum of three students in a class. In the event only two students are assigned to one level, the families will be asked to pay the upcharge to a 2-person semi-private class (+$714-$740/each). With only one student, a class section will be canceled, or the family will have the option to pay the upcharge to 1:1 instruction (+2400-$2500)
11:00 am-11:55 am
K-8th
(Semester Long)
Reading Ready: A Language Arts Dys-covery (Yellow Group) Sem 1
Quarter(s): 1,2
Day(s): Mon, Thu
Open Spots: 5
For many neurodivergent students, language arts can present unique and persistent challenges. Dyslexia, dysgraphia, expressive and receptive language disorders, ADHD, and related differences can make reading feel like a significant hurdle- one that often creates a ripple effect across other areas of academic growth. These students benefit most from targeted, structured support guided by certified specialists in structured literacy and language-based learning differences. Reading Ready: A Language Arts Dys-covery is a specialized, needs-based language arts program designed for small cohorts of 3-4 students with similar abilities. Each group will use carefully selected, research-based materials designed to support developing readers, such as Orton-Gillingham- aligned programs, the University of Florida Literacy Institute (UFLI) curriculum, Lindamood-Bell comprehension program, and/or Handwriting Without Tears, along with additional resources chosen by the instructor to meet the specific needs of the group. Reading Ready meets twice per week and is a guided by certified specialists in structured literacy and language-based learning differences. Families are discouraged from introducing additional language arts curriculum while enrolled in Reading Ready so there is no confusion among teaching methods. ATTENTION! Assessments: Parents may not register for the Reading Ready program until their student has completed an in-person evaluation with one of the reading specialists. The evaluation will consist of the CUBED 3rd Edition, a comprehensive literacy assessment by the Language Dynamics Group that measures language, decoding, and reading comprehension to ensure accurate group placement. Cost: The placement evaluation must be scheduled and paid for through Compass at a cost of $60 for returning Reading Rally students (enrolled spring semester 2026) and $140 for new students. The fee is due prior to the assessment and is not refundable in the event the family decides not to register for a reading group. Schedule: Reading Ready classes for K-8th grade meet twice per week, either on Monday/Thursday or Tuesday/Thursday. Placement in a specific section is determined only after a student has been evaluated; parents should not assume a particular day or time in advance. Because reading groups are carefully leveled and not interchangeable, refunds will not be issued based on scheduling preferences. Families are strongly encouraged to receive their reading group assignment before registering for other classes. Teens interested in structured language arts classes are encouraged to inquire about available timeslots. Attendance: Consistent attendance is essential to keep this small group progressing together. If a student misses more than one consecutive class, a one-on-one make-up session will need to be scheduled (and paid for) to cover missed material and ensure the student remains on pace with the group. Parent Support/Homework: This program is designed for homeschooled students and relies on consistent parent support to ensure steady progress. Students must complete practice work at home to reinforce the skills introduced in class. Families should plan for approximately 20-40 minutes of homework, three to four days each week. Supply Fee: A supply fee of $45.00 - $50.00 is due payable to the instructor on or before the first day of class for consumable materials such as program workbooks or manipulatives from evidence-based curricula such as Story Grammar Marker, Framing Your Thoughts, Visualizing and Verbalizing, and/or Handwriting Without Tears. The exact amount will be determined after the initial assessment, as each student will be placed in an intervention group and receive materials specific to their program. Tuition: The semester tuition is based on a minimum of three students in a class. In the event only two students are assigned to one level, the families will be asked to pay the upcharge to a 2-person semi-private class (+$714-$740/each). With only one student, a class section will be canceled, or the family will have the option to pay the upcharge to 1:1 instruction (+2400-$2500)
1:00 pm-1:55 pm
K-8th
(Semester Long)
Reading Ready: A Language Arts Dys-covery (Green Group) Sem 1
Quarter(s): 1,2
Day(s): Mon, Thu
Open Spots: 5
For many neurodivergent students, language arts can present unique and persistent challenges. Dyslexia, dysgraphia, expressive and receptive language disorders, ADHD, and related differences can make reading feel like a significant hurdle- one that often creates a ripple effect across other areas of academic growth. These students benefit most from targeted, structured support guided by certified specialists in structured literacy and language-based learning differences. Reading Ready: A Language Arts Dys-covery is a specialized, needs-based language arts program designed for small cohorts of 3-4 students with similar abilities. Each group will use carefully selected, research-based materials designed to support developing readers, such as Orton-Gillingham- aligned programs, the University of Florida Literacy Institute (UFLI) curriculum, Lindamood-Bell comprehension program, and/or Handwriting Without Tears, along with additional resources chosen by the instructor to meet the specific needs of the group. Reading Ready meets twice per week and is a guided by certified specialists in structured literacy and language-based learning differences. Families are discouraged from introducing additional language arts curriculum while enrolled in Reading Ready so there is no confusion among teaching methods. ATTENTION! Assessments: Parents may not register for the Reading Ready program until their student has completed an in-person evaluation with one of the reading specialists. The evaluation will consist of the CUBED 3rd Edition, a comprehensive literacy assessment by the Language Dynamics Group that measures language, decoding, and reading comprehension to ensure accurate group placement. Cost: The placement evaluation must be scheduled and paid for through Compass at a cost of $60 for returning Reading Rally students (enrolled spring semester 2026) and $140 for new students. The fee is due prior to the assessment and is not refundable in the event the family decides not to register for a reading group. Schedule: Reading Ready classes for K-8th grade meet twice per week, either on Monday/Thursday or Tuesday/Thursday. Placement in a specific section is determined only after a student has been evaluated; parents should not assume a particular day or time in advance. Because reading groups are carefully leveled and not interchangeable, refunds will not be issued based on scheduling preferences. Families are strongly encouraged to receive their reading group assignment before registering for other classes. Teens interested in structured language arts classes are encouraged to inquire about available timeslots. Attendance: Consistent attendance is essential to keep this small group progressing together. If a student misses more than one consecutive class, a one-on-one make-up session will need to be scheduled (and paid for) to cover missed material and ensure the student remains on pace with the group. Parent Support/Homework: This program is designed for homeschooled students and relies on consistent parent support to ensure steady progress. Students must complete practice work at home to reinforce the skills introduced in class. Families should plan for approximately 20-40 minutes of homework, three to four days each week. Supply Fee: A supply fee of $45.00 - $50.00 is due payable to the instructor on or before the first day of class for consumable materials such as program workbooks or manipulatives from evidence-based curricula such as Story Grammar Marker, Framing Your Thoughts, Visualizing and Verbalizing, and/or Handwriting Without Tears. The exact amount will be determined after the initial assessment, as each student will be placed in an intervention group and receive materials specific to their program. Tuition: The semester tuition is based on a minimum of three students in a class. In the event only two students are assigned to one level, the families will be asked to pay the upcharge to a 2-person semi-private class (+$714-$740/each). With only one student, a class section will be canceled, or the family will have the option to pay the upcharge to 1:1 instruction (+2400-$2500)
2:00 pm-2:55 pm
K-8th
(Semester Long)
War Room (Military Intelligence): Pacific Peril
Quarter(s): 1,2
Day(s): Mon
Open Spots: 10
Perhaps you have heard that ,"Knowing is half the battle." This class will examine the roles of military intelligence and espionage in conflicts. A fundamental goal of military intelligence is to fight smarter, not harder, on the battlefield. For context and inspiration, the class will examine the history of the real spies of WWII, their methods, failures, and successes. First semester will examine the early Pacific theater of World War II from 1941 - 1943, as tensions erupted into full-scale conflict following the attack on Pearl Harbor. Intelligence gaps, surprise offensives, and rapid territorial gains left Allied forces scrambling to respond to the expanding reach of the Japanese Empire. In the months that followed, critical battles across island chains and open seas tested strategy, communication, and resolve. This is where first semester will begin and the roles students will play. The mission, should students choose to accept it, is to use actual enigma codes and a modified tabletop RPG (role playing game) system to simulate missions, write encoded messages, and attempt to crack the enemy's plan. While Compass's 3D History classes will simulate the battles in the field, this class will assume the supporting role by attempting to infiltrate Japanese-held territories with field agents. War Room students in the "headquarters" will direct both their field agents and the missions of the frontline troops in 3D History. The decisions of War Room students will affect the play of 3D History students, and outcomes of the 3D History role play will dictate the work of the War Room the following Monday. While co-registration in both classes is not required, some students may want to dual register in order to see both the tactical and strategic aspects of a major engagement and how military intelligence affects the outcomes. This course is recommended for teens who have a passion for military history or an interest in a future career in intelligence. Topics in this Series: Pacific Peril (Semester 1) and The Pacific Push (Semester 2). Workload: Students should expect to spend 0-1 hour per week outside of class. Assignments: Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents and students, as well as a class YouTube playlist for any videos watched in class or assigned as homework. Assessments: Will not be given. Credit: Homeschool families may wish to count this course as a component (partial) credit in World History, US History, Military History, or Career Exploration for purposes of a high school transcript.
10:00 am-10:55 am
9th-12th
(Semester Long)
3D History: Rising Sun & Sudden Strikes, Early Pacific WWII
Quarter(s): 1,2
Day(s): Mon
Open Spots: 10
Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come to life for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!
With war raging on in Europe for several years, it was only a matter of time until the rest of the world was dragged in. Lines were being drawn, among them was the "Greater East Asia Co-Prosperity Sphere '' which sought to "liberate" Asia from the imperial powers of the West. This "liberation" replaced Western exploitation with more of the same from a surging fascist Japanese Empire. Led by a "divine" emperor, it amounted to military dictatorship that controlled every aspect of Japanese life in an effort to further its conquests across oceans. The nation that would bear the brunt of this brutal colonialism was China, where Japan had been fighting since 1937, dominating the coastal cities with sea and air power and taking advantage of the fractured state the country had been left in after decades of western exploitation. To maintain a world class military, especially her navy, Japan needed the resources of the Chinese and Korean mainland. After numerous atrocities, Japan's largest trade partner, the United States of America, delivered an ultimatum: Leave China or face an embargo on critical resources like oil and steel. This was the push Japan needed to put into effect its war plans with the Allied Nations. Beginning with a sneak attack to cripple the US fleet in Pearl Harbor, the oil rich Dutch East Indies, US territory of the Philippines, and several major British Imperial holdings in the South Pacific would all be swept away by the rising tide of the Japanese Empire.
Students will fight the early battles of the Pacific theater on land, sea, and air using a wide range of miniature soldiers, vehicles and ships. From massive naval action at Pearl Harbor and Midway to jungle and island-hopping combat reenactments, students will study the technical and strategic elements that led to the outcomes of the battle and attempt to recreate the Japanese or Allied successes (or failures.) Upon finishing this semester, every student will understand the conditions that led to war, the objectives for both sides and how successful or realistic these objectives were, both from a modern academic point of view and from the historical point of view given each country's available information. The students' simulations will follow a modified version of the Axis and Allies war at sea system. They will also examine primary sources, newsreels, propaganda material, and modern analyses of the events.
Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.
Topics in this Series: Rising Sun & Sudden Strikes- Early Pacific (Semester 1) and Final Push & Pacific Fall- Late Pacific (Semester 2).
Workload: Students should expect to spend 0-1 hours per week outside of class.
Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and 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.
11:00 am-12:55 pm
9th-12th
(Semester Long)
Roleplayers' Realm: D & D Club (Q1)
Quarter(s): 1
Day(s): Mon
Open Spots: 10
Step into a world of imagination, strategy, and storytelling! In this club, teens will work together to create characters, explore fantasy worlds, and go on epic adventures using the popular tabletop roleplaying game, Dungeons & Dragons. Through creative problem-solving, teamwork, and storytelling, members will learn the basics of the game while building friendships and having fun. No experience is needed-just a sense of adventure! All games and scenarios will be moderated and facilitated by an experienced Compass instructor and Dungeon Master.
2:00 pm-3:55 pm
8th-12th
Chemistry- Lecture (Honors or On-Level) **ONLINE**
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 12
This is a place-holder for the Chemistry lecture. Students should register for the Chemistry Lab, which will automatically enroll them in both sections. A physical meeting room will be designated for on-campus students who have classes immediately before or after this virtual session.
9:00 am-9:55 am
11th-12th
(Year Long)
AP 2D Art & Design
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 10
Note: AP 2D Art & Design students meet concurrently with AP Drawing students. AP 2D Art & Design is intended to the be first AP art course.
Earn college credit and artistic "cred"-ibility in this studio art class! Over the course of the school year, student artists will experiment with artistic techniques, create original works in a variety of mediums and styles, and build a portfolio for submission. Students will be guided by a Compass art instructor, Pete Van Riper, who is also an adjunct art professor at Northern Virginia Community College and a reviewer for AP art portfolios.
The three goals of AP 2D Art and Design are to (1) investigate a variety of artistic materials, methods, and ideas; (2) produce 2-dimensional art and designs; and (3) be able to describe and present art and design to others. AP Art and Design students "develop and apply skills of inquiry and investigation, practice, experimentation, revision, communication, and reflection."
Student artists will create a portfolio with works that feature the elements of art and principles of design such as "point, line, shape, plane, layer, form, space, texture, color, value, opacity, transparency, time; unity, variety, rhythm, movement, proportion, scale, balance, emphasis, contrast, repetition, figure/ground relationship, connection, juxtaposition, hierarchy." Students will be asked to document their medium choices and keep a sketch book and art journal describing their inspiration and artistic process.
In class, works will be done in charcoal, pencil, conte crayon, watercolor crayons, watercolor paints, acrylic paint, and collage. Like other college level classes, outside work will be expected, and art completed outside of the weekly class meetings can include graphic design, digital imaging, photography, collage, fabric design, weaving, fashion design, fashion illustration, painting, and printmaking, and other 2D formats. Students should consider how to express their ideas with selected materials and processes on a flat surface.
The College Board has no preferred or unacceptable content or style, but all work must be entirely the student's original creation. Submissions may incorporate pre-existing photographs or others' images provided proper attribution and citations are given and the use reflects an extension of the student's vision and not just duplication or copy work. AI generated designs are strictly prohibited from portfolio submissions, but original, digitally created art is welcome.
Students' portfolio submissions for the AP program must include two sections (1) "Sustained Investigation" which includes 15 images of the purposeful evolution of a work or works through concept sketches, practice, experimentation, and revisions, and (2) "Selected Works" which includes images of 5 completed pieces. All portfolio works will be submitted as digital images (scans or photographs) of the student's original pieces, and all images must be accompanied by a written discussion of the materials and processes used.
Earn college credit and artistic "cred"-ibility in this studio art class! Over the course of the school year, student artists will experiment with artistic techniques, create original works in a variety of mediums and styles, and build a portfolio for submission. Students will be guided by a Compass art instructor, Pete Van Riper, who is also an adjunct art professor at Northern Virginia Community College and a reviewer for AP art portfolios.
The three goals of AP 2D Art and Design are to (1) investigate a variety of artistic materials, methods, and ideas; (2) produce 2-dimensional art and designs; and (3) be able to describe and present art and design to others. AP Art and Design students "develop and apply skills of inquiry and investigation, practice, experimentation, revision, communication, and reflection."
Student artists will create a portfolio with works that feature the elements of art and principles of design such as "point, line, shape, plane, layer, form, space, texture, color, value, opacity, transparency, time; unity, variety, rhythm, movement, proportion, scale, balance, emphasis, contrast, repetition, figure/ground relationship, connection, juxtaposition, hierarchy." Students will be asked to document their medium choices and keep a sketch book and art journal describing their inspiration and artistic process.
In class, works will be done in charcoal, pencil, conte crayon, watercolor crayons, watercolor paints, acrylic paint, and collage. Like other college level classes, outside work will be expected, and art completed outside of the weekly class meetings can include graphic design, digital imaging, photography, collage, fabric design, weaving, fashion design, fashion illustration, painting, and printmaking, and other 2D formats. Students should consider how to express their ideas with selected materials and processes on a flat surface.
The College Board has no preferred or unacceptable content or style, but all work must be entirely the student's original creation. Submissions may incorporate pre-existing photographs or others' images provided proper attribution and citations are given and the use reflects an extension of the student's vision and not just duplication or copy work. AI generated designs are strictly prohibited from portfolio submissions, but original, digitally created art is welcome.
Students' portfolio submissions for the AP program must include two sections (1) "Sustained Investigation" which includes 15 images of the purposeful evolution of a work or works through concept sketches, practice, experimentation, and revisions, and (2) "Selected Works" which includes images of 5 completed pieces. All portfolio works will be submitted as digital images (scans or photographs) of the student's original pieces, and all images must be accompanied by a written discussion of the materials and processes used.
The class will examine images of others' art, and students will be asked to visit at least two art museums or art exhibits. They will practice giving and receiving construction formal and informal critiques through the observation, analysis, discussion, and evaluation of their own work and that of other artists to hone the AP-required skill of communication about 2D art.
Levels This course is only offered at the AP level, but enrollment does not obligate a student to submit a portfolio for AP review.
Workload: Student artists should plan 2-4 hours per week outside of class on their pieces, concept drawings, practice sketches, etc.
Assignments: All assignments will be communicated to students via email.
Assessments: Qualitative feedback will be given weekly in class. The principal assessment in this course is the AP score earned.
Textbooks: The instructor will furnish art and design books for students to browse in class and borrow.
Supply Fee: A supply fee of $60.00 is due payable to the instructor for shared, in-class basics consisting of: pencils, charcoal, conte a Paris, acrylic paints, brushes, sketch journal, and canvas boards. The instructor will furnish a list of recommended supplies for alternative or premium materials that students may want to incorporate use such as watercolor or colored markers.
About AP: "AP" is a trademark of the College Board, which owns and designs the course outline and "audits" (i.e. approves) high school instructors who employ their expertise and creativity to deliver the college freshman-level content. The College Board's summary of the AP 2D Art & Design program can be read HERE, and the instructor AP Course Audit Approval form can be viewed HERE.
AP Fees: The fee for the College Board's AP 2D Art & Design portfolio in May 2025 is not included. Each family is responsible for scheduling and paying for their student's AP registration.
Credit: Homeschool families may wish to count this course as a full credit in Fine Arts for purposes of a high school transcript.
11:00 am-12:55 pm
10th-12th
(Year Long)
AP Drawing
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 10
Note: AP Drawing students meet concurrently with AP 2D Art & Design students. AP Drawing is intended to the the second AP course after a student has completed AP 2D Art & Design.
Make your mark and earn college credit through the art of drawing. Over the school year, student artists will investigate, practice, experiment, and refine their drawing skills while creating a cohesive body of work for portfolio submission. Students will be guided by a Compass art instructor, Pete Van Riper, who is also an adjunct art professor at Northern Virginia Community College and a reviewer for AP art portfolios.
The focus of AP Drawing is on (1) developing a sustained investigation through drawing, (2) demonstrating drawing skills and processes, and (3) communicating ideas visually. Students engage in inquiry, practice, experimentation, revision, communication, and reflection as they explore how marks, lines, shapes, tones, and textures can be used to convey meaning.
Student artists will create a portfolio that emphasizes drawing as a process of mark-making and composition. This includes works that demonstrate the elements of art and principles of design such as line, shape, form, space, texture, value, contrast, movement, proportion, balance, emphasis, and unity. Students will document their artistic decisions, materials, and processes, and maintain a sketchbook or journal to record ideas, influences, and ongoing reflection.
In class, students will work with traditional drawing media such as graphite, charcoal, ink, and conte. Additional approaches may be explored when they support drawing as a process of mark-making, including mixed media and digital methods that emphasize line, value, texture, and composition.
Like other college-level courses, work outside of class is expected. Portfolio pieces may include observational, experimental, and imaginative works, and can incorporate a range of approaches such as figure drawing, abstraction, mixed media, and digitally informed "mark-making." Students will consider how to use drawing to develop and communicate personal ideas and sustained investigations.
The College Board has no preferred or unacceptable content or style, but all work must be entirely the student's original creation. Submissions may incorporate pre-existing photographs or others' images provided proper attribution and citations are given and the use reflects an extension of the student's vision and not just duplication or copy work. AI generated designs are strictly prohibited from portfolio submissions, but original, digitally created art is welcome.
Students' portfolio submissions for the AP program must include two sections (1) "Sustained Investigation" which includes 15 images of the purposeful evolution of a work or works through concept sketches, practice, experimentation, and revisions, and (2) "Selected Works" which includes images of 5 completed pieces. All portfolio works will be submitted as digital images (scans or photographs) of the student's original pieces, and all images must be accompanied by a written discussion of the materials and processes used.
The class will examine images of others' art, and students will be asked to visit at least two art museums or art exhibits. They will practice giving and receiving construction formal and informal critiques through the observation, analysis, discussion, and evaluation of their own work and that of other artists to hone the AP-required skill of communication about 2D art.
Levels This course is only offered at the AP level, but enrollment does not obligate a student to submit a portfolio for AP review.
Workload: Student artists should plan 2-4 hours per week outside of class on their pieces, concept drawings, practice sketches, etc.
Assignments: All assignments will be communicated to students via email.
Assessments: Qualitative feedback will be given weekly in class. The principal assessment in this course is the AP score earned.
Textbooks: The instructor will furnish art and design books for students to browse in class and borrow.
Supply Fee: A supply fee of $60.00 is due payable to the instructor for shared, in-class basics consisting of: pencils, charcoal, conte a Paris, acrylic paints, brushes, sketch journal, and canvas boards. The instructor will furnish a list of recommended supplies for alternative or premium materials that students may want to incorporate use such as watercolor or colored markers.
About AP: "AP" is a trademark of the College Board, which owns and designs the course outline and "audits" (i.e. approves) high school instructors who employ their expertise and creativity to deliver the college freshman-level content. The College Board's summary of the AP Drawing program can be read HERE, and the instructor AP Course Audit Approval form can be viewed HERE.
AP Fees: The fee for the College Board's AP Drawing portfolio in May 2027 is not included. Each family is responsible for scheduling and paying for their student's AP registration.
Credit: Homeschool families may wish to count this course as a full credit in Fine Arts for purposes of a high school transcript.
11:00 am-12:55 pm
11th-12th
(Year Long)
Earth Science- Lecture
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 1
This is a place-holder for the Earth Science Lecture. Students should register for the Earth Science Lab, which will automatically enroll them in both sections. A physical meeting room will be designated for on-campus students who have classes immediately before or after this virtual session.
10:00 am-10:55 am
9th-12th
(Year Long)
Python Programming: Beginner
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
Do you want to learn the world's fastest growing programming language that is used by Google, NASA, YouTube and the CIA? Python is a versatile, easy-to-learn beginner-level programming language and gateway to foundational concepts in computer science.
First semester, students will learn the fundamental building blocks of programming and develop the ability to write clear, functional, and readable scripts. Beginning with the concept of algorithms and logical thinking, students will explore how programs are structured using variables, data types, and user input/output. As they progress, they will apply mathematical operations, Boolean logic, and conditional statements to control program flow and create interactive experiences such as text-based adventures and decision-making programs. Students will then expand their skills with loops, learning how to repeat actions efficiently, and functions, which allow them to organize and reuse code effectively. Throughout the semester, students will also be introduced to basic graphics, using code to generate visual designs and patterns.
This is a highly hands-on course, with frequent coding exercises and projects including calculators, games, and creative programs, as well as opportunities to practice debugging and problem-solving. The semester culminates in a midterm and final project, where students design and build their own interactive programs, demonstrating both technical skill and thoughtful program design.
Prerequisites:Completion of Algebra I
Workload: Students should expect to spend 1-2 hours per week outside of class reading and completing projects.
Assignments: All assignments and readings will be posted on password-protected Canvas classroom management site.
Assessments:Completed assignments, projects, and participation will be assessed points. 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.
What to Bring: Paper or notebook, pen or pencil, and laptop.
Credit: Homeschool families may wish to count both semesters of this course as a half credit in technology or a career exploration election.
11:00 am-11:55 am
8th-12th
(Semester Long)
Astronomy: The Solar System & Search for Other Worlds
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
Did you know that a single image from the James Webb Space Telescope can contain thousands of galaxies, each with billions of stars, and that some of that light has traveled for over 13 billion years to reach us? Or that scientists can detect distant planets by measuring a tiny flicker of starlight? Space is vast, dynamic, and measurable. In this course, students will explore the universe from our solar system to deep space, using the tools and methods of modern astronomers. Through hands-on investigations, models, and simulations, students will discover how we know what we know about a universe we cannot touch and begin to think like scientists exploring the final frontier. First semester focuses on the mechanics of our cosmic neighborhood and the methods scientists use to explore it and discover new worlds beyond. Students will begin by learning how scientific thinking works- distinguishing observation from inference and applying the scientific method to solve mysteries. They will investigate the tools of astronomy, from early observations to modern imaging, and develop a sense of cosmic scale through hands-on models of distance, mass, and motion. As the semester progresses, students will explore how planets form, compare terrestrial and gas giant planets, and examine the forces that shape them, including impacts, tectonics, atmospheres, and magnetic fields. Interactive labs- such as cratering experiments, density models, and planetary simulations- bring these concepts to life. Students will also explore moons, small bodies like comets and asteroids, and the methods used to detect exoplanets, including the transit method. The semester culminates in a "Solar System Tour Guide" project and an introduction to astrobiology, challenging students to consider where life might exist beyond Earth.
12:00 pm-12:55 pm
7th-8th
(Semester Long)
Intro to Engineering: Systems and Solutions
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
Engineering is the discipline of turning ideas into reality- using mathematics, science, and creativity to design solutions that shape the world around us. From bridges and buildings to medical devices, renewable energy systems, and cutting-edge technology, engineers work across an extraordinary range of fields. The demand for these skills is strong and growing especially in areas like software development, data science, cybersecurity, and advanced manufacturing. This course introduces students to the mindset and methods of engineers- problem solving, design thinking, collaboration, and innovation- while exploring the wide variety of pathways available in this dynamic and high-impact field.
The first semester focuses on Systems and Solutions, introducing students to the "language" of engineering- the foundational skills and ways of thinking that engineers use to solve real-world problems. Students will learn how to measure with precision, apply standard units, and perform essential calculations, while building an understanding of how machines and systems work. Through guided exploration of the Engineering Design Process (Ask, Imagine, Plan, Create, Test, Improve), students will practice defining problems, identifying constraints, collecting and analyzing data, and developing thoughtful solutions. Topics include measurement and data analysis, safety margins, testing protocols, and "systems thinking." The class will examine real-world case studies of both engineering successes and failures. This is a highly hands-on semester, with students using tools such as calipers and micrometers, designing experiments, and completing collaborative challenges. By the end of the semester, students will have developed a strong technical foundation and the practical problem-solving skills essential for more advanced engineering study.
Prerequisites:Completion of Algebra I
Workload: Students should expect to spend 1-2 hours per week outside of class reading and completing projects.
Assignments: All assignments and readings will be posted on password-protected Canvas classroom management site.
Assessments:Completed assignments, projects, and participation will be assessed points. 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.
Lab/Supply Fee: A lab fee of $25.00 is due payable to the instructor on or before 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 both semesters of this course as a half credit in science or a career exploration election.
1:00 pm-1:55 pm
10th-12th
(Semester Long)
Hype, Hoax, or Headline? Science in the News (Q1)
Quarter(s): 1
Day(s): Mon
Open Spots: 12
Rovers roam, rockets rise, and researchers reveal remarkable results. Viral videos and bold breakthroughs flood the feed, but what is solid science and what is sensational spin? In this class, students become critics and commentators on science in the news. Each week, they will examine recent discoveries, products, and claims drawn from headlines and social media, digging into the science behind the stories. Is a breakthrough truly groundbreaking, or just overhyped? Who is behind the research- a reputable institution or a questionable source? And what real impact might these ideas have? From AI-guided Mars rovers to scientists tackling microplastics and next-generation energy, students will investigate fascinating topics while learning to evaluate the strength of scientific evidence. They will consider testing methods, sample sizes, and sources in order to separate solid science from speculation and become thoughtful consumers of scientific information. This class is especially well suited for students who enjoy reading, discussion, and current events, including those who may not be drawn to traditional lab-based science classes. It also offers a valuable perspective for science-minded students who want to engage more deeply with real-world applications of science. Students should be reading at or above grade level and can expect to spend 30 minutes to one hour each week engaging with assigned articles or videos. Topics: This is a quarter-long class that examines new claims and scientific announcements in the news. Each quarter is unique, and students can take all four (4) quarters with no repeated information. Credit: Homeschool families may wish to count this course as a partial credit in science for purposes of a high school transcript.
2:00 pm-2:55 pm
8th-12th
Probability & Statistics (On-Level or Honors)
Quarter(s): 1,2,3,4
Day(s): Mon, Thu
Open Spots: 8
The odds of winning the Powerball jackpot are 1 in 292 million. 77% of teens ages 12-17 have cell phones. One out of every two youth voters cast a ballot in 2020. From election polls to stock market data and weather reports to medical test results, statistics and probability are all around us. They are quoted in the podcasts we listen to, the news we watch, and the textbooks and articles we read. Statistics and probability are used in almost every field of study and career for forecasting, decision making, and tracking progress. In 2021-22, the government will release a tsunami of 2020 census statistics about our country's population. (Coincidentally, the odds of a tsunami hitting the east coast- less than the Powerball win.) But statistics and probability are also often misused, misquoted or incorrectly applied, so having a solid understanding of what these numbers represent will help make teens informed consumers and decision-makers.
This course will explore the collection and analysis of data, inferences and conclusions, and the use of this information. Themes include relationships between variables, gathering data, interpreting categorical versus quantitative data. The class will also cover sample surveys, experiments, and observational studies and evaluate randomness and probability. Finally, students will learn about making inferences, justifying conclusions, and using probability to make decisions.
Prerequisite: Students should have a solid foundation in Algebra I and Geometry in order to take this class. It is an ideal class for a student who needs an additional credit in high school math, but who may not wish to pursue more advanced mathematics courses such as Algebra II and Pre-Calculus.
Levels: The course provides a substantive, full-credit experience on either an Honors or On-Level track. All class members share core material and participate in the same class lectures. Honors students will receive additional, more challenging problems. Students register online for the same course but must indicate which level they wish to follow by the first day of class. Students may move down a level (from Honors to On-Level) at any time.
Workload: Students should expect to spend 1-1.5 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 7-day cycle, with assignments posted on Thursdays and due the following Thursday. Students are advised to start homework once it is assigned (i.e., not wait until the night before it is due). Weekly homework assignments will be of a length that a student should be able to complete them in two or three at-home work sessions. Solutions will be provided for some homework problems, but students are expected to show all steps of their work.
Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload.
Assessments: Student progress will be assessed by: (1) The instructor checking that weekly homework sets are attempted and complete and (2) detailed grading of periodic take-home tests. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade. See the instructor's webpage for detailed homework and test policy, including late work and re-work.
Textbook: The required textbook for this class is "Stats In Your World" 1st edition by David E. Bock (ISBN-13: 978-0131384897).
Credit: Homeschool families may wish to count this course as a complete credit in Probability & Statistics for purposes of a high school transcript.
10:00 am-10:55 am
10th-12th
(Year Long)
Algebra I (Mon, Fri)
Quarter(s): 1,2,3,4
Day(s): Mon, Thu
Open Spots: 8
This is a complete course in high school Algebra I which will cover fundamental concepts in algebra and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. This course is designed to emphasize the study of algebraic problem-solving with the incorporation of real-world applications. Topics in Algebra I include number systems, linear systems, rational numbers, complex numbers, exponents, roots, radicals, quadratic equations, polynomials, factoring, absolute values, ratios, and proportions. In addition, the course will cover solving and graphing systems of functions, linear equations, and inequalities. Students will explore these topics through class discussions, practice problems, and open-ended problem-solving.
Prerequisite: Students should have a solid foundation in pre-algebra topics in order to take this class. In addition, students should be capable of copying the sample problems and solutions worked in class on the white board to his/her own notes as examples for completing homework.
Workload: Students should expect to spend 1-1.5 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 7-day cycle, with assignments posted on Thursdays and due the following Thursday. Students are advised to start homework once it is assigned (i.e., not wait until the night before it is due). Weekly homework assignments will be of a length that a student should be able to complete them in two or three at-home work sessions. Solutions will be provided for some homework problems, but students are expected to show all steps of their work.
Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload.
Assessments: Student progress will be assessed by: (1) The instructor checking that weekly homework sets are attempted and complete and (2) detailed grading of periodic take-home tests. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade. See the instructor's webpage for detailed homework and test policy, including late work and re-work.
Textbook: Students should purchase or rent the required textbook for this class: "Elementary Algebra" by Harold R. Jacobs. Revised Edition (paperback): ISBN-13: ? 978-1683442554 OR First Edition (hardcover): ISBN-13: ? 978-0716710479 A calculator is not needed for this course.
Credit: Homeschool families may wish to count this course as a complete credit in Algebra I for purposes of a high school transcript.
11:00 am-11:55 am
7th-10th
(Year Long)
Algebra II
Quarter(s): 1,2,3,4
Day(s): Mon, Thu
Open Spots: 8
This is a complete course in high school Algebra II which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Algebra II include linear functions, systems of equations and inequalities, quadratic functions and complex numbers, exponential and logarithmic functions, rational and irrational algebraic functions, and quadratic relations and systems. In addition, this course will cover higher degree functions with complex numbers, sequences and series, probability, data analysis, and trigonometric and circular functions. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.
Prerequisite: Students should have a solid foundation Algebra I in order to take this class.
Workload: Students should expect to spend 1-1.5 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: Algebra and Trigonometry: Functions and Applications- Prentice Hall Classics (ISBN-10 0131657100, ISBN-13 978-0131657106). A scientific calculator similar to the Casio fx-115ES PLUS is required for this class.
Credit: Homeschool families may wish to count this course as a complete credit in Algebra II for purposes of a high school transcript.
1:00 pm-1:55 pm
8th-11th
(Year Long)
Precalculus
Quarter(s): 1,2,3,4
Day(s): Mon, Thu
Open Spots: 8
This is a complete course in high school PreCalculus 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 Precalculus include functions: polynomial, rational, exponential, logarithmic, and trigonometric (right angle and unit circle). In addition, the course will cover polar coordinates, parametric equations, analytic trigonometry, vectors, systems of equations/inequalities, conic sections, sequences, and series. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.
Prerequisite: Students should have a solid foundation Algebra I, Algebra II, and Geometry 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: Precalculus: Mathematics for Calculus, 7th edition by Stewart, Redlin, and Watson (ISBN-13: 978-1305115309). A scientific calculator similar to the Casio fx-115ES PLUS is required for this class.
Credit: Homeschool families may wish to count this course as a complete credit in Precalculus for purposes of a high school transcript.
2:00 pm-2:55 pm
10th-12th
(Year Long)
Outbreak! The Microbiology of Disease: Bacteria & Fungus
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
Out of breath, sudden fever, rash! What could be wrong with this patient? This class is a case-based approach to the many infectious diseases that humans share and contract from domestic animals. Each week, students will be introduced to a new pathogen. The class will integrate principles of microbiology, immunology, physiology, and pharmacology within the framework of each epidemic. We will also discuss the historical, economic, and societal impacts that plagues and pestilence resulting from these infectious agents have wrought over the course of recorded history. First semester lectures and labs will introduce the basic microbiology and diseases caused by bacteria and fugus, an introduction to the immune system, and antibiotic therapy/resistance. Cases will include zoonotic diseases such as Bubonic Plague, Lyme Disease, Mad Cow Disease, Anthrax, and many others! The class will include laboratory activities in microbiologic techniques. Students will become familiar with principles of laboratory safety, light microscopy, biologic stains, culture techniques, and common immunologic tests. Topics in this Series: Bacteria & Fungus (Semester 1), Viruses and Parasites (Semester 2), etc. Prerequisites: Although previous classwork in Biology and Chemistry will be helpful, they are not prerequisites. Schedule: This is a 12-week class that will not meet on October 12. Levels: This class will be offered on two levels: Honors and On-Level. All class members share core material and participate in the same labs. Honors students will be assigned additional readings, homework questions, and lab reports. Students register online for the same course but must indicate which level they wish to study at via e-mail by August 15. Students may move down a level (from Honors to On-Level) at any time. However, once classes have started, students may not "bump up" a level. Workload: On-level students should expect to spend 1-2 hours per week on assigned readings and lab reports. Honors students should expect to spend 2-3 hours per week on work outside of the classroom. Assignments: All students will be expected to keep a lab manual for notetaking, lab reports, and assigned homework questions. Weekly readings will be documented in the course syllabus. Assessments: At the end of the semester, the instructor will review student notebooks and assign numerical scores to their notebooks, if requested, for the parents use in assigning letter grades. Textbook: Students should have access Microbiology: An Introduction (13th Edition) by Tortora, Funke, and Case, published by Pearson. It is available as a pre-owned hardcover book (978-0134605180), or through digital access as an e-textbook or e-book. Lab/Supply Fee: A class fee of $100.00 is 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 Lab Science for purposes of a high school transcript.
10:00 am-11:55 am
9th-12th
(Semester Long)
Introduction to Veterinary Science: Foundations of Animal Care
Quarter(s): 1,2
Day(s): Mon
Open Spots: 10
Students are introduced to the world of veterinary medicine through the essential skills used every day in animal care. Taught by an experienced veterinary technician, this course focuses on the safe handling, restraint, and observation of animals while building a foundation in animal behavior, anatomy, and basic physiology.
Students learn how to assess healthy animals, monitor vital signs, and understand normal vs. abnormal conditions. Topics include nutrition, grooming, sanitation, preventative care, and the role of routine veterinary visits. Students are introduced to common companion animals, including dogs, cats, and select exotic pets, while gaining an understanding of species-specific needs.
Through demonstrations, case examples, and hands-on practice, students develop confidence working with animals and begin thinking like veterinary professionals. This course provides a strong foundation for students interested in animal science, veterinary medicine, or careers working with animals.
Textbook/Materials: A community college-level textbook will be selected and identified by August 1
Workload:Students should anticipate 1 to 2 hours of homework each week.
What to Bring: Paper or notebook; pen or pencil; assigned chapter.
Lab Fee:There is a $40.00 labe fee due payable to the instructor on/before the first day of class.
Credit: Homeschool families may wish to count this course as a component (partial) credit in Career Exploration/Elective/Science for purposes of a high school transcript. (Full credit for both semesters.)
1:30 pm-2:55 pm
9th-12th
(Semester Long)
Biology -Lecture (Honors or On-Level) **ONLINE**
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 12
This is a place-holder for the Biology lecture. Students should register for the Biology Lab, which will automatically enroll them in both sections. A physical meeting room will be designated for on-campus students who have classes immediately before or after this virtual session.
9:00 am-9:55 am
10th-12th
(Year Long)
Literature Roundtable: Gothic Gatherings
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
Roundtable is a seminar-style literature analysis and discussion class for high school students. Instead of a broad, general survey of literature, Roundtable students will examine a focused, "special topic" in literature through critical evaluation and rich discussion. Written works will be selected for their contribution to a specific genre and their influence on society.
First semester, the class will examine the gothic genre with a critical eye on the elements found in all gothic work- an atmosphere of mystery, terror, and adventure with elements of the sinister or grotesque- through a study of: Castle of Otranto (1764) by Horace Walpole (the first gothic novel); Dracula (1897) by Bram Stoker, Wuthering Heights (1847) by Emily Bronte, Strange Case of Dr. Jekyll and Mr. Hyde (1886) by Robert Louis Stevenson, The Legend of Sleepy Hollow (1820) by Washington Irving,and Fall of the House of Usher (1839) by Edgar Allen Poe (short story).
For this course, students should be engaged readers who come to class prepared to participate in intellectual discussion. Students are also expected to take part in in weekly class discussions by sharing their reflections and reactions to the readings and drawing conclusions and comparisons with other works. For each novel, the instructor will provide a guide with thoughtful questions and prompts on the reading that students must come to class prepared to discuss with textual evidence. The course instructor will serve as a facilitator-moderator to lead Socratic, "roundtable" discussions in addition to other in-class activities, such as partner and small group work, to further the class's understanding of the literature. This course will focus on comprehension and analysis through discussion rather than composition. Students will be assigned creative, short assignments to enhance and demonstrate their understanding of each novel such as re-writing a scene, imagining a conversation between characters from different books, developing a prequel or sequel scene, writing a review, etc.
When discussing written works, students will be expected to give textual references such as specific quotes and examples- a higher-order high school and college-level skill that will be needed in later courses which require written analysis of literature. A key skill that will be taught in this class is how to annotate texts. Students will begin by examining samples of the instructor's own annotated novels then move to annotating the first short story in class as a group. For each novel, students will be given specific details to search for and annotate such as major plot points, character traits, interesting word choice, setting details, quotations, or questions. Later, students will be prepared to annotate automatically as they read with their own questions and reactions, a skill that can also be applied to the readings in other courses.
Topics in this Series: Gothic Gatherings (Semester 1) and Dystopian Discourse (Semester 2).
Prerequisites: Students should be able to read and comprehend at a minimum 9th grade level for this course. Per Compass guidelines, accelerated 8th grade students may register for this course, however, in addition to the 9th+ grade reading level, they must posses the maturity to handle high school level topics and more mature discussion.
Workload: Students should expect to read approximately 100 pages per week. For students who have challenges with reading, audio books may be used, but students should still be prepared to follow along and annotate in the physical novel.
Assignments: Weekly assignments will be posted in the online classroom management system. Students will need their own e-mail addresses to access the system, and parents may be set up as additional "observers" to their teen's Canvas account.
Assessments: Points will be assigned for preparation, participation, and short assignments, and parents may use the total points earned to calculate a grade.
Textbook/Materials: Students will need clean, affordable copies of each novel that they can annotate, and all students must be working from the same edition to ensure consistent page numbers. To support this, a class set of mass-market paperbacks will be purchased in advance for each student (see Supply Fee below).
Lab/Supply Fee: A class fee of $47.00 is due payable to Compass on the first day of class.
What to Bring: Students should bring the current novel, 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 pages.
Credit: Homeschool families may wish to count this course as a component (partial) credit in English for purposes of a high school transcript. For a full credit in English, families would need to "bundle" this course with additional coursework in composition.
11:00 am-11:55 am
9th-12th
(Semester Long)
Reel Talk: Movies That Matter (Film Appreciation)
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
A plot twist no one saw coming. A character everyone quotes. A scene that takes over social media overnight. Why do some movie moments stick while others disappear? This course invites students to look beyond the surface of movies and explore how films actually work. Students will examine the language of cinema, including camera angles, lighting, editing, sound, and composition, and how these elements shape mood and meaning. They will analyze storytelling techniques such as character development, theme, genre, and narrative structure, while also exploring key moments in film history and how movies reflect cultural and social contexts. Through guided discussions and written responses, students will learn to interpret symbolism, evaluate perspective, and support their ideas with evidence. Students will actively engage with film through scene analysis, group discussions, comparative studies, and short critiques. The course is built around facilitated discussions led by an instructor who grew up in Hollywood on film sets, surrounded by Screen Actors Guild members, bringing real-world insight into the filmmaking process. Rather than simply watching movies, students will investigate how directors make creative choices, participate in collaborative conversations, and develop their own informed perspectives. By the end of the course, students will have a deeper appreciation for film as an art form and stronger skills in critical thinking, observation, and communication.
12:00 pm-1:25 pm
9th-12th
(Semester Long)
Electronic Music Production I
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
In this 12-week course, students will learn the core skills of Electronic Music Production from industry professional, DJ, producer, and musician Eric Jao (aka DJ Enferno). Eric brings 30+ years of working in the music industry, including touring the world with Madonna and creating music for Linkin Park and Cirque Du Soleil. He's an Ableton Certified Trainer and the creator of the Electronic Music ELEMENTS curriculum, which he will teach in person at Compass.
Students will learn how to make music that sounds like their favorite songs. They'll create their own drums, chords, basslines, and melodies and arrange them into original songs and remixes. As students progress beyond the core curriculum, they will learn to use effects and automation to expand and enhance their music production skills.
Students do not need to play an instrument or be able to read music for this course. Instead, they need to have a love of music and the desire to create their own, original songs.
Meet your instructor here: https://www.youtube.com/watch?v=n5en5nx5zag
Workload:Students should expect to spend 1 or more hours per week outside of class.
Assignments: Students will be encouraged to continue to work on their music at home.
Assessments: Will not be given.
What to Bring: Students should bring a laptop (Windows or Mac), tablet, or Chromebook and headphones to class each week.
Non-Meeting Days: In addition to the scheduled days-off on the published Compass schedule, this class does not meet on xxx
Credit: Homeschool families may wish to count this course as a component partial credit in Fine Arts or Career Exploration for purposes of a high school transcript.
12:00 pm-1:25 pm
7th-12th
(Semester Long)
Build Zone! Construction Lab (MON, Q1)
Quarter(s): 1
Day(s): Mon
Open Spots: 8
Enter the BuildZone and step into a world of endless possibilities, where over 10,000 building components are at your fingertips! From Keva Planks to K'Nex, Magnatiles to Marble Runs, Tubelox, Chaos Tower, and Pipe Builders-this is the ultimate mash-up of all things construction.
Here, you're the architect, the engineer, the mastermind. Stack it, snap it, connect it- then remix it! What happens when you combine pieces from totally different sets? You get taller towers, stronger structures, and mind-blowing mega builds! Build solo masterpieces or team up for cool collaborations. Every session is a chance to dream big, build bigger, and let your imagination break all the rules.
This is a hands-on afternoon lab intended to provide opportunities for kids to socialize and tap into their creative energy in a relaxed club setting. No formal curriculum or lessons are provided. This is a supervised free-build session. All participants are expected to help pick up and to follow all Compass rules on indoor behavior including respecting materials, supplies, and furnishings.
3:00 pm-3:55 pm
2nd-6th
Compass Kindergarten- Literacy Ladder (Sem 1)
Quarter(s): 1,2
Day(s): Mon
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 Mondays, the focus will be on Language Arts where students will be exposed to folktales, seasonal stories, and classic favorites while also practicing some foundational language arts skills. The stories read in class will be used as inspiration to connect aspects of literacy such as comprehension, comparing similar/different, recalling sequences, and predicting outcomes. The Alphabet Book will be used as as "spine" to spark discussions on capital and lower case letter forms, initial letter sounds, blends, vowel sounds, rhyming words, and other pre-phonics skills. The language arts-themed kindergarten session is intended to enhance and clarify literacy skills being introduced at home, but is not a comprehensive reading curriculum.
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 13-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)
AI Advanced Lab: Understanding & Building Intelligent Systems
Quarter(s): 1,2
Day(s): Mon
Open Spots: 10
Learn how AI works, when it fails, and how to use it to solve real problems. How are intelligent systems designed, and how can you direct them effectively? First semester, students explore both the structure of AI systems and the strategies used to guide their output. They begin by examining how systems are built, learning about different model types, analyzing how components work together, and evaluating the strengths and limitations of various approaches through system mapping and model comparison labs. Building on this foundation, students shift into prompt engineering and strategic thinking, developing structured prompt frameworks, optimizing outputs, and designing efficient workflows. Through activities such as building a prompt library, tackling workflow challenges, and participating in strategy simulations, students learn to approach AI with intention and precision. Topics in this series include: Understanding & Building Intelligent Systems (Semester 1) and Evaluating & Applying Intelligent Systems (Semester 2)
1:30 pm-2:55 pm
9th-12th
(Semester Long)
Songwriting Studio (Fall)
Quarter(s): 1,2
Day(s): Mon
Open Spots: 8
Students will learn a fun, simplified way to write songs from a professional, award-winning, soundtrack composer. Each week, students will tackle a different phase of songwriting. This class is open to students who play instruments, sing, write lyrics, or a combination of all three talents! The group will learn about the song structure that is popular today with verse, chorus, pre-chorus, pre-verse, intros, and outros. They will listen to some examples of songs to convey what a verse, chorus, and bridge are, and will cover an overview of the basics of functional and classical harmony. Each week, the group will approach a different stage of the songwriting process, working through ideas on their instruments, writing lyrics, or both. Student artists will be guided through making their own background tracks to encourage self- expression and to allow individual voices to emerge. They can use songs they know as inspiration, but they will be encouraged to create everything like a real songwriter. Musicians will be given ready-made chord options so their focus can remain on the creative aspects of songwriting. If the student is only writing lyrics, he/she will be assigned a songwriting partner student who will write the melody and chords. In this case, the lyricist student will be provided with that song's work in progress tracks to write to at home. Students who wish to record their songs should download the free Abbey Road 'Topline' app for Android or Apple smartphones. (The instructor uses this app professionally to share songs and concepts via e-mail, text message, or over social media with colleagues.) The app allows the artist to record songs in sections and play back all together. Microphones will not be needed. The workshop is open to all instrument and voice students, not just guitar. Any style of music is acceptable (pop, folk, country, etc), but all lyrics must be rated "E" for everyone. Topics in this Series: Songwriting Studio for Teens (Semester 1), Songwriting Studio for Teens (Semester 2), etc. Students continuing from first semester receive priority pre-registration for second semester. Workload: Students should expect to spend 1-2 hours per week outside of class . Credit: Homeschool families may wish to count this course as a component (partial) credit in fine arts or electives for purposes of a high school transcript.
11:00 am-11:55 am
7th-12th
(Semester Long)
3D Design & Printing for Teens (Fall)
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.
In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.
Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.
To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.
Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.
The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.
Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.
Prerequisites: None
What to Bring: Students will need to bring a laptop to class for design work.
Workload: Students should expect to spend 0-1+ hours per week outside of class.
Assignments: Project criteria will be explained in class to students.
Assessments: Informal, qualitative feedback will be given in class throughout the semester as the student works.
Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.
Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts, Technology, or Career Exploration for purposes of a high school transcript.
10:00 am-10:55 am
9th-12th
(Semester Long)
3D Design & Printing for Tweens (Fall)
Quarter(s): 1,2
Day(s): Mon
Open Spots: 12
Students will learn to think like inventors and designers when creating 3D! 3D design is used not only for modeling and fabricating objects but is also at the heart of many cutting-edge technologies such as AR and VR, video game design, interactive exhibits, and more. 3D printing is used in nearly all industries and design fields today from art to animation, manufacturing to medicine, and engineering to entertainment.
In this class, students will first learn to use Tinkercard, a 3D modeling software that works in solid forms (like LEGO bricks). Then, students will transition to MeshMixer, a software that creates smooth, curved, organic shapes (like clay). They will learn to think about their design from all angles and how to subtract forms to create holes, voids, and concave features, and add forms to create projections, contours, appendages, and convex details. They will discover the limitations of 3D printing and how to handle overhanging elements or delicate details.
Students will practice the artistic design process with simple sketches before diving into the software. They will be encouraged to use reference material, whether photos, a model, or even by modifying existing, public domain 3D files. Students will use an iterative printing process in which they print their project, check it for design intent, functionality, or fit, make modifications, and print again. The class will learn how to save and convert between 3D solid object files (.stl) and object files (.obj) and work with metadata fields to protect the intellectual property of their designs.
To demonstrate the range and capability of 3D-printed designs, favorite student projects include D & D miniatures, cosplay props, Minecraft-designed creations, and beloved characters such as anime, baby Yoda, and Pokemon creatures.
Second semester, continuing students will progress to more complex assemblies including multiple parts and parts with hinges. Second semester, some students may wish to work with alternative filaments such as TPU (rubber), metal, or magnetized filament. Because of the studio format, new students can enroll second semester.
The class instructor is a design engineer with 3D Herndon and expert in 3D technologies and other areas of design and invention. A typical class will be structured with 5-10 minutes of lecture or demonstration of a new design skill, followed by 40 minutes of design "studio" time where students can receive trouble-shooting support and design tips from the instructor and have dedicated work time, and 5-10 minutes of sharing time at the end of class. As a studio class, students will work on individual projects at their own pace.
Topics in this Series: As an open studio for individual projects, students may continue from one semester to the next or enroll mid-year. Students continuing from first semester receive priority pre-registration for second semester.
Lab/Supply Fee: A class fee of $25.00 is due payable to Compass on the first day of class for 3D printing and filament. This provides the student with 800 g of printed product per semester. Students who are prolific designers and print often will be asked to pay an additional $5.00 per 100 g or fraction thereof.
11:00 am-11:55 am
5th-8th
(Semester Long)
Emergency Care: Readiness & Response
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 12
Physician. Paramedic. Physical therapist. Phlebotomist. The healthcare industry makes up more than 18% of the U.S. economy and employs over 20 million people. This course gives students a meaningful introduction to that world by building real, practical skills used by first responders and healthcare professionals. When seconds matter, will you know what to do? This hands-on course trains students to think clearly, act quickly, and provide effective care in emergencies. Students learn to assess responsive and unresponsive patients, manage airways, perform rescue breathing, and respond to life-threatening conditions such as cardiac arrest, stroke, choking, and shock. Training includes CPR for adults, children, and infants, along with proper use of an AED. Students also develop essential trauma response skills, including wound care involving applying dressings, pressure bandages, and tourniquets, and stabilizing injuries such as fractures. They learn how to respond to acute medical emergencies like seizures, allergic reactions, respiratory distress, diabetic complications, poisoning, fainting, and heat- and cold-related conditions. The course is highly interactive and includes hands-on labs where students practice assessment skills, taking vital signs, administering select medications, and using emergency equipment. Through case studies and role-play scenarios, students build critical thinking skills and learn how to stay calm and make decisions under pressure. Instruction also includes medical terminology, relevant anatomy, triage, patient movement, and how coordinated emergency response systems operate. Students will also explore how to respond appropriately during a mental health crisis, including de-escalation strategies. This course goes beyond basic first aid to provide training comparable to a 3-credit hour community college course. Students leave with practical, life-saving skills and a strong foundation for future study or work in healthcare. Teens earn national certification in Advanced First Aid, CPR, and AED that can qualify them for roles such as event or venue staff, camp counselors, outdoor program assistants, and positions in recreation, youth sports, or childcare. Schedule: This is a 29-week year-long class. Instructors: This course will be team-taught by Dr. Larry Newell, paramedic Jose Salazar, and Christine Notarianni, a registered nurse Workload: On-level students should expect to spend up to 1 hours per week outside of class on reading assignments and activities Assignment:s Students will be assigned weekly readings to complete at home each week so class time can be dedicated to group discussion and the practice of hands-on skills. Assessments: The instructor will give short quizzes to ensure that students are keeping up with their reading. In addition, students will be "signed off" and approved on hands-on skills throughout the course. Textbook/Materials: Students should purchase a copy of First Aid, CPR, and AED- Advanced, 8th edition by AAOS/ECSI/ACEP, published by Jones and Bartlett Learning (ISBN #978-1284234367). Lab/Supply Fee: A supply fee of $25.00 is due payable to Emergency Training Resources, LLC for consumable and in-class supplies such as bandages, cpr mask, etc. What to Bring: Students should bring their textbook, notebook/paper, and pen or pencil to class each week. What to Wear: Students should wear comfortable clothing that would allow them to participate in occasional demonstrations on the floor. Credentials: Students will earn certification by the Emergency Care & Safety Institute (ECSI) in "Advanced First Aid, Adult, Child, Infant CPR & AED," Credit: Homeschool families may wish to count this course as a partial credit in Science, Health, Elective, or Career Exploration for purposes of a high school transcript.
1:30 pm-2:55 pm
9th-12th
(Year Long)
Filmmaking: Technical Production- Lights, Camera, Action!
Quarter(s): 1,2
Day(s): Mon
Open Spots: 10
Filmmaking demands more than creativity! It demands technical skills that bring your vision- or someone else's- to life on the screen.
This semester-long course focuses on developing practical film production skills using accessible, everyday equipment. Students learn to capture clean, consistent, and editable footage with smartphones and low-cost tools while building habits that mirror real-world production environments. The course emphasizes practice and discipline, requiring students to complete weekly production deliverables that demonstrate steady progress in camera operation, lighting, sound, and on-set workflow.
Over the semester, students work toward capturing usable footage with proper framing, lighting, and audio, while also demonstrating basic set protocols. They learn how to plan and execute coverage through master shots, angles, and inserts, and produce footage that can be reliably used in post-production. The focus remains on applying foundational skills in a way that aligns with professional expectations.
The course follows a structured weekly progression. Students begin with equipment setup and basic test footage, then move into framing and shot types, camera movement, and audio fundamentals. Lighting is addressed in both daytime and low-light conditions, followed by set discipline and proper slating. Students then develop storyboards and shot lists before executing coverage with master shots and multiple angles. The final weeks focus on inserts, continuity, and completing a short scene, followed by review and refinement of their work. By the end of the semester, students will have produced a portfolio demonstrating technical growth and an understanding of core production practices.
Equipment:All students must have access to a smartphone with video capability, basic stabilization such as a tripod or handheld grip, an external microphone option, headphones for monitoring audio, a set of clip-on phone lenses, and a video-capable laptop. The total cost of required equipment is designed to remain under $100. Students are expected to bring required equipment to each class.
Workload:Students are expected to complete and upload weekly deliverables. Students should expect 1 hour of filming homework per week.
Assessments: Students will not receive a formal grade in this elective course, however, through in-class review sessions, they will receive ongoing feedback to apply to their work. Consistent effort, visible improvement, and professional conduct during filming are required throughout the course.
Certificate Option: This course is one of several a student can complete to earn a Certificate in Film Production. Students seeking recognition through the certificate must submit a substantial portion of weekly production work, demonstrate consistent participation, and present a body of work that shows clear skill progression over time.
Credit: Homeschool families may want to count this course as a partial credit in fie arts or career exploration on a homeschool transcript.
10:00 am-11:25 am
9th-12th
(Semester Long)
Human Geography- Lecture (AP, Honors, On-Level) **ONLINE**
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 1
This is a place-holder for the Human Geograpy lecture. Students should register for the Human Geography Seminar, which will automatically enroll them in both sections. A physical meeting room will be designated for on-campus students who have classes immediately before or after this virtual session.
10:00 am-10:55 am
9th-12th
(Year Long)
Submersible Robotics: Remote Operated Vehicle (ROV)
Quarter(s): 1,2,3,4
Day(s): Mon
Open Spots: 10
How do you explore the 139 million square miles of the earth's surface that is ocean when only 25% of the seafloor has been fully mapped? From finding shipwrecks to observing marine life, exploring hydrothermal vents to performing underwater inspections, and carrying out critical search, rescue, and recovery missions, submersible robots known as ROVs, or remotely operated vehicles, are up to the task.
In this class, students will work in pairs to build, test, redesign, and deploy a small ROV called a SeaPerch. SeaPerch is an "innovative underwater robotics" program sponsored by the Office of Naval Research, NOAA Ocean Education Cooperative Institute, and RoboNation. Working from a kit of stock components, students will first build and test-drive the base model SeaPerch while learning about topics like buoyancy, hydrodynamics, propulsion, and displacement. Teams will learn basic circuitry and how to solder electronic components, first with a light-up practice circuit board, then by assembling, soldering, and wiring the control board for their ROV.
Once teams have assembled their SeaPerches, the class will meet at a nearby community pool for their first in-water trial. Students will test their assemblies and practice their skills of driving and maneuvering their ROV underwater. Next, it will be back to the classroom workshop to make modifications to their designs, and back to the pool for the iterative design-build-test-modify engineering process. Once teams have fully functional "stock" SeaPerches and understand how decisions such as the placement of propellers and floats affect performance, they will modify and customize their designs while adding features such as hooks or arms to perform underwater tasks. Ultimately, the SeaPerch ROVs will go through an underwater hoop obstacle course and complete challenges like gathering rings from the pool floor.
Students will gain an understanding of challenges faced by scientists and engineers in underwater applications and will be exposed to careers in mechanical engineering, electrical engineering, marine/nautical engineering, marine sciences, oceanography, and more. In class, they will learn to use hand tools such as a ratcheting PVC cutter, wire cutter, wire stripper, soldering iron/solder, solder removal tool, clamps, screwdrivers, and more. They will also work with waterproofing, adhesives, and fasteners. Teams will be encouraged to keep an engineering design notebook with sketches, performance data, observations, and modifications. Each team will be required to prepare and submit a Technical Design Report using a template and rubric, and the teams will against other Compass teams.
Students who wish to add enhancements to their final build such as enamel paint, more powerful motors, lights, sensors, depth gauge, or underwater camera, may purchase their own accessories at a hobby or electronics store to install in class. (Enhancements cannot exceed $25.00 to remain eligible for the SeaPerch regional competition.)
Note: Parents should anticipate 3-4 class sessions to be held at the nearby Goldfish Swim School pool and plan for transportation there (4 miles).
Workload: Students should expect to spend 0-1 hours per week outside of class.
Assignments: Assignments, if any, will be communicated in class and limited to individual investigation.
Assessments: Will not be given
Textbook/Materials: None
Lab/Supply Fee: There is a $110.00 supply fee due payable to Compass for students who are willing to work with a partner (and flip a coin who keeps the ROV). Alternatively, a student could opt to pay $190.00 for their own SeaPerch which they would build individually and keep at the end of the program.
Credit: Homeschool families may wish to count this course as a partial credit in technology or career exploration for purposes of a high school transcript.
10:00 am-10:55 am
7th-10th
(Year Long)
LEGO Robotics Challenge League (S1)
Quarter(s): 1,2
Day(s): Mon
Open Spots: 10
LEGO Robotics Challenge League is a dynamic, semester-long team experience where students dive into real FIRST LEGO League (FLL)- style challenges in a high-energy, collaborative environment. Students work in teams to design, build, and program robots while tackling a complete FLL challenge from a previous season. This league format gives students the opportunity to experience the full scope of FLL without the intense 6- 10+ hour weekly commitment of official competition teams.
Participants are divided into smaller teams that compete in exciting in-house robotics challenges, testing their designs, strategies, and coding skills against one another. Along the way, students develop critical 21st-century skills in engineering, programming, problem-solving, and teamwork. As teams iterate, test, and refine their robots, they build confidence, strengthen communication skills, and experience the thrill of competition in a supportive, engaging setting.
Throughout the semester, students will complete a full FLL challenge, including the Robot Game and elements of the Innovation Project. They will gain hands-on experience with LEGO Spike Prime components and use drag-and-drop coding to program autonomous robots. No prior robotics or programming experience is required, though familiarity with LEGO Technic components (gears, beams, and axles) is helpful.
FIRST LEGO League (FLL) is a globally recognized robotics program that combines engineering, research, and teamwork. Each year's theme challenges students to develop innovative solutions to real-world problems in areas such as the environment, transportation, accessibility, and exploration. In addition to the Robot Game, students engage in brainstorming, research, and design while practicing the engineering design process: build, test, refine, and improve.
At its core, LEGO Robotics Challenge League emphasizes both competition and collaboration. Students encourage and support one another while striving to improve their designs and performance. Inspired by FLL's Core Values- discovery, innovation, impact, inclusion, teamwork, and fun- this program fosters both technical skill and character development. While teams compete in-house throughout the semester, this league focuses on growth, creativity, and the excitement of engineering in action rather than participation in regional competitions.
11:00 am-12:25 pm
4th-6th
(Semester Long)
SAT/PSAT Skills & Strategies Workshop (MON, Q1)
Quarter(s): 1
Day(s): Mon
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-2:55 pm
10th-12th
Total Training: Teen PE- Red (MON)
Quarter(s): 1
Day(s): Mon
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
Self Defense & Personal Safety- Red
Quarter(s): 1
Day(s): Mon
Open Spots: 12
"Empowered!" is how recent students of coach Iman Castenada described their self defense seminars. Teens and adults feel confident, capable, and in-control when they have the physical and mental tools to evade and escape uncomfortable or even dangerous situations. Self defense and personal safety are essential life skills for any teen or adult who is out in the community and interacting with others.
This class emphasizes situational awareness and making safe choices. Students will work in pairs and small groups to act out mock scenarios, rehearse strategies, and practice defensive moves and strikes. Topics will cover a range of situations from assessing the safety of a new place; conscientiously carrying out daily activities (like carrying a purse or backback, walking/jogging alone, parking a car, taking public transportation, and traveling), deescalating a bully, disarming an agressor, escaping an attacker, and if necessary, fighting back to save your life.
This workshop is taught by Iman Casteneda, Compass's homeschool PE and Jiu Jitsu Fit instructor. She earned a Green belt in Jiu Jitsu under Royce Gracie, a particularly grueling program that took her more than 10 years to prepare for. She is also personal trainer, Cross-Fit instructor, Muy Thai practitioner, former MMA (mixed martial arts) competitor, former EMT, and survivor of assault.
The color name in the class title refers to the collectable token students will earn each quarter they take the class. Collect all 8! Students may enroll in Self Defense and Personal Safety 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. Self-Defense and Personal Safety continues each quarter, and students may repeat the class to learn additional skills and build the reflexes, recall, and reactions to use when needed. No two sessions are the same!
12:00 pm-12:55 pm
8th-12th
Teen Weight Training- Red (MON)
Quarter(s): 1
Day(s): Mon
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
Culinary Arts Academy: Food Handler Certification
Quarter(s): 1
Day(s): Mon
Open Spots: 8
Prep clean. Certify early. Land a job in the restaurant industry with your SafeServ certification in hand! Students build essential food safety knowledge and prepare for the Food Handler certification. The first four weeks focus on core content, followed by two weeks of targeted review and testing. Students finish the quarter with a recognized credential and a strong foundation. Content includes personal hygiene, safe food handling, cleaning and sanitizing, and basic foodborne illness prevention. Instruction is clear, structured, and reinforced through real kitchen scenarios students will recognize and remember. The $15.00 fee to take the online ServSafe exam is not included in the class costs. Families will need to pay at the time of exam registration.
10:00 am-10:25 am
9th-12th
Culinary Arts Academy: 'Lotsa Pasta
Quarter(s): 1
Day(s): Mon
Open Spots: 8
Students with an interest in culinary careers will dive into the art and science of cooking, exploring skills used both in the hospitality industry and at home. In this advanced class, they will prepare elevated, restaurant-quality recipes while building the core techniques that form the foundation of culinary arts. Along the way, students expand their palate, experiment with new flavors, and develop confidence in the kitchen as they learn how to plan and execute meals with purpose.
Each quarter introduces a new set of technical kitchen skills, and every week students create a fresh recipe that highlights a featured ingredient, cuisine, or cooking method.
This quarter's culinary adventures include:
- Linguine and Homemade Marinara
- Lasagna
- Ravioli Pesto
- Spaetzle
- Fettuccine with Pumpkin Alfredo
- Gnocchi with Cheesy Garlic Sauce
- Tortellini with Spinach Garlic Cream Sauce
Culinary vocabulary will also be introduced each week. Students will leave this class with an introduction to culinary careers in the hospitality industry and a beginning foundation in culinary arts. Additionally, students will be able to take charge of a home kitchen, prepare advanced dishes, and adhere to safety and hygiene standards. They will have nutrition-planning and cooking skills that will enrich the lives of their friends and families.
Notes: Students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain nuts, dairy, wheat, gluten, and eggs. All food supplies will be conventional, mass market ingredients. Specialty food preparations/certifications such as halal, kosher, and organic will not be used due to cost and sourcing logistics.
Topics in this Series: Lotsa Pasta (Quarter 1); Meat Pies and Sweet Pies (Quarter 2); Savory Soups and Stews (Quarter 3); and Seafood Celebration (Quarter 4).
Prerequisites: Students must be in 9th grade (minimum age 14) to take this class. 7th-8th graders must have Instructor's permission to enroll.
Workload: Students should expect to spend 1 hour per week outside of class.
Assignments: Short at-home cooking homework may be assigned, giving students the opportunity to modify and adapt recipes on their own.
Assessments: Individual feedback will be given in class. Formal assessments will not be given.
Required Tools/Materials: Culinary students will be expected to begin to acquire their own tools. Students should purchase and bring with them each week the following basic, minimum tools and supplies:
Lab/Supply Fee: A class fee of $65.00 is due payable to the instructor on the first day of class for perishable food items, ingredients, and supplies that are used in this class.
For more information and FAQs, see the Compass Cooking Classes webpage..
Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts or Career Education for purposes of a high school transcript.
11:30 am-12:55 am
9th-12th
Sweet Shop: Piece of Cake
Quarter(s): 1
Day(s): Mon
Open Spots: 8
The tantalizing aroma of cookies in the oven. A mouth-watering burst of mint. The silky feel of melted chocolate. The sticky sweet of fresh-made caramel. A subtle hint of lemon. Student bakers will enjoy these delicious sensations- and more- as they explore the world of baking homemade desserts.
Sweet Shop treats are scrumptious, fun, and simple to make. Each week they will prepare a fresh, handmade dessert or sweet such as: pies, cakes, cookies, tarts, trifles, mousses, puddings, candies, fudge, brittle, or chocolate. The class will include some icing, decorating, and garnishing techniques for completed desserts. This quarter, the Compass bakers' culinary adventures will include:
Students will be eating what they make each week and bringing home the recipes and leftovers. This engaging sweets class will get students excited about helping in the kitchen and entertaining. They will learn important baking skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary is introduced each week.
Notes: Students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain nuts, dairy, wheat, gluten, and eggs. All food supplies will be conventional, mass market ingredients. Specialty food preparations/certifications such as halal, kosher, and organic will not be used due to cost and sourcing logistics.
Topics in this Series: Piece of Cake (Quarter 1); Easy as Pie (Quarter 2), Chocolate Works (Quarter 3), and Dessert First (Quarter 4).
Assessments: Qualitative Feedback will be given in class. Formal grades/assessment will not be given.
Lab/Supply Fee: A class fee of $45.00 is due payable to the instructor on or before the first day of class.
What to Bring: None- Disposable aprons and take-home containers provided.
What to Wear: Students should wear clean clothes and have long hair tied back, braided, or secured under a bandana (male and female).
Cooking Class Requirements: For more information and FAQs, see the Compass Cooking Classes webpage.
12:00 pm-12:55 pm
8th-12th
Cooking for Teens: Festive Fall Flavors
Quarter(s): 1
Day(s): Mon
Open Spots: 8
Teens will enjoy making delicious recipes and family favorites that feature a variety of fruits, vegetables, and fresh ingredients. Recipes are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include:
Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week.
Notes: Students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain nuts, dairy, wheat, gluten, and eggs. All food supplies will be conventional, mass market ingredients. Specialty food preparations/certifications such as halal, kosher, and organic will not be used due to cost and sourcing logistics.
Topics in this Series: Fall Fare with Flair (Quarter 1), Festive Fall Flavors (Quarter 2), Winter Warm-Ups (Quarter 3), Savory Spring Specialties (Quarter 4).
Lab/Supply Fee: A class fee of $45.00 is due payable to the instructor via Zelle or Venmo on or before the first day of class.
What to Wear: Students should wear clean clothes and have long hair tied back, braided, or secured under a bandana (male and female).
Cooking Class Requirements: For more information and FAQs, see the Compass Cooking Classes webpage.
1:00 pm-1:55 pm
8th-12th
Mindful Mosaics Open Studio (Q1)
Quarter(s): 1
Day(s): Mon
Open Spots: 8
Mindful Mosaics is run as a studio art class where students create unique compositions and work at their own pace under the guidance of an experienced mosaic artist. Each quarter, students are taught new design, cutting, layout, and finishing techniques and are introduced to new mosaic materials which they can incorporate into inspired, original pieces. The instructor can suggest possible themes for projects based on the featured materials, but most students work on individual projects that reflect their own interests, hobbies, or decor. Students who are new to mosaics will complete a quick checkerboard project (complete with wooden checkers) to teach pattern, layout, and lines before starting an individual projects. For each project, students will choose from a variety of substrates- rectangular, square, shaped, or circular backboards (typically first-year students), or special forms or 3D objects (experienced students). Each project will expand a student's understanding of color, pattern, rhythm, texture, and spacing as they complete rich, dimensioned compositions. Students will be able to incorporate other glass, ceramic, and porcelain tiles into their projects and may select feature elements such as beautiful glass gems, millefiori, sliced stone, metallic ornaments, mirrored bits, or shells, to serve as focal points in their mosaic piece. The mosaic can be monochromatic, complimentary, or contrasting colors. A broad pallet of colors is always available, and new colors are added each quarter to reflect the season. Students will develop a skillset for mosaic artistry over multiple quarters or years. As each student demonstrates mastery of basic skills, safety, and artistic expression, that student will be taught advanced techniques, materials, tools, composition, and color theory. A typical progression in mosaics is: (1) Whole tiles in symmetric design on a flat, rectangular substrate with emphasis on proper spacing and adhesion; (2) Tile cut with nippers in themed design and individual color choices on a flat wood substrate; (3) Sheet glass cut with pistol grip, breaking, and/or running pliers with emphasis on composition, color, and design on a flat or curved substrate; (4) Progress to 3D substrate and advanced adhesives; (5) Learn porcelain and ceramic cutting, special adhesives, and advanced design. Note:There is no prerequisite for this class. The number of projects completed each quarter depends on the student's work speed and attendance in class. Compass parents are welcome to register for the class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Workload: Students should expect to spend 0-1 hours per week outside of class. Assessments: will not be given. Materials Fees: All material fees are due payable to the instructor on or before the first day of class by cash, check or electronic payment. Materials used vary depending on a student's experience with mosaic. Beginner Material Fee: $55.00 for a selection of Beginner Materials, including: vitreous glass, ceramic, mini, eco recycled glass, beach glass, glitter glass, glass gems, ceramic pebble, shells, metallic crystal, subway glass Adhesive: weld bond Grout: bone or charcoal color Cutters: wheeled tile nippers Substrate: 2D/Flat 12" x 12",10" x 10", 8" X 8", 4" X 4", framed mirrors, ornament shapes Advanced Material Fee: $65.00 for a selection of Advanced Materials including: All Beginner Materials plus, iridized glass, cathedral sheet glass, opaque sheet glass, color fusion, millefiori, Van Gogh glass, natural stone and minerals, special effects glass, water glass, colored mirror, illumination glass, china plates, rhinestone, ball chain Adhesives: weld bond, thin-set mortar, silicone Grout: Custom colors (purple, rose, green, blue, earth, orange) Cutters: wheeled tile nippers, porcelain hand tool, hand file, pistol grip, beetle bits cutting system Substrates: All flat shapes plus, 3D forms (egg, sphere, cone, pyramid, etc.), cut out sentiments, trays, glass bottle, mini sleds, flower pot, picture frame, sun catcher. Additional Fee: There may be additional fees for premium materials such as tesserae (by request and consultation with instructor), mother of pearl, 24 kt gold tiles (market rate), or specially cut substrates. 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
7th-Adult
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