Application For Delco Community Charter School (Document 3)

Delco Community Charter School
A proposed Upper Darby School District Public Charter School

DelcoCommunityCharterSchool

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TABLE OF CONTENTS
CHARTER SCHOOL APPLICATION FACT SHEET
I. SCHOOL DESIGN
1. Mission Statement
2. Measurable Goals and Objectives
3. Educational Program
4. School Accountability
5. School Community
6. Extra-curricular activities
II. NEEDS ASSESSMENT
1. Statement of Need
2. School Demographics
3. District Relations/Evidence of Support
III. DESCRIPTION OF THE FOUNDING COALITION AND MANAGEMENT TEAM
1. Profile of Founding Coalition
2. Governance
IV. FINANCE AND FACILITY
1. Financing
2. Facility
3. Liability and Insurance
4. Child Accounting
V. IMPLEMENTATION AND ADMINISTRATION
1. Recruiting and Marketing Plan
2. Admissions Policy
3. Human Resource Information
4. Code of Conduct

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5. Transportation
6. Food Service
7. Timetable
8. Safety
9. School Health Services
CHARTER TEMPLATE
APPENDICES
A1. Language Arts Curriculum
A2. Language Arts Curriculum/Common Core Curriculum Alignment
B1. Mathematics Curriculum
B2. Mathematics Curriculum/Common Core Curriculum Alignment
C. Science Curriculum
D. Social Studies Curriculum
E. Art Curriculum
F. Music Curriculum
G. Technology and Business
H. College and Career
I. Spanish Language
J. French Language
K. School Calendar
L. Notification Letters to Districts
M. Corporation By-Laws
N. Five-year Budget
O. Letter of Intent to Lease Space at 201 South Marple Avenue, Clifton Heights, PA
P. Letter of Insurability
Q. Criminal History Record of Individuals with Direct Contact with Students

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R. Child Abuse Record of Individuals with Direct Contact with Students
S. Delco Community Charter School Code of Conduct
T. Internet Acceptable Use Policy
U. Timetable for Steps Leading to Opening

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Charter School Application
APPLICATION FACT SHEET
This application fact sheet is intended to be a "finger-tip" summary of you application.
The information furnished below must be an accurate representation of the application
and must correspond to the information provided in the body of the application.
Proposed Charter School Name..Delco Community Charter School
School Location (City/Town and Zip Code)..Clifton Heights, PA 19018
County...Delaware County
ntermediate Unit...Delaware County Intermediate Unit
Proposed Start Date...September, 2013
Date of School Board Approval...TBD
Federal Employer dentification Number...TBD
AUN #.....TBD
Contact Person:
First..Timothy Middle...Charles Last...Sager
Organization..Charter Initiatives
City...Glenside State..PA Zip Code..19038
Telephone..215-703-8252 Fax Number...215-402-0774
Email...timsager58@gmail.com
Founding Coalition Staff: Total Number of
Teachers
Projected Student Enrollment
Year 1 5
Parents....1
Teachers...6
Business Partnership.1
Community Based Org..0
Museum..0
Higher Education..0
Other..0
Grade Level...7 - 12
Elementary...0
Secondary...21

Kindergarten: Full or Half
Day?.....na
Age of Beginners: 7

1st Year..160
2nd Year..240
3rd Year..350
4th Year..400
5th Year..480


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Does the Charter Application have an existing retirement system? no
Does the application group presently have access to a facility suitable for a school? yes
In what type of community will the Charter School be located? Suburban
School Focus:
In brief terms, please describe the school mission, educational focus, and other
essential characteristics of the proposed charter school.
Delco Community Charter School intends to serve students who are underserved by
current middle schools and high schools in Upper Darby. On an annual basis, Upper
Darby School District serves between 800 and 900 students in each class year. And
because it puts these students into one high school, Upper Darby High School is one of
the largest high schools in the State.
We believe that there is a significant group of students who get "lost in the middle" when
they are in middle schools or high schools the size of Upper Darby's. These are
students who are not taking honors courses, so they are not getting the ongoing and
positive feedback of achieving academic excellence. And yet, on the opposite side of
the spectrum, the "lost in the middle" students are not the ones generally receiving
smaller class sizes of students who are "below basic" on the PSSAs. In a traditional
high school structure, they do not have a "house" or group of teachers who give them
individual attention and many of these students do not take advantage of the career and
college guidance that is available at their schools. The result is students who are held
back by a traditional school environment in meeting their potential.
Delco Community Charter School seeks to establish a different environment for these
students to excel in school. The key elements of the Delco Community Charter School
model are:
Each grade at Delco Community Charter School is limited to 80 students.
We will ultimately have 12 Academic Coaches in the school with a student to
coach ratio of 40 to 1.
Each Academic Coach will be assigned to a cohort of 40 students and shadow
those students throughout the day.
The Academic Coaches will write Individual Learning Plans for each student
based on a specifically developed college and career path. The plan will detail
specific courses the student will be offered to address this plan.
Each class will be staffed with a subject-specific teacher and one of the
Academic Coaches so that the teacher can work with small groups with students
while the Academic Coach works with the remaining students on their individual
studies until the time they meet with the teacher.
Each student will meet with their subject-specific teachers daily in groups of 10 or
fewer students. These small groups will be based on student similarities so that

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the students will be given more targeted interaction than is available in traditional
classrooms.
This organizational structure is a departure from the current organization of most
schools. However, we believe that this is the best organizational structure to give each
student the individual course of instruction and attention they deserve.

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I. SCHOOL DESIGN 1. Mission Statement
A. Briefly describe the core philosophy or underlying purpose of the proposed
school.
We are faced today with a perplexing set of data. Drop-out rates from high schools
remain low. Upper Darby High School's drop-out rate is 1.57%. In addition, the number
of students attending college remains high. Upper Darby High School's rate is 78.3% of
seniors transitioning to 2 or 4-year colleges.
And yet there are signs that Upper Darby School District is not meeting the Nation's
minimum requirements for schools. In 2011, the average Verbal SAT score for Upper
Darby high school students was 440, which ranked Upper Darby 529 out of 650 schools
in Pennsylvania. In the same year, the Mathematics SAT score for Upper Darby
students ranked the school 479 out of 650 in the State. On the PSSAs, only 59.8% of
Upper Darby 11th graders were proficient or better on the Mathematics portion while
only 57.2% were proficient or better on the Reading portion.
This discrepancy between achievement scores and college acceptance rate may
explain this other data point. Nationwide, only 42% of young people who enroll in
college complete a bachelor's degree by age 26. And only half of recent college
graduates are in jobs which require a college degree. Plus, the number of people with
college debt and the overall size of the college debt have grown astronomically.
So we are faced with the following contradiction. While many students are going to
college, far fewer are finding success in college. Yet it has never been more important
to secure a college education. It is forecast that by 2018, 63% of jobs in the U.S. will
require some form of college education.
What this is saying is that the current public school system is very successful at sending
students to college, but is unsuccessful in preparing students for college. When we
consider the "college prep" track of Upper Darby High School and other high schools in
the Nation, it does not appear that we are adequately readying students for the rigors of
college and what courses of study at college would lead students to favorable
outcomes.
The mission of Delco Community Charter School directly addresses this issue. Our
mission is to:
meet or exceed the key metrics that the Upper Darby School District is measured
against (AYP, 4-year graduation rate, % going to 2- and 4-year colleges, SAT
scores, and
prepare each student for a specific course of study in college (which directly
leads to a 21-century occupation) and help them to identify and become
accepted to a college which specializes in this specific course of study.


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We believe that the key to accomplishing this task is through proper guidance
throughout secondary school. This is based on the following structural changes that we
think are critical to changing the success rate of students in college..
We are challenging the notion that it is okay to have 300 students for every
Guidance Counselor. There is simply not enough time for a Guidance Counselor
with this case load to even come close to providing individual college and career
guidance to each student.
We believe that, if students are given a purpose, i.e. they know the reason why
they are in high school, why they are taking the courses that they are taking and
why these have a direct and clear relationship to the careers and college
aspirations that they have, that they will be considerably more motivated to excel
in secondary school.

Plainly put, traditional high schools are effectively delivering students to the doorsteps of
college, but are not preparing them for what they need to obtain while they are in
college in order to get a degree that will be both interesting, and appealing to
employers. And we cannot rely on colleges to assume this function. The system of
secondary school, college and then career needs to be better aligned and since
secondary schools are at the beginning of this cycle, it is absolutely critical for
secondary education to get students aimed in the right career and college direction.
The Delco Community Charter School model will be built on the following pillars:
Each student should have a truly unique individual learning plan, that takes into
account the student's capabilities, interests and passions, and future career and
college aspirations to deliver a high school program that has the potential to be
engaging and meaningful.
Skill-based instruction can be delivered to the student individually rather than
through mass lecturing. This can be done through text and through electronic
means, such as online resources, videos and tape recordings, providing the
possibility that, based on student interest and ability, different students can be
learning different things in the same classroom.
Concept study and practice can be delivered individually. All students do not
need to be working on the same thing at the same time if an effective classroom
teacher has the systems and resources to know what each student should be
accomplishing during the class period.
Students, like adults, often perform their best work when they are coached.
Coaching is not the same as teaching. A teacher presents new concepts. A
coach helps students stick to a pre-determined plan. Our program has an
abundance of Academic Coaches who can provide ongoing and ever-present
coaching.
Students learn best when they have discussions, work on projects and interact
with the subject matter, and that's where we want teachers to focus their efforts.
Discussion is the best part of teaching, and rarely boring for students. It allows

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students to stretch intellectually and small group discussion in our model is a
safe place to express thoughts and feelings.
Students should have time during the day to engage in activities that are truly
meaningful to them. Our model, with more time flexibility than traditional
schooling encourages students to pursue their passions..whether they aspire to
be the next ballet dancers, robotics engineers or whatever direction their heart is
telling them to go.
The model that we propose has new room configurations, new job descriptions, new
furniture arrangements and a new budgeting approach. With the constraints of existing
buildings and existing employee contracts, we believe that our model can only be
executed within a new, charter school structure.
B. What is your overarching vision of the school?
We believe that the primary reason that schools do not meet the needs of certain
students is that those students lack a sense of purpose in their schooling. The reasons
for a lack of purpose in students are varied:
Some students feel "beaten down" by a lack of academic success and positive
feedback.
Some have unfulfilling personal relationships (i.e. Peer Pressure, Harassment
and Bullying) in school making the school experience unpleasant.
Some fail to see the links between academic achievement in secondary school,
college acceptance and completion, and successful career attainment and
advancement.
Some fail to see how the coursework in high school has anything to do with
success as an adult.
Some do not have family experience in attending college and therefore do not
understand the requirements to become accepted into a post-secondary
program.
It is our overarching vision of the school that the students will be more purposeful in
their studies than students in public schools. Our vision is that we will accomplish this
using the following tactics:
We are limiting school size so that every student is cared for, and more
importantly, bullying or other unwanted personal relationships are immediately
recognized and dealt with.
We will analyze students' academic strengths and weaknesses, their personality
profile and their values to come up with a career and college plan for each
student. After meeting with the student and parents to go over this information
and get agreement on the conclusions, this plan will form the foundation for what
courses, units within courses, extra-curricular activities and internships will be
undertaken by the student.

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We will staff the school with one Academic Coach for every 40 students. This
Academic Coach will develop and maintain students' individual learning plans as
well as regularly work with students to make sure they continue to visualize the
connection between school success and career and college aspirations.
We will differentiate instruction in the classroom so students have the opportunity
to explore curriculum that is of interest to them and is consistent with their career
and college aspirations. This will be done with a unique blend of individual,
independent instruction under the watchful eye of an Academic Coach and small
group instruction, with the support of subject-specific certified teachers.

Here's how we visualize a typical student's day might be like in our school. For
example, a student might be one who is average academically and has shown a strong
interest in the sciences and is very social. We have recommended to her (and she has
agreed) that she fully explore a career and college track in nursing. Because of this, we
might recommend a course load which is directed toward the math and sciences to
meet the requirements for nursing school. In American History, we have asked her to
conduct a special project to fully understand the history and development of health
services and medicine in the United States, and in English, we have recommended that
she focus on reading comprehension so that she can fully understand the densely
worded directions in medical journals. We have recommended that she participate in
an internship in a local nursing home and that she interview a number of doctors and
nurses in the area to get a better understanding of the different types of positions within
nursing that will be available to students.
This student will see her Academic Coach daily, who will make sure that nursing
continues to be a viable option for the student. The Academic Coach will initiate any
revision to the student's plan as necessary. The student will also meet with her
teachers in small group sessions, participating with other students who share similar
needs and interests.
It is through this type of curriculum directed at a particular end in mind that we believe
students will be more motivated to complete their studies and excel at the best of their
ability.

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I. SCHOOL DESIGN 2. Measurable Goals and Objectives
A. What are the school's measurable academic goals and objectives to promote
student learning?
Delco Community Charter School will pursue the following academic goals, subject to
updating from time to time by the Staff and Board of Trustees:
Demonstrated Mastery of State and National Standards
In all grades, students will master a curriculum aligned to the Pennsylvania Academic
Content standards (with the anticipated transition to the National Common Core
Standards), attaining the knowledge and skills that the State has identified as important
in each subject area. Every student will master the skills and achieve the level of critical
thinking necessary for proficiency on State examinations. At a minimum, we will expect
Delco Community Charter School to meet the State's AYP measurement annually.
Demonstrated Completion of Delco Community Charter School's Graduation
Requirements
Students will complete the course requirements set by the Board of Trustees of the
School and demonstrate mastery in those courses by achieving adequate grades on
quizzes, tests and other evidence of mastery. Our goal is to exceed Upper Darby's 4-
year graduation rate of 92.46%.
The graduation requirements for the school will be listed in the Student Handbook. The
minimum requirement for graduation is 22 high school year-long course credits, with the
following minimum requirements by subject area:
- English 4 years
- Mathematics 3 years
- History/Social Science 2 years
- Laboratory Science 2 years
- Language other than English 2 years
- Visual Arts 1 year
In addition, Physical Education classes must be completed every year.
A course sequence entitled "College and Career" must be completed each year.
Evidence that Students are achieving adequate annual growth in English and Math
knowledge
The school will assess all students upon entrance to Delco Community Charter School
to establish an academic baseline in Math and English. We are planning on using

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NWEAs MAP Assessment to perform this function. Subsequent growth measurement
assessments will be administered throughout the students' tenure at the school, to
monitor each child's progress, provide teachers with critical data and enable the school
to provide targeted interventions to students struggling in one or more academic areas.
This will allow students to hone in on individual student needs.
Evidence that each student is meeting the attendance requirements of the State
Our goal is to have 100% of the students who are required to take the PSSAs complete
the assessments during the testing window. We also expect the average daily
attendance in the school to be above 95%.
Evidence that each student is achieving the college, career and other post-secondary
goals uniquely established by and for them.
A key component of satisfaction is whether students and families believe that the school
is delivering on its promise to help all students advance toward meeting their personal
career and college goals, and thus, we expect students will graduate from Delco
Community Charter School and move to higher education at a rate that meets or
exceeds the standard set by Upper Darby High School (74.3%). All of the Delco
Community Charter School students will participate in a post-secondary preparatory
program.
As evidence that the school is addressing each student's college aspirations, our goal is
for our students to achieve (on average) SAT and ACT scores comparable to or better
than the scores achieved by Upper Darby High School Students (440 Verbal, 464 Math
and 423 Writing in 2011 for the SAT).
B. What are the school's measurable non-academic goals and objectives to
promote student performance?
1) Students and Families have a high degree of satisfaction with the educational
services that are provided by the school.
In a traditional public school, students and parents have little power in influencing the
services that the school is providing. In a Charter School, students and parents will
literally "vote with their feet" by withdrawing from the Charter School if their needs are
not met. We therefore will set an expectation of high student and family satisfaction
with our services and will annually poll students and families to identify areas where we
can improve.
2) Students have a clear sense of purpose in what they are seeking to accomplish in
school.
We have stated clearly that our mission is to give students a greater sense of purpose
in their education pursuit. We will accomplish this by helping students identify their
career and college interests and linking these to their academic plan. In addition, we
will accomplish this by creating an environment in which students feel connected to the

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school, through our small size and the way we are structured to provide individual
attention.
3) Students goals and aspirations for college and career are identified and aligned to
what courses students complete, what extra-curricular activities they engage in, what
internships or jobs they undertake while they students and what the theme and purpose
is for their culminating senior project.
We believe that student performance is absolutely tied to whether students find value in
what they are doing. Our goal is to consistently reinforce that education is inextricably
tied to an outcome. If students do not understand the value of the education they are
receiving, then they will simply underperform. It is therefore our absolute goal to make
sure that we give each student individual direction for his or her learning and
demonstrate the value of each and every activity in school to build on that student's
individual plan. It is our intent for each student to "master" a specific subject while they
are in school, to devote significant time in a single-minded pursuit of something
meaningful and career-and-college aligned so that they graduate from secondary
education with clear direction.

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I. SCHOOL DESIGN 3. Educational Program
A. Describe the educational program of the school, providing an overview of the
curriculum and the content in all subject areas.
1. The development of the Individual Learning Plan
When a student is enrolled at Delco Community Charter School, the first major
educational activity will be the development of an individual learning plan. Prior to
starting the year, each student will take a series of assessments that will help in the
creation of the individual learning plan. These will consist of an academic growth
measurement (NWEA Map), personality profile (Myers-Briggs), an Interest Inventory
(Strong) and a Career and College Exploration (ACT "Plan" and "Explore"). These will
be combined to create a plan for the student, listing career choices of interest, post-
graduate programs that prepare the student for these professions, and the secondary
school academic results that will be needed to qualify for these post-graduate programs.
On a regular basis, some or all of these assessments will be repeated to assess
academic growth and to gauge any changes in career and college interest.
In addition, the Individual Learning Plan will list those courses offered by the school that
will best address this student's goals, including any supplements to these courses
specific to the student's interests. The individual learning plan will also list extra-
curricular activities and internships that the student might consider to put him or her in a
better position to gain acceptance into his or her desired college and career program.
2. The Daily Schedule
Students will attend classes on a block schedule, which will consist of four 1-1/2 hour
classes per day, a 1/2 hour per day advisory period, a 1/2 hour lunch period and a 1/2
hour activities period. The students will rotate to classes in a traditional manner.
The students will be grouped in 40-student cohorts. The cohort will remain together
throughout the day, meaning, except for electives and world languages, the same
students will rotate classes together. The benefit of this is that each cohort will be
overseen by a team of Teachers and Academic Coaches, so that the Teachers and
Counselors get to know each student well, and make sure that the student's individual
learning plan and the student's daily activities are in alignment. What this system will
avoid is the possibility that a student could rotate among a group of teachers with no
one seeing the "big picture" of his or her academic plan.
All students' schooling will be detailed on a daily agenda that will direct what activities
they are to accomplish throughout the day. For each course, the daily agenda will list
what lessons, practice, tests and supplemental work each student will complete that day
and provide a rough schedule for what students will work on at specific times. This
schedule of activities will be driven by the students' specific curriculum programs as
outlined in their individual learning plans.
3. Oversight - The Staff that will be assigned to support the educational process

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In all classes, there will be two adults who are providing supervision and instruction.
One person in the room will be a subject-certified teacher meeting with students in small
"pull-out" sections from the larger cohort. The second person will be an Academic
Coach who will supervise the remainder of the students while the small group is working
with the subject-specific teacher. The Coach's responsibility will be to help students
execute against their individual learning plans...keeping the students on track
according to the assignments posted on their daily agendas, making sure that all written
work is completed, making sure that all end of lesson and end of unit tests are valid and
helping students prioritize their workload.
While students are working independently, the Coach will be circulating throughout the
room with the sole purpose of making sure that all barriers to success are removed.
The Coaches will be "the keepers" of the individual learning plans and will be able to
help students with any problems related to their plans, to help students find the lesson
materials needed to complete work and to provide basic tutoring support on the lesson
content. Coaches will also intervene if students are not staying on task or if they are
interfering with the concentration of other students around them. They will regularly
inspect the completion rate of students and be responsible for students completing
assignments.
Additionally, each classroom that the students and Academic Coach attend will be
staffed by a subject-certified teacher. While the students are in the math room, they will
be expected to work on any math assignments that are due. However, if students finish
early, they may work on the assignments from other courses.
When the school reaches capacity, there will be 14 subject-specific teachers in the
building..two mathematics, two English Language Arts, two social studies, two
science, two world languages, one Art, one Business and Technology, one Music and
one Physical Education.
4. The Use of Classroom Time.
Most classrooms will be split up into individual work areas and group discussion areas.
The exception will be classrooms for Studio Art, Science and Physical Education which
will be similar to those devoted to these subjects in traditional schools.
Upon entering the classroom at the beginning of the period, students will go to the
individual work area and begin their lessons according to their daily agenda. As
mentioned previously, while students are working individually, they will be supported by
an Academic Coach.
Individual work time may include any of the following activities that are included in the
curriculum. The students may be reading text, reading a novel or other piece of
literature, completing a written assignment, completing problems, working on a project,
conducting an experiment or listening to a recording. Some lessons may include
printed study guides so the students have a template to take notes and focus on the
main ideas of the instruction. For these, students will work on the assignments

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independently and then hand the study guides into a Teacher or Coach upon
completion.
During individual time, the core curriculum that will be used by students in all courses
will be provided by Pearson Publishing (or from a Pearson subsidiary). For all courses,
students will be provided the option of using either printed or online textbooks.
Therefore, since students are given an option, the online component of Delco
Community Charter School is not a significant element of the instructional program.
The text provided by Pearson strongly correlates to the Common Core Standards and
students will be given daily assignments from the text to absorb, review and complete.
Any areas of the Common Core Standards not covered in the Pearson text will be
covered by the teacher in group sessions or through the use of supplemental materials.
In addition to the core curriculum from Pearson, each student will be given unique
curriculum that is specifically tailored to meet the objectives detailed in the student's
individual learning plan.
The Daily Agenda will direct students to the materials needed to complete their lessons
for that day. The instructional components of the lessons will vary based on the course.
Some lessons will involve the student reading text, some involve watching pre-recorded
video or listening to pre-recorded audio of teachers lecturing on a topic. In all cases,
students will have control over the pace of the lessons if the need to slow down
instruction arises.
Every student will spend some portion of class-time with the teacher and it is expected
that in the space of a 90-minute class, the teacher might have five different groups of
students to work with, giving each student on average 18 minutes of small group
instruction and support.
Teachers will use student progress and observation of student work to form discussion
groups on the curriculum. As mentioned above, the teacher will have a pool of 40
students who are engaging in the subject during a class. From that pool, the teacher
will segment them into groups which share common interests or capabilities. These
groups do not need to be static; for instance, a student may be in one geometry group
this week and another the next week. Forming groups merely based on student
aptitude will be highly discouraged. The criteria for selection will be based on learning
style.for instance one group may be formed of students who like to work on hands-on
projects while another may be formed of students who like to engage in discussion.
The objective in group sessions is to extend the skills learned individually into
meaningful discussion and activity, so that students have a greater opportunity to
develop critical thinking skills as they allow the lesson topic to settle into long-term
memory. The teachers at Delco Community Charter School will be expected to lead
discussions which explore the implications of the lessons, to link the lesson to other
topics previously discussed and to extend the topics with real-life example.

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Discussion sessions are not intended to be teacher-dominated. Ideally, these are
student-led discussions which allow students to discuss, interpret and reason, all within
the relative comfort of a small group.
Depending on the needs of the students as they meet in their small group, the teacher
may employ these or other tactics to build understanding of the curriculum:
- Reteach the curriculum that was introduced to the students while they worked
individually. This may be particularly useful for students who struggle with
comprehension.
- Provide additional practice. Oversee students as they practice to master
concepts. This may be particularly useful in math, English composition, grammar
and usage and world languages.
- Support concepts with example: the teacher may use face-to-face student time
to introduce ways that the lesson can be applied to everyday learning.
- Project based learning the teacher may seek to deepen understanding of the
curriculum through the use of projects meant to make the lesson more
personalized.
- Labs. The teacher may use face-to-face time to engage in labs.
- Extension. For students who grasp concepts quickly, the teacher may introduce
related, more complex concepts to the lesson.
At the completion of units, students will take summative tests to gauge mastery.
There will be labs in the school for students to undertake science experiments, and
there will be studio art rooms for students to engage in Art. The set-up of these rooms
will be in a traditional manner.
The method of learning that we are proposing is a unique blend of independent learning
and group learning. The benefits of this type of approach are that it:
Allows for a uniquely tailored educational program for each student
Gives the teacher the opportunity to work with students in different courses in the
same classroom, providing a large array of curriculum options in a small school
setting
Moves from a style of lesson delivery that is far too dependent upon the lecturing
ability of teachers to an approach which emphasizes the ability of teachers to
lead discussions with smaller groups of students.
Provides more time for teachers to focus on higher order conceptual thinking and
project-based learning in their engagement with students.

5. Studio Art, Performing Arts and Physical Education

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Studio Art at Delco Community Charter School will be taught in a traditional manner,
using a traditional art studio. Courses will be offered in art history, drawing, painting,
print-making and sculpture.
Performing Arts courses will cover Theatre, Dance, Music theory, Music history, and
Different musical styles.
Delco Community Charter School will have an innovative approach to Physical
Education. The school will house a state-of-the-art fitness facility with fitness machines
and an aerobics area. The area will be overseen by a certified Physical Education
teacher. The students will be expected to complete at least 20 minutes of exercise
daily. The fitness machines will record the amount of time the students engage in
exercise activity and the students will be expected to meet their exercise goal weekly.
In this way, all students will get genuine physical activity, in a way that is aligned to how
many people in the U.S. get physical activity during adulthood. In addition, since these
are not skill-based activities and are done individually, no student will need to go
through the painful peer-pressure-filled team sport experience that is the fear of less
athletically coordinated young adults.
6. At a minimum, the following courses, using a combination of individual work,
support materials and small group discussion will be taught and mastered,
providing each student the preparation necessary to meet the State standards
and to cover the material required by Pennsylvania State Law.
Course Related Law Teacher Support School Program
Middle
School
Language
Arts
4.22 Middle School
Education

(c) Planned instruction
aligned with academic
standards in the
following areas shall be
provided to every
student in the middle
level program.

- Language arts,
integrating reading,
writing, listening,
speaking , literature and
grammar.
(6) Information skills,
including access to
traditional and electronic
information sources,
computer use and
English 7 -12
Certificated teacher
Students will be
required to take a
language arts class
every year while
they are in 7
th
and
8
th
grade. The
curriculum offered
through the
curriculum provider
will be aligned with
the Pennsylvania
standards for 7
th

and 8
th
grade. Any
areas of the
standards which
are not addressed
using in the
curriculum will be
addressed through
supplemental
instruction by the

[Typetext] Page20

research. teacher.
Middle
School
Mathematics
4.22 Middle School
Education

standards in the
provided to every
level program.

- Mathematics, including
mathematical reasoning,
algebra and problem-
solving.
(6) Information skills,
including access to
computer use and
research.
Mathematics 7 12
Students will be
required to take a
mathematics
course every year
while they are in 7
th

and 8
th
grade. The
standard course will
be Pre-algebra in
7
th
grade and
Algebra 1 in 8
th

grade with
modifications to this
plan based on
student need. Any
areas of the
standards which
are not addressed
using the
curriculum will be
addressed through
supplemental
instruction by the
teacher.
Middle
School
Science
4.22 Middle School
Education

standards in the
provided to every
level program.

- Science and
technology, which
involves active learning
experiences and which
may include laboratory
experiments and
instruction in agriculture
and agricultural science
1. Environment and
ecology, including
Biology 7 12 or
Chemistry 7 12
Certificated
teacher.

The Family and
Consumer Science
curriculum will be
taught by the
Science teacher.
We will seek to find
a science teacher
who also has a
Family and
Consumer Science
Certification. If we
cannot, we will use
the Charter School
"75% Certificated
Rule." This does
not fall under the
Students will be
required to take a
science course
every year while
they in 7
th
and 8
th

grade. Any areas
of the standards
which are not
addressed using
the curriculum will
be addressed
through
supplemental
instruction by the
face-to-face
teacher.

The 8
th
grade
science teacher will
create an
instructional unit to

[Typetext] Page21

social, political and
economic aspects of
ecology, and
instruction in
agriculture and
agricultural science.
2. Information skills,
including access to
traditional and
electronic information
sources, computer
use and research.

(11) Family and
consumer science,
including principles of
consumer behavior and
basic knowledge of child
health and child care
skills.

NCLB HQT
legislation as this is
not a core content
area.
teach Environment
and Ecology.

Principles of
consumer behavior
and basic
knowledge of child
health and child
care skills will be
taught as part of the
7
th
grade science
curriculum.
Middle
School
Social
Studies
4.22 Middle School
Education

standards in the
provided to every
level program.

- Social studies (civics
and government,
economics, geography
and history, including
the history and cultures
of the United States, the
Commonwealth, and the
world).
- Information skills,
including access to
computer use and
Social Studies 7
12 Certificated
Teacher
Students will be
required to take at
least one social
studies course
every year while
they are in 7
th
and
8
th
grade.
Instruction will be in
World History in 7
th

grade and
American History in
8
th
grade. An
additional unit will
be developed by
the 8
th
grade
teacher to teach the
History of the
Commonwealth of
Pennsylvania.

[Typetext] Page22

research.
Middle
School
Health and
Physical
Education
4.22 Middle School
Education
standards in the
provided to every
level program.

- Health, safety and
physical education,
including instruction in
concepts and skills
which affect personal,
family and community
health and safety,
nutrition, physical
fitness, movement
concepts, motor skills
development, safety in
physical activity settings,
and the prevention of
alcohol, chemical and
tobacco abuse.

4.27 Physical
Education and Athletics

(b) The physical
education program must
be adapted for students
who are medically
unable to participate in
the regular physical
education program.

(c) The physical
education program shall
provide coeducational
instruction, except that
separation by sex may
be permitted in courses
involving contact sports.
The teacher who
teaches the Health
Curriculum will be
Certificated in
Health/Physical
Education k 12.
Every student will
be required to take
Health and Physical
Education each
year in 7
th
and 8
th

grade. Any areas
of the standards
which are not
addressed in the
curriculum will be
addressed through
supplemental
instruction by the
face-to-face
teacher.

Health/Physical
Education teachers
at Delco
Community Charter
School will teach a
unit regarding the
prevention of HIV
and AIDS for all 7
th

and 10
th
grade
students.

Brochures outlining
the content of
instruction will be
made available at a
kiosk at the front
desk of the school
and will be
available for the
parents of 7
th
and
10
th
grade students
at parent/teacher
conferences.

HIV instruction will
follow the regulation
regarding
notification and

[Typetext] Page23

Separation by se3x may
not be used to exclude
students of either sex
from participating in any
physical education
instruction.

4.29 Instruction regarding
prevention of human
immunodeficiency virus
(HIV) infection/acquired
immunodeficiency
syndrome (AIDS) and other
life-threatening and
communicable diseases
shall be given for primary,
intermediate, middle school
and high school education
and shall follow the
requirements of subsections
(b) and (c).

(b) Educational materials
and instruction shall be
determined by the local
school district and be
appropriate to the age
group being taught.

(c) A school entity shall
excuse a pupil from
HIV/AIDS instruction when
the instruction conflicts with
the religious beliefs..A
school district shall
publicize that detailed
curriculum outlines and
curricular materials used in
conjunction with the
instruction are available to
parents and guardians
during school hours or at
teacher-parent conferences.
excused
attendance for
those parents who
believe this
instruction
interferes with
religious beliefs.

Middle
School
There is no requirement for
Middle School World
Middle School
Spanish and
Every student will
be required to take

[Typetext] Page24

World
Language
Languages French classes will
be taught by
Certificated
Teachers in
Foreign Language
k 12.
a world language
course each year in
middle school.
Middle
School
Visual Arts
standards in the
provided to every
level program.

- The arts, including art,
music, dance and
theatre.
There will be a
in Art Education k
12 at the School.
Every student in 7
th

and 8
th
grade will
be required to take
a studio art course
each year.
Middle
School
Performing
Arts
standards in the
provided to every
level program.

- The arts, including art,
music, dance and
theatre.
There will be a
in Music Education
k 12 at the
School.
Every student in 7
th

and 8
th
grade will
be required to take
a Performing Arts
course in Middle
School.
High School
Language
Arts
4.23. High School
Education

standards in the
provided to every
student in the high
school program.
Planned instruction may
be provided as a
separate course or as
an instruction unit within
a course or other
interdisciplinary
instruction activity.
High School
Language Arts
classes will be
taught by
in English 7 12.
Every student in
high school will be
required to pass
four courses in
Language Arts in
order to graduate
and will meet all the
State requirements
of the Composition
and Literature
Keystone
Examinations.

The Keystone
Examination in
Composition will
serve as the final

[Typetext] Page25

- Language arts,
integrating reading,
writing, listening,
speaking, literature and
grammar.
(7) Use of applications
of microcomputers and
software, including word
processing, database,
spreadsheets and
telecommunications;
and information skills,
including access to
computer use and
research.
examination for
English in 9
th
grade.
The Keystone
Examination in
Literature, once
completed and
introduced, will
serve as the final
examination for
English in 10
th

grade.

The school will offer
enough courses for
students to engage
in English
Language Arts
during four years of
high school at
varying levels of
difficulty based on
ability.
High School
Mathematics
4.23. High School
Education

standards in the
provided to every
student in the high
school program.
be provided as a
a course or other
interdisciplinary

- Mathematics, including
problem-solving,
mathematical reasoning,
algebra, geometry and
concepts of calculus.
High School
Mathematics will be
taught by
Certificated
teachers in
Mathematics 7 - 12
Every student in
high school will be
required to pass
three courses in
Mathematics in
order to graduate
and will meet the
State requirements
of the Algebra 1
Keystone
Examination.

enough courses for
students to engage
in mathematics
high school at
varying levels of
ability and interest.

[Typetext] Page26

High School
Science

4.23. High School
Education

standards in the
provided to every
student in the high
school program.
be provided as a
a course or other
interdisciplinary

- Science and
technology, including
participation in hand-on
experiments and at least
one laboratory science
chosen from life
sciences, earth and
space sciences,
chemical sciences,
physical sciences and
agricultural sciences.
- Environment and
ecology, including
scientific, social, political
and economic aspects
of ecology.
- Family and consumer
science, including
principles of consumer
behavior and basic
knowledge of child
health, child care and
early literacy skill
development.
There will be a
in Science
Biology 7 12

There will be a
in Science
Chemistry 7 12

There will be a
in Science
Physics 7 12.

Every student in
high school will be
required to pass
two courses in
Laboratory Science
in order to
graduate.

All students will be
required to take
Earth Science in 9
th

grade. This will be
taught by the
Chemistry 7 12 or
Biology 7 12
certified teacher
(who are able to
teach all courses in
grades 7 9).
Earth science will
include a unit on
Environment and
ecology.

required to take
Biology in 10
th

Grade and to meet
the requirements of
the Biology
Keystone exam. A
unit on Family and
Consumer Science
will be included in
the Biology
curriculum.

more than enough
courses for
students to engage
in
Science during four
years of high school
at varying levels of

[Typetext] Page27

difficulty based on
ability.
High School
Social
Studies
4.23. High School
Education

standards in the
provided to every
student in the high
school program.
be provided as a
a course or other
interdisciplinary

- Social studies (civics
and government,
economics, geography
and history, including
the history and cultures
of the United States, the
Commonwealth and the
world).

Social Studies 7
12 onsite
Certificated
Teacher
High School
Students will be
required to pass
two courses in
History/Social
Science.

required to take a
course in United
States History
during 9
th
grade.
This course will
include a unit
covering
Pennsylvania
history.

required to take a
course in World
History.

more than enough
courses for
students to engage
in social studies
high school at
varying levels of
difficulty based on
ability.
High School
World
Languages
4.23. High School
Education

(d) The following
planned instruction shall
be made available to
every student in the high
school program:

(3) World languages
High School
Spanish and
French classes will
be taught by
Certificated
Teachers in
Foreign Language
k 12.

Delco Community
Charter School will
offer 4-year
sequences of
courses for both
Spanish and
French using on-
site teachers.


[Typetext] Page28

under 4.25 (relating to
languages).
High School
Visual Arts
4.23. High School
Education

standards in the
provided to every
student in the high
school program.
be provided as a
a course or other
interdisciplinary

(6) The arts, including
art, music, dance,
theatre and humanities.
High School Art
courses will be
taught by an
Certificated
Teacher in Art
Education k - 12
Students will be
required to take one
course in Studio Art
as a graduation
requirement.

Delco Community
Charter School will
offer 4 courses in
Studio Art, and
courses in Art
History, AP Art
History, Digital
Photography, Web
Design 1, Web
Design 2 and Game
Design.
High School
Performing
Arts
4.23. High School
Education

standards in the
provided to every
student in the high
school program.
be provided as a
a course or other
interdisciplinary

(6) The arts, including
art, music, dance,
theatre and humanities.
High School music
courses will be
taught by an
in Music Education
k 12
Delco Community
Charter School will
offer a variety of
courses in
Performing Arts for
high school
students.
High School 4.23. High School High School Health Physical Education

[Typetext] Page29

Health,
Safety and
Physical
Education
Education

standards in the
provided to every
student in the high
school program.
be provided as a
a course or other
interdisciplinary

(8) Health safety and
physical education,
including instruction in
concepts and skills
which affect personal,
family and community
health and safety,
nutrition, physical
fitness, movement
concepts, motor skill
development, safety in
physical activity settings,
and the prevention of
alcohol, chemical and
tobacco abuse.

and Physical
Education will be
taught be an onsite
teacher certified in
Health and Physical
Education k - 12
(1/2 credit) must be
completed every
year while in
school.

A unit on Health
Education
structured to meet
State requirements
will be included in
each Physical
Education course.
High School
Technology
Education
(d) The following
school program:

(4) Technology
education, incorporating
technological problem-
solving and the impacts
of technology on
individuals and society.
Business and
Technology
courses will be
taught by a teacher
Certificated in
Business,
Computer and
Information
Technology k 12
Courses to be
offered are:
Introduction to
Computers and
Applications,
Business
Keyboarding,
Business Systems
Technology,
Emergent
Computer
Technology

[Typetext] Page30

Vocational
Education
(d) The following
school program:

(1) Vocation-technical
education under 4.3
and 4.31 4.35

From the Basic
Education Circular 24
P.S. 17-1701-A issued
October 1, 2004:

16. Career and
Technical
Education
Charter schools are not
party to the
negotiated
agreements between
school districts and
career and technical
schools. It is the
responsibility of the
charter school to
decide whether or
not to make a career-
technical school
curriculum available
to the student and, if
so, to contract with a
school for the
provisions of these
services. When a
student chooses to
attend a charter
school the student
Delco Community
Charter School will
not be offering
career and
technical education.

If a Delco
Community Charter
School student
wishes to engage in
career and
technical education,
Delco Charter will
contact the
Delaware County
Technical High
School to arrange a
student's enrollment
in the program.

Delco Charter will
pay Delaware
County Technical
High School directly
(not through the
local school district)
for the opportunity
to send one of its
students to the
Career Center at a
price consistent
with what is
charged for other
students from its
member districts.

[Typetext] Page31

chooses the charter
school's educational
offerings, which may
or may not include a
education. A charter
school may contract
with a career and
technical school to
provide a career and
technical education
option for its
students, but a
charter school is not
required to provide
such an option
unless it becomes
part of a student's
IEP. The charter
school and the
school must
establish an
appropriate charge
for charter school
students receiving a
education.

7. Specific Course Outlines
Please see the appendices for outlines of all courses to be offered at Delco Community
Charter School.
B. Describe how your school will meet the educational needs of students with
disabilities in accordance with Chapter 711. Describe your projections for special
education instructional programs that will be operated directly by the charter
school or operated by others under contract with your charter school. List any
support staff and related service providers that might be employed directly by the
charter school or provided under contract, who will provide required support for
students with disabilities receiving special education.

[Typetext] Page32

As we anticipate that our population will mirror that of the Upper Darby School District,
we anticipate that our special education population will represent approximately 16% of
our student population.
The School will not discriminate in any way on the basis of disability or special needs of
any kind, and shall comply with the Individuals with Disabilities Education Act of 2004
("IDEA"), Section 504 of the Rehabilitation Act ("Section 504"), the Americans with
Disabilities Act ("ADA"), and all other state and federal laws governing special needs
students.
Our estimate is to have one special education teacher assigned to approximately 40
special education students.
All students with a diagnosed disability will have an up-to-date Individual Education Plan
prepared by the school's special education department.
The combination of individual and face-to-face instruction that is the cornerstone of the
Delco Community Charter School approach lends itself perfectly to addressing the
needs of Special Education students because:
All students are engaging in an individualized plan of instruction, so that Special
education students will not stand out and be ostracized for doing something
"different."
Special Education students can easily be mainstreamed with the 40 or so
students working at a specific time in a specific course, so they can work
independently in the same manner as other students under the guidance of the
Academic Coach and can easily join an appropriate breakout group with the
teacher.
The time students spend on individualized work can be moved to sessions with a
Special Education certified teacher, if and when necessary.

The school will adopt a "least restrictive environment" approach to supporting special
education students, mainstreaming with regular education students to the degree
possible. The ability to tailor individual education programs to the needs of individual
students is a cornerstone of the Delco Community Charter School. Delco Community
Charter School will use NWEA's MAP Diagnostic tool to measure a student's education
level at the time of enrollment. In addition to a full complement of middle and high
school regular and credit recovery courses, the school has access to elementary school
platform of courses should these be necessary to meet the needs of specific special
education students.
Therefore, unless least restrictive environment does not suggest inclusion in the class,
special education students will sit with other students in the class while all students are
doing their independent work. Since the students are all doing independent work,
special education students may or may not be doing curriculum similar to others in the
class. Special Education teachers will circulate through the room, providing ad hoc
support as needed and the special education teacher may pull special education
students into small groups if this is seen as beneficial. However, the overall concept of

[Typetext] Page33

this model is to provide special education students with a learning environment that is
identical to other students, whenever possible.
The special education policies detailed herein were designed and will be implemented
in accordance with all relevant federal and state statutes and regulations including: the
Individuals with Disabilities Education Act (IDEA 2004 PL 108-446), No Child Left
Behind, Section 504 of the Rehabilitation Act of 1973 (504), the Americans with
Disabilities Act (ADA), The Family Education Rights and Privacy Act (FERPA); and the
Pennsylvania Department of Education regulations on Charter School Services and
Programs for Children with Disabilities (Chapter 711).
The following six concepts serve as the foundation for the Delco Community Charter
School Special Education policy:
Zero Reject: As an LEA, Delco Community Charter School will provide all
students an equal education opportunity, and will not deny any students an
education on the basis of a disability.
Individualized Education Program (IEP): All eligible Delco Community Charter
School students identified as having a disability and in need of special
education services will be provided a written IEP. The IEP will include current
educational level, annual goals, specific educational objectives, special
education and related services to be provided, dates for initiation of service,
anticipated duration of service, and evaluation criteria.
Free Appropriate Public Education (FAPE): All eligible Delco Community Charter
School students will be provided appropriate special education (determined
on a case-by-case basis) and related services at the expense of the charter in
conformity with each student's IEP.
Least Restrictive Environment (LRE): Delco Community Charter School will
ensure that students with disabilities are educated to the maximum extent
appropriate with the non-disabled peers. The educational philosophy of
Delco Community Charter School is to bring all students into one community
of learners, and our preference is to educate students, whenever appropriate,
with the appropriate supplementary aids and services necessary for them to
participate in the regular classroom experience with their peers.
Due Process and Parental Involvement: Delco Community Charter School
understands that parents must be notified of the intent to evaluate their child
for services, and their consent to an initial evaluation before the process
begins. Parents will also be involved in the IEP process and will be required
to provide consent to the initial placement and provision of services.
Non-discriminatory Evaluation: Delco Community Charter School will use a
variety of assessment tools and strategies, including information provided by
parents, to gather relevant functional, developmental, and academic

[Typetext] Page34

information about each special education student. These assessments will
not be discriminatory on a racial or cultural basis, and all tests and evaluation
materials will be:
Provided and administered in the child's native language or other model of
communication.
Validated for the specific purpose for which they are used.
Administered by trained personnel.
Tailored to assess specific areas of educational need and not merely
those designed to provide a single general intelligence quotient.
Reflective of the child's aptitude or achievement and not reflective of the
child's impaired sensory, manual, or speaking skills.

Delco Community Charter School will implement academic and instructional (inclusion
and pull-out) services to all special education students and we anticipate contracting out
for occupational therapy, physical therapy, psychological services, and
speech/language services.
Response to Intervention
Delco Community Charter School will use the Response to Intervention method, or RtI,
to provide early, effective assistance to children who are having difficulty learning. We
believe this is an effective method for identifying students who may have learning
disabilities. Students who do not show a response to effective interventions are likely
(or, more likely than students who respond) to have biologically-based learning
disabilities and to be in need of special education.
It is the intention of Delco Community Charter School to monitor and provide services
for struggling students in a tiered level of support services, of which Tier III will be
classified as Special Education and students in this tier will be recommended to receive
Special Education support.
Tier I (Benchmark): Students who, while generally making good progress, may
be experiencing temporary or minor instructional difficulties
Tier II (Strategic): Students who are functioning below grade-level standards
and who need additional systematic and explicit instructional support
Tier III (Intensive): Students who are seriously at risk of failure, have
demonstrated chronically low performance on multiple measures of instructional
proficiency, and also need systematic and explicit instructional support
Section 504
The School will recognize its legal responsibility to ensure that no qualified person with
a disability shall, on the basis of disability, be excluded from participation, be denied the
benefits of, or otherwise be subjected to discrimination under any program of the
School. Any student, who has an objectively identified disability that substantially limits
a major life activity including but not limited to learning, is eligible for accommodation by
the School.

[Typetext] Page35

A 504 team will be assembled by the Principal and shall include the parent/guardian,
the student (where appropriate) and other qualified persons knowledgeable about the
student, the meaning of the evaluation data, placement options, and accommodations.
The 504 team will review the student's existing records, including academic, social and
behavioral records, and will be responsible for making a determination as to whether an
evaluation for 504 services is appropriate. If the student has already been evaluated
under the IDEA but found ineligible for special education instruction or related services
under the IDEA, those evaluations may be used to help determine eligibility under
Section 504. The student evaluation shall be carried out by the 504 team, which will
evaluate the nature of the student's disability and the impact upon the student's
education. This evaluation will include consideration of any behaviors that interfere with
regular participation in the educational program and/or activities. The 504 team may
also consider tests and other evaluation materials including those tailored to assess
specific areas of educational need, and not merely those which are designed to provide
a single general intelligence quotient. These tests will be carefully chosen to ensure
that when they are administered to a student with impaired sensory, manual or speaking
skills, the test results accurately reflect the student's aptitude or achievement level, or
whatever factor the test purports to measure, rather than reflecting the student's
impaired sensory, manual or speaking skills.
The final determination of whether the student will or will not be identified as a person
with a disability is made by the 504 team in writing and notice is given in writing to the
parent or guardian of the student in their primary language along with the procedural
safeguards available to them. If during the evaluation, the 504 team obtains information
indicating possible eligibility of the student for special education per the IDEIA, a referral
for assessment under the IDEA will be made by the 504 team.
If the student is found by the 504 team to have a disability under Section 504, the 504
team shall be responsible for determining what, if any, accommodations or services are
needed to ensure that the student receives a free and appropriate public education
("FAPE"). In developing the 504 Plan, the 504 team shall consider all relevant
information utilized during the evaluation of the student, drawing upon a variety of
sources, including, but not limited to, assessments conducted by the School'
professional staff.
The 504 Plan shall describe the Section 504 disability and any program
accommodations, modifications or services that may be necessary.
All 504 team participants, parents, guardians, teachers and any other participants in the
student's education, including substitutes and tutors, must have a copy of each student
504 Plan. The site administrator will ensure that teachers include 504 Plans with lesson
plans for short-term substitutes and that he/she review the 504 Plan with a long-term
substitute. A copy of the 504 Plan shall be maintained in the student's file. Each
student 504 Plan will be reviewed at least once per year to determine the
appropriateness of the Plan, needed modifications to the plan, and continued eligibility.

[Typetext] Page36

English as a Second Language (ESOL)

The English as a Second Language (ESOL) Program ensures students with limited
English proficiency have access to educational opportunities by providing services that
assist these students with the attainment of English language proficiency, develop high
levels of academic attainment in English, and meet the same challenging State
academic content and student achievement standards all students are expected to
meet. Services to ESOL students include instructional services consisting of English as
a Second Language (ESL) type instruction and acculturation activities. The ESOL
Program supports the Department of Education's mission to provide standards-based
education through supplementary instructional and acculturation activities.
The School will have two methods for identifying English Learners:

Parent response to the question in the Home Language Section of the School
enrollment forms
Teacher observations of students at the beginning of the school year.

All students who have been previously listed as English Language Learners will be
given the WIDA Access exam annually during February or March. Students entering
the school who have not been previously listed as English Language Learners but who
struggle with grasping the curriculum due to language will be given the WAPT upon
entrance, and then the WIDA annually thereafter.
Based on the Access exam (or WAPT exam for newly-classified students), students will
be placed in one of six different levels of English Language proficiency (from least
proficient to most)..entering, beginning, developing, advanced, bridging, and reaching.
The students in the entering, beginning and developing levels of English proficiency will
work directly with the ESL certified teacher for two hours daily, primarily working on the
Language Arts portion of their curriculum. The students in the advanced, bridging and
reaching levels will attend classes with English-speaking students. For these students,
the ESL certified teacher will circulate through the study areas and work with ELL
students on an ad hoc basis. The Delco Community Charter School model, in which
students are working independently for significant portions of the school day is ideally
suited for the ESL teacher to provide support without interrupting the flow of the
classroom. For all ELL students, the school will have programs purchased and
available including Rosetta Stone and Google Translator.
All students who exit the ESOL program will be monitored by the ESOL staff for two
years by collecting grades and performance on standardized tests to make sure there is
long-term language proficiency.
C. What teaching methods will be used? How will this pedagogy enhance student
learning?

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Madelyn Hunter is famous for laying out a process for teaching. In sum, the essence of
her method can be summarized in the following steps:
- Activating motivation
- Providing Information
- Providing time for students to engage in practice
- Extending student's thinking
- Checking student understanding

We do not question the importance of each of these steps in the learning process.
What we do however question is the need for a teacher to be directly involved in each of
these steps. In fact, the time that a teacher spends on these phases of instruction that
are unnecessary for a particular student may undermine (in essence, bore) the student's
ability to remain focused and interested in the work. For instance,
- Students who are intrinsically motivated with the subject matter may not find the
teacher's efforts to activate motivation necessary, and in fact, may find that the
teacher's rationale for the lesson is different from the reason the student has for
learning the material.
- Students may find the teacher's method of providing information may be boring,
visually uninteresting, disorganized or at the wrong speed with which they absorb
information.
- Some students may not need a teacher available while they engage in
independent practice and therefore, using class time for this purpose is a waste
of time.
- Some students may be unable to extend the lesson into everyday example, or
apply it to other situations, and may find this portion of class time unpleasant,
particularly if it puts them in potentially embarrassing situations.
- If a student completely understands the lesson, time spent on checking student
understanding is wasted.
Therefore, our approach to instructional time is to become student centered..to
determine what exactly each student needs (and does not need) from a teacher during
class time in order to be successful. And the logical partner of this is to determine what
each student can do independently thereby increasing motivation and decreasing
boredom so that the teacher's focus for each student is only on those activities which
are helpful to him or her.
In our classrooms, students will spend about 80% of the class time working independent
of the teacher, but with an Academic Coach providing support and making sure the
students stay on track. The other 20% of the class time will be spent in a small group
session with the teacher.

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The 20% of the class time spent with the teacher will be different for different students.
For some, it may be re-teaching the lesson the student learned independently. For
others, time might be spent with the teacher while the student engages in practice, so
that these students have a knowledgeable guide while they are working on
assignments. For others, time spent with the teacher will be for extension, using
discussion and project-based learning to reach Bloom's "higher order thinking."
Of course, the student will be expected to complete all phases of learning...instruction,
practice, extension and assessment, by independently completing those phases of the
learning process that are not done with the teacher.
To form the appropriate groups and deliver the right phase of learning to each student,
teachers will use data, including standardized tests, student learning styles and
performance in day-to-day instruction to structure their time with students. Another way
the teacher can form groups is to do the obvious.ASK the students what phase of
learning would be most helpful for the teacher to directly support.
D. Attach the school calendar and identify hours of the school operation, as per
Section 1715-A(9).
The School' academic calendar will generally follow the academic calendar of the Upper
Darby School District. The school year will contain at least 180 instructional days and
will far exceed the required 990 hours of instruction per year.
The school year will begin the day immediately following Labor Day.
The school will offer Labor Day, Thanksgiving, Martin Luther King Day, President's Day
and Memorial Day as school holidays.
There will be a 7 day vacation each school year at the end of December and a 5-day
vacation to coincide with the district's Spring vacation

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I. SCHOOL DESIGN 4. School Accountability

School:
A. What methods of self-assessment or evaluation will be used to ensure that the
school is meeting its stated mission and objectives?

At least annually, the Board of Trustees will conduct a complete review of diagnostic
data to determine whether the school is meeting its mission. The key components of
this review will be:
State-reported data. The Board of Trustees will complete a thorough review of
all data that is submitted to the Pennsylvania Department of Education and
measure this against the goals that were stated previously in this application.
Specifically, those data include student performance on State Standardized tests
and whether the school made annual yearly progress (AYP), 4-year graduation
rates, attendance rates, average SAT scores and percent of graduating students
who will be attending college the following year.
School administered growth testing. Delco Community Charter School will use
NWEA Maps data to measure students' annual growth in Reading and
Mathematics. The expectation given to the Board of Trustees is that, on
average, the student body will generate a year's growth of learning (or better)
annually.
A Charter School is a school of choice and therefore, key indicators of whether
the school is meeting the needs of its students are high levels of student
retention and the school meeting its enrollment targets. To supplement this
information, the school will engage an outside organization to conduct an annual
tracking study among students and parents regarding their attitudes about the
quality of education being offered by the school.

The Board will use this information in its annual evaluation of the CEO, the Principal, the
teaching staff and the Academic Coaches.
B. How will teachers and administrators be evaluated? Describe your standards
for teacher and staff performance.
Staff and Administrators will be evaluated by a combination of standardized data, parent
and student feedback and observation.
Ideally, state-mandated test data would be used to measure teacher
performance in the classroom. Unfortunately, this data arrives too late and too
infrequently to provide meaningful use as a measurement tool for teacher
performance. As a proxy for State-mandated test data, the school will use the
data generated from NWEA MAPS Data, to assess the growth of the students in
each teacher's class. We expect that, on average, the students in a teacher's

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class will meet or exceed one year's rate of growth in the subject area. The
NWEA MAPS data provides immediate feedback and evaluation once the test
has been completed.
We believe that parents and students have a good feel for the quality of
education provided by teachers and we will use their feedback as a
measurement of teacher effectiveness. We expect teachers to model good
behavior, show patience, compassion and calmness in dealing with students,
and be totally prepared to engage the students in meaningful ways during class.
In addition to anecdotal feedback, the annual tracking study noted above will
prompt parents and students for ratings of performance of each teacher and we
will use this data in the evaluation process.
Much has been written about the effectiveness of teacher observations as a tool
for teacher evaluation and improvement. We believe that this is one of many
ways that teachers should be evaluated for their performance. Specifically, our
intent is to observe how teachers interact with students, how well they are
prepared for classroom meetings and how well they are segmenting their
students into discussion groups to best meet the individual needs of different
types of learners.

We will use the following criteria for evaluating teacher performance based on
classroom observation:

Planning and Preparation

Knowledge of content, pedagogy and PA standards
Knowledge of students to guide instruction
Selecting appropriate instructional goals
Knowledge of resources
Designing coherent instruction
Reflecting on teaching
Assessing student learning

Classroom Environment

Creating an environment of respect & rapport with equitable
opportunities for students
High and clear expectations for student achievement
Effective classroom procedures and routines
Managing student behavior
Effective organization of physical space Instruction
Communicating clearly & accurately
Using questioning & discussion techniques
Engaging students in learning
Providing feedback to all students
Monitoring student learning through formal and informal assessments

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Demonstrating flexibility & responsiveness to students' learning needs

Instructional Delivery

Providing opportunities for students to lead discussions
Providing opportunities for student-to-student rather than just student-
to-teacher and teacher-to-student interaction
Enriching and clarifying the lessons students were taught individually.
Challenging the students with higher order thinking questions
Using open-ended questions.
Stimulating discussions in which students are fully engaged.

Professional Responsibilities

Knowledge of Professional Code of Conduct
Maintaining accurate records and communicating with families
Adherence to school/district procedures
Frequent participation in school/district professional development

C. How do you plan to hold your school accountable to the parents of the children
attending your school?

In the Governance section of this application, you will read that there will be Board Positions
that will be limited to parents of current or graduated students of the School. Therefore, this
representative body will be responsible for being the overseers of the school for the school's
parents.
Additionally, the school will have a monthly newsletter to be published electronically and
perhaps in print as well, listing current activities and achievements of the school.
Finally, all testing data for the school, including State Standardized Tests, the aforementioned
NWEA MAPS Tests and the annual Tracking studies will be available for public inspection.
Summaries of this data will be published online and the studies and conclusions in their
entirety will be available to all parents when requested.
D. Discuss your plan for regular review of school budgets and financial records.

Board meetings of the school will occur at 7:00 pm on the first Tuesday of each month.
At the meeting, a balance sheet listing school assets and liabilities will be presented.
This will include a list of all real estate leases adopted by the school and a listing of key
leaseholders to make sure there is no conflict of interest.
In addition, a projection of revenue and expenses for the current school year (July 1
June 30) will be presented including projections of student enrollment and per capita
revenue received.

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Salary, bonus and other compensation for the administrators in the school will be
available to all board members, as well as any bonus recommendations for staff
members.
A 5-year projection of enrollment, revenue, faculty size, faculty compensation and other
expenses will be submitted to the board for approval each year at the February board
meeting.
E. Describe your system for maintaining school records and disseminating
information as required under the Family Educational Rights and Privacy Act
(FERPA)

All students and their legal guardians will be allowed to view their particular records kept
by the school on behalf of the students. These records can also be made available to
other individuals at the consent of the legal guardian (or the student if he or she is over
18).
All records will be maintained electronically and stored securely on the school's
database, which will be properly secured so that others may not have access. A private
room at the school will be maintained for the students and parents to view particular
records while preventing knowledge of how to enter the database outside said room.
Administrators and teachers will be given specific access to student records, which will
be discontinued when a student graduates or withdraws from the school. Only the
records of students currently under the support of specific teachers and administrators
will be able to be viewed.
No other records of a permanent nature, such as IEPs, grade reports will be kept in any
other location.
F. Describe your system for maintaining accurate student enrollment information
as required under Section 1748-A, Enrollment and Notification.

The school will utilize POWERSCHOOL to keep a record of student enrollment. This
system will keep an accurate record of student addresses and phone numbers, as well
as information regarding legal guardians, with the ability to mail using traditional postal
methods.
This system and those who have access to it, will ensure the highest standards of
privacy. The system will be easily capable of transferring student records into and out
of the school to adjust for changes in student enrollment status.
Student Evaluation:
A. Describe plans to evaluate student performance.
As mentioned previously, students will complete a NWEA MAPs Analysis to determine
their skill level at the beginning of the year. The School will review the data as well as
previous student records, if available, to ensure that the student is placed in the correct

[Typetext] Page43

level of curriculum for each subject. Parents, students and the teachers will discuss the
results to identify areas of weakness or strength and use this information to assign
lessons, select curriculum level and explore other ways to support the student.
We believe that evaluation of student performance should be conducted in four
separate but related areas:
1. Is each student engaging in the required work on a day-to-day basis to be
successful in school?
2. Is each student mastering the day-to-day content of the school?
3. Is the mastery of day-to-day content leading to desired long-term knowledge
attainment and progress needed for students to meet the State Standards and
their personal college and career goals?
4. Is the curricular program suitable for the success of this student, and what
changes to either course, curriculum or teacher assistance could be made to
improve the student's performance?
Day-to-day effort
The school will use a learning management system to keep an accurate record of each
student's progress in each of his or her courses. By entering into this system, students,
parents, teachers and Academic Coaches can see up-to-the-minute data on student
progress and whether the students are maintaining an adequate pace in their lesson
completion. The Academic Coaches will be responsible for making sure that students
are completing the required level of work completion.
Day-to-day Content mastery
Most of the lessons taught by Delco Community Charter School teachers will be
followed by a lesson assessment. In addition, there will be assessments at the end of
each course unit. When they meet with their students for daily lessons, the teachers will
conduct informal assessments of lesson mastery and also grade student participation in
discussions and class projects. Teachers may also assign supplemental remedial,
reinforcement or extension assignments to increase overall learning.
Long-term knowledge attainment
Summative assessment such as mid-year and end-of-year examinations will measure
whether students have retained the course content, and have fully mastered the skills
necessary to be successful in succeeding courses in the school.
The school will offer courses for students in grades 7 - 12. In keeping with this, students
will be required to take all PSSA (PSSA-Modified or PASA, if applicable) tests required
for these grades as well as all newly introduced Keystone examinations. The grades on
these tests will be incorporated into the overall grade for the student in that particular
course.

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Grades will be given to students at Delco Community Charter School at the end of each
semester, with a progress report sent to parents after the 30
th
, 60th, 120th and 150th
days of school. A grade of 70 or higher will be needed in order to pass a course at
Delco Community Charter School.
For some assignments, the grades will be quantitatively calculated. However, given the
independent/differentiated instruction nature of Delco Community Charter School,
referenced grading may not be a fair representation of each student's mastery and
effort. Therefore, we will allow teachers to use a more subjective scale, based on the
following rubric.
Grade A
A student has thoroughly mastered the material to the extent that the student has
gone beyond the minimum requirements of content knowledge in this course.
A student has made an extraordinary effort in his or her learning.
Grade B
A student has mastered the content in the course and has created a foundation
of knowledge that will be suitable preparation for further study in this subject.
The student has made a sufficient effort in the course to understand the course
content.
Grade C
A student has met the minimum requirements of understanding in this course
and may need review and remediation in future courses in the same subject in
order to be successful.
The student is putting in the minimum amount of effort in the course in order to
be successful.
Grade F
A student needs more work to master this subject and it is doubtful that the
student would be successful in future courses in this subject until remediation is
completed.
The student is not putting in the minimum amount of effort in the course in order
to master the material.
Suitability of current plan

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When students are not successful in courses at Delco Community Charter School, it is
our intention that all involved will take responsibility and reflect on ways that the
program can be more successful for that particular child. An analysis will be done to
determine if there was a poor match between student and course, whether the course
materials were not suitable for the student's learning approach or whether the teacher-
led discussions did not reach the student where he or she was capable of learning and
engagement. All of the faculty and staff at Delco Community Charter School will take
the failure of any student as a personal mission to consider new ways to help students
to gain knowledge. This is not to imply that every failure is the school's fault; it is our
belief that students must not be allowed to pass courses unless they have
demonstrated mastery of the material. However, all student failures will trigger a
meeting with students, teachers and parents to determine how the student and the
school could avoid this situation in the future.
B. How will student development toward the school's overall learning goals and
objectives be measured?

The staff will be trained on how to interpret test data, and will be asked at the end of
each semester how they can adjust their engagements with students to address overall
or specific student weaknesses in content mastery. In this way, the staff will
continuously be challenged to rethink current pedagogical practices to meet the
changing needs of students.
The difference at Delco Community Charter School is that students are not merely
assessed based on attainment of a minimum standard; the primary method of
assessment is whether the students have made significant progress toward the
attainment of their personal goals. To further this idea, a meeting will be held every fall
with students, parents and Academic Coaches to assess student progress against the
individual learning plan. The outcome of that meeting will be an adjustment of goals,
courses, online curriculum resources and teacher interventions to align to the student's
needs.
In the spring, after midterm examinations, a similar meeting will be held with students,
parents and coaches to review and assess progress, and a similar outcome will be
pursued.
The School's overall learning goals and objectives are for each student to continue to
make adequate progress toward his or her own personal goals as stated in the
Individual Learning Plan. Put quite plainly, if every student grows, the school will meet
its learning goals and objectives. This is a student-centered, bottom-up approach to
growth and school success.
C. Describe how student evaluation will be used to improve student achievement
and attain the stated learning objectives.

Let's go back to the first two areas of measurement stated in section A. First off, "Is
each student engaging in the required work on a day-to-day basis to be successful in

[Typetext] Page46

school?" We firmly believe in the adage, "you can't expect what you don't inspect." It is
our belief that if students know that the correct and thorough completion of
assignments, with the elimination of any possibility that students could cheat on these
assignments, will be required and assessed daily, then work quality will increase
tremendously with continuous, consistent oversight.
The second area of measurement listed in Section A was "Is each student mastering
the day-to-day content of the school?" We know that most teachers do informal or
formal assessment, daily or weekly, to measure student understanding. However, it is
often impossible for teachers to do much with this information, except to reteach a
concept to the whole class.
At Delco Community Charter School, it will be the responsibility of teachers to
investigate students' daily mastery of content. The beauty of the Delco Community
Charter School learning format is that teachers can act on the data if a particular
student struggles with the lesson. Since the teacher has 1-1/2 hours of time per class
and can create an ad hoc structure during the time period for how and what purpose the
teacher will meet with students (while the others work under the guidance of the
Academic Coach), then the teacher can pull aside a small group of students for the sole
purpose of remediation of the lesson. And best yet, the teacher can do this while giving
the students who understand the concept enrichment exercises or other work so that
they do not have to sit through a review of a concept they already know.

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I. SCHOOL DESIGN 5. School Community

A. Describe the relationship of your school with the surrounding community
Delco Community Charter School will be a true community school providing
opportunities to students, parents and community members year-round. Delco
Community Charter School will provide various training sessions and workshops
throughout the year to familiarize members of the community with our state of the art
programs for the advancement of a well-educated community that will help with
economic advancement overall.
B. Describe the nature and extent of parent invoIvement in the schooI's mission.
As will be described in the Governance Section of this application, three members of the
Board of Trustees of this school will be current parents or parents of graduated
students. These Board positions will be elected by popular vote with each family getting
two votes per each student attending the school. Except for those responsibilities
legally delegated, all formal and legal governance responsibility for the School resides
with the Board. The School Board will be committed to working with parents to address
parent concerns. Parents will be encouraged to share their ideas and concerns with the
organization throughout the school year, directly or through members of the Board of
Trustees.
The Parent/Guardian Association will serve as a means for parents to support the
School and the education of their children, learn more about School activities and
needs, and be more involved with the governance and operations of the School by
serving as a forum for voicing their concerns and suggestions about both day to day
operations and overall policy. Translators will be provided when needed. Members of
the Parent/Guardian Association will serve as mentors to new families and families who
are struggling with the requirements of the school.
In addition to these direct involvement opportunities, there are ample indirect methods
of involvement as well.
Parents will be kept up to date on what is happening in the school as a whole by
frequent and comprehensive communications. Communications include website
updates, Parent/Guardian Newsletters, monthly Parent/Guardian Association meetings,
parent-teacher conferences, volunteer opportunities, fundraising, and school surveys,
among other things. All School parents are automatically members of the
Parent/Guardian Association.
The school will conduct an annual tracking study of parent and student attitudes and
beliefs about the school. This will be a statistically reliable measurement of attitudes,
used to share with the Board of Trustees and family members about the operation of the
school. The result of this tracking study will be an analysis of all programs of the
school, with recommended adjustments and improvements as warranted.

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There are many other ways for parents to become involved with the School. These
include:
Parents, students and Academic Coaches meet at least twice yearly to plan and
assess the effectiveness of the student's learning plan.
Volunteer opportunities the School will maintain a list of various opportunities
for parents to volunteer at School. For example, parents have the opportunity to
help in tutoring, classrooms, lead extracurricular activities, assist in event
planning, attend field trips and serve on parent committees;
Fundraising - parents and community members work with the School to raise
additional resources to support students and the school program;
Advocacy - parents and community members communicate the school design
and outcomes to the public, educators and policy makers and advocate for
necessary policies and resources.

C. Describe procedures established to review complaints of parents regarding
operation of the charter school.
The School will be responsible for establishing and maintaining a Uniform Complaint
Procedure which will be distributed to parents/guardians at the time of student
enrollment. Except in the instance of complaints that allege student safety issues, or
other matters which constitute possible grounds for charter revocation, the Upper Darby
School District will refer all complaints it receives back to the School for investigation
and processing.
A specific procedure for filing complaints will be publicized to all students,
parents and staff.
These complaints will be coded and summarized with the details of the complaint
and the resolution, presented to the Board at its monthly meeting.
A specific committee of the board will be formed to review complaints and ensure
that faculty and administrators of the school are handling these fairly, without
conflict of interest.
The Board is given the authority to specifically ask complainants to appear at a
closed session to discuss the problem in more detail.
The Board committee may recommend at the monthly meeting of the board an
alternate resolution of the complaint including termination for cause of a Delco
Community Charter School employee, to be voted on by the full body of the
school board.


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I. SCHOOL DESIGN 6. Extra-curricular Activities

A. Describe the program of extracurricular activities planned for the charter
school.
Our goal is to help students who have heretofore not taken full advantage of the
educational system of the Commonwealth of Pennsylvania and find ways for them to
reach college or to enter the work force with specific skills for success. Extracurricular
activities will focus on achieving those two goals. Students will be given school credit for
work/apprenticeships accomplished in a skill-building occupational field. In addition,
students will be given the opportunity to join after-school clubs and activities centered
on college entrance and career exploration.
For athletics and clubs not offered by the school, we will encourage students who wish
to participate in these activities to seek participation in their neighborhood schools, as
permitted by Pennsylvania school law.
B. Describe whether any agreements have been entered into or plans developed
with the local school district regarding participation of the charter school
students in extracurricular activities within the school district.
Upon approval of this application, we will contact the Upper Darby School District to
create a list of extracurricular activities available in each of the district's schools and
keep a list of the activities available by school location. Our Academic Coaches will
specifically maintain this list and work with any student who is interested to get them the
introduction for participation within the school district.
We do not have any specific plans at this time for the school to offer a program of
interscholastic sports, although we would like to reserve the right to introduce
interscholastic sports for our students in the future. Charter school law clearly states
that students at the Charter School may engage in inter-scholastic sports at their local
school if the Charter School does not offer teams in that particular sport. We will make
it clear to our students that they have the option of participating in interscholastic sports
within their local school district's program.

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II. NEEDS ASSESSMENT 1. Statement of Need
A. Why is there a need for this type of school?
Delco Community Charter School intends to serve students whose families believe they
are not finding sufficient college, career and life direction at the Upper Darby School
District. There are a host of reasons why students fall into this classification..perhaps
they do not respond to the way Upper Darby School District teachers operate their
classrooms, perhaps they don't see how the classes they are taking in school align to
their future or perhaps they are just overwhelmed by the sheer size of Upper Darby
High School. In any case, public schools, even the best of them, are filled with students
who are not achieving at the level they are capable because they do not feel that the
educational system is meeting their needs.
This type of school is truly different from the District's Schools because it has the
following characteristics:
The enrollment of the school will be capped at 480 students
Each student will be given an individual learning plan and the services of an
Academic Coach with a student/coach ratio of 40 to 1. The Coach will provide
guidance and supervision functions, providing students with far more individual
attention than can be given by traditional Guidance departments.
The school will use a co-teaching model in which classrooms all have two adults
in the room: one (teacher) who is working with small groups of students in the
classroom to deliver the specific instruction needed for that particular group to
succeed and the other (Academic Coach) who supports the remainder of the
students as they work individually to complete the lessons assigned for that day.
In this structure, the teacher has more time to dig deeper into the curriculum,
achieving the type of deep student understanding that is elusive in traditional
public schools.

B. Explain why the charter school model is an appropriate vehicle to address this
need.
As a charter school, performance is the key criteria for attracting and retaining students,
and for staying in business. Therefore, if Delco Community Charter School fails to meet
state standards and parent expectations, we will not maintain adequate student
enrollment to operate. At Delco Community Charter School, part of our mission is to
assure that every child is successful and proficient at or above grade level, and, as a
result, every student must "make the mark" as required before moving to the next grade
level. Both teachers and administration compensation and ongoing employment will be
based on student performance.
The organization of the school's staff and the requirements of each individual staff
member are very different from a traditional k12 school. It would be difficult, if not
impossible for this program to work within the structure of a current public school. For
instance, the organization of the staff would probably require significant rework of a

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union contract in order to be allowed in a district. In addition, the interior design, which
features space conducive for independent student work, is not achievable in a typical
school building without significant rework. Therefore, we believe that a Charter
application allows us to approach this new instructional model with the clean slate that
is required for this school to be successful.


[Typetext] Page52

II. NEEDS ASSESSMENT 2. School Demographics
A. What are the schooI's enroIIment projections for the first five years? What is
the schooI's uItimate enroIIment goaI? What grades will be served? What is the
age of kindergarten and age of beginner students? How many students are
expected to be in each grade or grouping?
The school plans to start in year one with 160 students and within 5 years, reach 480
students. The school will cover the needs of students in grades 7 - 12
We believe that 480 is enough students for the school to have a full complement of
administrative staff, including a CEO, Principal, Head of IT and School Operations, and
Dean, along with the Special Education and English Language Learning Support.

Year 1 Year 2 Year 3 Year 4 Year 5
7 40 40 40 40 80
8 40 40 80 80 80
9 40 80 80 80 80
10 30 40 80 80 80
11 10 30 40 80 80
12 0 10 30 40 80
Total 160 240 350 400 480

B. Describe the community or region where the school will be located.
Delco Community Charter School will be located in the Upper Darby School District.
Upper Darby School District is a suburban area that borders the Western Edge of the
City of Philadelphia. Its major communities are Upper Darby, Drexel Hill and Clifton
Heights. The District covers Upper Darby Township, Millbourne Borough and Clifton
Heights Borough. The District has 82,000 residents and covers 8.3 square miles.
A distinguishing characteristic of the District is the large number of residents who are
born outside of the United States, leading to a significant portion of the student
population who are English Language Learners. We have incorporated this information
into planning an English as a Second Language program.
C. Why was this location selected? Are there other locations suitable to the
needs and focus of the school?
This area was chosen for the following reasons:

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There are numerous buildings available at the necessary size in the Upper Darby
School District. The area is filled with large retail, industrial and office space
suitable for a school. Given the potential long lead times for Charter approval,
we wanted to make sure we located the school in an area that had numerous site
options should our primary choice become unavailable through the long duration
of the approval process.
With over 11,400 students, the Upper Darby School District is one of the largest
districts in the State. The Upper Darby School District was specifically chosen as
the location for the school because of the opportunity to offer a small school
option to the residents of the community.
Upper Darby School District is struggling to make AYP. Based on 2010/2011
school year results, Beverly Hills Middle School was in Corrective Action II for the
3rd year, Drexel Hills Middle School was in Warning, and Upper Darby High
School was in Corrective Action II for the 5th year.

D. Describe any unique demographic characteristics of the student population to
be served, including primary languages spoken.
A unique characteristic of the Upper Darby is the high number of students who are
English Language Learners. Many of these students and their families were born
outside the United States, providing a unique need for English as a Second Language
Instruction. We believe that the combination of individual and group instruction that is
being proposed for Delco Community Charter School is ideal for ELL students who may
need the individual time to translate and interpret text in English language.

[Typetext] Page54

II. NEEDS ASSESSMENT 3. District Relations/Evidence of Support:
A. What efforts have you made to notify the district(s) from which your charter
school would draw students?
Letters have been sent with return receipt requested to Superintendents of the Upper
Darby, William Penn and Southeast Delco School Districts and to the Deputy Chief of
Strategic Programs of the School District of Philadelphia, notifying each group of our
intent to apply for a Charter in the Upper Darby School District, and giving each the date
of proposed opening and the grades and expected enrollment of the school.
We had a phone conversation with Ms. Sandra Wright, Administrative Assistant to Mr.
DeVlieger, on May 23, providing details of our application and offering to meet with Mr.
DeVlieger to go over the application in more detail. This call was not returned by a
member of the administration of Upper Darby School District.
Another call was placed to Mr. DeVlieger and received by Ms. Wright on May 31,
requesting a meeting with Mr. DeVlieger. Mr. DeVlieger returned this call on June 1, but
declined an opportunity to meet prior to our submission of an application.
B. What efforts will be implemented to maintain a collaborative relationship with
school districts?
The School will have the interest, capacity and mission to serve as a Research and
Development ("R&D") partner with the Upper Darby School District. Charter schools are
intended to be the R&D for districts but this has not happened as much as hoped, partly
due to a lack of time and capacity in both charter schools and districts, and partly due to
a lack of forums and resources for collaboration, study, and implementation of
innovative ideas.
The Delco Community Charter School, as a nonprofit corporation, is willing to consider
opening its school site, share its lessons and challenges, and welcome collaboration
and best practice sharing. Furthermore, the School will have the resources and capacity
to support districts and other schools in exploring and implementing this innovative new
model of education or variations thereof.
More specifically, Upper Darby School District could conceivably embed a principal or
other educator in the School fulltime, part-time or for quick study to enable the district to
learn enough to open the same type of school, or to adapt the model to meet the
specific needs of its students.
This charter is not intended to provide head-on competition to the Upper Darby School
District for students that can be optimally served by both the District and the Charter
School. Indeed, our goal is to reach students who have not benefited from the school
district's outstanding program. We will gladly accept referrals from the district for
students whom the district feels would be more successful in the small school,
individually planned instruction model of Delco Community Charter School.

[Typetext] Page55

C. Convey the scope of community backing for the proposed charter school and
its Founding Coalition. Document community support among teachers,
parents, students, community members, institutional leaders and others
through the use of letters of support, surveys, or other tangible means.
The founding coalition of Delco Community Charter School has maintained a website,
www.delcocharter.org, to inform the public about the intention to introduce a charter
school in the Upper Darby School District. On this website, there is an opportunity to
pre-enroll students in Delco Community Charter School. In addition, some families
have mailed or phoned in to express an intent to enroll their children in this Charter
School. As of 6/11/2012, we have 159 students pre-enrolled in Delco Community
Charter School, well on our way to meeting our target opening enrollment of 160
students.
In addition, 19 individuals who do not have children to enroll in the school have filled out
the form on the internet website to express support for Delco Community Charter
School.
On this web form, there is an opportunity for supporters and families to express
comments about our charter school proposition. Here are a sample of some of the
comments received:
"I have inquired about charter schools in Delaware County for the past 5 years."
- Francine, Upper Darby School District Resident
"I fully support charter Schools & their efforts to provide alternative schools."
- Keisha, Upper Darby School District Resident
"I am a single parent that resides in Upper Darby, PA. I recently signed my daughter up
to attend Delco Charter. I'm very excited to see another choice in High Schools in my
neighborhood. I didn't want my daughter to attend Upper Darby but couldn't afford any
of the Catholic schools. I hope she's accepted here. If not I'll explore other options for
her. Good luck, Delco Charter with your new school."
- Nakeisha, Upper Darby School District Resident
"My grandson is completing 6th grade at Beverly Hills and has done very well. I would
welcome the opportunity to explore your charter school idea."
- Denise, Upper Darby School District Resident
"I would love for my child to attend a school with a small setting."
- Brett, Upper Darby School District Resident
"(Daughter) has one more year at DHMS. After that we have no choice but to move to
another school district because she cannot attend UD high school. It's unsafe to say

[Typetext] Page56

the least and getting worse. Moving will be a huge burden in that I'm a single low-
income mom. Having an alternative school choice in the area for my daughter would
mean we can stay in our home."
- Mary, Upper Darby School District Resident
"14 years ago I bought my home in Upper Darby because I was looking for a better
school district for my children. Now I pray every day for a charter school or to win the
lottery to send my child to a private school. Why is it that Upper Darby School district
only has one high school for all these students for all these students in the area for the
price I am paying for school tax? My child should have a better option when it comes to
her education. UDHS is too overcrowded. We need a change in our district and this
proposal for a charter school is a start."
- Sophia, Upper Darby School District Resident
"My son is very interested in this program! I think it would create a wonderful
opportunity for him if he gets to attend."
- Sherri, Upper Darby School District Resident
"I think gaining a charter school in Upper Darby is a great idea because it has been so
hard looking for a good placement for my young children within this township."
- Stacey, Upper Darby School District Resident
"I am very interested in my child attending a school at which she can receive more
individualized attention with less distractions of traditional public schools."
- Michelle, Upper Darby School District Resident
"I am submitting this form with the hope that my daughter will be accepted into this new
school. This is an awesome idea bringing a new high school choice to the students and
parents of Upper Darby. It gives our children an opportunity for a fresh start."
- Nakeisha, Upper Darby School District Resident
"I am excited to hear about the new charter school and would be pleased if you would
accept my daughter and son into the school."
- Krystal, Upper Darby School District Resident

[Typetext] Page57

III. DESCRIPTION OF FOUNDING/MANAGEMENT TEAM 1. Profile of Founding
Coalition
A. Describe the make-up of the group or partnership that is working together to
apply for a charter, including the names of the founders, their background and
experiences, and references for each.
The Founding Coalition has experience in special education, curriculum, school
management, charter schools, fundraising and marketing. The beauty of this group is
that it has expertise in so many different aspects of charter school launch and ongoing
operation.
Alicia Crawley
Alicia Crawley worked in the Pharmaceutical Industry before returning to school to
receive her Master's Degree in Elementary Education. She has worked as a teacher at
New Media Technology Charter School, Commonwealth Connections Academy Charter
School and Agora Cyber Charter School. Her current position is as a Family Teacher
Coach for Agora, in which she functions as the primary point of contact for students and
families, creating Individual Learning Plans and to help students manage their daily
work load.
Mekhi Johnson (267-816-1879) is a reference for Ms. Crawley.
Latisha Griffin
LaTisha Griffin is a resident of the Upper Darby School District. She began her career
in education through the Philadelphia Teaching Fellows program (PTF). She has been a
professional educator for the past seven years. Her classroom experience includes
teaching students in elementary, middle and high school. In addition, LaTisha brings
expertise in cyber education and her educational administrative experience to Delco
Community Charter School. LaTisha is a graduate of Temple University and received a
Master's degree in Education from Drexel University.
Ms. Jameka McGraw-Byrd is a reference for Ms. Griffin (484-477-9757)
Scott Henderson
Scott Henderson is a Vice President with the firm of Newmark Grubb Knight Frank
(formerly known as Grubb & Ellis). His expertise is in representing, marketing and
negotiating leases and conditions of sales for commercial real estate in Delaware
County. Scott has been in the Commercial Real Estate Business since 1999, and has
handled or participated in more than 250 sale and lease transactions. He has a B.A.
from the University of Arizona in Business Communications. He has won the "Rookie of
the Year" and "Heavy Hitter" awards in recognition of his success at Grubb & Ellis.

[Typetext] Page58

Robert Clements, Managing Director of the Newmark Grubb Knight Frank office is a
reference for Mr. Henderson (610-337-1010)
Dawn Moore
Dawn Moore is the ELL coordinator for Sankofa Freedom Academy Charter School in
Philadelphia. Prior to this, she was an elementary school teacher for the School District
of Philadelphia. Dawn received her Bachelor's Degree and Master's of Education from
Temple University and has an ESL certification from Drexel University. She has been
instrumental in putting together our plans to support students who are English
Language Learners.
Mark Wilicki is a reference for Ms. Moore (215) 945-9482
Desireah Osborne
Desireah Osborne is a life-long resident of the Upper Darby School District. After
teaching in the Special Education department of Mariana Bracetti Academy Charter
School in Philadelphia, Ms. Osborne assumed teaching positions at Pennsylvania
Leader Charter School and Pennsylvania Virtual Charter School. Ms. Osborne is
certified in Special Education, Middle Years English, Middle Years Math and Middle
Years Social Studies. She received her B.S. in Special Education from West Chester
University.
Jennifer Lucia, Supervisor of Special Education and PA Virtual Charter School is a
reference for Ms. Osborne (610-389-9591).
Timothy Sager
Timothy Sager brings to the Founding Coalition both business and education
experience. He moved to the Philadelphia area in 1986, and worked for Campbell Soup
Company as national marketing manager for V8 juice and Prego Spaghetti Sauce,
where he twice won the Company's Marketer of the Year award. In 1994, he joined
Penn Mutual Life Insurance Company, and rose to become Vice President, Marketing
Services.
In 2001, Mr. Sager decided on a new career direction and began classes at Arcadia
University, ultimately receiving a Master of Arts Degree in Mathematics Education (with
Distinction) and a Master of Education in Education Administration (with Distinction).
He has taught at Cheltenham High School, Chestnut Hill Academy and at Agora Cyber
Charter School, where he taught and then opened their first learning center for Cyber
School students. Upon its opening, Mr. Sager managed this center and developed a
keen understanding of how to manage an innovative charter school environment. Mr.
Sager is now works for Charter Initiatives and has committed himself to the mission of
opening this Charter School. .

[Typetext] Page59

Edna Katz, former Chairperson of the Department of Mathematics at Cheltenham High
School is a reference for Mr. Sager. (215-643-3487)
Thurselle Treece - Hackney

In her education career, Thurselle Treece has been a science teacher, a School
Principal and an Assistant Superintendent for the Camden, NJ school district She
received her Bachelor's Degree from Cheyney University and her Master's Degree in
Education Administration from Temple University. In 1989, Ms. Treece-Hackney
received the Governor's Recognition award for her outstanding service to the Camden
New Jersey School District.
Reuben Mills, Deputy Superintendent, Camden City Public Schools, is a reference for
Ms. Treece-Hackney (856-966-2000)
Roland Williams

Roland Williams received his Bachelor of Arts degree from Temple University and is in
the process of completing his Masters in Administration of Justice from Wilmington
University.
Mr. Williams has worked in both the education and human services fields with a focus
on behavioral modification. His last school position was as Dean of Students at West
Oak Lane Charter School. He has also been a Behavior Supervisor for several
alternative schools and has been involved in the design and implementation of the
behavior component for those schools. He brings to the Founding Coalition a strong
background in supporting student behavior correction and managing school climate.
Kandis Moffitt, who worked with Mr. Williams at West Oak Lane Charter School is a
reference for Mr. Williams. (267-987-0565)
B. Discuss how the group came together, as well as any partnership
arrangements with existing schools, educational programs, businesses, non-
profits, or any other entities or groups.
None of the group has an existing partnership arrangement with any existing schools,
educational programs, businesses, non-profits or any other entities or groups. It was
Mr. Sager's idea to put this group together, and he contacted people based on their
interest in education and their ability to provide unique resources and perspective to the
Charter School formation process
C. Include any plans for further recruitment of founders or organizers of the
school.
The Founding Coalition has an ongoing desire to involve people who share the vision
and desire to open an innovative school option in the Upper Darby School District.

[Typetext] Page60

They welcome any individuals who may want to contribute their time and expertise in
the planning of this school.
D. Provide information on the manner in which community groups are involved in
the charter school planning process.
Delco Community Charter School welcomes the support of any community groups
interested in furthering our efforts to bring school choice and a unique learning
experience to the Upper Darby School District.


[Typetext] Page61

III. DESCRIPTION OF FOUNDING/MANAGEMENT TEAM 2. Governance
A. Describe the proposed management organization of the school, including the
following requirement:
The Management organization of the school will start with the Board of Trustees. The roles
and responsibilities of the Delco Community Charter School Board of Trustees include, but
are not limited to:

Protect the legal interests of the Charter School
Determine the vision/mission of the School
Set Board Policy
Govern the operations of the School
Exercise sound legal and ethical practices and policies
Manage liabilities wisely
Advocate good external relations with the community, school districts, media,
neighbors, parents and students
Hire and evaluate the administrator
Hire teachers
Hire contractors, negotiate service agreements, and hold contractors accountable for
performance under such agreements
Comply with state and federal reporting requirements
Practice strategic planning
Ensure adequate resources and manage them effectively
Assess the organization's performance.

The Delco Community Charter School Board of Trustees will take action on the following
items only by an affirmative vote of a majority of the members of the Board, duly recorded,
showing how each member voted.

Adoption of the School calendar meeting or exceeding the legal guidelines regarding
number of days and number of hours of annual operation and days which must be
holidays.
Adopting textbooks
Appointing or dismissing charter school administrators
Adopting the annual budget
Purchasing or selling of land
Locating new buildings or changing the locations of old ones
Creating or increasing any indebtedness
Adopting courses of study
Designating depositories for school funds
Entering into contracts of any kind where the amount involved exceeds $5,000
Fixing salaries or compensation of administrators, teachers, or other employees of the
charter school.

[Typetext] Page62

Entering into contracts with and making appropriations to an intermediate unit,
school district or Area Vocational/Technical School for the charter's proportionate
share of the cost of services provided or to be provided by the foregoing entities.
Subject to any legal restrictions, the Board may delegate to an employee of the
School or other designee any of those duties. The Board, however, retains
ultimate responsibility over the performance of those powers or duties so
delegated.

The Board of Trustees will hire a Chief Executive Officer, who will be an employee of the
school. The CEO will supervise the Principal, the teachers and staff who implement the
curriculum and instruction according to the policies and procedures approved by the Board of
Trustees. The principal will also act in an information and advisory capacity to the Board and
will be responsible for implementing board policies in the day-to-day operation of the school.

B. How will the Board of Trustees be selected?

For three of the Board positions, a condition for Board Membership is that the people in these
positions must be a parent of current or graduated students of the school. The other four
Board of Trustees positions will consist of individuals actively recruited for content expertise
and organizational competencies.

For the Board positions filled by current and former parents, after the approval of the School's
Charter, there will be a request for Board Nominations sent to all families who have signed up
for enrollment in the school. Upon receipt of nominations, a ballot will be delivered to all
families of enrolled students listing those nominated for board positions. The selection of
Board Members will be made by simple vote, with each family receiving a number of votes
equal to the number of students in the family attending the school times two.

For the formation of the initial Board, the term of office for specific seats on the board will vary
so that the School can establish a process whereby just a portion of the board seats transition
each year.

Subsequent elections of board members will begin in May of each year, with a request for
nominations of parents, a ballot sent to all families of students in the school and then election
to the board. The goal is to have a board in place at the beginning of each fiscal year, to
commence in July.

C. What steps will be taken to maintain continuity between the Founding Coalition's
vision and the Board of Trustees?

The Founding Coalition of the Charter School will assume the role and responsibility of the
Board of Trustees of Delco Community Charter School until a Board is approved. In this role,
members of the Founding Coalition will recuse themselves in any situation in which the Board
needs to act on a proposal in which Founding Coalition members have a financial or business

[Typetext] Page63

interest. In all cases, an elected Board of Directors will be in place prior to Opening Day of
the School.

Some members of the Founding Coalition may wish to eventually be members of the
Board of Trustees of the School, some may wish to be employees of the school and
some may wish to have a contractual arrangement with the school. While there is an
expectation, there is not a commitment to allow Founding Coalition members to assume
these positions within the school. Any decisions in this regard will be made by the
Board of Trustees once Board members have been elected.
D. Describe the roles and responsibilities of the Board.
The School will be governed by a Board whose members have a legal fiduciary
responsibility for the well-being of the organization and the School.
The Board will meet on a regular basis, and will review and adopt policies and
procedures regarding self-dealing and conflicts of interest as needed. The School's
Bylaws will include a Conflict of Interest policy.
The School may initiate and carry out any program or activity that is not in conflict with
or inconsistent with any law and which is not in conflict with the purposes for which
charter school are established.
As stated above, the Board will be composed of parents of students who are attending
or who have graduated from the School, and who are elected in a fair election by the
parents of students who are currently enrolled in the School.
The method of Board election, terms and replacement are addressed in detail in the
Bylaws which will be maintained to align with this Charter. Board member terms are
three years. Vacancies will be filled by a request for nominations from the parents of
current School students, and election to the Board will be determined by a popular
election.
The size of the Board is currently set in the Bylaws as not more than 7 members.
Please see Item A, above, for a description of Board Roles and Responsibilities.
The Board will adopt a budget approval process, and prudent purchasing policies and
procedures. Board approval is required for the annual independent fiscal audit and for
any expenditure or contract over $10,000. Pursuant to the Bylaws or Board policy,
Board Treasurer or another Board designee approval is required for any expenditure
over $5,000.
E. What steps will be taken to facilitate a productive relationship between
administrators and teachers?


[Typetext] Page64

As part of his or her position description, the CEO of the school is expected to maintain
productive, respectful working relationships with all members of the school staff,
including teachers. In order to give the staff, including teachers, in the school, a forum
to air any grievances regarding the CEO's management of the school, the President of
the Board of Trustees will maintain and give staff access to an email address that he or
she regularly monitors. All grievances of a serious nature will be brought to the
attention of the full body of board members or to a standing committee of the board to
handle such matters, if such committee is created by the Board.

F. Discuss the nature of parental and student involvement in decision-making
matters where appropriate.
The Board of Trustees of Delco Community Carter School will be nominated by and
voted on by the parents of the School. All board meetings will be open to the public for
attendance and the minutes of all board meetings will be made available on the
School's website.
G. Submit copies of the schooI's by-laws, contracts and other documents
required by pending charter school legislation or applicable law. The
requirements for the bylaws follow:
Please see Appendix M for the School's preliminary By-laws.
H. Submit board members' names, addresses, phone numbers and resumes.
There are currently no board members of the School. Board members of the School will
be reported to the Upper Darby School District and to the State of Pennsylvania upon
election.


[Typetext] Page65

IV. FINANCE AND FACILITY 1. Financing
A. Develop a preliminary startup and operating budget. Applicants are to use the
guidance provided in the Manual of Accounting and Financial Reporting for
Pennsylvania Public Schools to create those budgets.
The following materials are included in Appendix N:
- A projected five year budget including startup costs and cash flow, financial
projections for the first five years of operation, and a narrative describing the above.
- A statement of cash flow for the first year of operation. This is based on billing school
districts beginning in July 2013 for students entering in September 2013 as per standard
Pennsylvania Department of Education procedure.
- The School has secured a $200,000 line of credit with First Niagara Bank for the
purpose of managing start-up cash flow.
Please see Appendix N for the School's preliminary startup and operating budget
B. Develop a purchasing procedure that addresses a competitive way to
purchase goods and services.
For all expenses greater than $10,000, the Board of Trustees of Delco Community
Charter School will require three different bids on any proposed expenditure. This will
include but not be limited to the following items:
- Purchase of curriculum, textbooks and testing services.
- Agreement with a Charter Management Organization
- Property/Casualty Insurance Coverage
- Employee Benefits
- Purchase of Furniture
- Purchase of Computers and other technology equipment
As mentioned previously, the Board will adopt a budget approval process, and prudent
purchasing policies and procedures. Board approval is required for the annual
independent fiscal audit and for any expenditure or contract over $10,000. Pursuant to
the Bylaws or Board policy, the Board Treasurer or another Board designee will be
required to approve any expenditure over $5,000.
C. What fund raising efforts have occurred and/or are planned to generate
capital or to supplement the per pupil allocations?
The school will conduct an annual fund-raising drive and monitor and apply for grants.

[Typetext] Page66

D. Describe the implementation of the following required financial procedures:
The CEO (or delegate) will perform the day-to-day accounts receivable and accounts
payable functions of the school, using Quickbooks to maintain accurate records and
accountability. The CEO (or delegate) will follow all of the procedures as outlined
above, keeping a separate account of activity for only Delco Community Charter School.
The school will deposit and invest all funds in authorized investments noted above.
The treasurer of Delco Community Charter School will deposit the funds belonging to
the Charter school in the school depository, as directed by the Board of Trustees, and
will at the end of each month make a report to the Board of Trustees, of the amount of
funds received and disbursed by him or her during the month.
The Board will appoint an Audit Committee that will select an independent financial
auditor, and will oversee audit requirements.
An annual independent audit of the books and records of the School will be conducted
as required under the Charter Schools Act. The books and records of the School will be
kept in accordance with generally accepted accounting principles, and as required by
applicable law. The audit will employ generally accepted accounting procedures.
The Audit Committee will select an independent auditor who will have, at a minimum, a
CPA and school audit experience. To the extent required under applicable federal law,
the audit scope will be expanded to include items and processes specified in applicable
Office of Management and Budget Circulars. The audit shall be conducted in
accordance with the State Controller's Published K-12 audit guide as incorporated into
the Pennsylvania Code of Regulations.
It is anticipated that the annual audit will be completed within four months of the close of
the fiscal year and that a copy of the auditor's findings will be forwarded to the Upper
Darby School District, the State Controller, and to the Pennsylvania Department of
Education by the 15th of December of each year. The CEO or other appropriate School
representative, along with the audit committee, will review any audit exceptions or
deficiencies, if any, and provide recommendations on how to resolve them. The Board
will submit a report to the charter authorizer describing how the exceptions and
deficiencies, if any, have been or will be resolved along with an anticipated timeline for
the same. The Board and its designee will work with the Upper Darby School District to
ensure all audit exceptions and deficiencies are resolved satisfactorily.

[Typetext] Page67

IV. FINANCE AND FACILITY 2. Facility
A. Provide descriptions of and addresses for the physical facilities under
consideration and the ownership thereof and any lease arrangements.
Delco Community Charter School plans to lease a building for the school at a location
within the Upper Darby School District. It is the intention of the school to re-fit an
existing building rather than build a new structure.
No Members of the Board of Trustees of the school will have a material interest in the
facilities that are leased by the school:
We plan to house the school in a building located at 201 South Marple Avenue in the
Borough of Clifton Heights within the Upper Darby School District. Please see
Addendum O, which is a signed letter of intent to lease this space and improve the
premises for use as a school.
Please see Appendix O, which is a signed letter of intent with the owners of 201 South
Marple Avenue to lease a portion of this building to Delco Community Charter School.
B. Explain how this site(s) would be a suitable facility for the proposed school.
Consider the necessity of renovation to the facility and compliance with
applicable building codes and accessibility for individuals with disabilities.
Describe the services of the facility including heating, ventilating, lighting,
sanitary conditions and water supply.
We have engaged the services of James J. Murphy Architects to come up with a space
plan for the building and to upgrade all services to be used as a school. The cost of the
upgrade to the facility will be borne by the landlord as part of the lease agreement.
We have selected this building as the site of the school based on the following criteria:
- We will open the school with approximately 18,000 square feet of space. The
landlord has additional space in the building for potential expansion and upgrade.
- The 18,000 square feet that we will lease in the building is on one floor, making
entrance and egress easier for individuals with disabilities.
- There is suitable parking space for students and staff and ample room for bus drop-
off and turnaround.
- The building is located in a quiet neighborhood, which will be conducive to the
operation of a school.
- The building has its own separate entrance for the School, so the school creates
minimal disturbance to others in the area.
- The building has sufficient water, sewer and electricity service.

[Typetext] Page68

C. Discuss the plan for maintaining the facility on a daily basis (custodial) and
extended basis (facility maintenance).
The Landlord will serve as the Building Manager and will engage for outside snow
removal services, waste disposal services and maintenance and repair services. These
will be outside contracted services, and those involved in these services, particularly
ones with access to the inside of the building, will have the necessary child abuse and
police clearances to work in or near the presence of children.
Our staffing plan includes hiring a full-time custodian.
D. Discuss any progress, partnership developments or other future steps toward
acquisition of a facility/land.
We have made no contractual commitments toward acquisition of a facility/land and will
not do so until the Charter for the school is approved. However, we have signed a letter
of intent with the owners of 201 South Marple Avenue, Clifton Heights, PA to lease
suitable space in this building once our charter is approved.
As you saw in the Founding Coalition section of this document, we have engaged the
services of Mr. Scott Henderson, broker and vice president with Newmark Grubb Knight
Frank to spearhead our efforts to secure adequate space for the school. He has
reviewed the requirements of our school. Once the Charter is approved, we anticipate a
turnaround of 4 to 5 months, depending on zoning requirements, to get the building
ready for use.
E. Describe facility financing plans.
The plans for the school are to lease space for the school at prevailing rates.
Therefore, the school will have no need to raise capital to finance the purchase of a
facility.
We believe the revenue stream of the school will be sufficient to pay for leasing costs of
the facility.

[Typetext] Page69

IV. FINANCE AND FACILITY 3. Liability and Insurance
A. Describe your schooI's insurance coverage pIans, incIuding heaIth, generaI
liability (including school operation, extracurricular activities and parent
voIunteer activities), property, and director and officer's IiabiIity coverage (see
Section 1727-A of the charter school legislation).
The school will secure general liability insurance, errors and omissions coverage,
Directors and Officers Liability, employee liability, property insurance and Workman's
Compensation in the amounts required for an enterprise of similar purpose and
circumstance. Please see Addendum P for a Letter of Insurability from Arthur J.
Gallagher.
The charter school will provide appropriate medical and dental coverage to all full-time
employees. Coverage will be comparable to coverage provided to employees of the
Upper Darby School District.
All coverage will be provided by an insurance company that has a rating of "A" or better
and a financial size category of "VIII" or better, according to A.M. Best Co. Copies of
appropriate certificates of insurance will be provided to the Upper Darby School District
prior to the opening of the school.
The following chart provides a more detailed view of the types of insurances and limits
the charter school will secure:
Type of Insurance Limit
General Liability $1,000,000 occurrence
$3,000,000 aggregate
Workers Compensation Insurance Statutory Limits pursuant to PA laws
Employee Benefits Liability $1,000,000
Automobile/Bus Liability including underinsured
and uninsured as needed
$1,000,000
Umbrella/Excess Liability above primary
program
$10,000,000
Employee Practices Liability $1,000,000

[Typetext] Page70

Educators Legal Liability $1,000,000
Directors & Officers $1,000,000
Sexual Abuse and Misconduct Liability $1,000,000
$2,000,000 aggregate
Crime/Fidelity Coverage (Surety Bond for the
CFO as required)
$500,000 - $1,000,000 limits as needed
Property/Lease and Boiler Machinery Coverage Blanket Limits as needed by School, on an all
risk of direct physical basis
Student Accident Coverage Primary $25,000 limits and CAT option at
$5,000,000


[Typetext] Page71

IV. FINANCE AND FACILITY 4. Child Accounting
A. Describe your school enrollment and attendance procedures.
The school will use a variety of means to notify families in the Upper Darby School
District that Delco Community Charter School is actively seeking students for
enrollment.
The CEO or delegate will oversee all marketing and enrollment for the school.
The school will hold monthly (or more frequent) enrollment sessions to inform students
and parents about the curriculum and instruction of the school and the procedures for
applying to and becoming accepted to the school.
The school will only accept students to begin classes at the beginning of the school year
and at the semester break occurring in late January.
Prior to acceptance, families will need to provide all required medical and proof-of-
residency paperwork. At that time, the school will request copies of all evidence of
course completion in other schools.
All courses offered by accredited schools will be considered transferable.
Delco Community Charter School will comply with all state child accounting procedures,
as outlined in 24 PS 13-1332. Delco Community Charter School will ensure the
accuracy of child accounting information through its student information system to
include enrollment, attendance and any other required student information in
accordance with Pennsylvania Public School Code.
Specifically, we will adhere to the requirement that charter schools must provide school
districts with the PDE Charter School Student Enrollment Notification Form for each
district student enrolled in the charter school within 15 days of the student's enrollment
and must notify the school district within 15 days of a student's withdrawal. The School
District shall have ongoing access to the records and facilities of the school to ensure
that the Charter School is in compliance with requirements for testing, civil rights, and
student health and safety.

[Typetext] Page72

V. IMPLEMENTATION AND ADMINISTRATION 1. Recruiting and
Marketing Plan
A. Demonstrate how you will publicize the school to attract a sufficient pool of
eligible applicants.
Delco Community Charter School understands the importance of publicizing and
attracting a sufficient pool of student applicants. Therefore, a variety of communications
methods will be utilized to promote the school.
Delco Community Charter School will inform parents and the community of its
innovative methods for providing more individualized, personalized attention for each
student. We will emphasize the school's unique approach to instruction, using a unique
organizational model of the classroom through co-teaching, an innovative room
arrangement and a mix of individual and group work. And we will inform prospective
families of the school's goal of creating an individual learning plan for each student.
Delco Community Charter School will use publicity through local newspapers,
community meetings, advertising, mailings and flyers to distribute this information.
Delco Community Charter School will also work with and attend other community
organization meetings as appropriate, such as local faith-based organizations, libraries
and other applicable public places to share this information to parents and the
community.
Delco Community Charter School will hold monthly informational meetings on the
mission, vision, curriculum and enrollment procedures for potential parents and students
as well as for sponsors in the community. Initially, these meetings will be held in public
libraries, churches, and community centers, etc. to assure that the school attracts a
diverse population of students. Subsequent meetings after the opening of the School
will occur at the School. Meetings will be held on different days and times of day so as
to accommodate the widest array of family schedules.
Delco Community Charter School has established at website at www,delcocharter.org
to disseminate information regarding the school.
B. What type of outreach will be made to potential students and their families?
Delco Community Charter School will distribute brochures with factual information about
the school and speak directly to parents, students and community sponsors about the
purpose, mission, vision, programs the school offers and the benefit of a student
attending the school.
Delco Community Charter School will hold several open houses during this recruitment
period for potential parents, students and community sponsors.

[Typetext] Page73

Delco Community Charter School will also rely on our community partners and parents
by word of mouth to help advertise and get people excited about what the school has to
offer.
Important Outreach Dates during the initial school opening
Informational Meetings September 2012 June 2013
Open Houses July 2013 August 2013
Student Recruitment Period February 2013 June 2013
Public Lottery June 7, 2013
Student Enrollment 15 days after notification of acceptance


[Typetext] Page74

V. IMPLEMENTATION AND ADMINISTRATION 2. Admissions Policy
A. Describe the admission methods and eligibility criteria you will use to select
students. Explain administrative procedures to ensure compliance with laws
pertaining to Special Education.
The School shall strive to enroll a student population that matches the diversity of the
Upper Darby School District.
The School shall be nonsectarian in its programs, admission policies, employment
practices, and all operations, shall not charge tuition, and shall not discriminate against
any pupil on the basis of the following characteristics (actual or perceived disability,
gender, nationality, race or ethnicity, religion, sexual orientation, or any other
characteristic that is contained in the definition of hate crimes). Admission to the School
shall not be determined by the place of residence of the pupil, or of his or her parent or
guardian, within the State, with the exception that the lottery procedures will be
employed if the school is over-enrolled.
The application process is comprised of the completion of a student enrollment
application.
Upon selection for admission pursuant to public random drawing, the registration
process will include the following:
x Proof of immunization
x Home Language Survey
x Completion of an Emergency Medical Information Form
x Completion of Free and Reduced Lunch eligibility forms, if applicable

The School will adopt an approach that success for students requires a commitment
from the students and parents to the mission and vision of the School as set forth in the
Charter. During the registration process, parents or guardians may be asked to sign a
Commitment Letter indicating they understand the School philosophy, program, and
volunteer policy. Students will not be denied admission or dis-enrolled for failing to sign
the Commitment Letter.

B. Describe the timetable to be used for admitting students, including a plan for
the admission lottery for students from both within and outside the district.
The School shall admit all pupils who wish to attend the school subject only to capacity.
Applications will be accepted during a publicly advertised open application period for
enrollment during the upcoming semester. Following the open application period,
applications shall be counted to determine if the School has received more applications
than available space. In the event that this occurs, the School will hold a public random
drawing to determine enrollment for the impacted grade level, with the exception of

[Typetext] Page75

currently enrolled students (2nd year forward) who are guaranteed enrollment in the
following school year.
Enrollment preferences in the case of a public random drawing shall be allowed in the
following order of preference:
1) Siblings of currently enrolled students
2) Children of the paid staff of the School
3) Residents of the District, and
4) Other Pennsylvania residents
Students qualifying for more than one preference group will be considered part of the
highest preference in which they qualify. At the conclusion of the public random
drawing, all students who were not granted admission due to capacity shall be given the
option to put their name on a wait-list in the order of their draw in the public random
drawing. This wait-list will allow students the option of enrollment in the case of an
opening during the school year.
For the initial enrollment and acceptance of students, the school will use the following
timetable. The school has already begun publicity to attract students to the school and
will continue to recruit students until we reach capacity.
Student Recruitment Period February 2012 June 2013
Public Lottery June 7, 2013
Student Enrollment 15 days after notification of acceptance

C. Explain how these policies further the mission of the school in a non-
discriminatory fashion.
Delco Community Charter School will strive, through recruitment and admissions
practices, to achieve a racial and ethnic balance among its pupils that is reflective of the
general population within the Upper Darby School District. Students shall be
considered for admission without regard to the characteristics listed in the section
above.
The School will implement a strategy that includes, but is not necessarily limited to, the
following elements or strategies which focus on achieving and maintaining a racial and
ethnic balance among students that is reflective of the general population residing within
the territorial jurisdiction of the charter authorizer.

[Typetext] Page76

An enrollment process that is scheduled and adopted to include a timeline that
allows for a broad-based application process.
The development and distribution of promotional and informational material that
reaches out to all of the various racial and ethnic groups in the area,
Outreach activities that include advertising in local papers and websites
Building close relationships with local school counselors, faith-based organizations,
feeder schools, and diverse community organizations

[Typetext] Page77

V. IMPLEMENTATION AND ADMINISTRATION 3. Human Resource
Information
A. Describe the standards to be used in the hiring process of teachers, administrators
and other school staff.

The School shall recruit professional, effective and qualified personnel for all
administrative, instructional, instructional support, and non-instructional support
capacities who believe in the educational program outlined in this Charter.

The School shall be nonsectarian in its employment practices and all other operations.
The School shall not discriminate against any individual (employee or pupil) based on
actual or perceived disability, gender, nationality, race or ethnicity, religion, or sexual
orientation.
All employees will possess the personal characteristics, knowledge base and/or
relevant experiences in the responsibilities and qualifications identified in the posted job
descriptions as determined by the School.
Subject to change and different positions or service providers, the qualifications of the
School's currently intended administrative team are as follows:
Title Qualifications Role
Chief Executive
Officer
Experience in Education
Administration
Experience in marketing,
financial management,
real estate and personnel
management
The Chief Executive Officer will
oversee all academic and
operational functions of the
school. The Principal will report
to the CEO for all academic
functions.
The CEO will oversee a staff who
will be responsible for marketing
and enrollment, financial
management, grant-writing and
fund-raising, state reporting
Principal School Principal
Certification
Experience writing and
dealing with curriculum
and training/professional
development
A record of leadership and
sound management
A passion for helping
The Principal will bear chief
responsibility for implementing
the school's education program;
attaining the school's objectives
for high student achievement;
managing, evaluating, promoting,
and releasing school personnel;
creating a school culture that is
disciplined, orderly, and

[Typetext] Page78

students attain high
standards
Strong interpersonal skills
and experience in team-
building
An understanding of the
diversity and unique
character of the school
Consistently exceptional
professional evaluations
and outstanding
references from peers,
former colleagues,
parents, and members of
the school community.
conducive to learning; and
nurturing a strong relationship
among the School, the parents,
and the community.
Administrative
Assistant

Strong organizational
skills;
Strong time management
skills;
Ability to work both
independently and with a
team;
Experience in school front
office preferable;
Proficient with Microsoft
Office
A.A. degree or equivalent
experience.
The Administrative Assistant
reports to the Principal and is
responsible for recording
attendance, maintaining the
lunch database, managing the
office, overseeing material
purchases, bookkeeping,
managing the Principal's and
Learning Lab staff schedules and
serving as primary contact for
Parents.

Dean of Students A bachelor's degree;
Preferably a school
principal certification
At least 5 years of
teaching experience.
Pennsylvania secondary
teacher certification in at
least one subject area.
Strong background in
classroom management
and successful experience
in managing classrooms.
Ability to enforce the code
of conduct in the school
Manage the academic coach
team.
Manage and enforce the school's
code of conduct.
Lead all disciplinary hearings and
procedures.
Contact and coordinate all issues
related to student attendance
and truancy.
Ultimately, be responsible for
maintaining a positive working
environment in the school.

[Typetext] Page79

reasonably and
consistently.
Ability to create positive
relationships with parents
and students particularly in
disciplinary situations.
Teachers (Math,
English, Social
Studies, Science,
World Languages,
Studio Art, Music,
Technology,
Physical Education,
ESL, Special
Education)
A bachelor's degree;

Pennsylvania State Teaching
certificate in appropriate
subject area

Demonstrated core academic
subject matter competence,
as required

Learn the relevant curriculum for
assigned grade levels.
Demonstrate knowledge of the
state standards and how they
align with our curriculum.
Understand overall diversity of
assigned families and individual
characteristics of students;
specifically, how this impacts
support needed.
Use data to differentiate
instruction and support student
achievement
Set and enforce deadlines for
student work.
Maintain accurate records of
student academic progress and
attendance
Conduct periodic conferences
with students and
parents/responsible adult.
Individualize instruction to help
each student achieve curricular
objectives.
Grade student work and maintain
an up-to-date grade book.
Alert administrators to any
concerns about student
performance and progress.
Academic Coaches Bachelor's Degree
Ability to inspire students
to work through high
standards, patience and
strong emotional support.
Ability to analyze data and
write well.
Interpret data, interview parents
and students and draft individual
learning plans.
Meet with students daily to
review priorities and daily plans.
Enforce the disciplinary
consistently and unrelentingly.

[Typetext] Page80

Highly organized person
who can teach others how
to be more organized.
Knowledge of College
Entrance Examinations
and the College
Application process.
Energetic; willing to
circulate among students
throughout the day.
Work with students to identify
career and college aspirations
and link students to internships
and work study programs.
Understand the learning
management systems and
curriculum of the school and help
students navigate through
courseware.
Understand basic computer
operation and handle simple
computer malfunctions.

College Counselor Secondary School
Counselor Certification
Background and
knowledge of the college
selection process.
Knowledge of how to
identify students who may
need further emotional
counseling.
Understand of Special
Education law, the RTI
process and how to refer
students to the Special
Education group.
Knowledge of PSSA and
Keystone test
requirements.

Work with students on college
entrance examinations and the
college entrance process

Coordinate all SAT, ACT, PSSA
and Keystone Testing.

Coordinate the use of the
Student Growth model testing of
students.

Help academic coaches draft
individual learning plans for
students.
.
Provide basic counseling
services as needed and refer
students to a Psychologist or
Emotional Support Counselor.

All certification documents for all teachers and professional staff will be kept on file at
the School and will be available for view by the charter authorizer.
B. What is the targeted staff size and teacher/student ratio?
The plan for Delco Community Charter School is as follows:
Expected Number of Number of Student/Teacher

[Typetext] Page81

Students Staff Ratio
Mathematics 480 2 240 to 1
English 480 2 240 to 1
Science 480 2 240 to 1
Social Students 480 2 240 to 1
Academic Coaches 480 12 40 to 1
Special Education 78 4 20 to 1
Spanish Languages 240 1 240 to 1
French Languages 240 1 240 to 1
Art 480 1 480 to 1
Music 480 1 480 to 1
Business/Technology 480 1 480 to 1
ELL 30 1 30 to 1
Physical Education 480 1 480 to 1
College Counselor 80 1 80 to 1

C. What professional development opportunities will be available to teachers
and other staff?
In addition to orientation at the beginning of the school year (2 weeks) and de-briefing
and reflection at the end of the school year (1 week), Delco Community Charter School
will schedule at least one professional development day for every 45 days of school.
The professional development days will include the following topics:
Successful classroom management skills
Differentiated Instruction techniques
Data Analysis and application of data to classroom instruction and individualized
student planning.
Effective Use of the curriculum.
Effective use of the Learning Management System.

[Typetext] Page82

Analysis and exploration into different student learning styles
Special Education Law and procedures.
Methods of supporting ELL students.
Time Management and Organization of student plans.
Review and interpretation of State and Core Common standards.
Disciplinary procedures.
Building Procedures.
Procedures to follow in the case of emergency.
Methods of instruction remediation.
Methods of curriculum application and extension.
Pearson and its subsidiaries will provide professional development and training on the
use of the curriculum.
NWEA, the company selected to provide student testing services to measure baseline
and trends in academic growth will provide professional development and training in
how to use the system, interpret the results and use the results to direct the
implementation of academic plans.
In addition to the above mentioned professional development, the School will pay full
cost of all tuition for any courses taken by professional staff members toward a graduate
degree or toward an additional certification. The expense paid for tuition for first and
second year teachers must be paid back to the school if the teacher fails to continue
employment with the school for three years.
Teacher Induction Program
Delco Community Charter School's Induction Program will be provided to all
first-year teachers and educational specialists. The goals of Delco Community
Charter School's Induction Program wi l l be to:

x To provide a comprehensive program describing the educational environment
of the Delco Community Charter School.

x To provide strategies for increasing teaching effectiveness to first and
second year professionals.

Specific competencies addressed by the program are as follows:


[Typetext] Page83

1. New teachers and educational specialists will become familiar with policies,
procedures, and services of the Delco Community Charter School.

2. New teachers and educational specialists will become familiar with the
appropriate curriculum and programs of the School.

3. New teachers and educational specialists will improve their skill in analyzing
student data and engage in data-driven instructional decision making.

4. New teachers and educational specialists will gain a full understanding of
the appraisal process.

Assessment Processes

Each new Del co Charter professional will be assigned a mentor and will
be asked to fill out an initial needs assessment survey. This information will
be reviewed and referenced as part of the mentoring relationship. The
responses wi l l also help the school to refine the Induction Program.

Initial Needs Assessment for New Teachers and Educational Specialists

1. What are your personal and professional goals for this school year?

2. List at least five pressing concerns that you feel you need
addressed before the start of school.

3. How can your mentor help you address these concerns?

4. List at least five concerns that you feel need to be addressed
during the term of the mentoring program.

5. What do you want to accomplish by the end of the first week
that will make you feel successful?

6. What do you want to accomplish by the end of the first month
that will make you feel successful?

Mentor Selection

The support teacher or mentor will be the most valuable component of the
Delco Community Charter School Induction Program. In order to qualify for
a mentorship, the teacher/educational specialist must be endorsed by the
building principal.


[Typetext] Page84

Activities and Topics

Listed below will be the timeline of activities that constitute the school's
Induction Program for new teachers and educational specialists.

August - Two Full Day Meetings

1st Day

Introduction to School Staff
Review of School Policy Manual
Classroom Management for the First Week of School (using Harry
Wong publication)

2nd Day

x School Philosophy
x How to segment students
x Differentiating in the classroom
x Working with the Academic Coach

September - Four meetings after school

1st Meeting
Administrative Functions
Principal's Welcome
Discipline
Attendance

2nd Meeting

x Preparing for Back to School Night
x Preparing for Parent/Teacher Conferences
x Ongoing Family
Contact

3rd Meeting

x Assessment
Procedures
x Grading Procedures
x Standardized Testing
x Interim Reports
x Report Cards

[Typetext] Page85

4th Meeting

Special Services..ELL, Special Education, Nurse, RTI, SAP, Mandated
Reporter

October - Two Meetings after School

1st Meeting

Pennsylvania Code of Professional Practice and Conduct for Educators

2nd Meeting

Preparing students for the PSSAs

November - One Meeting After School

Teacher Appraisal

December - One Meeting After School

x Crisis Intevention
x Safe School Emergency Response Guidelines
x Crisis Response Team and CISM Universal precautions
x Response approaches to specific student crises
x Harassment, Bullying
x Peer mediation
x SAP, Probation

January - One Meeting After School
Fair and Supportive Student Assessment
February - One Meeting After School
Reflecting on success and failure.planning the second semester
March - One Meeting After School
Preparing Students for the PSSA
April - One Meeting After School
PSSA Proctoring Protocol

[Typetext] Page86

May - One Meeting After School

x STUDENT RECORDS
x Test interpretation and communication of test results
x Standardized Testing
x Health Records
x Discipline
x Confidential Records
x Release of Records

June - One Meeting After School

Induction Certificates Issued

In addition to a formal evaluation procedure, "informal" evaluations will be
made of al l new staf f members in January and March. In January, the
mentors are called together for a verbal feedback session. Throughout the
school year, the schools' principal wi l l visit the classrooms of new teachers
to monitor their progress and assist where necessary.

Participation and Completion

The following procedures wi l l ensure that all candidates who complete Del co
Communi t y Chart er School 's Induction and Support Program are
appropriately credited:

1. A master list showing those program candidates in any given year will be
kept on permanent file in the Office of Personnel.

2. A certificate will be presented to each candidate upon completion of the
program. A copy of this certificate will be kept in the employee's personnel
file.

3. Each candidate who completes the Program receives a letter from the
Superintendent of Schools. A copy of this "letter of verification of completion"
will be placed into the personnel file of the employee.

D. Describe your human resource policies governing salaries, contracts, hiring
and dismissal, sick and other leave, and benefits.
The Board of Directors will approve a salary schedule for all professional members of
the teaching staff. This schedule will clearly outline salary and other compensation, and

[Typetext] Page87

will have provisions for salary increases that may be based on years of service and
educational attainment.
The Board of Directors may adopt a plan for distributing planned or discretionary
bonuses to employees. The payment of bonuses may be based on the extraordinary
job of specific teachers to achieve both State and School critical objectives for their
students such as attainment of AYP status and academic improvement.
All teachers will receive an annual contract with the school, outlining duties and
functions and listing salaries and benefits for the upcoming school year. The school
expects to begin operations with all employees hired on an "at-will" basis.
Employees of the School will be required to submit State Police, Child Abuse and FBI
clearances with no evidence of inappropriate activity prior to commencing employment
at the school and may denied employment if there is a history of unacceptable activity.
The Principal shall monitor compliance with this policy and report to the Board on a
periodic basis. The Board President or other designee shall monitor the fingerprinting
and background clearance of the Principal and Chief Executive Officer. Adults who
volunteer to work with students and who may be outside of the direct supervision of a
credentialed employee must receive background clearances prior to working with
students.
The School will follow the requirement of the Education Code in requiring tuberculosis
testing of all employees.
All certified professionals are expected to maintain credit for continuing education as per
state guidelines. Delco Community Charter School will submit all eligible time spent on
professional development to the State on behalf of professional employees. However, it
is ultimately up to the professional staff member to ensure the number of hours of
professional development spent meets State requirement. Failure to meet State
requirements in continuing education may result in termination of a professional
employee.
All employees who have been deemed to have sub-standard performance of duties will
be given a due process to help them retain their positions. This process will include:
- A written description of deficiencies in performance of job duties and a
restatement of expected job requirements. ("the Performance Improvement Plan").
- A list of resources provided by the School to help the teacher in the performance
of his or her duties.
- Intensive guided supervision of the employee for a defined period of time with
frequent communication of any indication of improvement.
- If the employee does not meet the standards listed in the performance
improvement plan, the Chief Executive Officer may recommend that the Board of
Trustees of the School terminate the employee.

[Typetext] Page88

- Ultimately, the decision whether to retain an employee will be the responsibility of
the Board of Trustees.
- Board policy will include a provision whereby a terminated employee is given a
procedure by which he or she may appeal the decision of the board.
In addition to salary, all full-time staff members employed by the School will participate
in the Pennsylvania State Retirement System ("PSRS"), and the federal Social Security
system. All part-time employees of the School will participate in the federal Social
Security system. The staff at the School may have access to additional school
sponsored retirement plans according to policies developed by the Board and adopted
as the School's employee policies.
All full-time staff members employed by the School will be offered the option of a
package consisting of health, disability, dental and life insurance. The plan will allow
eligible employees to "opt out" of the plan if they have sufficient coverage that is
obtained by another family member. In that case, the employee is eligible to receive
$2,000 in extra pay in lieu of receiving the benefits package.
Other employee benefits as required by law will be offered to employees including but
not limited to Workers Compensation Insurance.
E. Identify the proposed faculty.
There are no members of the faculty who are being proposed at this time. We expect
that recruiting of candidates and Board approval will occur once the Board of the school
is established.
F. Attach a report of criminal history record, pursuant to Section 111 of the
Public School Code for all individuals who shall have direct contact with
students.
is established.
G. Attach an official clearance statement regarding child injury or abuse from
the Department of Public Welfare as required by 23 Pa. C.S. Chapter 63
Subchapter C. 2 (relating to background checks for employment in schools) for
all individuals who shall have direct contact with students.
is established.

[Typetext] Page89

V. IMPLEMENTATION AND ADMINISTRATION 4. Code of Conduct
A. Discuss any rules or guidelines governing student behavior.
The proposed code of conduct for the school is attached. The code outlines the
school's dress code, the innovative "Scholar Dollar" program to discourage poor
behavior and reward good behavior and the school's approach to detentions,
suspensions and expulsions.
Please see Appendix S for the School's proposed Code of Conduct
In addition, the school has drafted an Internet Acceptable Use Policy. Please see
Addendum T
B. Describe your school's poIicies regarding student expuIsion and suspension,
including students with disabilities.
The School acknowledges the responsibility of each student, parent, volunteer, faculty,
staff, and administrator to contribute to the well-being of the communities we serve by
demonstrating responsibility and accountability for individual and group actions. A draft
of the Suspension and Expulsion Procedures are provided in the Supplemental
Materials.
C. Describe your schooI's mandatory student attendance pIan and its fit with the
code of conduct.
The School's mandatory student attendance plan will follow the guidelines of the laws of
Pennsylvania. Students will be expected to attend school for at least 180 per school
year and complete 990 hours of instruction. The school's calendar and hours of
operation conform to these requirements.
Upon written request from a parent or guardian, the Principal may excuse a student's
absence from school for the following reasons:
Student Illness
Quarantine
Death in the Immediate Family
Religious Holiday
A student is considered truant if he or she fails, without a legitimate excuse, to attend
school for three consecutive calendar days. Then legal action will be taken with
Magistrates. If a student fails to attend school for 10 consecutive days, the student will
be removed from the school rolls per Pennsylvania code.

[Typetext] Page90

V. IMPLEMENTATION AND ADMINISTRATION 5. Transportation

A. Describe your transportation program, including transportation for Special
Education students and suggestions for improvement.

Students residing within the Upper Darby School District will be eligible for
transportation from the School District's transportation system.

Any student who resides outside of the Upper Darby School District, but within 10 miles
between the border of their resident school district and Delco Community Charter
School's campus will be eligible for transportation to and from the school by their
resident school district.

Students residing outside of the Upper Darby School District and residing further than
10 miles between the border of their resident school district and the campus of Delco
Community Charter School will be eligible for enrollment to the school but must provide
their own transportation to the School.

For any unusual circumstances in transportation not outlined above and for school
outings such as field trips requiring transportation to off-campus locations, Delco
Community Charter School will contract for services with First Student in Darby, PA.
Families of students engaged in internships, work/study programs and college credit
must provide their own transportation to these activities.

B. What arrangements will be made to transport students and if you plan to
implement an extended-day or extended-year program that requires
transportation beyond that which the district provides?

Delco Community Charter School will engage the services of First Student, Darby, PA
for any transportation beyond that which the school district provides. However,
extended-day programs, such as extra-curricular activities and school behavior
corrections may necessitate that students and their families provide their own
transportation.

C. What plans are being made for the coordination of transportation of students
who live outside the local district to be transported to the school? The school
district of student residence must provide transportation to a charter school up to
ten miles from its border.

Delco Community Charter School will annually (and at the commencement of
enrollment) ask families whether they wish to request transportation services from their
resident school districts. Upon receipt of this information, the school will immediately
inform the resident school district that a student is requesting transportation services.


[Typetext] Page91

V. IMPLEMENTATION AND ADMINISTRATION 6. Food Service

A. Describe the food service plan of the school.

Our first effort will be to investigate whether the Upper Darby School District wishes to
extend food service to the school. If we cannot reach agreement with Upper Darby
School District, we will look at outside suppliers to support the food service program.

We have contacted Revolution Foods in Elizabeth, NJ, a food service organization
specializing in preparing healthy meals for students in grades k 12,. As they do with
other schools throughout the U.S., Revolution Foods will prepare meals offsite and
transport them to the school. The school will have necessary reheating and cooling
machinery on-site to get the food to desired eating temperature.

B. What are the plans for free or reduced lunch or breakfast? State regulations
for student participation in such a program must be followed (24 PS 13-1337).

As specified in 24 PS 13-1337, Delco Community Charter School will comply with all of
the state regulations for students participating in the free or reduced lunch program.


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V. IMPLEMENTATION AND ADMINISTRATION 7. Timetable

A. Provide a detailed timetable of projected steps and dates leading to the
opening of a charter school.

Please see Appendix U for the steps and dates leading up to the opening of the Charter
School.

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V. IMPLEMENTATION AND ADMINISTRATION 8. Safety

A. Submit written documentation of intent to comply with all applicable safety
requirements including the following to demonstrate the safety and structural
soundness of the school:
Inspection by a local building inspector.
Inspection by a local fire department.
Approval from the municipal licensing authority for use of any explosives
and flammable compounds or liquids in connection with courses taught at
the school.
Compliance with all other federal, state, and local health and safety laws
and regulations.
Application for certificates, licenses, etc. are part of the planning process

The facility to be utilized by the School must be in compliance with applicable State and
local Building Codes.

Delco Community Charter School will comply with the following safety requirements:

x Inspection by the local building inspector
x Inspection by the local fire department
x Approval from the municipal licensing authority for use of any explosives and
flammable compounds or liquids in connection with courses taught at the school.
x Compliance with all other federal, state, and local health and safety laws and
regulations

The School agrees to test sprinkler systems, fire extinguishers, and fire alarms annually
at its facilities to ensure that they are maintained in an operable condition at all times.
The School shall conduct fire drills periodically and in conjunction with a District or
County if located at District or County facilities.

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V. IMPLEMENTATION AND ADMINISTRATION 9. School Health
Services

A. Describe your plan for providing school health services as required under
Article XIV of the Public School Code.

Delco Community Charter School will adopt a plan for providing school health services
that complies with Article XIV of the Public School Code. Delco Community Charter
School will complete all required health services to assure that the school is in
compliance with all local, state, and federal laws and regulations.

A certified school nurse will be hired or contracted by Delco Community Charter School
through Bayada Nurses, Moorestown, NJ. A Medical Doctor will be hired to provide
on-call consulting services to the nurse and to periodically check school records for
compliance in all local, state and federal programs. The school nurse, CEO and
Principal will be responsible for making sure that every child has been immunized and
has current health records prior to admittance to the school. Delco Community Charter
School will also assure that proper monitoring is conducted of all other compliances at
such intervals as outline in Article XIV of the public school code. These records will be
maintained in a locked file under the nurse's authority.

Each child of school age attending Delco Community Charter School shall be given:

- A vision test by a school nurse, medical technician or teacher
- A hearing test by a school nurse or medical technician
- A measurement of height and weight by a school nurse or teacher, who shall use
the measurement to compute a child's weight-for- height ratio
- Tests for tuberculosis under medical supervision
- Any other tests as requested by authorizing authorities in order to protect the
health of all children.
- The vision tests shall be given at least annually and other tests at intervals
establish

The School will adhere to the Education Code regarding administration of medication in
school.
.
The School shall adhere to the Education Code regarding vision/hearing/Scoliosis
screening as applicable to the grade levels served by the School.

The School shall adhere to an Emergency Preparedness Handbook drafted specifically
to the needs of the school. These handbooks shall include but not be limited to the
following responses: OSHA policy compliance, fire, flood, earthquake, terrorist threats,
and hostage situations and shall be submitted for charter authorizer receipt and review.
These handbooks shall include an evacuation plan, and general school safety, injury
and illness prevention.

[Typetext] Page95

The Nurse shall be trained on emergency and appropriate first aid responses.

The School shall meet state and federal standards for dealing with bloodborn pathogens
and other potentially infectious materials in the workplace.

Whenever exposed to blood or other body fluids through injury or accident, students
and staff should follow the latest medical protocol for disinfecting procedures.

The School shall maintain a drug, alcohol, and smoke free environment.

Service 7 8 9 10 11 12 Special Education
Medical Examination x As needed
Dental Examination X As needed
Growth Screen X x x x x X X
Vision Screen X x x x x X X
Hearing Screen x X As needed
Scoliosis Screen X
Tuberculin Test x Age appropriate
School Nurse Services X x x x x X X
Medical Doctor available for consultation X x x x x X X
Maintenance of Health Records X x x x x X X
Immunization Assessment X x x x x X X

B. Describe how school nursing services, including administration of
medication will be delivered.

Delco Community Charter School will contract with a School Nurse service or hire a
Nurse directly to provide medical care to students. The CEO, Principal and nursing
service will be responsible for monitoring updates of student health records and
providing medication as prescribed by the child's doctor or written in the student's IEP.
Delco Community Charter School intends to partner with a local Doctor and Dentist to
provide regular health checks and assure that medical requirements are met. The
Delco Community Charter School Nurse or Nurse service will be available to students
during normal school hours.

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Appendix A
Language Arts Curriculum

Course: 7th Grade Language Arts
Text: Literature: Reading with Purpose Course 2, Glencoe, 2007
The student's goal is to read a wide variety of works: informational texts, short
fiction, poetry, speeches, biographies, folktales, and myths. The activities in this
course are designed to enable the student not only to read, comprehend, analyze,
and critique text, but also to connect the writing process to the literature that is
read. Students also work on activities that improve grammar and use the writing
process to compose a variety of compositions.
Units:
1. Why Do We Read?
In this unit, you will explore the Big Question: Why do we read? You will consider
different aspects of why you read and why other people read. You will learn how to read
informational media by using skills such as setting a purpose, previewing, summarizing,
and reviewing what you have read. You will examine the text features and structure of
newspaper and magazine articles, as well as read short stories, poems, and an excerpt
from an autobiography. You will distinguish between action and linking verbs, and learn
ways to use context clues to help you understand unknown words.

2. How Can We Become Who We Want to Be?
In this unit, you will explore the Big Question: How can we become who we want to be?
You will consider different aspects of what makes people who they are and see how
other people have worked to become who they want to be. You will learn about literary
elements and examine how they influence the story. You will apply strategies such as
connecting and inferring as you read biographies and autobiographies. You will learn
how to use context to understand multiple-meaning words. You also will study nouns
and pronouns.

3. The Watsons Go to Birmingham1963
This novel tells the story of the "Weird Watson" family and the humorous events that
occur in Flint, Michigan, in 1963. After one too many "adventures" by their oldest son,
Byron, the parents decide to take a family trip to Birmingham, Alabama, to visit the

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children's grandmother and hopefully encourage Byron to change his ways. On their
way to Alabama, and while there, the Watson children learn that life is different for
African Americans in the South. You will identify literary elements and write an essay
about an American hero.

4. Whom Can We Really Count On?
In this unit, you will explore the Big Question: Whom can we really count on? You will
think about how the characters in the selections would answer the big question, and
consider how you would answer it for yourself. You will apply skills such as drawing
conclusions, responding, synthesizing, and determining the main idea as you read short
stories. You will learn about adjectives, adverbs, prepositions, and interjections. You will
examine the key literary elements and understand synonyms and antonyms.

5. Who Influences Us and How Do They Do So?
In this unit, you will explore the Big Question: Who influences us and how do they do
so? You will learn about the persuasive arguments that influence people and analyze
ways in which these arguments change people's lives. You will learn how persuasive
writing influences readers. You will learn how to distinguish between fact and opinion,
and how to identify the author's purpose and perspective. You will examine how style,
tone, diction, and word choice strengthen arguments and influence the reader. You also
will identify types of sentences.

6. Is Progress Always Good?
In this unit, you will explore the Big Question: Is progress always good? You will
consider different aspects of progress and how progress affects you, your family, your
community, and the world. You will apply the key reading skills for understanding
science and technology writingparaphrasing and summarizing, using text features,
and taking notes. You will analyze word structure by identifying base words, suffixes,
and prefixes. You will distinguish between main and subordinate clauses and learn how
to use the correct punctuation.

7. Dragonwings
This Newbery Award-winning novel takes place in the San Francisco Bay Area at the
turn of the century. It is the story of a Chinese boy, Moon Shadow, who moves to
Chinatown to be with his father, Windrider, who is working on a flying machine at the
same time the Wright Brothers are. An historical novel, it depicts not only the lives of
and discrimination against San Francisco's Chinese immigrants in the early 1900s, but
also the 1906 San Francisco earthquake. You will identify literary elements and write a
newspaper article describing a major event in the novel.

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8. Why Do We Share Our Stories?
In this unit, you will explore the Big Question: Why do we share our stories? You will
consider different reasons for storytelling and learn how storytelling has helped connect
generations throughout time. You will learn how to understand cause and effect, and
use reading skills such as questioning, predicting, and analyzing. You will analyze the
literary elements of folktales: theme, characterization, cultural allusions, and dialect.
You will learn to distinguish between compound and complex sentences.
9. What Makes You Tick?
In this unit, you will explore the Big Question: What makes you tick? You will consider
different aspects of who you are and examine the things that inspire you. You will learn
how to read poetry by using skills such as evaluating, interpreting, connecting, and
monitoring comprehension. You will examine sound devices, figurative language,
symbolism, and rhythm in a variety of poems. You also will study word origins and learn
correct subject and verb agreement.
10. What Is a Community?
In this unit, you will explore the Big Question: What is a community? You will read
selections that allow you to visit communities in different places as well as in different
times. You will consider how people and communities shape each other. You will learn
how to read historical documents by using skills such as visualizing, skimming and
scanning, clarifying, and predicting. You will examine descriptive writing by identifying
imagery, figurative language, and how the text is organized. You will learn the correct
way to use punctuation and identify compound words.


[Typetext] Page99

Course: 8th Grade Language Arts
Text: Literature: Reading with Purpose, Course 3, Glencoe, 2007
The aim for students this year is to delve more deeply into literature and writing, and to
prepare for high school coursework. Students read a variety of award-winning novels
and literary works to hone their skills such as predicting, clarifying, summarizing,
analyzing, and understanding plot development, and to strengthen their writing skills by
composing works of fiction and nonfiction.
Units:
1. Reading: What's in It for You?
n this unit, you will explore the Big Question: What's in it for you? You will read
selections that help you think about the role that reading plays in your life. You will read
autobiographies and biographies and examine how this genre affects you by learning
from the experiences of others. The ultimate goal is to apply this knowledge to your life.
You will use skills such as connecting, setting a purpose, activating prior knowledge,
and identifying author's purpose. You will learn how to use context clues to understand
unknown words. You also will learn about nouns and pronouns.

2. Which Is More Important: Journey or Destination?
In this unit, you will explore the Big Question: Which is more important, the journey or
the destination? You will read about the journeys of real and imagined people and
consider how they might answer the Big Question. You will learn how to read folktales
by using skills such as analyzing, making inferences, predicting, and comparing and
contrasting. You will examine literary elements and apply them to folktales. You will
learn about modifying phrases and clauses, and misplaced and dangling modifiers.

3. Johnny Tremain
Johnny Tremain is a Newbery Awardwinning historical novel about a young boy in
colonial Boston. Johnny is a talented but arrogant silversmith's apprentice whose life is
turned upside-down when he injures his hand. In time, he becomes a messenger boy
on horseback for the Sons of Liberty and meets several famous Founding Fathers. He
later becomes a spy for the Sons of Liberty, takes part in the Boston Tea Party, and
struggles with loss at the battles of Lexington and Concord. Throughout the unit, you will
identify literary elements and create an illustrated map of Boston during Revolutionary
times.

4. What Do You Do When You Don't Know What to Do?

[Typetext] Page100

n this unit, you will explore the Big Question: What do you do when you don't know
what to do? You will read about how other people have dealt with situations that
seemed overwhelming, and you will consider strategies for coping with problems that
seem too big to handle. You will learn how to read poetry by using skills such as
connecting, evaluating, interpreting, and monitoring comprehension. You will examine
how writers use metaphor, simile, and alliteration in a variety of poems (narrative, lyric,
free verse). You also will learn about the importance of using correct subject-verb
agreement.

5. How Do You Stay True to Yourself?
In this unit, you will explore the Big Question: How do you stay true to yourself? You will
read and consider a variety of perspectives that address the Big Question. You will
learn how to read short stories by using skills such as analyzing, questioning, predicting,
and making inferences. You will examine how short stories are organized and study
theme, setting, characterization, and imagery. You will learn how to analyze words by
identifying the base word and any prefixes and suffixes.

6. When Is the Price Too High?
In this unit, you will explore the Big Question: When is the price too high? You will
consider how people weigh the costs and benefits of their decisions, and you will
develop criteria for weighing your own decisions. You will learn how to read
informational articles by using skills such as previewing, skimming and scanning,
understanding text structures, and identifying main idea and supporting details. You will
examine how tone, humor, irony, and foreshadowing influence the reader. You will learn
about multiple-meaning words and use simple sentences in your writing.

7. How to Keep from Giving Up When Bad Things Happen
In this unit, you will explore the Big Question: How do you keep from giving up when
bad things happen? You will read about people who endure hardships but persevere
with optimism and determination. You will learn how to read dramatic pieces by using
skills such as drawing conclusions, interpreting, paraphrasing and summarizing, and
visualizing. You will examine the structure of a play and study the historical influences
on the English language.

8. What's Worth Fighting For? What's Not?
n this unit, you will explore the Big Question: What's worth fighting for? What's not?
You will learn what other people find important, how they act on those values, and how
they seek to persuade others. You will learn how to read persuasive writing by using
skills such as distinguishing fact from opinion, questioning, reviewing, and clarifying.

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9. The Giver
Eleven-year-old Jonas lives in a seemingly ideal world. There is no war or pain, and
there are no choices. Every person is assigned a role in the community. When Jonas
turns 12, he is chosen to receive special training from The Giver himselfa man who
alone holds the key to the true pain and pleasure of life: memories. Now it is time for
Jonas to receive the truth. What will Jonas do once he experiences the power of deep
emotions? This gripping and provocative Newbery Awardwinning novel keeps readers
turning the pages and exploring the special qualities that make each of us human. You
will identify literary elements and write a personal response to the novel's ambiguous
ending.

10. What Is the American Dream?
In this unit, you will explore the Big Question: What is the American dream? You will
consider what the American dream has meant to different people in different times and
places and how the American dream is still being redefined and reinvented today. You
will learn how to read historical text by using skills such as analyzing, understanding
cause and effect, identifying main idea and supporting details, and identifying author's
purpose. You will study irregular verbs and consider English as a changing language.
You will examine text structure and identify how the writing is organized.

Course: English 9
Texts: Pathways: Literature for Readers and Writing, Perfection Learning Corporation,
2008
The Essential Guide to Language, Writing & Literature, Perfection Learning
Corporation, 2007
Classic and contemporary works of American, British, and world literature in a variety of
genres are introduced in English 9. Students analyze short fiction, nonfiction, and
poetry selections. Students also read and analyze novels and other major literary works
such as Romeo and Juliet. Reading and writing assignments strengthen students'
understanding of literary elements in poetry, fiction, and drama; the characteristics of
narrative, expository, and persuasive writing; correct grammar and usage; and research
skills.
Units:
1. Growing Up
In this unit, you will analyze fiction, nonfiction, and poetry selections focused on the
theme of growing up. As you read, you will apply active reading strategies, such as
making inferences and forming personal connections with the text. You also will learn to
understand and analyze elements of prose and poetry, such as point of view, character,

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setting, symbolism, and metaphor. Throughout the unit, you also will learn strategies for
learning new vocabulary, such as understanding word roots, prefixes, and suffixes.
Grammar instruction will focus on reviewing the eight parts of speech. Finally, you will
develop your writing skills as you create a personal narrative.

2. The Forces of Nature
In this unit, you will analyze fiction, nonfiction, and poetry selections about the natural
world, with a focus on nonfiction selections. As you read, you will apply active reading
strategies such as analyzing details and using text features and graphics to understand
informational texts. You also will learn to understand and analyze elements of prose and
poetry such as imagery, irony, figurative language, and text structure. Throughout the
unit, you also will learn strategies for learning new vocabulary, with a focus on using
context clues and understanding multiple-meaning words. Grammar instruction will
focus on understanding the components of a sentence and using different sentence
types. Finally, you will develop your writing skills as you create a descriptive essay.

3. The Call of the Wild
Jack London's The Call of the Wild follows the journey of Buck, a magnificent St.
Bernard/Scotch shepherd dog, as he is kidnapped from comfortable surroundings and
thrown into the harsh frontier life of the 1897 gold rush in the arctic North. You will read
of how he not only adapts to new conditions but also awakens to ancient instincts as he
triumphs despite and amidst the new challenges of his changing environment. In this
unit, you will identify and analyze literary elements, discover new vocabulary terms, and
use comprehension strategies to make connections and draw conclusions.

4. Other Worlds

In this unit, you will read and analyze works of science fiction that depict imaginary
worlds. Additionally, you will read essays that explore how science fiction and video
games have influenced our culture. As you read, you will continue to apply active
reading strategies, such as analyzing details and summarizing, to help prepare you to
critique these texts. You will analyze how the elements of short stories are used in the
science-fiction genre and compare stories within this genre before writing a critical
response to a short story. Throughout the unit, you also will learn strategies for
understanding scientific and technical vocabulary in context. Grammar instruction will
focus on using punctuation correctly and following standard conventions for using italics
and quotation marks.

5. Crossing Borders


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In this unit, you will read and analyze works of fiction and nonfiction that explore the
theme of crossing borders. These borders may be physicalfor instance, the
geographical borders between two countriesor psychological. You will apply active
reading strategies such as making predictions, understanding text structures, and
understanding the author's purpose. You will analyze writers' use of figurative
language, dialect, and tone, as well as their techniques for developing conflict. As part
of your exploration of the theme of crossing borders, you will write an informational
essay about a cultural tradition. Throughout the unit, you also will practice the strategies
for understanding vocabulary that you have learned throughout the semester. Grammar
instruction will focus on phrases and clauses.

6. Echoes from the Past

In this unit, you will analyze fiction, nonfiction, and poetry selections focused on ancient
myths and literature. As you read, you will apply active reading strategies, such as
making inferences and forming personal connections with the text. You also will learn to
understand and analyze elements of epic poetry such as myth, figurative language,
character, and tone. Throughout the unit, you also will learn strategies for learning new
vocabulary, such as understanding multiple-meaning words and using a dictionary.
Grammar instruction will focus on reviewing the use of pronouns. Finally, you will
develop your writing skills as you create a summary for one of the selections in this unit.

7. Romeo and Juliet
William Shakespeare's classic tragedy Romeo and Juliet tells the story of two youths
desperately in love with each other despite the feud that exists between their two
families. They are secretly married, but on the same day as their marriage, Romeo is
banished for killing Juliet's kinsman. While he is gone, Juliet fakes her death by taking a
poisonous potion to avoid an arranged marriage. Romeo does not learn in time that she
is not really dead, and kills himself as a result. Upon waking, Juliet discovers Romeo
and joins him in death.

Through Shakespeare's timeless story, you will identify and analyze literary and
dramatic elements, discover new vocabulary terms, and use comprehension strategies
to make connections and draw conclusions.

8. The Dark Side

In this unit, you will analyze fiction, nonfiction, and poetry selections belonging to the
suspense and horror genres. As you read, you will apply active reading strategies, such
as making predictions and asking questions to better understand the text. You also will
learn to understand and analyze elements of suspense and horror narratives such as
foreshadowing, stock characters and archetypes, and the role of unreliable narrators.
You also will examine literary elements such as poetic devices and tone. Throughout

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the unit, you also will learn strategies for learning new vocabulary, such as
understanding denotation and connotation and the use of archaic language. Grammar
instruction will focus on reviewing the rules of subject-verb agreement and the use of
adjectives and adverbs.

9. The Research Paper

In this unit, you will develop important reading and analytical writing skills as you
research and write about a topic of your choice. The lessons in the unit are planned to
guide you through the challenging but rewarding process of writing a research paper.
You will complete this project in three main phases:

Forming research questions
Gathering information
Organizing and analyzing your research findings

In the third stage, you will combine your own ideas with information from your research
to create an effective, well-supported research paper. This unit differs from other units in
the English 9 course in that it includes fewer reading assignments from your textbooks.
Most of the reading you complete will be conducted as part of your research. Please
note that it is especially important that you complete and turn in writing assignments
consistently throughout this unit, since each new assignment builds on the work
completed previously. Completing assignments on time and in order will help provide
adequate time to develop and refine your ideas and to incorporate feedback from your
teacher.

10. What Has Value?

n this unit, you will read fiction and poetry selections that analyze people's differing
values. As you read, you will apply active reading strategies, such as comparing texts
and differentiating between fact and opinion. You also will learn to understand and
analyze literary elements such as theme, tone, plot twist, and repetition. Throughout the
unit, you also will review strategies for learning new vocabulary, such as understanding
multiple-meaning words and using a dictionary. Finally, grammar instruction will focus
on reviewing the skills taught earlier in the semester.

Course: English 10
Texts: Reading the World, Perfection Learning Corporation, 2010
Writing with Power, Perfection Learning Corporation, 2012
The timeless themes in world literature are emphasized in English 10, which includes
literature of the Americas, Europe, the Middle East, Asia, and the Pacific Rim. A classic
world literature selection introduces each region followed by contemporary short fiction,

[Typetext] Page105

poetry, and drama. Students explore the cultures from which each piece of literature
derives and consider the similarities that unite the human family. The survey of world
literature includes Margaret Atwood, Pablo Neruda, and Eugene Ionesco. Students
continue to strengthen their mastery of the writing process and compose for various
purposes. Skills are further developed, including the research process and oral
communication.
Units:
1. The Literature of the Americas
In this unit, you will not only read a selection of literary works from the Western
hemisphere, but you also will analyze literary concepts such as theme, tone, mood, and
dramatic irony. You will explore fictional stories, drama, and poetry as well as nonfiction
essays and famous United States historical documents. During your study of grammar,
you will review the eight parts of speech and apply your knowledge of those as you
compose summaries, multi-paragraph essays and an informal letter. You will use a wide
variety of study skills to master the concepts covered in this unit.
2. The Literature of the Americas II

In Unit 1, you read selections from several writers in the Americas. You learned about
literary techniques such as tone, theme, imagery, and stage direction. In Unit 2, you will
continue reading short stories and poems written by authors from the Americas.

Selections in this unit include writings by authors from St. Lucia, Trinidad and Tobago,
Jamaica, Puerto Rico, Brazil, Argentina, and Chile. The stories cover topics such as
reconciliation, death, acceptance, anger, and relationships. There is a wealth of insight
and emotion in the writings. As you read, you will learn new literary elements such as
paradox, personification, and situational irony. You also will become familiar with
additional techniques such as magical realism and repetition, which enable literature to
engage an audience from beginning to end. In this unit, you will write a compare and
contrast essay on a topic of your choice. You will select a topic, create a rough draft,
revise, and edit your essay over the course of the unit. Additionally, you will review and
apply your knowledge on the components of sentences and common sentence errors.

3. Adventures of Huckleberry Finn

Mark Twain's Adventures of Huckleberry Finn is the story of a free-thinking kid, Huck
Finn, and a slave named Jim, both of whom choose to flee their oppressive lives. The
two set out on a trip down the Mississippi River that is filled with adventures and
experiences unique to the particular class of characters and setting of the mid-
nineteenth century. The novel's title is sometimes extended to include Tom Sawyer's
Comrade to indicate to readers that this is a companion novel to The Adventures of
Tom Sawyer, told as a first-person narrative from Huck's point of view. Prior knowledge
of Tom Sawyer is not required. In this unit, you will identify literary elements, analyze

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characters, use comprehension strategies to make connections and draw conclusions,
and define unfamiliar vocabulary words. You also will create a multimedia presentation
for Unit 3's portfolio assessment.

4. Europe I

Europe has endured many conflicts that have influenced its literatureworld wars, the
Holocaust, and the collapse of the Soviet Union are examples. Writers are among the
first targets of totalitarian regimes. Aleksandr Solzhenitsyn, who was twice sent to
Siberia, is one of many European authors who were exiled, imprisoned, or silenced.
However, he refused to stop criticizing Russia's Communist regime, believing that
"literature that is not the breath of contemporary society, that dares not transmit the
pains and fears of that society, that does not warn in time against threatening moral and
social dangerssuch literature does not deserve the name of literature; it is only a
faade. Such literature loses the confidence of its own people, and its published works
are used as wastepaper instead of being read. n this unit, you will read, analyze, and
interpret selections that express some of the hopes, disappointments, and fears of the
writers and of the citizens of the European states, including W.H. Auden and Graham
Greene. You will continue to develop your writing skills as you compose an expository
essay.

Selections include writings such as the following:
"from Ten Songs, a poem by W. H. Auden, which looks at his perceptions of
what was happening in Germany during the time of Hitler
The Destructors, a story by Graham Greene, which offers an English man's
perspective on the effects of World War II

As you read, you will learn new literary terms, such as rhyme scheme and allusion. You
will be introduced to different character types, such as round characters, flat characters,
and stock characters. You also will write an expository essayand other types of
writing that you can add to your growing portfolio. Additionally, you will review and apply
your knowledge of a variety of grammatical phrases, such as prepositional, appositive,
participial, gerund, and infinitive.

5. Europe II

In this unit, you will continue to read selections that express some of the hopes,
disappointments, and fears of the writers and of the citizens of the European states.
Selections you will read include a fable, short stories, one short story adapted from a
play, and poetry from European writers. As you read, you will learn literary devices used
to create compelling stories or poems such as: allegory, author's purpose, character
development, dialogue, and hyperbole. You also will practice using various clauses and
different kinds of sentence structures to enhance your writing. Additionally, you will
create a personal narrative about a subject of your choice and have the opportunity to

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draft a couple of different business communications in the form of a letter of complaint
and a letter of application.

6. Africa

The African continent includes more than 50 countries and more than 800 languages.
The writers you will study in this unit, who come from various regions of Africa, faced
the challenge of telling their stories in languages that honor their heritage while reaching
a wide audience.

Most authors write in French and English, the languages spoken by European
colonizers. But one, Kenyan author Ngugi wa Thiong'o, writes primarily in his native
language, Gikuyu. You will read stories that reflect the authors' analyses of life before
and after colonization. They deal with subjects such as the griot storytelling tradition, the
clash of European and African cultures, and the pervasive effects of apartheid.
Selections you will read include an epic poem, a first-person narrative, and several short
stories.

As you read, you will learn about literary devices that writers use to create interesting
stories and poems. These devices include personification, plot, tone, characterization,
humor, theme, and setting. You also will practice using various verb forms and learn
how to strengthen your writing through the use of vivid verbs. Additionally, you will learn
elements of poetry such as sound devices, rhythm, meter, and figurative language; you
also will explore various forms that poems can take. Finally, you will use the information
you learned about poetry to create a poem.

7. The Importance of Being Earnest

In this unit, you will read and analyze The Importance of Being Earnest, a play in which
the characters hold the pursuit of pleasure above all other goals. As you read, you will
relate the play to the Victorian culture in which the playwright, Oscar Wilde, lived, as
well as to the comedies of the Restoration era. You also will analyze characterization,
symbolism, and irony in the play.

8. Middle East and South Asia I

The literature of the Middle East and South Asiaincluding Algeria, Armenia, Egypt,
India, Iraq, Israel, Palestine, Syria, and Turkeyprovides rich insight into a culture
marked by diverse traditions, religions, and languages, as well as a long history of
conflicts. Today the region grapples with both ancient and modern ways of life as
people balance preserving tradition with adopting new attitudes and customs influenced
by Western culture.

In this unit, you will read literature that investigates the values, perspectives, and
everyday experiences of people in the Middle East and South Asia. You will explore

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traditional and contemporary cultural attitudes about family roles, marriage, gender, and
religious devotion, as well as the conflicts that arise as people navigate old and new
ways of doing things. As you read and analyze the short stories and poems in this unit,
you will consider the cultural contexts of the texts and identify and analyze symbolism,
humor, and sensory details. After learning about descriptive writing, you will write a
descriptive portrait. Throughout the unit, you will continue to develop and practice
strategies for understanding vocabulary. Grammar will focus on using pronouns
correctly.

9. Middle East and South Asia II

n this unit, you'll continue your study of the literature of the Middle East and South Asia
and continue to make comparisons between cultures while you come to appreciate the
similarities among all people. You'll also receive a quick primer on online
communications and Internet safety. Grammar instruction will focus on subject and verb
agreement in a number of different cases. Finally, you'll work on a research proposal to
submit to your portfolio.


In Unit 3, you prepared a research proposal that focused on some cultural aspect of one
of the countries (Turkey, Armenia, Iraq, India, or Sri Lanka) that was the focus of that
unit. You limited your topic and researched and evaluated sources. In Unit 4, you will
learn the process of creating a research paper based on that proposal. You will cover
the steps from prewriting to editing as you work to create a final draft. In addition, you
will learn about properly using adverbs and adjectives and begin a review of common
usage issues.

11. Nonfiction: Persuasion

In Unit 5, you will explore persuasive techniques used in nonfiction writing and create
your own nonfiction persuasive speech. You'll work on using persuasive techniques to
develop arguments and learn how to speak in a public forum. Your grammar focus will
be capitalization, end marks, and commas.

12. East Asia and the Pacific Rim

In Unit 6, you will study literature from East Asia and the Pacific Rim, which includes
such countries as Japan, China, Korea, Vietnam, Australia, and New Zealand. As you
read, you will learn that the main theme of the literature from this region of the world is
the region's relationship with the West. During this unit, you will compose a literary
analysis that explores an author's purpose in a piece of literature of your choice. Finally,
you'll study the use of italics, quotation marks, hyphens, and semicolons for your
grammar review.


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Course: English 11
Texts: American Short Stories, Perfection Learning Corporation, 2010
Multicultural II, Perfection Learning Corporation, 2008
Students focus on the literary movements that comprise American literature, and trace
the chronology of national literature from the early American and colonial period through
the contemporary period, in English 11. Students read selections from the Native
American oral tradition, seminal historical documents, and essays, in addition to fiction,
nonfiction, poetry, and drama. The survey of American authors includes Mark Twain,
Ralph Ellison, and Julia Alvarez. Students continue to strengthen their critical reading,
literary analysis, and research skills through the use of visual organizers, note-taking
strategies, and higher-level applications of skills.
Units:

1. Early American and Colonial Literature

In Unit 1, Early American and Colonial Literature, you will examine the concept of a
national literature and read different genres that comprise the national literary heritage
of the United States. You will read and explore the ideas and writing of the New World's
earliest inhabitants, visitors, and settlers. You also will analyze strategies for persuasive
writing as well as the denotative and connotative meanings of vocabulary words in
context. Additionally, this unit will give you practice in composing timed writings.

2. American Romanticism

In Unit 2, American Romanticism (1820s1850s), you will read and analyze the short
stories of Nathaniel Hawthorne and Edgar Allan Poe as well as the poetry of Walt
Whitman. You also will study the subgenre of Transcendentalism. Henry David
Thoreau's "Walden" will model the descriptive writing you will compose for your first
portfolio assessment.

3. The Night Thoreau Spent in Jail

In Unit 3, you will read and analyze an American drama. The Night Thoreau Spent in
Jail is a play in two acts written in 1970 by Jerome Lawrence and Robert E. Lee. The
play is composed of shifting scenes from the real and imagined life of American writer
and philosopher Henry David Thoreau (18171862). Arrested on July 23, 1846, for
failure to pay his taxes, Henry David Thoreau spent one night in jail. The play
dramatizes that night, intercutting scenes in which Henry interacts with his cellmate with
flashbacks to events from the years leading up to the date of his arrest.


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For the second portfolio assessment, you will compose a dramatic scene.

4. Realism and Regionalism

In Unit 4, Realism and Regionalism (18601914), you will read, analyze, and interpret
the short stories of American Realist and Regionalist authors, as well as the poetry of
Emily Dickinson. As you examine of this literature, you will consider dialect, flashback,
characterization, figurative language, and other devices used by Realist authors. During
this unit, you will gain practice correctly using apostrophes and possessive pronouns.
For your third portfolio assessment, you will select an American short story from Unit 2
or 4 and compose an alternate ending in the style of the original author.

5. Voices of Modernism (1920s1940s)

In this unit, you will study the modernism movement, which occurred from the 1920s to
the
1940s. You will read and analyze the short stories of authors such as John Steinbeck
and F. Scott Fitzgerald and the poetry of authors such as Robert Frost. You also will
practice identifying and using different types of verb forms and clauses, as well as
independent and subordinate clauses. For your portfolio assessment, you will apply
your research and writing capabilities to compose a literary analysis showcasing your
analytical and synthesizing skills.

6. Post War Voices Emerge (1950s1960s)

In this unit, you will enter the tumultuous times of post-World War II, during which time
many people fought for change and rights were being demanded. This time in history
saw the emergence of literature that voiced people's discontent with the mundane life of
traditionalism and a desire for a break in conventional living. In this unit, you will read
and analyze the short stories of Kurt Vonnegut and John Updike as well as Martin
Luther King Jr.'s " Have a Dream speech and poetry by writers of the Beat Generation.
You also will identify elements of adjectival clauses. Your portfolio assessment for this
unit will be a comparison-and-contrast essay in which you analyze the work of two
authors.

7. The Great Gatsby

In this unit, you will examine the narrative structure of The Great Gatsby, a novel that
depicts life among the rich during the Roaring Twenties in New York. As you read, you
will analyze point of view as well as how such literary devices as symbols and allusions
enhance the meaning of the novel. For your portfolio project, you will write a self-
improvement plan for the narrator of the novel.

8. Contemporary Postmodernism


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In this unit, you will study a variety of voices from contemporary postmodernism
movement. The fight against racial and ethnic injustices took center stage during this
literary movement that took place from the 1960s to the 1980s. You will read poetry and
prose from authors of several different backgrounds whose writings contributed to the
mosaic of the American culture. In this unit, you also will practice identifying the
principal parts of verbs and using the six verb tenses as well as different voices and
moods of verbs. For your portfolio assignment, you will compose a memoir.


In Unit 10, you will have the opportunity to become an authority on a subject by creating
your own research report. Working through the writing process, you will select a topic,
evaluate sources and conduct research, cite sources properly, draft a report, and revise
and edit the report before publishing it and submitting it for your portfolio. You also will
read and analyze several nonfiction essays by writers of diverse backgrounds. In
addition, you will continue to learn about verb forms and tenses.

Course: English 12
Texts: British Literature, Perfection Learning Corporation, 2010
Students study classical and contemporary British literature from the Anglo-Saxon
period to the modern era in English 12. They examine how the historical, social, and
cultural contexts of each period influence writers. Particular attention is given to the
form and function of different types of literature, including epic poetry, allegory, poetry,
fiction, nonfiction, and drama. The survey of British literature includes excerpts from
Geoffrey Chaucer, William Shakespeare, and Virginia Woolf. Students write creative
and analytical compositions and participate in collaborative discussions to refine their
writing products.

1. The Anglo-Saxon Period: 4491066

In this unit, you will read the earliest works of English literature. More than a millennium
old, many of these works were passed down orally for centuries before they were
written down. Anglo-Saxon literature includes lyric poems that express emotion, as well
as the earliest epic poem of the English language, Beowulf, which presents the
adventures of a hero who is larger than life. Additionally, you will read poems from The
Exeter Book, a collection of Anglo-Saxon poetry preserved in manuscript form and
dating back to the middle of the tenth century. Finally, you will use the writing process to
compose a description based on a scene from Beowulf.

2. The Middle Ages: 10661485


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In this unit, you will read literary works composed during the medieval era. These
include Chaucer's narrative poem The Canterbury Tales, which presents various figures
of medieval English society and the tales they tell while traveling on a long journey, and
Sir Gawain and the Green Knight, a narrative poem based on the legends of King Arthur
and his court. As you read, you will learn to analyze such literary elements as character,
the narrator's voice and perspective, and tone. You also will learn about and examine
the historical, social, and cultural climate of the Middle Ages by identifying causes and
effects. Finally, you will use the writing process to write an allegory, an extended
metaphor in the form of a short story.

3. Macbeth

In Unit 3, you will read Shakespeare's tragic tale of the rise and fall of Macbeth, a fierce
and loyal Scottish warrior is tempted by the prophecies of several witches and by his
own ambitions to become king. Macbeth and his wife alternately collaborate and
contend over the proper approach to achieve their ambitions. Macbeth, the tragic hero,
discovers too late the dangers of unchecked ambition. As you read, you will analyze
and interpret the dramatic structure of Macbeth, define words in context, and compose a
persuasive essay.

4. The Renaissance: 14851660

In this unit, you will read literary works composed during the English Renaissance.
These include a variety of poetic genres, including sonnets and lyric, pastoral,
metaphysical, and epic poetry. As you read, you will learn to analyze such poetic
elements as speaker, figurative language, and tone. You also will learn about and
examine the historical, social, and cultural climate of the Renaissance by making
generalizations about that period. Finally, you will use the writing process to write an
expository essay on a subject of your choice.

5. The Restoration and the Enlightenment: 16601798

In this unit, you will read literary works composed during the Restoration and the
Enlightenment periods. These include a variety of fiction, nonfiction, and poetic genres
including diaries, mock epics, satires, and elegies. As you read, you will learn to analyze
elements such as point of view, irony, and imagery. You also will learn about and
examine the historical, social, and cultural climate of the Restoration and the
Enlightenment by classifying information, or arranging ideas into fitting categories.
Finally, you will use the writing process to write a poem using a specified form.

6. The Romantic Period: 17981832

This unit explores element of dialect poetry and lyrical poetry during the Romantic
period, and the Romantic sensibility expressed in the poems of the time.


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7. Frankenstein

Frankenstein is the story of a young man, Victor Frankenstein, who becomes obsessed
with studying anatomy and determined to understand how life is created. Passionate
about science and dedicated to his dream, he creates a living being; however, his
success dramatically affects his life and the lives of his family and friends. The details of
Victor's life are shared through letters from Robert Walton, an English explorer on an
expedition to the North Pole, to his sister Margaret Seville in England. Robert learns
Victor's tragic tale when he rescues Victor, who is traveling by himself in the Arctic.

In this unit, you will identify literary elements, analyze characters, use comprehension
strategies to make connections and draw conclusions, and define unfamiliar vocabulary
words.

8. Writing a Research Paper

The unit guides student through the process of developing a research paper. Students
are asked to create a multimedia presentation based on their paper and learn to
interpret and implement feedback from peers and teacher.

9. The Victorian Age (18321901)

The unit explores elements, genres, and structure of Victorian poetry.

10. The Modern Era (1901Present)

This unit explores the historical, social, and cultural context of the twentieth century,
connecting it to the literary works of the time. You will read and analyze a variety of
selections, including short stories, poems, and essays. You also will develop a literary
analysis based on an aspect of the modern era.

Course: AP English Language and Composition

Text: AP English Language

Description: AP English Language and Composition follows the outline set by the
College Board. The literary portion covers fiction, nonfiction, drama, and poetry. In the
first semester, students will analyze style and rhetoric, examining the author's argument
and structure. Students will learn how tone, diction, and syntax influence overall
meaning. They will also examine the elements of rhetoric, including an author's various
appeals, credibility, irony, and overall use of logic. Writing assignments will include both
expository and argumentative styles.


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Units:

1. Welcome to AP Language and Composition! This is a course that will ask students to
both analyze and create nonfiction in order to demonstrate an understanding of the
world in which they live.

This first unit provides some of the conceptual framework for the course, and it also
provides an opportunity to see some of what the AP exam has in store.

There are five stages to the introductory work. The first is a discussion in which students
immerse themselves immediately in sophisticated thought. The topicthe origins of
virtueis one that students will be exploring again in the next unit on Socrates.

Following the threaded discussion students will engage in the first multiple choice test,
whereby reading and analytical skills will be assessed. This multiple choice format
typically comprises 45% of the AP Exam in Language and Composition, so it will be a
good opportunity for students to see how comfortable they are with this format of
assessment.

Next students will participate in a threaded discussion that asks them to explore their
origins of literacy. This will also provide students with an opportunity to more fully
introduce themselves to classmates, particularly as they trace the history of their
experiences in English/Language Arts courses.

This unit concludes with a chance to write an original argumentthe first timed writing.
Since the AP exam has a section that explores a student's ability to synthesize
information into a coherent format, this type of response is integral to the course.
Sometimes, this response is content-specific. This first one, however, is more general.

Finally, students will engage in a reflective process at the end of each unit.

2. Socrates

In this unit, students will discover the classical definition of being educated. The ancient
Greeks, particularly Socrates, believed in the process of inductive reasoning. In this
case, his practice was to work with those youths of Athens who were willing to engage
in active conversation, and in the process, determine key ideas about virtue, education,
character, politics, and the nature of the republic. Students will learn the basics of
rhetoric, as well, during this unit. Students should obtain a copy of Meno. Here,

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Socrates and Meno question the origin of virtue: is it taught or are we born with it? While
students are reading Meno, they will need to keep a journal of key rhetorical (or
argumentative) strategies that Socrates employs in order to fully determine the scope of
his intellectual reasoning skills. Following this journal response, students will engage in
two creative assignments. The first will be to write an original Socratic dialogue.
Students will be employing the same skills that Socrates does with a classmate.
Following this dialogue, students will be writing an original essay of definition.

3. American Transcendentalism

The American colonies were founded and populated by people who were leaving
something behind and looking for something new. After the revolution, the new country
attracted immigrants with similar histories. Ironically, those same conflicts and
persecutions sometimes came with them to the new land. People who were constantly
in conflict in one land could not be expected to live in total harmony in another. From
this conflict grew a new American identity, one that began to leave the Old World
behind.

In this unit students will focus on one critically importantbut highly controversial
system of thinking in history. Although the focus was primarily upon a group of people,
almost all of them friends living in or near Boston, their radically different thoughts have
had a powerful and lasting impact upon this nation. Many people who do not understand
what they believed still know their names and see them to be among the most important
thinkers in American History.

Students will be able to explain or demonstrate:
x Historical Perspective: The importance of the conflicts among religious thought
in early American history; the impact of German idealism and English
romanticism on the formation of American transcendentalism
x Thinking Skills: An understanding of the basic concepts in the foundation of
rhetoric and logic, especially focusing on the concepts of fact, opinion, and theory
x Language and Literature Skills: Basic English syntax, and how its
understanding can be used to decode complex sentences
x Literature: An understanding and appreciation of American literature; an
understanding of how syntax affects understanding; an understanding of how
new thinking helped shape an American identity
x Composition Skills: Close reading and paraphrasing
x Metacognitive Ability: A reflection on learning


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4. American Dream

In this unit, students will be exploring the American Dream by reading the American
classic by F. Scott Fitzgerald: The Great Gatsby. Like the previous work read, students
will be spending two weeks on this unit. For the first week, students will read Chapters
16. For the second week, students will read Chapters 79. There will be
accompanying writing assignments and other activities.

The objectives of this unit are:
x To understand the impact that point of view has on a story
x To successfully analyze the author's use of juxtaposition in the writing
x To understand how Fitzgerald uses symbolism
x To appreciate the author's analysis of America and examine the relevance to our
society today
x To write successfullyboth analytically and expositoryin response to the
reading
x To understand Fitzgerald's complex development of character

5. Nonfiction Essays

In this unit, students will be exploring the genre of nonfiction writing. They will be
reading essays from noted writers, and they will be completing their own nonfiction
essay. The discussions in this unit will help explore their interpretation of the essays.
The AP Language and Composition course focuses on nonfiction. Therefore, students
will be exploring how essayists craft their work. They will note that the traditional essay
in school bears little resemblance to the kind of essay they are reading in this course.
Indeed, when looking for a thesis statement, the introductory paragraph might be the
last place one might find such a statement.

The objectives for this unit are:
x Successful analysis of author content
x Successful analysis of author style, incorporating new terminology
x Synthesis of analytical skills via writing an original essay, using the process
approach
x Comprehension of nonfiction as a genre that extends beyond the traditional
analytical prose

6. Coming to America


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What does the modern version of the American Dream look and sound like? Ann
Fadiman successfully addresses this question in her book The Spirit Catches You and
You Fall Down. The protagonists of this text are the Hmong people, who originate from
Southeast Asia. In learning more about the United States, students may need to step
into the shoes of those whose lives are vastly different from their own, especially when
they come to America.

Students will need to obtain a copy of the nonfiction book The Spirit Catches You and
You Fall Down by Ann Fadiman. This book will need to be read within two weeks. As
students read, they will want to think about a number of things, especially the way the
author compares the two cultures. You can find some help by consulting the book's
official Web site. For the unit exam, students will be asked to write paragraph responses
to several study questions. The objectives for this unit are:
x To understand how writers effectively develop a logical argument
x To analyze how structural devices enhance meaning
x To successfully compare in an analytical format
x To appreciate the modern version of the American Dream as a story that is
continuing to be told

7. American Poetry

Students will be reading selected poets in American literature during this unit. Their
work here is twofold. First, they will understand key themes and ideas of American
literature. Second, they will understand the stylistic and rhetorical devices incorporated
in these poems. The study of poetry also gives students an opportunity to
microscopically explore aspects of language. While the AP Language and Composition
exam itself does not include poetry, the study of poetry provides immeasurable benefits
in terms of addressing the key components of language. More than any other unit, the
study of language provides insight into the relationship between form and content.
Therefore, students will need to become familiar with some fundamental terms.

The objectives for this unit are
x To successfully analyze poetry, with an awareness of stylistic technique
x To analyze poets' views on universal themes
x To compare eras in American literary history
x To synthesize language analysis skills of the course into the analysis of poetry

8. Independent Reading

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The first of two Independent Reading units is a unit based on key works of fiction. All of
the selections in this unit are works that feature something unusual in terms of how the
piece is structured. Unlike many conventional pieces of reading, where the structure is
more linear, these novels all present variations in point of view, voice, time, and
organization.

This unit will rely heavily on the student's ability to successfully interact with classmates
through threaded discussions. There will be three threaded discussions students will
need to maintain during the reading of the selected novel. In order to be successful,
there must be at least two students who have selected to read the same book.

Students will choose from the following list:
x Foxfire by Joyce Carol Oates. This novel deals with the complex relationship
between girls of a gang, their families, and their inner and outer antagonists.
x Wide Sargasso Sea by Jean Rhys. A prequel to Jane Eyre, this novel presents
Antoinette's/Bertha's perspective on her attic imprisonment.
x Four Letters of Love by Niall Williams. This novel eloquently portrays the
complex feelings associated with falling in and out of love, whether the couples
are teenagers or adults.
x In the Lake of the Woods by Tim O'Brien. How politics, war, and family
intertwine is the basis of this novel, which makes excellent use of the multi-genre
approach.

9. Harlem Renaissance
The early 20th century saw a blossoming or artistic talent in one small section of
Americaa portion of New York City called Harlem. For various reasons, a large
number of African American writers flocked to that area and created a great body of
high quality literature and other art forms. This came at an especially bad time for
African Americans generally. Although life had not been good for them in the years
following the Civil War, it got especially worse in the South during the first years of the
20th century. In large part for that reason, many African Americans fled the South and
moved to Northern cities in what is called the Great Migration. This movement has
much to do with the Harlem Renaissance. Their writing was controversial, even within
their own community. Writers like Langston Hughes (right) were highly popular, but the
decisions they made throughout their lives about the issues of segregation and
prejudice were not always popular. One of the most controversial was Zora Neale
Hurston, whose novel Their Eyes Were Watching God was either praised or despised.

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For many years it was ignored, until not long ago when it was recognized once again as
a modern masterpiece.

In this unit, students will study the following:
x Historical Perspective. The historical events that led to the increase in prejudice
that was dominant during the time of the Harlem Renaissance
x Thinking Skills. An understanding of the fallacy of appealing to emotion
x Language and Literature Skills. The techniques authors use in creating
character
x Literature. A look at the writing of the Harlem Renaissance, especially the
novel Their Eyes Were Watching God
x Composition Skills. Literary analysis essay
x Metacognitive Ability. A reflection on learning

10. The Portrait of Youth
One of the challenges that students face is to fully understand the nature of the group of
people they belong to. As students draw toward the conclusion of the course, they
embark on a unit where they look at how various forms of media have portrayed young
adults.

When students look at examples that struggle to portray teenagers in a more developed
light, these examples typically are two-dimensional. Characters are often good or bad.
Plots have a rather clear moral compass to them. The topics themselves are transient;
what may be evocative for teens to read five years ago may no longer be true today.

In order to attain a progressive yet critical view of your peer group, students have been
asked to view a film and read a book that endeavors to portray the lives of older children
and/or teenagers, most often in a school setting. This unit will provide a rich opportunity
for students to not only assess an individual piece's credibility, but also to compare
these pieces to their own life.

11. Satire
Satire comes in many forms. It is generally a form of writing that comments upon or
even attacks something in our culture or some practice. The old Roman satirists, like
Horace and Juvenal, wrote formal verse satires that directly condemned practices to
which they were opposed. Over the years, though, a different form of satire has

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emerged, one that uses wit, humor, and exaggeration to make its point. In this unit,
students will look at the history and methods of satire, look closely at one of the most
famous pieces of satiric writing in history, and write an original satiric piece.

12. Research Project
Research is used in some way in almost all occupations that require education.
x In business, market research helps companies make important decisions that
could make the company succeed or fail
x In the sciences, all advances require solid research
x In the social sciences, research helps people make policies that make our world
a better place in which to live
x In the humanities, research helps advance understanding of complex issues
x In education, research on the way people learn impacts instructional design
x (The design of this class would have been very different if it were not for the
research conducted and published over the past decade.)

In all cases, success depends upon the quality of the research process. Poor research
technique has led to terrible decisions over the centuries, and good research leads to
success in all walks of life. A person with good research skills is a valuable employee,
so you want to make sure that you learn and use the best possible techniques.

Course: AP English Literature
Text: AP English Literature
Description: AP English Literature and Composition is a college-level class that
prepares students for the Advanced Placement Exam and develops vital research skills.
Following a course sequence built around their needs, students will acquire important
reading and critical thinking skills. In the first semester, students will deduce meaning
and learn effective composition. Classic works, such as Oedipus the King, provoke
discussion, along with modern and contemporary plays, short stories, poetry, essays,
and novels. Other activities include close reading, paraphrasing, discussions, essays,
short-answer exams, research papers, and reflective journals.

Units:
1. Introduction

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Advanced Placement English Literature and Composition is an extremely challenging
class that will require students to spend more time studying on a daily basis than a
typical high school class. Comparison studies have shown that getting a top score (5)
on the AP English Literature and Composition exam is more difficult than getting an A in
a typical sophomore English class in a competitive university. Still, students who work
hard throughout the class can expect to get a passing score (35), and students who
truly focus should be able to get a top score. In this unit, students will learn everything
they need to know about how to be successful in the class and on the test. Topics of
study include the class policies, rubrics, standards, semester schedules, and the
reading list.

2. Thinking Skills
Throughout the year, students have to look at literature and try to read into it to
determine the author's purpose, find symbolism, and generally search for what lies
beneath the surface. This unit will teach students some basic principles for thinking and
learning that will make this somewhat easier. They will also learn two important and
related literary terms: theme and tone.

3. Oedipus Rex
In this unit, students will learn about the Greek theater, and will read one of the most
important pieces of literature in world history. Its author, Sophocles, is considered one
of the greatest writers ever. Students will look at a piece of literary criticism that has
shaped the way people think of writing for more than 2,000 years. Although it can be
argued that all educated people should know about these works, the main reason
students study these is so that they can experience this literature and learn from it
themselves.

In this unit, students will focus on another literary term: irony. Irony comes in several
forms. Students will find the definition hard to understand. They may not fully grasp
irony until they have seen it and discussed it in several different places.

4. Odyssey
There are many ways to approach a study of this work. In this unit, students will analyze
both the cultural aspects of a story and the personal aspects of its protagonist. These
are the qualities that helped shape the world.


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5. Reading and Rhetoric
In this unit, students will learn skills that will enable them to understand complex
literature. They will also concentrate on literary terms. Students may have had to
memorize many of these terms in the past, but the real benefit from knowing these
terms comes when they can demonstrate their understanding of them when they
analyze literature. Students will complete a series of activities designed to teach them
these skills. These will teach individual skills, and they will build on each other. Students
will also complete several activities that provide them with practice to read challenging
material. This practice is essential. The first of these exercises will be primarily multiple
choice. This is both to prepare students for the multiple choice section of the test and to
start them off at the recognition level of understanding. Later in the unit, students will
shift to written exercises. In these exercises, they will demonstrate that they can use the
terms they have learned.

6. An Introduction to Literary Research
In this unit, students will begin to use research to help understand complex literature.
They will learn reading skills as they study their novel, and they will learn the process of
effective literary research. This unit includes an extra credit section that students are
advised to use if it is at all possible. In this part of the course, students will get to see
how a college library can be used for effective research.

7. Poetry Analysis
Earlier in the course, students learned important skills and literary terms related to the
way authors and poets communicated meaning. Students learned strategies for
effective reading, and they learned important literary terms like tone, imagery, diction,
syntax, metaphor, simile, and many others. It is expected that students have mastered
those terms and concepts and will continue to use them. In this unit, students will add
the attributes of writing that pertain especially to poetry to their list of reading and writing
skills.

8. A Comparative Analysis
In this unit, students will build on the research skills they demonstrated in the first novel
unit. They first follow the same process with this novel as they did on the first, with only
slight variations. Most of the guiding information from that unit is repeated in this unit.

[Typetext] Page123

Then students will work on a comparison process that will lead to a research paper
where they compare the two novels.

9. Medieval Literature
In this unit students learn the basics of old English and look more closely at the
linguistics of Middle English and the craft of Chaucer. An important focus is how the
literature reflects both the culture and the historical events of the time.

10. Hamlet
The thorough analysis of Hamlet in this unit includes a variety of constructivist
assignments and activities. Students will participate in several discussions and develop
and oral interpretation of the reading. This unit has a total of 12 short analytical writing
assignments, a major analytical essay, a reflection, and four discussion topics.

11. Romanticism
In this unit students examine Romanticism from an historical and a philosophical context
as well as a literary movement. There are several short assignments based on the
interpretation of writings from this era.

12. Realism and Modern

Students explore the issues related to the major changes in literature taking place at the
turn of the 20th century. Comparison and contrast skills are the focus in this unit. Key
writers include Shaw, Wilde, Rostand, Crane, Chopin, and Joyce.

13. Final Project

Students demonstrate learning from the year in a major project using literature from all
genres in this unit. Their exploration includes reading from texts as well as viewing and
analyzing movies. Some of the readings are required while others are selected from a
list of choices of contemporary literature.

Appendix A2: Language Arts Curriculum and Common Core Standards

Common Core State Standards
English/Language Arts
Reading: Literature
Language Arts 7
Unit Name Lesson Name or Topic
Key Ideas and Details
RL.7.1
Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text. Why Do We Read? To be addressed by teacher
RL.7.2
Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an objective
summary of the text. Why Do We Read?
Identifying Theme In A Text;
Summarizing Text; Using Graphic
Organizers To Focus On Events Of A
Story; Reviewing Text For Summary
And Comprehension; Understanding
Text Sequencing To Understand
Events In A Story
RL.7.3
Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).
The Watsons Go to
Birmingham - 1963; Who
Can We Really Count
On?; Is Progress Always
Good?
Applying Knowledge Of A Particular
Time Period; Applying Prior
Knowledge; Synthesizing Details From
The Text And Real Life; Identifying
Literary Elements And Interpreting
Context; Making Connections; Using
Sensory Details To Develop And
Understand Text Elements Such As
Setting
Craft and Structure

[Typetext] Page125

RL.7.4
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative meanings;
analyze the impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a poem or
section of a story or drama. Why Do We Read?
Recognizing And Understanding Word
Structure; Identifying Prefixes And
Suffixes; Understanding Content-Area
Words; Using Context Clues To
Determine Word Meaning; Identifying
And Using Parts Of Speech;
Understanding Connotative And
Denotative Words
RL.7.5
Analyze how a drama's or poem's form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning.
To be addressed by
teacher To Be Addressed By Teacher
RL.7.6
Analyze how an author develops and contrasts the points of
view of different characters or narrators in a text.
The Watsons Go to
Birmingham - 1963
Analyzing Characterization; Identifying
And Synthesizing Character Details;
Using Inference To Understand
Character Motivation; Identifying
Narrator; Identifying Point Of View;
Identifying Sensory Details To Draw
Conclusions
Integration of Knowledge and Ideas
RL.7.7
Compare and contrast a written story, drama, or poem to its
audio, filmed, staged, or multimedia version, analyzing the
effects of techniques unique to each medium (e.g., lighting,
sound, color, or camera focus and angles in a film).
To be addressed by
teacher To be addressed by teacher
RL.7.9
Compare and contrast a fictional portrayal of a time, place, or
character and a historical account of the same period as a
means of understanding how authors of fiction use or alter
history.
The Watsons Go to
Birmingham - 1963
Learning About A Time Period To
Understand The Historical Context And
Characters Of A Novel
Range of Reading and Level of Text Complexity
RL.7.10
By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 68 text
complexity band proficiently, with scaffolding as needed at
the high end of the range.
Why Do We Read?; How
Can We Become Who We
Want to Be?; The Watsons
Go to Birmingham - 1963
Reading And Comprehending Works
From Various Genres

[Typetext] Page126

Reading: Informational Text
RI.7.1
Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text. Why Do We Read?
Using Contextual Clues; Making
Inferences; Identifying Supporting
Details; Analyzing Text
RI.7.2
Determine two or more central ideas in a text and analyze
their development over the course of the text; provide an
objective summary of the text. Why Do We Read?
Identifying Main Idea In A Text;
Summarizing Text; Reviewing Text For
Summary And Comprehension
RI.7.3
Analyze the interactions between individuals, events, and
ideas in a text (e.g., how ideas influence individuals or
events, or how individuals influence ideas or events).
How Can We Become
Who We Want to Be?;
Who Influences Us and
How Do They Do So?; Is
Progress Always Good?
Identifying Persuasive Techniques;
Distinguishing Fact From Opinion;
Identifying Literary Elements Such As
Characterization And Sequence;
Understanding Cause And Effect
Craft and Structure
RI.7.4
used in a text, including figurative, connotative, and technical
meanings; analyze the impact of a specific word choice on
meaning and tone.
Want to Be?
Using Contextual Clues; Making
Inferences; Identifying Word
Structures; Identifying Word Choice;
Denotative Words
RI.7.5
Analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole and
to the development of the ideas.
Want to Be?
Identifying Text Structure; Using Text
Features; Previewing Text;
Recognizing Distinctive Features;
Understanding Sequence; Making
Connections; Activating Prior
Knowledge

[Typetext] Page127

RI.7.6
Determine an author's point of view or purpose in a text and
analyze how the author distinguishes his or her position from
that of others.
Identifying Author's Purpose And
Perspective; Identifying Literary
Devices And Word Choice; Analyzing
Persuasive Techniques; Distinguishing
Fact And Opinion; Identifying Literary
Elements; Identifying Author's Craft
RI.7.7
Compare and contrast a text to an audio, video, or
multimedia version of the text, analyzing each medium's
portrayal of the subject (e.g., how the delivery of a speech
affects the impact of the words).
Progress Always Good? To be addressed by teacher
RI.7.8
Trace and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
Progress Always Good? To be addressed by teacher
RI.7.9
Analyze how two or more authors writing about the same
topic shape their presentations of key information by
emphasizing different evidence or advancing different
interpretations of facts.
Recognizing Persuasive Techniques;
Identifying Author's Perspective;
Understanding Word Choice;
Identifying Literary Elements;
Understanding Context Clues; Making
Connections, Interpreting Text;
Identifying Point Of View
RI.7.10
By the end of the year, read and comprehend literary
nonfiction in the grades 68 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Want to Be?; Who
Influences Us and How Do
They Do So? Reading Nonfiction Works
Writing
Text Types and Purposes

[Typetext] Page128

W.7.1
Write arguments to support claims with clear reasons and
relevant evidence:
--Introduce claim(s), acknowledge alternate or opposing
claims, and organize the reasons and evidence logically.
--Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
--Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), reasons, and
evidence.
--Establish and maintain a formal style.
--Provide a concluding statement or section that follows from
and supports the argument presented.
How Do They Do So?
Writing Opinion Pieces; Using
Persuasive Techniques; Using
Sequencing; Using Text Structure;
Using The Writing Process; Using
Literary Elements; Developing Voice
W.7.2
Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content:
--Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding
comprehension.
--Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples.
--Use appropriate transitions to create cohesion and clarify
the relationships among ideas and concepts.
--Use precise language and domain-specific vocabulary to
inform about or explain the topic.
--Provide a concluding statement or section that follows from
and supports the information or explanation presented.
Why Do We Read?; The
Watsons Go to
Birmingham - 1963
Writing Essays; Using Sequencing;
Using Text Structure; Using The
Writing Process; Using Literary
Elements

[Typetext] Page129

W.7.3
Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details,
and well-structured event sequences:
--Engage and orient the reader by establishing a context and
point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and
logically.
--Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or
characters.
--Use a variety of transition words, phrases, and clauses to
convey sequence and signal shifts from one time frame or
setting to another.
--Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events.
--Provide a conclusion that follows from and reflects on the
narrated experiences or events.
How Can We Become
Who We Want to Be?; The
Watsons Go to
Birmingham - 1963; Who
Can We Really Count On?
Writing For Various Purposes And
Genres; Using Sequencing; Using Text
Structure; Using The Writing Process;
Using Literary Elements
Production and Distribution of Writing
W.7.4
Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 13 above.)
Why Do We Read?; Is
Writing; Using Sequencing; Using Text
Structure; Using The Writing Process;
Using Literary Elements
W.7.5
With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed.
Want to Be?; The Watsons
Go to Birmingham - 1963;
Who Can We Really Count
On?
Revising And Editing As Part Of The
Writing Process
W.7.6
Use technology, including the Internet, to produce and
publish writing and link to and cite sources as well as to
interact and collaborate with others, including linking to and
citing sources.
How Can We Become
Who We Want to Be?; The
Watsons Go to
Birmingham - 1963
Using An Online Tool To Produce
Writing; Citing Sources For Research
Papers And Essays; Conducting
Research Of Print And Online Sources
Research to Build and Present Knowledge

[Typetext] Page130

W.7.7
Conduct short research projects to answer a question,
drawing on several sources and generating additional
related, focused questions for further research and
investigation.
The Watsons Go to
Birmingham - 1963; Is
Conducting Research Of Print And
Online Sources; Creating A Research
And Writing Plan
W.7.8
Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and
following a standard format for citation. Is Progress Always Good?
Evaluating Sources; Gathering And
Recording Information
W.7.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research:
--Apply grade 7 Reading standards to literature (e.g.,
"Compare and contrast a fictional portrayal of a time, place,
or character and a historical account of the same period as a
means of understanding how authors of fiction use or alter
history).
--Apply grade 7 Reading standards to literary nonfiction (e.g.
"Trace and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims).
The Watsons Go to
Birmingham - 1963 Making Connections
Range of Writing
W.7.10
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Want to Be?
Writing For Various Purposes And
Genres
Speaking and Listening
Comprehension and Collaboration

[Typetext] Page131

SL.7.1
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 7 topics, texts, and issues, building on
others' ideas and expressing their own clearly:
--Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
--Follow rules for collegial discussions, track progress toward
specific goals and deadlines, and define individual roles as
needed.
--Pose questions that elicit elaboration and respond to
others' questions and comments with relevant observations
and ideas that bring the discussion back on topic as needed.
--Acknowledge new information expressed by others and,
when warranted, modify their own views.
How Do They Do So? To Be Addressed By Teacher
SL.7.2
Analyze the main ideas and supporting details presented in
diverse media and formats (e.g., visually, quantitatively,
orally) and explain how the ideas clarify a topic, text, or issue
under study.
How Do They Do So?
Using Text Structure; Using Content
Clues; Identifying Author's Perspective
And Purpose
SL.7.3
Delineate a speaker's argument and specific claims,
evaluating the soundness of the reasoning and the relevance
and sufficiency of the evidence.
To be addressed by
teacher To Be Addressed By Teacher
Presentation of Knowledge and Ideas
SL.7.4
Present claims and findings, emphasizing salient points in a
focused, coherent manner with pertinent descriptions, facts,
details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.
How Can We Become
Who We Want to Be?;
How Do They Do So? Delivering An Oral Presentation
SL.7.5
Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize
salient points.
How Do They Do So? To Be Addressed By Teacher
SL.7.6
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate.
How Can We Become
Who We Want to Be?;
How Do They Do So?
Composing A Speech; Using The
Writing Process
Language

[Typetext] Page132

Conventions of Standard English
L.7.1
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking:
--Explain the function of phrases and clauses in general and
their function in specific sentences.
--Choose among simple, compound, complex, and
compound-complex sentences to signal differing
relationships among ideas.
--Place phrases and clauses within a sentence, recognizing
and correcting misplaced and dangling modifiers.
On?; Who Influences Us
and How Do They Do So?;
Is Progress Always Good?
Using The Writing Process; Editing For
Use Of Standard English Grammar,
Usage, And Mechanics
L.7.2
English capitalization, punctuation, and spelling when writing:
--Use a comma to separate coordinate adjectives (e.g., It
was a fascinating, enjoyable movie but not He wore an old[,]
green shirt).
--Spell correctly.
Want to Be?; Is Progress
Always Good?
Using The Writing Process; Editing For
Use Of Standard English Grammar,
Usage, And Mechanics
Knowledge of Language
L.7.3
Use knowledge of language and its conventions when
writing, speaking, reading, or listening:
--Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy. Is Progress Always Good?
Editing For Use Of Standard English
Grammar, Usage, And Mechanics
Vocabulary Acquisition and Use
L.7.4
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 7 reading and
content, choosing flexibly from a range of strategies:
--Use context (e.g., the overall meaning of a sentence or
paragraph; a word's position or function in a sentence) as a
clue to the meaning of a word or phrase.
--Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., belligerent,
bellicose, rebel).
--Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech. Why Do We Read?
Using Context Clues; Using Word
References Such As Dictionary And
Thesaurus

[Typetext] Page133

--Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
L.7.5
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings:
--Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context.
--Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the
words.
--Distinguish among the connotations (associations) of words
with similar denotations (definitions) (e.g., refined, respectful,
polite, diplomatic, condescending).
On?; Who Influences Us
and How Do They Do So?
Identifying And Using Synonyms;
Distinguishing Between Denotation
And Connotation; Understanding Word
Choice; Making Inferences
L.7.6
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Want to Be?
Using Context Clues; Using Modifiers;
Using Synonyms; Using Prefixes,
Using Articles


[Typetext] Page134



Reading: Literature
Language Arts 8
Unit Name Lesson Name or Topic
RL.8.1
Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as
inferences drawn from the text.
How to Keep from Giving
Up When Bad Things
Happen
Identifying Details; Identifying
Evidence To Analyze Text
RL.8.2
Determine a theme or central idea of a text and analyze its
development over the course of the text, including its
relationship to the characters, setting, and plot; provide an
objective summary of the text.
Which is More Important:
Journey or Destination?;
How Do You Stay True to
Yourself?
Identifying Theme; Summarizing Text;
Identifying Main Idea
RL.8.3
Analyze how particular lines of dialogue or incidents in a
story or drama propel the action, reveal aspects of a
character, or provoke a decision.
Johnny Tremain
Identifying Literary Devices; Analyzing
Text
Craft and Structure
RL.8.4
used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other
texts.
Reading: What's in It for
You?
Using Context Clues; Identifying
Literary Elements; Distinguishing
Between Denotative And Connotative
Meanings; Identifying Figurative
Language
RL.8.5
Compare and contrast the structure of two or more texts
and analyze how the differing structure of each text
contributes to its meaning and style.
You?; Which is More
Important: Journey or
Destination?; What Do
You Do When You Don't
Know What to Do?
Comparing And Contrasting; Analyzing
Text
RL.8.6
Analyze how differences in the points of view of the
characters and the audience or reader (e.g., created
through the use of dramatic irony) create such effects as
suspense or humor. The Giver
Analyzing Text; Analyzing Point Of
View

[Typetext] Page135

RL.8.7
Analyze the extent to which a filmed or live production of a
story or drama stays faithful to or departs from the text or
script, evaluating the choices made by the director or
actors. Johnny Tremain To be addressed by teacher
RL.8.9
Analyze how a modern work of fiction draws on themes,
patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible,
including describing how the material is rendered new. Johnny Tremain
Making Connections; Distinguishing
Fact; Analyzing Features Of Genres;
Recognizing Distinctive Features Of
Writing
RL.8.10
By the end of the year, read and comprehend literature,
including stories, dramas, and poems, at the high end of
grades 68 text complexity band independently and
proficiently.
You?; Which is More
Destination?
From Various Genres
RI.8.1
Cite the textual evidence that most strongly supports an
Identifying Details; Identifying
Evidence To Analyze Text
RI.8.2
Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text.
When Is the Price Too
High?; What is the
American Dream?
Identifying Main Ideas And Supporting
Details; Identifying Evidence;
Summarizing Text
RI.8.3
Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).
You?; What's Worth
Fighting For? What's Not?;
What is the American
Dream? Making Connections
Craft and Structure

[Typetext] Page136

RI.8.4
used in a text, including figurative, connotative, and
technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or
allusions to other texts.
You?
Using Context Clues; Identifying
Literary Elements; Distinguishing
Meanings; Identifying Figurative
Language
RI.8.5
Analyze in detail the structure of a specific paragraph in a
text, including the role of particular sentences in developing
and refining a key concept.
High?; What is the
American Dream?
Understanding Text Structures; Making
Inferences; Identifying Literary
Elements; Paraphrasing And
Summarizing; Analyzing Point Of View;
Identifying Supporting Details
RI.8.6
Determine an author's point of view or purpose in a text
and analyze how the author acknowledges and responds
to conflicting evidence or viewpoints.
You?; What's Worth
Fighting For? What's Not?
Analyzing Point Of View; Analyzing
Arguments And Techniques;
Recognizing Author Bias
RI.8.7
Evaluate the advantages and disadvantages of using
different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
You? To be addressed by teacher
RI.8.8
Delineate and evaluate the argument and specific claims in
a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced.
What's Worth Fighting
For? What's Not?
Distinguishing Logical Arguments;
Distinguishing Between Fact And
Opinion; Asking Questions; Analyzing
Point Of View; Recognizing Author
Bias
RI.8.9
Analyze a case in which two or more texts provide
conflicting information on the same topic and identify where
the texts disagree on matters of fact or interpretation.
High?; What's Worth
Fighting For? What's Not?;
Dream?
Connecting, Comparing And
Contrasting Across Texts; Identifying
Sources; Making Inferences
RI.8.10
By the end of the year, read and comprehend literary
nonfiction at the high end of the grades 68 text complexity
band independently and proficiently.
High?; What's Worth
From Various Genres

[Typetext] Page137

Writing
W.8.1
Write arguments to support claims with clear reasons and
relevant evidence.
--Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize
the reasons and evidence logically:
--Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
--Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
--Provide a concluding statement or section that follows
from and supports the argument presented.
High?; How to Keep From
Giving Up When Bad
Things Happen; Johnny
Tremain
Using The Prewriting Process; Using
The Writing Process; Using
References To Support Statements;
Using Primary And Secondary
Sources; Evaluating Reliability Of
Sources; Using Standard English;
Using Literary Elements;
Understanding Text Structures; Using
Persuasive Techniques
W.8.2
Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content:
--Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding
comprehension.
--Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
--Use appropriate and varied transitions to create cohesion
and clarify the relationships among ideas and concepts.
inform about or explain the topic.
from and supports the information or explanation
presented.
You? To be addressed by teacher

[Typetext] Page138

W.8.3
events using effective technique, relevant descriptive
details, and well-structured event sequences:
--Engage and orient the reader by establishing a context
and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
--Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences, events,
and/or characters.
--Use a variety of transition words, phrases, and clauses to
convey sequence, signal shifts from one time frame or
setting to another, and show the relationships among
experiences and events.
--Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events.
--Provide a conclusion that follows from and reflects on the
narrated experiences or events.
You?; Which is More
Destination?
The Writing Process; Using Standard
English; Using Literary Elements;
Understanding Text Structures
W.8.4
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 13 above.)
You?; Which is More
Destination?; Johnny
Tremain
The Writing Process; Developing
Voice; Using Literary Elements; Using
Text Structures; Using Standard
English And Punctuation
W.8.5
With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
focusing on how well purpose and audience have been
addressed.
You?; Which is More
Destination?; Johnny
Tremain; How to Keep
from Giving Up When Bad
Things Happen
Using Feedback To Revise Writing;
Using The Writing Process
W.8.6
Use technology, including the Internet, to produce and
publish writing and present the relationships between
information and ideas efficiently as well as to interact and
collaborate with others.
How to Keep From Giving
Up When Bad Things
Happen To Be Addressed By Teacher

[Typetext] Page139

W.8.7
Conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
High?; How to Keep From
Giving Up When Bad
Things Happen
Writing Research Projects; Identifying
And Using Primary And Secondary
Sources
W.8.8
Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for
citation.
High?
Identifying And Using Primary And
Secondary Print And Online Sources;
Using Prewriting Strategies; Using
References To Support Statements;
Using Standardized Citation System
W.8.9
Draw evidence from literary or informational texts to
support analysis, reflection, and research:
--Apply grade 8 Reading standards to literature (e.g.,
"Analyze how a modern work of fiction draws on themes,
patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible,
including describing how the material is rendered new).
--Apply grade 8 Reading standards to literary nonfiction
(e.g., "Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced).
High?
Using References To Support
Statements; Using Primary And
Secondary Sources; Evaluating
Reliability Of Sources; Analyzing
Evidence; Making Inferences; Writing
A Research Paper
Range of Writing
W.8.10
Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks,
You?; Which is More
Destination?
Writing Various Pieces Of Texts To
Conform To Various Genres

[Typetext] Page140

SL.8.1
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues, building on
others' ideas and expressing their own clearly:
--Come to discussions prepared, having read or
researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
--Follow rules for collegial discussions and decision-
making, track progress toward specific goals and
deadlines, and define individual roles as needed.
--Pose questions that connect the ideas of several
speakers and respond to others' questions and comments
with relevant evidence, observations, and ideas.
--Acknowledge new information expressed by others, and,
when warranted, qualify or justify their own views in light of
the evidence presented.
Up When Bad Things
Happen To be addressed by teacher
SL.8.2
Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
Up When Bad Things
SL.8.3
Delineate a speaker's argument and specific claims,
evaluating the soundness of the reasoning and relevance
and sufficiency of the evidence and identifying when
irrelevant evidence is introduced.
Up When Bad Things
SL.8.4
Present claims and findings, emphasizing salient points in
a focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate
eye contact, adequate volume, and clear pronunciation.
How to Keep from Giving
Up When Bad Things
Happen; What's Worth
Delivering An Oral Presentation Based
On A Researched Topic
SL.8.5
Integrate multimedia and visual displays into presentations
to clarify information, strengthen claims and evidence, and
add interest.
What's Worth Fighting
For? What's Not?
Creating Visual Aids For Oral
Presentation

[Typetext] Page141

SL.8.6
demonstrating command of formal English when indicated
or appropriate.
You?; The Giver; How to
Keep from Giving Up
When Bad Things
Happen; What's Worth
Presenting Writing Examples From
Various Genres
Language
L.8.1
--Explain the function of verbals (gerunds, participles,
infinitives) in general and their function in particular
sentences.
--Form and use verbs in the active and passive voice.
--Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
--Recognize and correct inappropriate shifts in verb voice
and mood.
You?
Using Subject-Verb Agreement;
Identifying And Using Different Kinds
Of Verbs
L.8.2
English capitalization, punctuation, and spelling when
writing:
--Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
--Use an ellipsis to indicate an omission.
--Spell correctly.
How Do You Stay True to
Yourself?
Editing And Using Standard English
Grammar, Usage, And Mechanics;
Editing For Spelling; Editing For
Punctuation
L.8.3
Use knowledge of language and its conventions when
writing, speaking, reading, or listening:
--Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).
Dream?
Using Standard English Grammar,
Usage, And Mechanics; Using
Different Kinds Of Verbs

[Typetext] Page142

L.8.4
meaning words or phrases based on grade 8 reading and
content, choosing flexibly from a range of strategies:
--Use context (e.g., the overall meaning of a sentence or
paragraph; a word's position or function in a sentence) as a
clue to the meaning of a word or phrase.
--Use common, grade-appropriate Greek or Latin affixes
and roots as clues to the meaning of a word (e.g., precede,
recede, secede).
--Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
--Verify the preliminary determination of the meaning of a
You?
Using Context Clues; Distinguishing
Meanings; Learning And Using New
Vocabulary; Using Word References
Such As A Dictionary And Thesaurus;
Understanding Roots Of Words
L.8.5
--Interpret figures of speech (e.g. verbal irony, puns) in
context.
--Use the relationship between particular words to better
understand each of the words.
--Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
What Do You Do When
You Don't Know What to
Do?; How to Keep From
Giving Up When Bad
Things Happen
Using Word Choice And Figurative
Language; Distinguishing Between
Denotative And Connotative Meanings
L.8.6
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
You?
Learning And Using New Vocabulary;
Activating Prior Knowledge;


[Typetext] Page143

Reading: Literature
English 9 Unit
Name Lesson Name or Topic
RL.9-10.1
Cite strong and thorough textual evidence to support
Growing Up; The Call of
the Wild
Making Inferences While Reading;
Analyzing Text; Developing
Comprehension
RL.9-10.2
Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including
how it emerges and is shaped and refined by specific
details; provide an objective summary of the text. The Call of the Wild
Defining Elements; Identifying Theme;
Summarizing
RL.9-10.3
Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or
develop the theme.
the Wild
Analyzing Character Development;
Analyzing Conflict And How It
Develops Plot; Understanding
Characterization; Analyzing Character
Motivation
Craft and Structure
RL.9-10.4
used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
Growing Up; The Forces
of Nature
Reviewing Strategies For Learning
New Vocabulary; Using Context Clues;
Denotative Meanings Of New
Vocabulary; Understanding Effects Of
Tone
RL.9-10.5
Analyze how an author's choices concerning how to
structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
of Nature; The Call of the
Wild
Analyzing Tone; Understanding The
Relationship Between Word Choice
And Voice; Understanding Structure

[Typetext] Page144

RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
the Wild
Understanding Point Of View; Making
Inferences; Identifying Point Of View;
Making Connections; Exploring
Literature From Global Writers
RL.9-10.7
Analyze the representation of a subject or a key scene in
two different artistic mediums, including what is
emphasized or absent in each treatment (e.g., Auden's
"Muse des Beaux Arts and Breughel's Landscape with
the Fall of Icarus).
The Call of the Wild; Other
Worlds; Crossing Borders
Comparing the Development of
Related Themes in Different Mediums;
Comparing the Ways in Which Works
from Different Genres Address Similar
Themes
RL.9-10.9
Analyze how an author draws on and transforms source
material in a specific work (e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
the Wild; Other Worlds;
Crossing Borders
Comparing Works By Different Authors
That Address Related Topics
RL.9-
10.10
By the end of grades 910 , read and comprehend
literature, including stories, dramas, and poems, in the
grades 910 text complexity band proficiently, with
scaffolding as needed at the high end of the range. Growing Up
Reading And Analyzing Various
Genres
RI.9-10.1
of Nature; Other Worlds
Making Inferences While Reading;
Analyzing Text; Developing
Comprehension
RI.9-10.2
development over the course of the text, including how it
emerges and is shaped and refined by specific details;
provide an objective summary of the text.
The Forces of Nature; The
Call of the Wild; Other
Worlds
Defining Elements; Identifying Theme;
Summarizing

[Typetext] Page145

RI.9-10.3
Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are
made, how they are introduced and developed, and the
connections that are drawn between them.
Call of the Wild
Understanding How An Author
Develops A Theme; Identifying
Techniques And Devices An Author
Uses To Develop Theme;
Understanding How Chronological
Order Is Used To Organize Events
Craft and Structure
RI.9-10.4
technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a
newspaper).
of Nature
Reviewing Strategies For Learning
New Vocabulary; Using Context Clues;
Denotative Meanings Of New
Vocabulary; Understanding Effects Of
Tone
RI.9-10.5
Analyze in detail how an author's ideas or claims are
developed and refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or chapter).
Call of the Wild; Crossing
Borders
Using Details To Understand Author's
Point Of View; Differentiating Between
Fact And Opinion
RI.9-10.6
analyze how an author uses rhetoric to advance that point
of view or purpose.
of Nature; Romeo and
Juliet
Using Details To Understand Author's
Point Of View; Differentiating Between
Fact And Opinion
RI.9-10.7
Analyze various accounts of a subject told in different
mediums (e.g., a person's life story in both print and
multimedia), determining which details are emphasized in
each account.
Call of the Wild
Using Text Features And Graphical
Features To Analyze Information;
Comparing How The Same Subject Is
Treated In A News Article And A
Feature Article; Enriching Reading By
Visualizing
RI.9-10.8
a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements
and fallacious reasoning.
The Dark Side; What Has
Value?
Understanding Unreliable Narrator;
Differentiating Between Fact And
Opinion

[Typetext] Page146

RI.9-10.9
Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington's Farewell Address, the
Gettysburg Address, Roosevelt's Four Freedoms speech,
King's "Letter from Birmingham Jail), including how they
address related themes and concepts. Nonfiction: Persuasion To be addressed by teacher
RI.9-10.10
By the end of grades 910, read and comprehend literary
nonfiction in the grades 910 text complexity band
proficiently, with scaffolding as needed at the high end of
the range.
Call of the Wild Reading And Analyzing Various Works
Writing
W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence:
--Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization
that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
--Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the
audience's knowledge level and concerns.
--Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and
counterclaims.
--Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the
discipline in which they are writing.
The Forces of Nature;
Romeo and Juliet
Writing A Persuasive Essay;
Reviewing Key Traits Of Effective
Writing

[Typetext] Page147

W.9-10.2
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and
analysis of content:
--Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
--Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate
to the audience's knowledge of the topic.
--Use appropriate and varied transitions to link the major
relationships among complex ideas and concepts.
manage the complexity of the topic.
from and supports the information or explanation presented
(e.g., articulating implications or the significance of the
topic).
Writing; Using Specific Nouns And
Verbs In Writing; Using Vocabulary
Words Correctly; Applying Sentence
Variation In Writing; Writing An
Informational Essay; Using Transitional
Phrases To Improve Organization

[Typetext] Page148

W.9-10.3
events using effective technique, well-chosen details, and
well-structured event sequences:
--Engage and orient the reader by setting out a problem,
situation, or observation, establishing one or multiple
point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or
events.
description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
--Use a variety of techniques to sequence events so that
they build on one another to create a coherent whole.
--Use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
--Provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course
of the narrative.
of Nature
Writing; Writing A Narrative; Using
Specific Nouns And Verbs In Writing;
Using Vocabulary Words Correctly;
Applying Sentence Variation In Writing;
Applying Narrative Techniques; Using
Transitional Phrases To Improve
Organization
W.9-10.4
W.9-10.5
Develop and strengthen writing as needed by planning,
focusing on addressing what is most significant for a
specific purpose and audience. Growing Up
W.9-10.6
Use technology, including the Internet, to produce, publish,
and update individual or shared writing products, taking
advantage of technology's capacity to link to other
information and to display information flexibly and
dynamically.
Growing Up; The
Research Paper

[Typetext] Page149

W.9-10.7
Conduct short as well as more sustained research projects
to answer a question (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under
investigation.
Crossing Borders; The
Research Paper
Conducting Preliminary Research;
Identifying Primary and Secondary
Sources; Critically Evaluating Sources
W.9-10.8
Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the
research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation.
Crossing Borders; The
Research Paper
Synthesizing Ideas and Details; Using
Information to Begin to Formulate
Research Questions
W.9-10.9
--Apply grades 910 Reading standards to literature (e.g.,
"Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats a
draws on a play by Shakespeare]).
--Apply grades 910 Reading standards to literary
nonfiction (e.g., "Delineate and evaluate the argument and
specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning).
Other Worlds; Crossing
Borders; The Research
Paper
Integrating Original Ideas with
Information from Outside Sources;
Range of Writing
W.9-10.10
Research Paper
Composing Original Work Regularly to
Master a Variety of Genres

[Typetext] Page150

SL.9-10.1
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 910 topics, texts, and issues,
building on others' ideas and expressing their own clearly
and persuasively:
--Come to discussions prepared, having read and
preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
--Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on
key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
--Propel conversations by posing and responding to
questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and
conclusions.
--Respond thoughtfully to diverse perspectives, summarize
points of agreement and disagreement, and, when
warranted, qualify or justify their own views and
understanding and make new connections in light of the
evidence and reasoning presented. Nonfiction: Persuasion To be addressed by teacher
SL.9-10.2
Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each
source. Nonfiction: Persuasion To be addressed by teacher
SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of
evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence. Romeo and Juliet Identifying and Analyzing Point of View
SL.9-10.4
Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization,
development, substance, and style are appropriate to
purpose, audience, and task. Growing Up
Using Prewriting Strategies to
Organize Ideas

[Typetext] Page151

SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and
evidence and to add interest. The Research Paper
Developing a Multimedia Presentation
Based on a Research Project
SL.9-10.6
or appropriate.
To be addressed by
teacher To be addressed by teacher
Language
L.9-10.1
--Use parallel structure.
--Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to
convey specific meanings and add variety and interest to
writing or presentations. Growing Up
Learning Elements of Grammar and
Usage, Focusing on Parts of Speech;
Using Nouns and Pronouns Correctly;
Understanding Characteristics of
Action Verbs
L.9-10.2
writing:
--Use a semicolon (and perhaps a conjunctive adverb) to
link two or more closely related independent clauses.
--Use a colon to introduce a list or quotation.
--Spell correctly. Growing Up
Learning Elements of Spelling,
Capitalization, and Punctuation
L.9-10.3
Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when
reading or listening:
--Write and edit work so that it conforms to the guidelines in
a style manual (e.g., MLA Handbook, Turabian's Manual for
Writers) appropriate for the discipline and writing type.
Other Worlds; Crossing
Borders
Understanding the Importance of
Following Standard Conventions in
Academic Writing

[Typetext] Page152

L.9-10.4
meaning words and phrases based on grades 910 reading
and content, choosing flexibly from a range of strategies:
Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a
sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
Consult general and specialized reference materials (e.g.,
precise meaning, its part of speech, or its etymology.
Verify the preliminary determination of the meaning of a
of Nature
Learning Suffixes as a Strategy for
Understanding Unfamiliar Vocabulary;
Using Context Clues to Understand
New Vocabulary
L.9-10.5
--Interpret figures of speech (e.g., euphemism, oxymoron)
in context and analyze their role in the text.
--Analyze nuances in the meaning of words with similar
denotations.
of Nature; Other Worlds;
Crossing Borders
Understanding the Use of Figurative
Language; Identifying and Evaluating
Figurative Language; Understanding
the Use of Metaphor
L.9-10.6
Acquire and use accurately general academic and domain-
specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to
comprehension or expression. Growing Up Using Vocabulary Words Correctly


[Typetext] Page153

Reading: Literature
English 10 Unit
RL.9-10.1
The Literature of the
Americas; Adventures of
Huckleberry Finn; Europe I
Identifying Metaphors; Making
Inferences
RL.9-10.2
Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including
how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
Americas I
Analyzing Theme in a Literary Work;
Comparing Themes in Literature
RL.9-10.3
Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or
develop the theme.
Americas
Analyzing Characters; Identifying How
Dialogue Reveals Information About a
Character; Examining How an Author
Develops a Character
Craft and Structure
RL.9-10.4
used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
Americas
Analyzing How an Author Creates
Mood; Identifying Patterns of Imagery;
Exploring Word Origins; Identifying a
Paradox and Explaining its Meaning
RL.9-10.5
structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
Americas
Analyzing How an Author Creates
Mood

[Typetext] Page154

RL.9-10.6
Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
Americas II; Adventures of
Huckleberry Finn
Making Cultural Comparisons;
Identifying Point of View; Applying the
Definition of Regionalism; Analyzing
the Use of Dialect; Analyzing the
Attitudes on Race Prevalent When a
Work of Literature Was Published
RL.9-10.7
Analyze the representation of a subject or a key scene in
two different artistic mediums, including what is
emphasized or absent in each treatment (e.g., Auden's
"Muse des Beaux Arts and Breughel's Landscape with
the Fall of Icarus).
Adventures of Huckleberry
Finn; Europe II Analyzing Text; Analyzing Illustrations
RL.9-10.9
Analyze how an author draws on and transforms source
material in a specific work (e.g., how Shakespeare treats a
draws on a play by Shakespeare).
Finn; Europe I; East Asia
and the Pacific Rim
Identifying Examples of Historical
Background in a Literary Work
RL.9-
10.10
By the end of grades 910 , read and comprehend
scaffolding as needed at the high end of the range.
Americas
Reading a Variety of Literary Works;
Identifying Main Idea; Producing an
Objective Summary; Analyzing the
Development of Theme
RI.9-10.1
Americas I; Europe II;
Nonfiction: Persuasion
Interpreting Author's Purpose;
Identifying Relevant Details; Making
Inferences

[Typetext] Page155

RI.9-10.2
development over the course of the text, including how it
emerges and is shaped and refined by specific details;
provide an objective summary of the text.
Americas I; Europe II
Identifying Main Idea; Producing an
Objective Summary
RI.9-10.3
Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are
made, how they are introduced and developed, and the
connections that are drawn between them. Nonfiction: Persuasion Analyzing a Newspaper Article
Craft and Structure
RI.9-10.4
technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a
newspaper).
Huckleberry Finn
Exploring Word Origins; Analyzing the
Effect of Word Choice; Defining New
Vocabulary; Explaining the Difference
Between Denotation and Connotation
RI.9-10.5
Analyze in detail how an author's ideas or claims are
developed and refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or chapter). Nonfiction: Persuasion
Analyzing the Elements of Persuasive
Writing; Analyzing Informational Text;
Distinguishing Between Fact and
Opinion; Analyzing a Newspaper
Article
RI.9-10.6
analyze how an author uses rhetoric to advance that point
of view or purpose.
Finn; Nonfiction:
Persuasion; East Asia and
the Pacific Rim
Identifying Point of View; Determining
the Author's Purpose; Analyzing
Persuasive Techniques
RI.9-10.7
Analyze various accounts of a subject told in different
mediums (e.g., a person's life story in both print and
multimedia), determining which details are emphasized in
each account. Nonfiction: Persuasion To be addressed by teacher

[Typetext] Page156

RI.9-10.8
a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements
and fallacious reasoning. Europe II
Analyzing the Elements of Persuasive
Writing; Distinguishing Between Fact
and Opinion
RI.9-10.9
Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington's Farewell Address, the
Gettysburg Address, Roosevelt's Four Freedoms speech,
King's "Letter from Birmingham Jail), including how they
address related themes and concepts.
Americas I; Adventures of
Huckleberry Finn; Europe
II
Analyzing Historically Significant
Documents
RI.9-10.10
By the end of grades 910, read and comprehend literary
proficiently, with scaffolding as needed at the high end of
the range.
Americas I; Europe I
Identifying Main Idea; Analyzing
Nonfiction Literary Works; Creating
Writing Samples that Demonstrate an
Understanding of Various Literary
Works
Writing
W.9-10.1
--Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization
that establishes clear relationships among claim(s),
--Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the
audience's knowledge level and concerns.
--Use words, phrases, and clauses to link the major
relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and
counterclaims.
--Establish and maintain a formal style and objective tone Nonfiction: Persuasion
Distinguishing Between Fact and
Opinion; Analyzing the Elements of
Persuasive Writing; Developing
Counterarguments for Persuasive
Writing; Developing Arguments;
Drafting a Persuasive Speech Based
on Reasoned Arguments

[Typetext] Page157

W.9-10.2
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and
analysis of content:
--Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.
--Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate
to the audience's knowledge of the topic.
--Use appropriate and varied transitions to link the major
relationships among complex ideas and concepts.
manage the complexity of the topic.
from and supports the information or explanation presented
(e.g., articulating implications or the significance of the
topic).
Europe I; The Research
Paper
Organizing an Expository Essay;
Synthesizing Information; Composing
an Introduction; Analyzing
Informational Text for Development
and Refinement of Claims and Ideas;
Drafting a Body and Conclusion

[Typetext] Page158

W.9-10.3
events using effective technique, well-chosen details, and
well-structured event sequences:
--Engage and orient the reader by setting out a problem,
situation, or observation, establishing one or multiple
point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or
events.
description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
--Use a variety of techniques to sequence events so that
they build on one another to create a coherent whole.
--Provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course
of the narrative. Europe II
Selecting a Topic for a Personal
Narrative; Writing a Personal Narrative
W.9-10.4
Literature of the Americas
II; Adventures of
Identifying an Audience for a Writing
Piece; Composing an Essay
W.9-10.5
Develop and strengthen writing as needed by planning,
focusing on addressing what is most significant for a
specific purpose and audience.
Literature of the Americas
II; Adventures of
Revising an Essay for Varied Sentence
Length; Editing an Essay to Produce a
Final Draft
W.9-10.6
Use technology, including the Internet, to produce, publish,
and update individual or shared writing products, taking
advantage of technology's capacity to link to other
information and to display information flexibly and
dynamically.
Finn; Europe; Middle East
and South Asia II
Composing a Multimedia Project;
Writing a Complaint E-mail Following
Conventions

[Typetext] Page159

W.9-10.7
Conduct short as well as more sustained research projects
to answer a question (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under
investigation.
Europe I; The Importance
of Being Earnest
Organizing Information for a Research
Paper; Synthesizing Research on a
Given Topic; Synthesizing Information
from Various Sources;
W.9-10.8
Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the
research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation.
The Importance of Being
Earnest; Middle East and
South Asia II; The
Research Paper
Developing Sources to Use in a
Research Proposal; Researching and
Evaluating Online and Print Sources;
Summarizing Information in Note Form
to Avoid Plagiarism; Synthesizing
Research on a Given Topic
W.9-10.9
--Apply grades 910 Reading standards to literature (e.g.,
"Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats a
draws on a play by Shakespeare]).
nonfiction (e.g., "Delineate and evaluate the argument and
specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning).
Europe I; Middle East and
South Asia II; The
Research Paper
Analyzing Informational Texts;
Synthesizing Research
Range of Writing
W.9-10.10
purposes, and audiences. Europe II; Africa Applying Strategies for Timed Writing

[Typetext] Page160

SL.9-10.1
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 910 topics, texts, and issues,
building on others' ideas and expressing their own clearly
and persuasively:
preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
--Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on
key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and
conclusions.
--Respond thoughtfully to diverse perspectives, summarize
points of agreement and disagreement, and, when
warranted, qualify or justify their own views and
understanding and make new connections in light of the
evidence and reasoning presented. The Research Paper To be addressed by teacher
SL.9-10.2
diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each
source. The Research Paper To be addressed by teacher
SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of
evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence.
Nonfiction: Persuasion;
East Asia and the Pacific
Rim
Applying Critical Listening Skills;
Developing Counterarguments;
Identifying Point of View

[Typetext] Page161

SL.9-10.4
Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization,
development, substance, and style are appropriate to
purpose, audience, and task.
Finn; Nonfiction:
Persuasion; East Asia and
the Pacific Rim
Incorporating the Use of Imagery
When Giving a Speech; Analyzing the
Impact of Word Choice on Tone and
Meaning; Making an Audio Recording
of an Oral Presentation; Using a
Rubric to Present a Speech
SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and
evidence and to add interest.
Finn; Nonfiction:
Persuasion
Finding Audiovisual Aids for a Speech;
Composing a Multimedia Presentation
SL.9-10.6
or appropriate. Nonfiction: Persuasion
Analyzing the Impact of Word Choice
on Tone and Meaning
Language
L.9-10.1
--Use parallel structure.
--Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to
convey specific meanings and add variety and interest to
writing or presentations.
Americas I
Identifying Various Parts of Speech;
Identifying and Using Verbs, Nouns,
and Pronouns Correctly
L.9-10.2
writing:
--Use a semicolon (and perhaps a conjunctive adverb) to
link two or more closely related independent clauses.
--Use a colon to introduce a list or quotation.
--Spell correctly.
Americas II; Europe I
Identifying the Components of a
Sentence; Identifying Common
Sentence Errors; Identifying and
Revising Sentence Fragments;
Applying Knowledge of Developing a
Correct Sentence Base

[Typetext] Page162

L.9-10.3
Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when
reading or listening:
--Write and edit work so that it conforms to the guidelines in
a style manual (e.g., MLA Handbook, Turabian's Manual for
Writers) appropriate for the discipline and writing type.
Americas II; The Research
Paper; Nonfiction:
Persuasion
Listing Different Style Guides and
Their Uses; Following a Variety of
Style Guides
L.9-10.4
meaning words and phrases based on grades 910 reading
and content, choosing flexibly from a range of strategies:
Use context (e.g., the overall meaning of a sentence,
sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
Consult general and specialized reference materials (e.g.,
precise meaning, its part of speech, or its etymology.
Verify the preliminary determination of the meaning of a
Huckleberry Finn
Exploring Word Origins; Defining
Idioms, Colloquialisms, Slang, and
Jargon; Defining Vocabulary Words;
Identifying Words in Context
L.9-10.5
--Interpret figures of speech (e.g., euphemism, oxymoron)
--Analyze nuances in the meaning of words with similar
denotations.
Huckleberry Finn
Analyzing Symbolism; Identifying
Patterns of Imagery; Identifying and
Interpreting Metaphors; Analyzing
Irony
L.9-10.6
Acquire and use accurately general academic and domain-
specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to
comprehension or expression. The Research Paper To be addressed by teacher


[Typetext] Page163

Reading: Literature
English 11 Unit
RL.11-12.1
inferences drawn from the text, including determining
where the text leaves matters uncertain.
American Romanticism;
The Night Thoreau Spent
in Jail; Realism and
Regionalism
Reading and Analyzing Text
Thoroughly; Paraphrasing a Variety of
Texts; Describing How a Piece of Text
Illustrates a Particular Viewpoint
RL.11-12.2
Determine two or more themes or central ideas of a
text and analyze their development over the course of
the text, including how they interact and build on one
another to produce a complex account; provide an
Early American and
Colonial Literature;
American Romanticism
Reading, Analyzing, and Interpreting
Text; Analyzing the Audience of Text;
Defining the Author's Purposes for
Writing
RL.11-12.3
Analyze the impact of the author's choices regarding
how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and
developed).
Early American and
Writing; Evaluating Whether Style and
Content Match the Author's Purpose;
Evaluating the Role Setting Plays in
Literature
Craft and Structure

[Typetext] Page164

RL.11-12.4
Determine the meaning of words and phrases as they
are used in the text, including figurative and
connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words
with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)
Early American and
in Jail
Differentiating Between Denotation
and Connotation; Defining and
Determining the Connotative Meaning
of Vocabulary Words
RL.11-12.5
structure specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic impact.
Early American and
Writing; Evaluating Whether Style and
Content Match the Author's Purpose;
Describing How Setting Contributes to
the Author's Intended Effect
RL.11-12.6
Analyze a case in which grasping a point of view
requires distinguishing what is directly stated in a text
from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
Early American and
Differentiating Between Denotation
and Connotation; Defining and
Determining the Denotations and
Connotations of Vocabulary Words
RL.11-12.7
Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one
play by Shakespeare and one play by an American
dramatist.)
Early American and
in Jail
Comparing and Contrasting an Event
Portrayed in a Play to the Original
Event

[Typetext] Page165

RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth-
and early-twentieth-century foundational works of
American literature, including how two or more texts
from the same period treat similar themes or topics.
Early American and
Colonial Literature
Identifying the Characteristics of Early
American Literature; Describing the
Concerns and Ideas of Early American
Writers; Comparing Early American
Literature to Contemporary American
Literature
RL.11-12.10
By the end of grade 12, read and comprehend
Early American and
Reading and Analyzing Literature;
Paraphrasing a Variety of Texts
RI.11-12.1
Early American and
Colonial Literature; The
Night Thoreau Spent in
Jail; The Great Gatsby
Text; Determining the Denotative and
Connotative Meanings of Words;
Defining Direct and Indirect
Characterization
RI.11-12.2
Determine two or more central ideas of a text and
analyze their development over the course of the text,
including how they interact and build on one another
to provide a complex analysis; provide an objective
Early American and
Night Thoreau Spent in
Jail
Text; Defining Purposes for Writing;
Summarizing Text

[Typetext] Page166

RI.11-12.3
Analyze a complex set of ideas or sequence of events
and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
Early American and
Text;
Craft and Structure
RI.11-12.4
are used in a text, including figurative, connotative,
and technical meanings; analyze how an author uses
and refines the meaning of a key term or terms over
the course of a text (e.g., how Madison defines faction
in Federalist No. 10).
Early American and
Contemporary
Postmodernism
Comparing Denotative and
Connotative Meanings of Words;
Evaluating Denotative and Connotative
Meanings in Descriptive Writing;
Defining Vocabulary Words to
Enhance Understanding of Text
RI.11-12.5
Analyze and evaluate the effectiveness of the
structure an author uses in his or her exposition or
argument, including whether the structure makes
points clear, convincing, and engaging.
Early American and
Text; Identifying What Elements Make
Persuasive Writing Effective
RI.11-12.6
Determine an author's point of view or purpose in a
text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
Early American and
Colonial Literature
Describing Persuasive Techniques;
Analyzing Persuasive Arguments;
Defining Vocabulary Words In Order to
Understand a Persuasive Argument;
Identifying What Elements Make
Persuasive Writing Effective

[Typetext] Page167

RI.11-12.7
Integrate and evaluate multiple sources of information
presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address
a question or solve a problem.
Early American and
Great Gatsby
Text; Evaluating Information from
Primary Sources
RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional
principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and
the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential
addresses).
Early American and
Great Gatsby
Text; Describing the Concerns and
Ideas of Early American Writers;
Analyzing the Declaration of
Independence
RI.11-12.9
Analyze seventeenth-, eighteenth-, and nineteenth-
century foundational U.S. documents of historical and
literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the
Bill of Rights, and Lincoln's Second naugural
Address) for their themes, purposes, and rhetorical
features.
Early American and
Great Gatsby
Text; Describing the Concerns and
Ideas of Early American Writers;
Analyzing the Declaration of
Independence
RI.11-12.10
By the end of grade 12, read and comprehend literary
proficiently, with scaffolding as needed at the high end
of the range.
Regionalism; Semester
Review and Exam; The
Great Gatsby
Text; Assessing Understanding of
Literature, Vocabulary, Grammar, and
Writing
Writing

[Typetext] Page168

W.11-12.1
--Introduce precise, knowledgeable claim(s), establish
the significance of the claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that logically sequences claim(s),
--Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations of
both in a manner that anticipates the audience's
knowledge level, concerns, values, and possible
biases.
--Use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create
cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence,
and between claim(s) and counterclaims.
--Establish and maintain a formal style and objective
tone while attending to the norms and conventions of
the discipline in which they are writing.
--Provide a concluding statement or section that
follows from and supports the argument presented.
Voices of Modernism
(1920s-1940s); Post War
Voices Emerge (1950s-
1960s)
Identifying Techniques for Literary
Analysis; Identifying Elements of
Persuasion; Reading, Analyzing, and
Interpreting a Persuasive Speech

[Typetext] Page169

W.11-12.2
Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content:
--Introduce a topic; organize complex ideas, concepts,
and information so that each new element builds on
that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding
comprehension.
--Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions,
concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of
the topic.
--Use appropriate and varied transitions and syntax to
link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and
concepts.
--Use precise language, domain-specific vocabulary,
and techniques such as metaphor, simile, and analogy
to manage the complexity of the topic.
follows from and supports the information or
explanation presented (e.g., articulating implications or
the significance of the topic).
Post War Voices Emerge
(1950s-1960s)
Analyzing Descriptive Writing Styles;
Composing a Descriptive Essay

[Typetext] Page170

W.11-12.3
Write narratives to develop real or imagined
experiences or events using effective technique, well-
chosen details, and well-structured event sequences:
--Engage and orient the reader by setting out a
problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a
smooth progression of experiences or events.
description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
--Use a variety of techniques to sequence events so
that they build on one another to create a coherent
whole and build toward a particular tone and outcome
(e.g., a sense of mystery, suspense, growth, or
resolution).
--Provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over
the course of the narrative.
Regionalism;
Contemporary
Postmodernism
Composing an Alternate Ending to a
Story and Assessing it Using an
Evaluation Checklist; Revising a
Memoir Using an Evaluation Checklist
W.11-12.4
development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
13 above.)
Voices of Modernism
(1920s-1940s)
Identifying a Topic and Audience for a
Descriptive Essay; Identifying
Prewriting Strategies and Techniques
for Literary Analysis; Identifying the
Elements of a Literary Analysis;
Developing the First Draft of a Literary
Analysis

[Typetext] Page171

W.11-12.5
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
Early American and
Identifying and Assessing Strategies
for Timed Writing
W.11-12.6
Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products in response to ongoing feedback, including
new arguments or information. The Research Paper To be addressed by teacher
W.11-12.7
Conduct short as well as more sustained research
projects to answer a question (including a self-
generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Early American and
Realism and Regionalism;
The Research The
Research Paper
Describing How to Begin a Research
Report; Choosing a Subject for a
Research Report; Developing
Research Questions; Synthesizing
Information from Different Sources
W.11-12.8
Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and
audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a
standard format for citation.
Early American and
Voices of Modernism
(1920s-1940s)
Gathering Information and Evaluating
Sources; Comparing and Contrasting
Print and Internet Research Sources;
Describing How to Successfully Use
the Internet for Research; Avoiding
Plagiarism by Creating Note Cards;
Synthesizing Information from Different
Sources

[Typetext] Page172

W.11-12.9
--Apply grades 1112 Reading standards to literature
(e.g., "Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century foundational
works of American literature, including how two or
more texts from the same period treat similar themes
or topics).
nonfiction (e.g., "Delineate and evaluate the reasoning
in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning
[e.g., in U.S. Supreme Court Case majority opinions
and dissents] and the premises, purposes, and
arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]).
Early American and
Colonial Literature; Post
War Voices Emerge
(1950s-1960s); The
Research Paper
Text; Composing a Compare-and-
Contrast Essay; Documenting
Quotations Correctly
Range of Writing
W.11-12.10
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
tasks, purposes.
in Jail
Identifying and Assessing Strategies
for Timed Writing

[Typetext] Page173

SL.11-12.1
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112
topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively:
researched material under study; explicitly draw on
that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
--Work with peers to promote civil, democratic
discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed.
questions that probe reasoning and evidence; ensure
a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.
--Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made on
all sides of an issue; resolve contradictions when
possible; and determine what additional information or
research is required to deepen the investigation or
complete the task. The Research Paper To be addressed by teacher
SL.11-12.2
diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any
discrepancies among the data.
Contemporary
Postmodernism
Gathering Information and Evaluating
Sources; Comparing and Contrasting
Print and Internet Sources

[Typetext] Page174

SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use
of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of
emphasis, and tone used.
Early American and
Describing Persuasive Techniques;
Analyzing Persuasive Arguments;
Defining Vocabulary Words In Order to
Understand a Persuasive Argument;
Analyzing the Audience of a
Persuasive Essay
SL.11-12.4
Present information, findings, and supporting
evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed,
and the organization, development, substance, and
style are appropriate to purpose, audience, and a
range of formal and informal tasks.
Early American and
in Jail
Summarizing and Describing
Information; Practicing Strategies for
Developing a Description; Composing
a Descriptive Essay
SL.11-12.5
Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings,
reasoning, and evidence and to add interest. The Research Paper To be addressed by teacher
SL.11-12.6
demonstrating a command of formal English when
indicated or appropriate. The Research Paper To be addressed by teacher
Language

[Typetext] Page175

L.11-12.1
--Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes
contested.
--Resolve issues of complex or contested usage,
consulting references (e.g., Merriam-Webster's
Dictionary of English Usage, Garner's Modern
American Usage) as needed.
Semester Review and
Exam; Post War Voices
Emerge (1950s-1960s)
Assessing Understanding of Grammar;
Identifying Adjectival Clauses;
Identifying Relative Pronouns in
Adjectival Clauses; Correctly
Punctuating Adjectival Clauses
L.11-12.2
writing:
--Observe hyphenation conventions.
--Spell correctly. American Romanticism
Reviewing Eight Parts of Speech and
Types of Nouns; Identifying Pronouns
and Antecedents
L.11-12.3
Apply knowledge of language to understand how
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening:
--Vary syntax for effect, consulting references (e.g.,
Tufte's Artful Sentences) for guidance as needed;
apply an understanding of syntax to the study of
complex texts when reading.
Early American and
Colonial Literature
Defining the Denotative and
Connotative Meaning of Vocabulary
Words; Comparing the Denotative and
Connotative Meanings of Words
OBJH2CCLA39
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades
1112 reading and content, choosing flexibly from a
range of strategies:
--Use context (e.g., the overall meaning of a sentence,
sentence) as a clue to the meaning of a word or
phrase.
--Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech
(e.g., conceive, conception, conceivable).
--Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
Early American and
Colonial Literature
Defining Vocabulary Words Using
Context Clues; Determining the Best
Definitions of Words with Multiple
Meanings in Context; Differentiating
Between Denotation and Connotation;
Defining the Denotative and
Connotative Meanings of Vocabulary
Words

[Typetext] Page176

and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of
speech, its etymology, or its standard usage.
--Verify the preliminary determination of the meaning
of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
L.11-12.4
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings:
--Interpret figures of speech (e.g., hyperbole, paradox)
--Analyze nuances in the meaning of words with
similar denotations.
Realism and Regionalism;
Voices of Modernism
(1920s-1940s); The Great
Gatsby
Defining Symbolism and Allusion;
Understanding How Symbolism Can
Enlarge the Meaning of a Text;
Analyzing the Use of Allusions in Text;
Defining Allegory
L.11-12.5
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college
and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
Early American and
in Jail Defining Vocabulary Words


[Typetext] Page177

Reading: Literature
English 12 Unit
RL.11-12.1
The Anglo-Saxon Period:
449-1066
Elements of Text; Defining Denotation
and Connotation to Interpret Meaning
RL.11-12.2
Determine two or more themes or central ideas of a
text and analyze their development over the course of
the text, including how they interact and build on one
another to produce a complex account; provide an
449-1066; The Middle
Ages: 1066-1485
Elements of Text
RL.11-12.3
Analyze the impact of the author's choices regarding
how to develop and relate elements of a story or
drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and
developed).
449-1066
Elements of Text; Comparing and
Contrasting Elements of Character;
Defining and Analyzing Protagonist
and Antagonist
Craft and Structure
RL.11-12.4
are used in the text, including figurative and
connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words
with multiple meanings or language that is particularly
fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)
449-1066
Defining Prefixes and Suffixes to
Determine Word Meanings; Defining
Denotation and Connotation to
Determine Word Meanings

[Typetext] Page178

RL.11-12.5
structure specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic impact.
449-1066
Elements of Text; Identifying Mood and
Author's Attitude
RL.11-12.6
Analyze a case in which grasping a point of view
requires distinguishing what is directly stated in a text
from what is really meant (e.g., satire, sarcasm, irony,
or understatement).
449-1066; Macbeth
Identifying and Analyzing Irony;
Defining the Three Types of Irony;
Identifying Examples of Dramatic
Irony; Reading and Analyzing Text
Thoroughly
RL.11-12.7
Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one
play by Shakespeare and one play by an American
dramatist.)
449-1066; The
Renaissance: 1485-1660;
The Romantic Period:
1798-1832; Frankenstein
Recognizing Differences Between
Popular Depictions of a Story and the
Original
RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth-
and early-twentieth-century foundational works of
American literature, including how two or more texts
from the same period treat similar themes or topics.
Ages 1066-1485; The
Romantic Period: 1798-
1832; Frankenstein
Elements of Text; Comparing and
Contrasting Elements of Literature ;
Reading About Historical and Cultural
Context; Developing and Applying
Effective Comprehension Strategies

[Typetext] Page179

RL.11-12.10
By the end of grade 12, read and comprehend
449-1066
Elements of Text; Developing and
Applying Effective Comprehension
Strategies
RI.11-12.1
Ages: 1066-1485; The
Renaissance: 1485-1660
Elements of Text; Defining Denotation
and Connotation to Interpret Meaning
RI.11-12.2
Determine two or more central ideas of a text and
analyze their development over the course of the text,
including how they interact and build on one another
to provide a complex analysis; provide an objective
Ages: 1066-1485; The
Selections; Reviewing Themes and
Values Expressed in Literature
RI.11-12.3
Analyze a complex set of ideas or sequence of events
and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
449-1066; The
Selections
Craft and Structure
RI.11-12.4
are used in a text, including figurative, connotative,
and technical meanings; analyze how an author uses
and refines the meaning of a key term or terms over
the course of a text (e.g., how Madison defines faction
in Federalist No. 10).
449-1066
Defining Denotation and Connotation
to Interpret Word Meanings
RI.11-12.5
Analyze and evaluate the effectiveness of the
structure an author uses in his or her exposition or
argument, including whether the structure makes
points clear, convincing, and engaging.
The Restoration and the
Enlightenment: 1660-1798
Identifying and Analyzing First-Person
Point of Virew; Identifying
Characteristics of a Diary

[Typetext] Page180

RI.11-12.6
Determine an author's point of view or purpose in a
text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the
power, persuasiveness or beauty of the text. Frankenstein
Learning About the Author's Inspiration
for Writing a Text
RI.11-12.7
Integrate and evaluate multiple sources of information
presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address
a question or solve a problem. Frankenstein
Developing and Applying Effective
Comprehension Strategies
RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional
principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and
the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential
addresses).
The Restoration and the
Enlightenment; The
Victorian Age (1832-1901);
The Modern Era (1901-
Present)
Elements of Text; Reading About
Historical and Cultural Context;
Identifying Social and Political Issues
that Characterized a Period;
Determining How Classification Helps
Learn About and Understand Historical
Periods
RI.11-12.9
Analyze seventeenth-, eighteenth-, and nineteenth-
century foundational U.S. documents of historical and
literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the
Bill of Rights, and Lincoln's Second naugural
Address) for their themes, purposes, and rhetorical
features.
449-1066; The Restoration
and the Enlightenment;
Frankenstein
Elements of Text; Reviewing the
Historical, Social, and Cultural Context
of a Particular Period;

[Typetext] Page181

RI.11-12.10
By the end of grade 12, read and comprehend literary
proficiently, with scaffolding as needed at the high end
of the range.
Ages: 1066-1485; The
Elements of Text; ; Developing and
Applying Effective Comprehension
Strategies
Writing
W.11-12.1
--Introduce precise, knowledgeable claim(s), establish
the significance of the claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that logically sequences claim(s),
--Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for
each while pointing out the strengths and limitations of
both in a manner that anticipates the audience's
knowledge level, concerns, values, and possible
biases.
--Use words, phrases, and clauses as well as varied
syntax to link the major sections of the text, create
cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence,
and between claim(s) and counterclaims.
follows from and supports the argument presented. Macbeth
Selecting a Topic and Writing a
Persuasive Essay; Maintaining
Parallelism and Agreement

[Typetext] Page182

W.11-12.2
Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content:
--Introduce a topic; organize complex ideas, concepts,
and information so that each new element builds on
that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding
comprehension.
--Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions,
concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of
the topic.
--Use appropriate and varied transitions and syntax to
link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and
concepts.
--Use precise language, domain-specific vocabulary,
and techniques such as metaphor, simile, and analogy
to manage the complexity of the topic.
follows from and supports the information or
explanation presented (e.g., articulating implications or
the significance of the topic).
The Renaissance: 1485-
1660; Writing a Research
Paper
Identifying the Main Characteristics of
Expository Writing; Identifying How the
Main Parts of an Expository Essay
Should be Developed; Edit, Proofread,
and Publish an Expository Essay;
Synthesizing Ideas and Details from
Multiple Informational Texts

[Typetext] Page183

W.11-12.3
Write narratives to develop real or imagined
experiences or events using effective technique, well-
chosen details, and well-structured event sequences:
--Engage and orient the reader by setting out a
problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a
smooth progression of experiences or events.
description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
--Use a variety of techniques to sequence events so
that they build on one another to create a coherent
whole and build toward a particular tone and outcome
(e.g., a sense of mystery, suspense, growth, or
resolution).
--Provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over
the course of the narrative.
449-1066
W.11-12.4
development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards
13 above.)
Ages: 1066-1485
Identifying the Elements of Descriptive
Writing; Editing, Proofreading, and
Publishing a Description; Revising and
Combining Sentences for Clarity

[Typetext] Page184

W.11-12.5
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
449-1066
Applying Prewriting Strategies;
Choosing Vivid Words in Writing;
Combining Sentences to Improve
Clarity; Analyzing How Conciseness
Improves Voice and Style
W.11-12.6
Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products in response to ongoing feedback, including
new arguments or information. Writing a Research Paper
Identifying What Makes a Source
Reliable; Learning Strategies to Select
and Evaluate Print and Online
Resources; Creating an Outline for a
Presentation
W.11-12.7
Conduct short as well as more sustained research
projects to answer a question (including a self-
generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation. Writing a Research Paper
Identifying the Characteristics of a
Research Paper; Generating a Topic
for a Research Paper; Conducting
Preliminary Research to Identify
Potential Areas of Focus; Synthesizing
Ideas and Details from Multiple
Informational Texts

[Typetext] Page185

W.11-12.8
Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and
audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a
standard format for citation. Writing a Research Paper
Identifying What Makes a Source
Reliable; Learning Strategies to Select
and Evaluate Print and Online
Resources; Recording Information
from Selected Sources
W.11-12.9
--Apply grades 1112 Reading standards to literature
(e.g., "Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century foundational
works of American literature, including how two or
more texts from the same period treat similar themes
or topics).
nonfiction (e.g., "Delineate and evaluate the reasoning
in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning
[e.g., in U.S. Supreme Court Case majority opinions
and dissents] and the premises, purposes, and
arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]).
449-1066; Writing a
Research Paper
Elements of Text; Gathering
Information from Various Sources
Range of Writing
W.11-12.10
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
tasks, purposes.
Ages: 1066-1485;
Macbeth
Drafting a Descriptive Essay; Applying
Knowledge of Phrases to a Creative
Writing Assessment; Revising
Sentences for Clarity

[Typetext] Page186

SL.11-12.1
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112
topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively:
researched material under study; explicitly draw on
that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
--Work with peers to promote civil, democratic
discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed.
questions that probe reasoning and evidence; ensure
a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.
--Respond thoughtfully to diverse perspectives;
synthesize comments, claims, and evidence made on
all sides of an issue; resolve contradictions when
possible; and determine what additional information or
research is required to deepen the investigation or
complete the task. Writing a Research Paper To be addressed by teacher
SL.11-12.2
diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any
discrepancies among the data. Writing a Research Paper To be addressed by teacher
SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use
of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of
emphasis, and tone used. Writing a Research Paper To be addressed by teacher

[Typetext] Page187

SL.11-12.4
Present information, findings, and supporting
evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed,
and the organization, development, substance, and
style are appropriate to purpose, audience, and a
range of formal and informal tasks. Writing a Research Paper To be addressed by teacher
SL.11-12.5
Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings,
reasoning, and evidence and to add interest. Writing a Research Paper To be addressed by teacher
SL.11-12.6
demonstrating a command of formal English when
indicated or appropriate.
449-1066 Reviewing Parts of Speech
Language
L.11-12.1
--Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes
contested.
--Resolve issues of complex or contested usage,
consulting references (e.g., Merriam-Webster's
Dictionary of English Usage, Garner's Modern
American Usage) as needed.
449-1066
Determine Word Meanings; Identifying
Adjectives and Adverbs and Their
Function; Identifying Intransitive and
Transitive Verbs, Verb Phrases, and
Linking Verbs; Reviewing Parts of
Speech
L.11-12.2
writing:
--Observe hyphenation conventions.
--Spell correctly.
Ages: 1066-1485
Reviewing the Sentence Base;
Identifying and Correcting Sentence
Fragments; Recognizing and
Correcting Misplaced and Dangling
Modifiers and Sentence Fragments

[Typetext] Page188

L.11-12.3
Apply knowledge of language to understand how
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening:
--Vary syntax for effect, consulting references (e.g.,
Tufte's Artful Sentences) for guidance as needed;
apply an understanding of syntax to the study of
complex texts when reading.
The Middle Ages: 1066-
1485; The Renaissance:
1485-1660; Writing a
Research Paper; The
Victorian Age (1832-1901)
Applying Knowledge of Phrases to a
Creative Writing Assessment; Revising
for Sentence Variety; Understanding
Sentence Structure
OBJH2CCLA39
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades
1112 reading and content, choosing flexibly from a
range of strategies:
--Use context (e.g., the overall meaning of a sentence,
sentence) as a clue to the meaning of a word or
phrase.
--Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech
(e.g., conceive, conception, conceivable).
--Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of
speech, its etymology, or its standard usage.
--Verify the preliminary determination of the meaning
of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
449-1066
Interpret Word Meanings; Defining
Denotation and Connotation to
Interpret Word Meanings
L.11-12.4
Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings:
--Interpret figures of speech (e.g., hyperbole, paradox)
--Analyze nuances in the meaning of words with
similar denotations.
449-1066; The
Renaissance: 1485-1660;
The Romantic Period:
1798-1832
Identifying and Analyzing the Use of
Sound Devices in Literature;
Reviewing Figurative Language

[Typetext] Page189

L.11-12.5
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college
and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
449-1066;The Romantic
Period: 1798-1832;
Semester Review and
Exam
Enhancing Understanding of
Vocabulary and Parts of Speech
Appendix B
Mathematics Curriculum

Course: 7th Grade Math
Text: Prentice Hall Mathematics, Course 2
Description: Math 7 reinforces students' understanding of mathematical concepts in
preparation for higher level courses. Students learn to create, analyze, and interpret
graphs in their study of statistics. Geometry continues to be explored, with students
classifying polygons and using measurement skills to find the perimeter, area, and
volume of geometric figures. In addition to learning basic probability and permutations,
students begin their algebra studies with solving equations and inequalities.

Units:

1. Decimals and Integers

In this unit, you will practice using your number sense skills. You will use estimation
strategies to solve problems with decimals. Also, you will solve problems that include
decimals and integers through addition, subtraction, multiplication, or division. You will
compare and order whole numbers, decimals, and integers. You will learn the order of
operations and apply the Distributive Property to solve problems. The problem-solving
strategy in this unit is Using a Problem-Solving Plan.

2. Equations and Inequalities

In this unit, you will examine algebraic expressions and you will write and solve many
types, including one-step and two-step equations. You will use your knowledge of
expressions to help you understand inequalities and how to manipulate them. Finally,
you will graph and write inequalities, as well as use multiplication and division to solve
inequalities.

3. Exponents, Factors and Fractions

In this unit, you will expand your knowledge of the order of operations with the inclusion
of exponents. Scientific notation will be used to express unmanageable numbers. You
will continue to work with fractions, simplifying, and changing fractions into mixed
numbers and improper fractions. Finally, you will be introduced to rational numbers and
the relationships between them, as well as fractions and decimals.

4. Operations with Fractions


[Typetext] Page191

In this unit, you will use your knowledge of fractions more extensively. You will add and
subtract fractions and mixed numbers. You will practice multiplying and dividing
fractions and problem solving using the Try, Check, and Revise method. Finally, you will
explore the concept of precision.

5. Ratios, Rates and Proportions

In this unit, you will examine equal ratios and determine whether they, or other ratios,
can form proportions. Then, you will be introduced to the concept of using proportions to
solve problems involving scale. Using your knowledge of proportions, you will learn to
solve problems in new ways.

6. Percents

In this unit, you will be introduced to percents. You will discover the relationships
between decimals, fractions, and percents, including percents less than 1 and greater
than 100. You will then incorporate your knowledge of proportions and equations with
percents to solve problems involving percents. At the end of the unit, you will examine
applications of percents, as well as percents of change.

7. Geometry

In this unit, you will explore plane geometry, including lines and angles that will become
very important as you begin to study geometry. You will begin measuring angles, and
classifying them according to their measures. Once you grasp the concept of the
figures, you will learn about bisectors and how these lines can become shapes and
polygons. Finally, you will discover congruent figures and the many dimensions of
circles and circle graphs.

8. Geometry and Measurement

In this unit, you will use your knowledge about geometry to estimate and find the area of
shapes. The previous unit covered how to identify the parts of a circle and now you will
use this knowledge to find the area. You also will learn how to determine surface area
and volume of various figures. Finally, you will examine squares and square roots.

9. Patterns and Rules

In this unit, you will take a detailed look at sequences, patterns, and functions and
decide what information is valuable for your purpose. Then, you will examine tables,
graphs, and formulas to solve problems. Finally, you will solve problems that involve
simple and compound interest.

10. Graphing in the Coordinate Plane


[Typetext] Page192

In this unit, you will use your knowledge of graphing and expand it to understand how to
find the slope of a line. You will work within the coordinate plane to determine the
relationships between lines and points in all of the quadrants. Finally, you will explore
nonlinear relationships and the different ways that shapes can move on a plane:
reflection, rotation, and symmetry.

11. Displaying and Analyzing Data

In this unit, you will use different visual applications to graph and display data. Some
applications include frequency tables, box-and-whisker plots, scatter plots, stem-and-
leaf plots, histograms, and spreadsheets. You will read about sampling and random
surveys to collect information.

12. Using Probability

In this unit, you will work with both theoretical and experimental probability. You will be
given various circumstances in which to use probability and understand that it is an
important aspect of mental math. Finally, permutations and combinations will be used to
help you master the complexity of geometry.

Course: Pre-Algebra
Text: Pre-Algebra, Prentice-Hall, 2004
Description: Students are introduced to basic algebraic principles in this course by
solving equations and inequalities with positive and negative integers, decimals, and
fractions. Students move on to working with ratios, proportions, and percents, and then
to solving two-step and multi-step equations and inequalities. A look into relations and
functions demonstrate how to find the slope, y-intercept, and solve systems of linear
equations. Algebra skills are applied across math disciplines with the study of right
triangles, data analysis, and probability.

Units:

1. Algebraic Expressions and Integers

In this unit, you will review previously learned mathematical principles and extend prior
mathematical knowledge. Concepts emphasized in this unit will reappear throughout the
course, so take the time to complete each lesson carefully. You will review the concepts
of order of operations, variables, writing variable expressions, and solving variable
expressions. You will review integers and how to perform the four mathematical
operations with integers as well as absolute values. Next, you will represent, order, and
graph integers on a number line and a coordinate plane. You will learn to use inductive
reasoning to determine patterns and solve real-world problems.


[Typetext] Page193

2. Solving One-Step Equations and Inequalities

In this unit, you will review the Associative, Commutative, Identity, and Distributive
properties. These properties will enable you to simplify variable expressions and solve
both equations and inequalities. You will learn to solve one-step equations and
inequalities by using addition, subtraction, multiplication, and division as inverse
operations. You will learn a problem-solving technique, "Try, Test, Revise, the first of
many techniques within the course. Finally, you will learn to identify inequalities by their
corresponding graphs.

3. Decimals and Equations

In this unit, you will have the opportunity to develop and extend your understanding of
how to solve equations that contain decimals. You will develop estimation and rounding
skills and apply this knowledge to calculating products and quotients of decimals. You
will begin to explore mean, median, and mode as used in real-world applications. You
also will convert metric units of measure and use formulas to solve simple equations.
Finally, you will solve problems using the technique, "Simplify the Problem.

4. Factors, Fractions, and Exponents

In this unit, you will expand your knowledge of divisibility rules and factors. This will
enable you to quickly determine prime factorizations and greatest common factors,
which will enable you to simplify fractions more easily. You will extend your knowledge
of exponents to include the addition, subtraction, multiplication, and division of
expressions, which include powers with the same base. Finally, you will learn to identify
and simplify rational numbers that contain powers.

5. Operations with Fractions

In this unit, you will review basic fractions concepts. You will compare, order, add,
subtract, multiply, and divide mixed numbers and fractions. You will then use these
concepts to solve equations by adding, subtracting, multiplying, and dividing fractions.
In addition to solving equations with fractions, you will apply your knowledge to convert
customary units of measure. Finally, you will learn how to convert fractions to decimals
by relating the values of fractions to the values of decimals.

6. Ratios, Proportions, and Percents

In this unit, you will expand your knowledge of percents and proportions by defining and
solving problems involving ratios, rates, and unit rates. Then, you will use these
concepts to solve similar figure, scale drawing, probability, and odds problems. You also
will learn how to rewrite a percent as a ratio, in fraction form, and as a decimal in order
to solve equations. Finally, you will learn how to find markup, discount, and percent of
change by using percents.

[Typetext] Page194

7. Solving Equations and Inequalities

In this unit, you will expand your understanding of mathematical properties to solve two-
step equations, two-step inequalities, and multi-step equations. These equations and
inequalities are more complicated because they include fractions, decimals, and
variables on both sides of the equal sign. You also will solve equations using the
technique, "Write an Equation.Finally, you will gain the necessary skills to transform
formulas, which are necessary for finding simple and compound interest.

8. Linear Functions and Graphing

In this unit, you will learn how to identify relations and functions. You will develop the
necessary skills to solve systems of linear equations and inequalities by graphing,
including plotting points and using the slope and y-intercept. In addition to graphing
linear equations, you also will write rules for linear functions from word problems and
tables. Finally, you will use real-world examples to find trends and make predictions
from scatter plots.

9. Spatial Thinking

In this unit, you will be introduced to the basic figures of geometry, including points,
lines, segments, and rays. You will use these figures to identify special pairs of lines
and angles as well as apply what you will learn about line relationships and angle
measure to classify triangles and quadrilaterals. You also will be able to determine how
two triangles are congruent by identifying corresponding parts of polygons. You will use
your knowledge of proportions to create and interpret circle graphs. Finally, you will be
introduced to the study of translations, reflections, and rotations of geometric figures.

10. Area and Volume

In this unit, you will learn how to find the areas of parallelograms, triangles, trapezoids,
and circles using formulas. You will determine the surface areas of prisms, cylinders,
pyramids, cones, and spheres. You will calculate the volumes of prisms and cylinders.
You also will use these formulas to determine the areas of irregular shapes. Finally, you
will learn about space figures and how to identify them using a net.

11. Right Triangles in Algebra

In this unit, you will expand your knowledge of algebra by finding square roots and
classifying real numbers as either rational or irrational. You will use the Pythagorean
Theorem to calculate the missing sides of right triangles, the Distance Formula to find
the distance between two points, and the Midpoint Formula to find the midpoint of a
segment. Then, you will learn about the special relationships that exist between the
sides of 45-45-90 and 30-60-90 triangles. You also will solve problems that can be

[Typetext] Page195

modeled with similar figures by using your knowledge of proportions. Finally, you will
learn the trigonometric ratios sine, cosine, and tangent, as well as the angles of
elevation and depression to find the missing values of right triangles.

12. Data Analysis and Probability

In this unit, you will learn how to display data in many different forms. You will create
frequency tables, line plots, box-and-whisker plots, and stem-and-leaf plots. You will
analyze persuasive graphs to determine if and how the data being presented is
misleading. You will learn the differences between theoretical and experimental
probabilities, and calculate the probabilities for independent and dependent events. You
also will evaluate various sampling plans for surveys, as well as estimate data about
populations. Finally, you will learn the differences between permutations and
combinations and how to solve a problem by simulating the problem.

13. Nonlinear Functions and Polynomials

In this unit, you will explore the differences between arithmetic and geometric
sequences and use them to make predictions. You will graph nonlinear functions such
as quadratic and absolute value functions, and model exponential growth and decay
using tables, rulers, and graphs. You will learn how to identify, evaluate, add, and
subtract polynomials using models and combining like terms. Finally, you will multiply
two binomials using the Distributive Property, and write a polynomial as the product of a
monomial (GCF) and a polynomial.

Course: Algebra 1

Text: Mathematics, Algebra 1, Prentice Hall, 2011

Description: In the 1st semester, the student will gain a foundational understanding of
the real number system, expressions, equations, and inequalities. The student will be
taught to solve simple and multi-step equations and inequalities and represent those
solutions graphically. In addition, students will explore linear or nonlinear functions and
represent those functions on the coordinate plane. Finally, the student will solve
systems of equations and inequalities and represent those solutions graphically.

During the second semester, students will use their knowledge of real number
operations, expressions, equations, inequalities, and functions to solve algebra
concepts. This course will introduce the student to exponents and use those exponent
rules to solve exponential functions. The student will learn how to identify and solve
polynomial equations using a variety of methods including factoring. The student also
will learn how to work with quadratic functions and equations and represent both of
those on a coordinate plane. Students will work with and solve both radical and rational

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expressions and equations. Finally, the student will be introduced to statistics and learn
to how use data to apply to probability problems in theory in and real-world scenarios.

Throughout the course, problem solving, critical thinking, and real-world application of
mathematical concepts will be required.

Units:

1. Foundations for Algebra

In this unit, you will be provided with a general introduction to Algebra 1 by reviewing
many concepts from previous math courses including variables, expressions, and real-
number operations. This unit provides you with a solid foundation for the remainder of
Algebra 1. You will complete a unit portfolio project in which you will apply your
knowledge of using variables to represent unknown and variable quantities, and writing
expressions and equations.

2. Solving Equations

In this unit, you will learn how to solve problems using a variety of problem-solving
strategies including tables, graphs, and equations. This unit also includes instruction on
solving one, two, or multi-step equations, a skill that is essential to your learning of
higher-level mathematics. You will complete a variety of assessments in this unit,
including Quick Checks, quizzes, and a unit test.

3. Solving Inequalities

In this unit, you will learn how to solve inequalities that require one or more steps. You
also will learn how to graph the solutions to inequalities on the number line. Set notation
will be introduced as a tool for expressing the solutions to inequalities. Finally, you will
explore absolute value equations and inequalities and the union and intersection of
sets.

4. Introduction to Functions

In this unit, you will explore functions and their applications. You will be introduced to
the characteristics of a function and learn to compare linear and nonlinear functions.
You also will graph functions on the coordinate plane and write functions given their
graph. Functions are an important part of algebra because they lay a foundation for
understanding higher-level mathematics problems that depend on your understanding
of the characteristics of functions.

5. Linear Functions


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In this unit, you will learn how to use several types of linear equations, including slope-
intercept, point-slope, and standard forms. You will use slope to compare parallel and
perpendicular lines and explore relationships between these types of lines. You also will
graph and translate absolute value functions on the coordinate plane.

6. Systems of Equations and Inequalities

In this unit, you will apply what you know about linear equations and inequalities to
systems of linear equations or inequalities. You will solve systems of linear equations by
graphing, substitution, or elimination. You also will be introduced to the topic of matrices
and use them to solve systems of equations. You will graph linear inequalities and solve
systems of two linear equalities. Finally, you will apply these topics to solve real-world
scenarios.

7. Exponents and Exponential Functions

In this unit, you will learn about expressions involving exponents in several forms. You
will learn about zero and negative exponents and use what you know about exponents
to solve problems using standard and scientific notation. You will learn and apply the
rules for multiplication and division of expressions involving exponents. Finally, you will
evaluate exponential functions and use exponential functions to solve real world
problems of exponential growth and decay.

8. Polynomials and Factoring

In this unit, you will learn how to classify, add, and subtract polynomials. You also will
learn to multiply polynomials and monomials, and how to factor polynomials using GCF.
You will then find the squares of a binomial, the sum and difference of squares, the
product of a sum and difference, and you will factor higher-degree polynomials.

9. Quadratic Functions and Equations

In this unit, you will learn how to work with quadratic functions and quadratic equations.
You will learn to graph functions in several forms and solve both quadratic equations
and quadratic functions. You also will learn to choose between different models to
display data, and finally, you will solve systems of linear and quadratic equations. These
topics will be important foundational skills for your study of higher level mathematics.

10. Radical Expressions and Equations

In this unit you will work with radicals applied to many different types of problems. To
begin, you will work with the Pythagorean Theorem and right triangles, using radicals in
your solutions to those problems. Then you will learn to simplify and rationalize radicals,
followed by solving problems using radicals in expressions and equations. You will learn
to identify extraneous solutions to radical equations and graph their solutions. Finally,

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you will find and use trigonometric ratios and apply what you have learned to real-world
scenarios.

11. Rational Expressions and Functions

In this unit you will work with rational expressions and equations. To begin, you will
learn to simplify rational expressions. Then, you will learn to multiply and divide rational
expressions and polynomials. You also will learn to simplify complex fractions. You will
learn to define inverse variations and compare direct and inverse variations, as well as
graphing rational functions.

12. Data Analysis and Probability

In this unit, you will explore data analysis and probability. To begin, you will organize
data in a matrix form and learn to add, subtract, and perform scalar multiplication using
matrices. You will work with various graphic representations of data including tables,
histograms, box-and-whisker plots, and line graphs. Using data, you will explore
measures of central tendency including mean, median, mode, and range. Finally, you
will work with permutations, combinations, and independent and dependent events.

Course: Geometry

Textbook: Mathematics: Geometry, Prentice Hall, 2011

Description: During the 1st semester, the student will use manipulatives and tools to
explore the principles of logic, proofs, and constructions. The student will use the
midpoint and distance formulas to solve a variety of problems involving the coordinate
plane. The student also will study parallel and perpendicular lines, including special
angle pairs. The student will use triangle concepts to find angle measures, prove
triangles congruent, and discover relationships within one and two triangles. This course
will conclude with the study of polygons and quadrilaterals, during which the student will
learn the properties and formulas to find angle measures and classify parallelograms.
Throughout the course, the student will learn concepts through a variety of instructional
strategies, solve real-world applications, and complete an assortment of activities.

During the second semester, the student will use manipulatives and tools to explore
area, surface area, and volume, and study the concept of similarity as it relates to
various figures. The student will use Trigonometry and right triangle concepts, such as
30-60-90, 45-45-90, and the Pythagorean Theorem to solve problems. The student also
will be introduced to vectors and learn to solve problems involving magnitude and
direction. In addition, the student will study transformation concepts, such as
translations, reflections, rotations, and dilations as well as concepts associated with
symmetry. The student will learn to use formulas to find the areas of a variety of two-
dimensional shapes. This course concludes with an exploration of concepts related to

[Typetext] Page199

circles, such as arcs, angles, and intersecting lines such as chords, secants, and
tangents.

Throughout the course, the student will learn concepts through a variety of instructional
strategies, solve real-world applications, and complete an assortment of activities.

Units:

1. Tools of Geometry

This unit introduces various topics in geometry. The beginning of the unit involves
representing three-dimensional solid figures using nets, isometric drawings, and
orthographic drawings. Special drawing techniques are introduced, such as slanted
lines to represent three-dimensional perspective and dashed lines to represent hidden
lines. An introduction to basic geometry terms such as points, lines, and planes is
included. These are introduced as the building blocks of geometry on which all other
geometry terms are defined. Postulates and axioms are introduced as well as naming
techniques. Measuring segments and angles are introduced along with the Ruler
Postulate, Segment Addition Postulate, Protractor Postulate, and Angle Addition
Postulate. Types of angles as well as special angle pairs and their relationships are
included. The degree unit is introduced and the use of a protractor to find angle
measure is included. A ruler is also used to find segment length. Problems involving
algebra, such as solving linear equations, are used to find segment lengths and angle
measures. The concept of creating constructions without the use of measurement by
using only a straightedge and protractor is introduced in this unit. Four basic
constructions are included, such as constructing congruent segments, congruent
angles, perpendicular bisectors, and angle bisectors. These constructions will be used
to create other constructions, such as an equilateral triangle. They also will be used to
solve problems, such as creating a 45 angle.

The unit concludes with finding the midpoint of segments on a number line and on a
coordinate plane using the midpoint formulas. The distance formula is used to find the
distance between two points in a coordinate plane. Algebra skills are reviewed as
necessary for solving problems using midpoint and distance formulas. Other formulas
included at the end of the unit are formulas used to find perimeter, circumference, and
area of geometric figures such as squares, rectangles, triangles, and circles. The area
of a region is also explored.

Many new vocabulary terms associated with the topics are included. A variety of real-
world applications are embedded throughout the unit. A variety of activities are also
used to enhance instruction, such as BrainPOP movies, Gizmos, Discovery Education
streaming movies, SkillsTutor, and PowerGeometry. Assessments in Unit 1 include
quick checks, quizzes, a unit portfolio involving origami, a discussion on how math is
used in daily life, and a unit test.


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2. Standard Geometry

This unit focuses on reasoning and writing formal proofs. You will observe patterns in
numeric and geometric sequences and use inductive reasoning to make conjectures.
Then you will explore conditional and biconditional statements. The conclusion of the
unit introduces two types of formal proofs, two-column proofs and paragraph proofs.
Finally, you will complete a portfolio project about the ancient Greeks' use of deductive
reasoning and mathematics, and participate in a discussion on inductive and deductive
reasoning.

3. Parallel and Perpendicular Lines

In this unit you will explore concepts associated with parallel and perpendicular lines.
The unit begins with identifying parallel, perpendicular, and skew lines. Parallel and
perpendicular planes also will be introduced, as well as the special types of angles
formed by two lines and a transversal. You will participate in a discovery activity that
explores special properties of angles formed by two parallel lines and a transversal. The
theorems and postulate for the special angle pairs will be proven and used to find angle
measures. Then the converse of these theorems and postulate are introduced and used
to prove lines parallel. Different forms of proofs such as two-column, paragraph, and
flow-proofs involving parallel and perpendicular lines will be included. Theorems
involving triangles are also introduced, such as the triangle angle-sum theorem and
triangle exterior angle theorem. New constructions involving parallel and perpendicular
lines are then introduced, as well as constructions involving special quadrilaterals and a
regular polygon inscribed in a circle. To finish out this unit, concepts related to linear
equations in a coordinate plane will be explored, such as slope and different forms in
which linear equations are written. Slope relationships of parallel and perpendicular
lines are also explored.

4. Congruent Triangles

This unit covers concepts associated with congruent triangles, such as identifying
corresponding parts of congruent triangles, identifying isosceles and equilateral
triangles, proving triangles congruent, and proving parts of triangles congruent. Lessons
build on your understanding and skills related to angles and triangles. Visualization
skills will be used for overlapping triangles. Theorems and postulates such as SSS,
SAS, ASA, AAS, and HL will be introduced throughout the unit. Corresponding parts of
congruent triangles are congruent (CPCTC) are used to prove parts of triangles
congruent. You will use and apply properties of isosceles and equilateral triangles. You
also will prove two triangles congruent using other congruent triangles. A variety of
methods will be used throughout the unit for instruction, practice, and review of
concepts. You will complete worksheets and online practice for various concepts. Math
writing journal activities require you to relate concepts to real-world applications and
apply your knowledge in order to respond to thought-provoking questions.


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5. Triangles

In this unit, you will discover and explore concepts involving relationships within
triangles. You will expand on the skills learned in previous units, such as using the
midpoint formula to find the midsegments of triangles and the distance formula to
examine relationships in triangles. You will learn new theorems, such as the Triangle
Midsegment Theorem, Perpendicular Bisector Theorem, Angle Bisector Theorem, and
Hinge Theorem, as well as theorems related to concurrency in triangles and triangle
inequality.

You also will explore relationships within a triangle using the Comparison Property of
Inequality, the Corollary to the Triangle Exterior Angle Theorem, as well as those
theorems related to triangle inequality. Finally, you will identify and use properties of
midsegments, perpendicular bisectors, angle bisectors, medians, altitudes, and
inequalities involving angles and sides of triangles through a variety of activities.

6. Polygons and Quadrilaterals

In this unit, you will examine properties of quadrilaterals and use the properties to prove
and classify special types of quadrilaterals such as parallelograms, rectangles,
rhombuses, squares, trapezoids, and kites. You will use properties of parallel and
perpendicular lines and diagonals to classify quadrilaterals. You also will use theorems
to find angle measures of polygons, both interior and exterior angles. You will explore
geometry in the coordinate plane through classifying polygons in the coordinate plane
with formulas such as slope, midpoint, and distance as well as naming coordinates
using variables for a general polygon and proving theorems using coordinate proofs.

7. Similarity

In this unit on similarity, you will learn to use ratios to compare quantities, write
proportions, and solve problems. You also will use ratios and proportions to determine
whether two polygons are similar, to find unknown side lengths of similar figures, and to
solve problems relating to scale factor. You will explore similar triangles and related
postulates and theorems. You also will use similarity to find indirect measurements in
right triangles, as well as the relationship between segments and between lengths.
Finally, you will complete a portfolio assessment involving scale drawing.

8. Right Triangles and Trigonometry

In this unit, you will explore concepts related to right triangles. You will use the
Pythagorean Theorem and explore the concept of a Pythagorean triple, as well as
properties of special right triangles. You will use trigonometric ratios to find side lengths
and angle measures of right triangles. To solve real-world scenarios, you will use angles
of elevation and depression.


[Typetext] Page202

Lastly, you will learn about vectors and use them to describe the magnitude and
directions of objects. Your activities include a class discussion involving ramp building
codes and a unit portfolio that explores the history and many proofs of the Pythagorean
Theorem.

9. Transformations

Concepts related to transformations are explored in this unit. Students will explore
translations, reflections (including glide reflection and compositions of reflections),
rotations, and dilations. Students will identify, find, and compose transformations both
on and off the coordinate plane. Students will identify isometries as well as the type of
symmetry in figures and three-dimensional objects. Students also will use reflection to
minimize distance, find angles of rotation, and scale factor for dilation

10. Area

In this unit, you will explore and find the area of polygons and circles. You will use
formulas to find areas of regular polygons, parallelograms, triangles, trapezoids,
rhombuses, kites, and circles, including parts of circles such as sectors and segments.
You will use trigonometry to find the areas of regular polygons and triangles, as well as
the area formula for a triangle given SAS. In addition, you will use 30-60-90 and 45-
45-90 special triangles to find area. You also will learn and apply concepts related to
regular polygons, including perimeter and area ratios of similar figures, as well as circle
concepts like naming arcs, finding arc measure and length, and finding the
circumference of a circle. You will use these concepts to find the area of composite
figures and missing dimensions of figures, in addition to using them to solve real-world
applications. Finally, you will complete a portfolio project involving circle graphs, and
participate in a discussion about Heron's Formula.

11. Surface Area and Volume

This unit covers area and volume of three-dimensional solids. The unit begins with
defining the polyhedron space figure, the parts of a polyhedron, and examining cross
sections. Euler's Formula is introduced and used to find the number of faces, vertices,
or edges of a polyhedron. Students will explore and use formulas to find lateral areas,
surface areas, and volume of three-dimensional solids, such as prisms, cylinders,
pyramids, cones, and composite figures. Sphere terminology such as , , , , , and are
explored and defined. Students will use formulas to find the area and volume of
spheres. The unit ends with exploring the areas and volumes of similar solids, including
identifying similar solids, finding scale factor, and using area and volume ratios to solve
problems.

12. Circles


[Typetext] Page203

The unit explores concepts related to circles, such as central angles, inscribed angles,
and angles formed by intersecting linesincluding chords, tangents, and secants.
Students will examine the relationships between angles both inside and outside of a
circle and the measure of the intercepted arcs. These relationships, as well as
properties of tangents, will be used to solve problems involving angle measure, arc
measure, and segment lengths. Students also will explore circles in the coordinate
plane, including writing an equation of a circle in standard form. Using radius, circle
center, or a point on the circle, students will graph circles in the coordinate plane and be
able to identify circle center and radius in an equation of a circle in standard form.

Course: Algebra 2

Textbook: Mathematics: Algebra 2, Prentice Hall, 2007

Description: Students continue their exploration of higher-level mathematics in this
comprehensive course. After reviewing concepts from Algebra 1, students in Algebra 2
move into studying linear systems, graphing, and matrices. Students build upon
previous knowledge of quadratic equations and functions and begin to examine
polynomials and their functions.

Radical functions, exponents, periodic functions, and statistics are the topics for the
second semester of the Algebra 2 curriculum. Students study radical functions and
rational exponents in preparation for working with exponential and logarithmic functions.
Rational functions, quadratic relations, and probability are also explored in detail,
preparing students for continued study in precalculus.

Units:

1. Tools of Algebra

mathematical knowledge. Concepts emphasized in this unit will reappear throughout
the course, so take the time to complete each lesson carefully.

As you work through the unit, you will have the opportunity to review basic properties of
real numbers. You will focus on the properties of operations, equality, and inequalities,
as well as use these properties to solve one-variable equations and inequalities. You
also will review and solve equations and inequalities that involve absolute value.
Finally, you will examine the fundamental concepts of experimental, theoretical, and
geometric probability.

2. Functions, Equations and Graphs

[Typetext] Page204

In this unit, you will define and graph relations and functions using verbal descriptions,
lists, tables, and mapping diagrams. Specifically, you will examine linear functions and
solve linear equations using slope. You also will examine direct variation and learn how
to model many real-world situations using linear models. Finally, you will graph
absolute value functions and analyze vertical and horizontal translations.

3. Linear Systems

In this unit, you will continue your study of linear equations by solving systems of linear
equations and inequalities. You will determine if the system of linear equations or
inequalities can be solved graphically or algebraically. You will examine a branch of
mathematics called linear programming in order to determine the maximum and
minimum values for real-world problems. At the end of the unit, you will solve and graph
systems of linear equations with three variables.

4. Matrices

In this unit, you will be introduced how to organize data into matrices. You will learn how
to add matrices, subtract matrices, and matrix multiplication. You will transform
geometric figures using matrix operations. You also will explore 2 x 2 and 3 x 3
matrices, determinants, and inverses. Finally, you will solve systems of equations using
inverse matrices, matrices of systems, and augmented matrices and systems.

5. Quadratic Equations and Functions

In this unit, you will explore quadratic equations and functions. You will study the
properties of parabolas and use these properties to graph, find the maximum and
minimum values of quadratic functions, and translate parabolas. You will learn how to
factor quadratic expressions and solve quadratic equations by factoring, finding square
roots, and graphing. At the end of the unit, you will be introduced to complex numbers
and solve quadratic expressions by completing the square and by using the Quadratic
Formula.

6. Polynomials and Polynomial Functions

In this unit, you will use your knowledge of the properties of linear and quadratic
functions to classify and examine polynomials and polynomial functions. Then, you will
learn how to find linear factors and zeros of a polynomial function, divide polynomials,
and solve polynomial equations. You will be introduced to several methods of finding
the roots of polynomial equations including the Rational Root Theorem, Irrational Root

[Typetext] Page205

Theorem, and the Imaginary Root Theorem. You also will solve polynomial equations
with complex roots using the Fundamental Theorem of Algebra. At the end of this unit,
you will evaluate probability problems using permutations, combinations, Pascal's
Triangle, and the Binomial Theorem.

7. Radical Functions and Rational Exponents

In this unit, you will review properties of exponents and be introduced to roots and
radical expressions. You will use the skills from this lesson to multiply and divide
rational expressions. Then, you will explore binomial radical expressions and rational
exponents. You will expand your knowledge of functions by learning important function
operations, composite functions, inverse relations and inverse functions. Finally, you will
combine your knowledge of functions by graphing radical functions.

8. Exponential and Logarithmic Functions

In this unit, you will begin your study of exponential and logarithmic functions by
exploring exponential models such as exponential growth and decay. There are many
real-world applications of exponential functions including compound interest,
depreciation, population growth, and radioactive decay. You will define and learn the
properties of exponential and logarithmic functions. Then, you will explore logarithmic
functions as inverses and natural logarithms. At the end of this unit, you will apply what
you learned in this unit to solve exponential and logarithmic equations.

9. Rational Functions

In this unit, you will expand your knowledge of rational functions. You will explore and
graph inverse variations. You will learn how to find points of discontinuity and vertical
asymptotes using the graphs of rational functions. Then, you will review how to simplify
rational expressions. You will use algebraic formulas to add and subtract rational
expressions. You will solve rational equations and check the solutions for extraneous
answers. Finally, you will use algebra to solve problems involving probability of multiple
events.

10. Quadratic Relations and Conic Sections

In this unit, you will identify the curves of a conic section and graph several equations
that describe them. You will review how the graphs of quadratic equations are
parabolas before analyzing parabolas using the terms focus and directrix. Then, you will
write and solve equations of a circle, ellipse, and parabola using the center and radius

[Typetext] Page206

of a circle, the foci of an ellipse, and the foci of a hyperbola. Finally, you will identify and
write equations of translated conic sections.

11. Sequences and Series

In this unit, you will continue your study of sequences and series. You will identify and
use formulas to generate mathematical patterns, arithmetic sequences, and geometric
sequences. Then, you will evaluate arithmetic series using summation notation. You will
define and understand the difference between a finite and an infinite geometric series.
At the end of this unit, you will find the area of a curve using inscribed and
circumscribed rectangles.

12. Probability and Statistics

In this unit, you will expand your knowledge of probability and statistics. You will explore
probability distributions because you will use them for the rest of this unit. You will solve
conditional probability problems using formulas and tree diagrams. You will analyze
data by calculating the measures of central tendency. You will find the standard
deviation and use it to interpret the values of a data set. Then, you will define and
practice the terms sample, sample proportion, random sample, and margin of error
while solving real-world sample problems. Finally, you will solve problems involving
binomial and normal distributions.

Course: Pre-Calculus

Textbook: Advanced Mathematical Concepts: Precalculus with Applications, Glencoe,
2006

Description: This course is an in-depth study of functions and a review of algebraic,
geometric, and trigonometric principles and techniques. Students investigate and
explore the characteristics of linear, polynomial, and trigonometric functions, and use
graphing calculators to solve and evaluate various functions, equations, and
inequalities.

The second semester of Precalculus examines vectors and parametric equations,
complex numbers, and exponential and logarithmic functions. The final unit introduces
students to the fundamentals of calculus. Mathematical reasoning and problem solving
skills are stressed as students prepare for future high school or college coursework in
calculus.

[Typetext] Page207

Units:

1. Linear Relations and Functions

course, so take the time to complete each lesson carefully.

As you work through the unit, you will have the opportunity to review properties and
operations of linear and nonlinear relations and functions. You will focus on the
concepts of function composition and use these concepts to graph functions. You also
will review how to write linear equations as well as equations for parallel and
perpendicular lines. Then, you will use these concepts to model real-world situations
that involve linear functions. Finally, you will identify and graph piecewise functions.

2. Systems of Linear Equations and Inequalities

In this unit, you will evaluate and graph systems of equations with two and three
variables. You will review how to add, subtract, and multiply matrices. Then, you will use
matrices to model motion and solve systems of equations using the inverses of
matrices. You also will solve systems of linear inequalities by graphing and locating the
minimum and maximum values. Finally, you will be introduced to linear programming
procedures and use these procedures to solve real-world linear programming problems.

3. The Nature of Graphs

In this unit, you will analyze and create graphs to solve many real-world situations. First,
you will perform tests on a graph to determine if the graph of a relation is symmetrical.
You also will identify and sketch linear and nonlinear families of graphs, including
transformations, polynomials, absolute value, and radical inequalities. Then, you will
solve and graph inverses of relations and functions problems. You will identify and
evaluate continuity, end behavior, critical points, and extrema of functions. Finally, you
will graph radical functions and solve direct, inverse, and joint variation problems.

4. Polynomial and Rational Functions

In this unit, you will continue your study of polynomial and rational functions. You will
find the roots of polynomial equations as well as use the discriminant to describe the
roots of quadratic equations. You will calculate the factors of a polynomial using the
Remainder, Factor, and Rational Root Theorems. Then, you will solve rational

[Typetext] Page208

equations and decompose a fraction into partial fractions. You also will solve radical
equations and inequalities using the same procedures you learned throughout this unit.
Finally, you will use polynomial functions to solve real-world situations.

5. The Trigonometric Functions

In this unit, you will explore trigonometric functions. You will review angle and degree
measure concepts as well as how to calculate the values for the trigonometric ratios
using a right triangle. You will find the values of the six trigonometric rations using the
unit circle. Then, you will apply your knowledge of trigonometry to determine inverse
trigonometric functions, to find missing angle and side measures, and to solve right
triangles. Finally, you will explore and solve problems using the Law of Sines and the
Law of Cosines.

6. Graphs of Trigonometric Functions

In this unit, you will continue your study of trigonometry by examining graphs of
trigonometric functions. You will review angle and radian measure concepts including
radian and degree measure, arc length, and area of a sector. You will explore linear and
angular velocity. Then, you will examine the graphs for the sine and cosine functions. In
addition, you will learn how to calculate the amplitude and period as well as translate
the graphs for the sine and cosine functions. Finally, you will graph other trigonometric
functions including secant, cosecant, tangent, and cotangent functions as well as graph
inverse trigonometric functions.

7. Trigonometric Identities and Equations

In this unit, you will identify trigonometric identities and solve trigonometric equations.
You will explore reciprocal, quotient, Pythagorean, symmetry, and opposite-angle
trigonometric identities and use them to verify other trigonometric identities. Then, you
will learn and solve trigonometric equations and inequalities using the sum, difference,
double-angle, and half-angle identities. Finally, you will learn how to write a linear
equation in normal form and find the distance from a point to a line.

8. Vectors and Parametric Equations

course, so take the time to complete each lesson carefully. As you work through the
unit, you will be introduced to vectors and parametric equations. You will explore vector

[Typetext] Page209

notation, including terms such as magnitude, direction, and resultant. You will learn how
to add, subtract, and multiply vectors algebraically and geometrically. Then, you will
determine if two vectors are perpendicular by finding their cross product. You will write,
solve, and graph two-dimensional and three-dimensional vector and parametric
equation problems. Finally, you will use your knowledge of vectors to solve real-world
applications involving vectors.

9. Polar Coordinates and Complex Numbers

In this unit, you will expand your knowledge of complex numbers and be introduced to
polar coordinates. You will continue your study of polar coordinates by graphing polar
equations, converting polar and rectangular coordinates, and writing the polar form of a
linear equation. Then, you will learn how to add, subtract, multiply, and divide complex
numbers in rectangular form as well as multiply and divide complex numbers in polar
form. Finally, you will use De Moivre's Theorem to calculate the powers and roots of
complex numbers.

10. Conics

In this unit, you will review and expand your knowledge of geometry. You will review
how to find the distance and midpoint using a coordinate plane and prove geometric
relationships. Then, you will use algebra to write and graph the standard and general
form of an equation for circles, ellipses, hyperbolas, and parabolas. You will explore
rectangular and parametric forms of conic sections. You will identify the discriminant
and graph conic transformations. Finally, you will solve systems of second-degree
equations and inequalities.

11. Exponential and Logarithmic Functions

In this unit, you will explore exponential and logarithmic functions. You will evaluate and
simplify rational exponent expressions and equations, graph exponential equations and
functions, and solve exponential growth and decay problems using the number e. Then,
you will solve equations and inequalities involving common and natural logarithms.
Finally, you will model real-world situations with exponential and logarithmic functions.

12. Sequences and Series

In this unit, you will continue your study of sequences and series. You will identify and
use formulas to generate mathematical patterns, arithmetic sequences, and geometric
sequences. You will explore limits and use them to evaluate infinite arithmetic and

[Typetext] Page210

geometric sequences and series. Then, you will analyze a series to determine if it
convergent or divergent. You will write a series in sigma notation using the nth term.
You will learn the Binomial Theorem and use it to solve special sequences and series.
Finally, you will solve and graph functions using iteration and prove conjectures using
mathematical induction.

13. Combinatorics and Probability

In this unit, you will extend your knowledge of probability. You will review the Counting
Principle, independent and dependent events, permutations, and combinations. You will
explore permutations with repetitions and circular combinations. Then, you will solve
problems that involve the probability of an event, odds, probability of a compound event,
and conditional probability. Finally, you will find the probability of an event using the
Binomial Theorem.

14. Statistics and Data Analysis

In this unit, you will explore statistics and data analysis methods. You will draw and
interpret data using bar graphs, line plots, back-to-back bar graphs, three-dimensional
bar graphs, and histograms. You will calculate measures of central tendency for a set of
data. Then, you will analyze data using measures of variability including range,
quartiles, interquartile range, semi-interquartile range, mean deviation, and standard
deviation. You will explore normal distributions. Finally, you will determine the standard
error of the mean and level of confidence for a sample set of data.

Course: Calculus

Text: Calculus, Houghton Mifflin, 2006

Description: Calculus introduces limits, differentiation, and applications of differentiation.
The student will find and evaluate finite and infinite limits graphically, numerically, and
analytically. The student will find derivatives using a variety of methods including the
chain rule and implicit differentiation. Then the student will use the first derivative test
and the second derivative test to analyze and sketch functions. Finally, the student will
find derivatives using a variety of methods including substitution.

The second semester of Calculus introduces integration of functions, differential
equations, and applications of integration. The student will calculate antiderivatives
using a variety of methods including substitution. The student will evaluate integrals
using a variety of methods including numerical integration. Then the student will

[Typetext] Page211

understand and apply Riemann sums, definite integrals, and the Fundamental Theorem
of Calculus. In particular, the student will differentiate and integrate logarithmic,
exponential, and inverse trigonometric functions. The student will solve simple
differential equations, which can be solved by separation of variables, and use the
calculations to solve applied problems. The student will use integration to determine the
area between two curves, volume, and surface area. Finally, the student will apply
integration to determine work, center of mass, and fluid force.

The use of a graphing calculator is considered an integral part of the course and the
student will use a graphing calculator throughout this course.

Units:

1. Introduction

Welcome to Calculus A. This brief unit introduces the course objectives and presents
tips and grading guidelines for the Research Paper, which you will work on throughout
the semester.

2. Limits and Their Properties

In this unit you will learn how to calculate limits and explore their central role in calculus.
You will study the notation, domain, and range of functions as well as the families,
transformations, and compositions of functions. Throughout the unit you will apply what
you learn to real-world situations. You also will continue to work on your research paper.

3. Differentiation

In Unit 3, you will learn how to calculate derivatives, one of the two major tools of
calculus. You will study the rules of differentiation, explore the connection between
differentiability and continuity, use derivatives to find rates of change, distinguish
between functions written in implicit and explicit form, and apply related rates to solve
real-world problems. Also, you will continue to work on your research paper.
4. Applications of Differentiation

In this unit, you will learn the fundamental applications of differentiation using the first
and second derivatives. You will find extrema over closed intervals, sketch and analyze
the graph of a function, solve applied minimum and maximum problems, and use a
tangent line approximation. In addition, you will apply several tests and theorems

[Typetext] Page212

including Rolle's Theorem, the Mean Value Theorem, and the First and Second
Derivative tests. You will complete your research paper by the end of this unit.

5. Integration

In this unit, you will learn the fundamentals of integration, a key concept of calculus. You
will use integration to find the area of regions, apply the Fundamental Theorem of
Calculus, compare differentiation and integration, and study the Trapezoidal Rule and
Simpson's Rule. n addition, you will research Georg Riemann, a German
mathematician who made significant contributions to geometry and calculus.

6. Logarithmic, Exponential, and other Transcendental

In this unit, you will learn to apply integration to different functions, including
trigonometric and hyperbolic functions. You also will explore how integration applies to
the natural logarithmic function. You will learn how to use different functions to solve
real-world problems, including the design of suspension bridges.

7. Differential Equations

In this unit, you will use differentiation and integration to solve differential equations.
You will use differential equations to solve real-world problems involving cooling and
falling objects, temperature variance, and bacterial growth. In addition, you will learn
how to solve logistic differential equations, first-order linear differential equations, and
Bernoulli differential equations.

8. Applications of Integration

In this unit, you will continue to apply the technique of integration. Specifically, you will
learn how to calculate the area of a section between two curves; determine volumes,
arc lengths, and areas of a surface; and use the disc, washer, and shell methods to
solve problems. In addition, you will learn how calculus applies to physics as you
calculate the work done by a constant force.

Course: AP Calculus AB

Text: Calculus, Graphical, Numerical, Algebraic, Third Edition, Prentice Hall, 2010

Description: AP Calculus AB is a college-level course covering such concepts as
derivatives, integrals, limits, approximation, applications, and modeling. In the first

[Typetext] Page213

semester, the student will begin by reviewing function notation, before exploring
absolute value, piecewise, exponential, logarithmic, trigonometric, polynomial, and
rational functions. After studying limits and continuity, the student will move on to
concepts of derivatives, including the chain rule, differentiation, implicit differentiation,
and logarithmic differentiation. Toward the end of the course, the student will apply what
he has learned to solve integration problems.

Units:

1. Limits and Continuity

After you complete this unit, you should be able to accomplish the following:
x Find the limit of a function as x approaches a given value (analytically,
numerically, and graphically)
x Determine if a function is continuous at a given point
x Find a one-sided limit
x Determine if a function is approaching infinity as x approaches a given value

2. Differentiation

After you complete this unit you should be able to accomplish the following:
x Find the derivative of basic functions using the limit definition
x Find derivatives of polynomial, rational, radical, and trigonometric functions using
the power rule, product rule, quotient rule, and chain rule
x Find derivatives using implicit differentiation
x Solve related rates problems

3. Applications of Differentiation

x Use the derivative to identify horizontal tangents
x Use the first and second derivative tests to locate relative maximum and
minimum values of a function
x Use the second derivative to find the concavity of a function
x Use derivatives to determine when the graph of a function is increasing and/or
decreasing and has relative extreme values, inflection points, and asymptotes
x Solve optimization problems
x Calculate the differential of a function

4. Integration

[Typetext] Page214

x Find the antiderivative of polynomial and trigonometric functions
x Use a Riemann sum to calculate the area under a curve
x Explain how the fundamental theorem of calculus allows us to find definite
integrals using the antiderivative of a function
x Use substitution to solve integrals where appropriate
x Use the trapezoid rule to find the value of a definite integral numerically

5. Transcendental Functions

After you complete this unit, you should be able to do the following:
x Find the derivatives and integrals of exponential and logarithmic functions
including bases other than e.
x Find the derivatives of inverse functions and inverse trigonometric functions.

6. Differential Equations

x Solve Differential Equations using Growth and Decay Models and the Separation
of Variables method.
x Use Slope Fields to picture approximate solutions to the differential equation.

7. Applications of Integration

x Use integrals to find the area under a curve and the area between two curves.
x Use the disc or washer method to calculate the volume of solids or rotation.
x Find the volume of solids with known cross sections.

8. Integration Techniques

x Determine which of the previously used formulas and integration techniques are
appropriate for solving a given problem.
x Use computer technology to find integrals that do not fit formulas.
x Use L'Hopital's rule to calculate derivatives.

Appendix B2: Mathematics Curriculum and Common Core Standards


Mathematics

Ratios and Proportional Relationships
Math 7 Unit
Name
Lesson Name
or Topic
Analyze proportional relationships and use them to solve real-world and
mathematical problems
7.RP.1
Compute unit rates associated with ratios of fractions, including ratios of
lengths, areas and other quantities measured in like or different units.
Ratios, Rates, and
Proportions
Finding and Using Unit
Rates and Prices;
Solving Proportions
7.RP.2
Recognize and represent proportional relationships between quantities:
--Decide whether two quantities are in a proportional relationship, e.g., by
testing for equivalent ratios in a table or graphing on a coordinate plane and
observing whether the graph is a straight line through the origin.
--Identify the constant of proportionality (unit rate) in tables, graphs, equations,
diagrams, and verbal descriptions of proportional relationships.
--Represent proportional relationships by equations.
--Explain what a point (x, y) on the graph of a proportional relationship means in
terms of the situation, with special attention to the points (0, 0) and (1, r) where
r is the unit rate.
Ratios, Rates, and
Proportions
Writing and Finding
Ratios; Testing if Ratios
Can Form a Proportion;
Solving Proportions
7.RP.3
Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups and markdowns, gratuities and
commissions, fees, percent increase and decrease, percent error.
Ratios, Rates, and
Proportions; Percents
Solving
Proportions;Solving
Percent Problems
Using Proportions and
Equations
The Number System
Apply and extend previous understandings of operations with fractions
to add, subtract, multiply, and divide rational numbers

[Typetext] Page216

7.NS.1
Apply and extend previous understandings of addition and subtraction to add
and subtract rational numbers; represent addition and subtraction on a
horizontal or vertical number line diagram:
--Describe situations in which opposite quantities combine to make 0.
--Understand p + q as the number located a distance |q| from p, in the positive
or negative direction depending on whether q is positive or negative. Show that
a number and its opposite have a sum of 0 (are additive inverses). Interpret
sums of rational numbers by describing real-world contexts.
--Understand subtraction of rational numbers as adding the additive inverse, p
q = p + (q). Show that the distance between two rational numbers on the
number line is the absolute value of their difference, and apply this principle in
real-world contexts.
--Apply properties of operations as strategies to add and subtract rational
numbers.
Decimals and
Integers; Operations
with Fractions
Comparing and
Ordering Integers;
Adding and Subtracting
Fractions; Adding and
Subtracting Mixed
Numbers
7.NS.2
Apply and extend previous understandings of multiplication and division and of
fractions to multiply and divide rational numbers:
--Understand that multiplication is extended from fractions to rational numbers
by requiring that operations continue to satisfy the properties of operations,
particularly the distributive property, leading to products such as (1)(1) = 1
and the rules for multiplying signed numbers. Interpret products of rational
numbers by describing real-world contexts.
--Understand that integers can be divided, provided that the divisor is not zero,
and every quotient of integers (with non-zero divisor) is a rational number. If p
and q are integers, then (p/q) = (p)/q = p/(q). Interpret quotients of rational
numbers by describing real-world contexts.
--Apply properties of operations as strategies to multiply and divide rational
numbers.
--Convert a rational number to a decimal using long division; know that the
decimal form of a rational number terminates in 0s or eventually repeats.
Decimals and
Integers; Operations
with Fractions
Multiplying and Dividing
Integers; Using the
Distributive Property;
Multiplying Mixed
Numbers; Dividing
Fractions
7.NS.3
Solve real-world and mathematical problems involving the four operations with
rational numbers.
Operations with
Fractions
Adding and Subtracting
Fractions; Adding and
Subtracting Mixed
Numbers
Expressions and Equations
Use properties of operations to generate equivalent expressions

[Typetext] Page217

7.EE.1
Apply properties of operations as strategies to add, subtract, factor, and expand
linear expressions with rational coefficients.
7.EE.2
Understand that rewriting an expression in different forms in a problem context
can shed light on the problem and how the quantities in it are related.
Equations and
Inequalities Addressed by teacher
Solve real-life and mathematical problems using numerical and algebraic
expressions and equations
7.EE.3
Solve multi-step real-life and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and
decimals), using tools strategically. Apply properties of operations to calculate
with numbers in any form; convert between forms as appropriate; and assess
the reasonableness of answers using mental computation and estimation
strategies.
Equations and
Inequalities
Evaluating and Writing
Algebraic Expressions;
Exploring Two-Step
Problems; Solving Two-
Step Equations
7.EE.4
Use variables to represent quantities in a real-world or mathematical problem,
and construct simple equations and inequalities to solve problems by reasoning
about the quantities:
--Solve word problems leading to equations of the form px + q = r and p(x + q) =
r, where p, q, and r are specific rational numbers. Solve equations of these
forms fluently. Compare an algebraic solution to an arithmetic solution,
identifying the sequence of the operations used in each approach.
--Solve word problems leading to inequalities of the form px + q > r or px + q <
r, where p, q, and r are specific rational numbers. Graph the solution set of the
inequality and interpret it in the context of the problem.
Equations and
Inequalities
Exploring Two-Step
Problems; Solving Two-
Step Equations;
Graphing and Writing
Inequalities; Solving
Inequalities by Adding
Geometry
Draw construct, and describe geometrical figures and describe the
relationships between them
7.G.1
Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a
scale drawing at a different scale.
Ratios, Rates, and
Proportions
Using Maps and Scale
Drawings to Solve
Problems
7.G.2
Draw (freehand, with ruler and protractor, and with technology) geometric
shapes with given conditions. Focus on constructing triangles from three
measures of angles or sides, noticing when the conditions determine a unique
triangle, more than one triangle, or no triangle.
Geometry and
Measurement Addressed by teacher
7.G.3
Describe the two-dimensional figures that result from slicing three-dimensional
figures, as in plane sections of right rectangular prisms and right rectangular
pyramids.
Geometry and

[Typetext] Page218

Solve real-life and mathematical problems involving angle measure,
area, surface area, and volume
7.G.4
Know the formulas for the area and circumference of a circle and use them to
solve problems; give an informal derivation of the relationship between the
circumference and area of a circle.
Geometry and
7.G.5
Use facts about supplementary, complementary, vertical, and adjacent angles
in a multi-step problem to write and solve simple equations for an unknown
angle in a figure.
Geometry and
7.G.6
Solve real-world and mathematical problems involving area, volume and
surface area of two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
Geometry and
Measurement
Finding the Areas of
Parallelograms and
Triangles; Finding the
Areas of Other Figures;
Finding the Volumes of
Rectangular Prisms
and Cylinders
Statistics and Probability
Use random sampling to draw inferences about a population
7.SP.1
Understand that statistics can be used to gain information about a population by
examining a sample of the population; generalizations about a population from
a sample are valid only if the sample is representative of that population.
Understand that random sampling tends to produce representative samples
and support valid inferences.
Displaying and
Analyzing Data Addressed by teacher
7.SP.2
Use data from a random sample to draw inferences about a population with an
unknown characteristic of interest. Generate multiple samples (or simulated
samples) of the same size to gauge the variation in estimates or predictions.
Displaying and
Analyzing Data
Identifying a Random
Sample; Writing a
Survey Question
Draw informal comparative inferences about two populations
7.SP.3
Informally assess the degree of visual overlap of two numerical data
distributions with similar variabilities, measuring the difference between the
centers by expressing it as a multiple of a measure of variability.
Displaying and
7.SP.4
Use measures of center and measures of variability for numerical data from
random samples to draw informal comparative inferences about two
populations.
Displaying and
Investigate chance processes and develop, use, and evaluate probability
models

[Typetext] Page219

7.SP.5
Understand that the probability of a chance event is a number between 0 and 1
that expresses the likelihood of the event occurring. Larger numbers indicate
greater likelihood. A probability near 0 indicates an unlikely event, a probability
around 1/2 indicates an event that is neither unlikely nor likely, and a probability
near 1 indicates a likely event. Using Probability
Finding the Probability
of an Event
7.SP.6
Approximate the probability of a chance event by collecting data on the chance
process that produces it and observing its long-run relative frequency, and
predict the approximate relative frequency given the probability. Using Probability
Finding the Probability
of an Event
7.SP.7
Develop a probability model and use it to find probabilities of events. Compare
probabilities from a model to observed frequencies; if the agreement is not
good, explain possible sources of the discrepancy:
--Develop a uniform probability model by assigning equal probability to all
outcomes, and use the model to determine probabilities of events.
--Develop a probability model (which may not be uniform) by observing
frequencies in data generated from a chance process. Using Probability Addressed by teacher
7.SP.8
Find probabilities of compound events using organized lists, tables, tree
diagrams, and simulation:
--Understand that, just as with simple events, the probability of a compound
event is the fraction of outcomes in the sample space for which the compound
event occurs.
--Represent sample spaces for compound events using methods such as
organized lists, tables and tree diagrams. For an event described in everyday
language (e.g., "rolling double sixes), identify the outcomes in the sample
space which compose the event.
--Design and use a simulation to generate frequencies for compound events. Using Probability
Using Simulations;
Finding a Sample
Space; Finding the
Probability of
Independent and
Dependent Events


[Typetext] Page220


Mathematics

The Number System
Algebra
Readiness Unit
Name
Lesson Name
or Topic
Know that there are numbers that are not rational, and approximate them
by rational numbers
8.NS.1
Know that numbers that are not rational are called irrational. Understand
informally that every number has a decimal expansion; for rational numbers
show that the decimal expansion repeats eventually, and convert a decimal
expansion which repeats eventually into a rational number.
Right Triangles in
Algebra
Finding Square Roots;
Classifying Real
Numbers
8.NS.2
Use rational approximations of irrational numbers to compare the size of
irrational numbers, locate them approximately on a number line diagram,
and estimate the value of expressions (e.g., ?2).
Right Triangles in
Algebra
Classifying Real
Numbers
Expressions and Equations
Work with radicals and integer exponents
8.EE.1
Know and apply the properties of integer exponents to generate equivalent
numerical expressions.
Factors, Fractions,
and Exponents;
Operations with
Fractions
Using Exponents;
Exponents and
Multiplication;
Exponents and
Division; Powers of
Products and Quotients
8.EE.2
Use square root and cube root symbols to represent solutions to equations
of the form x2 = p and x3 = p, where p is a positive rational number.
Evaluate square roots of small perfect squares and cube roots of small
perfect cubes. Know that ?2 is irrational.
Right Triangles in
Algebra
Classifying Real
Numbers

[Typetext] Page221

8.EE.3
Use numbers expressed in the form of a single digit times a whole-number
power of 10 to estimate very large or very small quantities, and to express
how many times as much one is than the other.
Factors, Fractions,
and Exponents; Addressed by teacher
8.EE.4
Perform operations with numbers expressed in scientific notation, including
problems where both decimal and scientific notation are used. Use scientific
notation and choose units of appropriate size for measurements of very
large or very small quantities (e.g., use millimeters per year for seafloor
spreading). Interpret scientific notation that has been generated by
technology.
Factors, Fractions,
and Exponents
Writing and Evaluating
Numbers Using
Scientific Notation;
Calculating with
Scientific Notation
Understand the connections between proportional relationships, lines,
and linear equations
8.EE.5
Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways.
Linear Functions and
Graphing Addressed by teacher
8.EE.6
Use similar triangles to explain why the slope m is the same between any
two distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for
a line intercepting the vertical axis at b.
Analyze and solve linear equations and pairs of simultaneous linear
equations
8.EE.7
Solve linear equations in one variable:
--Give examples of linear equations in one variable with one solution,
infinitely many solutions, or no solutions. Show which of these possibilities is
the case by successively transforming the given equation into simpler forms,
until an equivalent equation of the form x = a, a = a, or a = b results (where
a and b are different numbers).
--Solve linear equations with rational number coefficients, including
equations whose solutions require expanding expressions using the
distributive property and collecting like terms.
Solving Equations and
Inequalities
Solving Multi-Step
Equations
8.EE.8
Analyze and solve pairs of simultaneous linear equations:
--Understand that solutions to a system of two linear equations in two
variables correspond to points of intersection of their graphs, because points
of intersection satisfy both equations simultaneously.
--Solve systems of two linear equations in two variables algebraically, and
estimate solutions by graphing the equations. Solve simple cases by
inspection.
--Solve real-world and mathematical problems leading to two linear
Graphing
Solving Problems by
Graphing; Solving
Systems of Linear
Equations

[Typetext] Page222

equations in two variables.
Functions
Define, evaluate, and compare functions
8.F.1
Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an
input and the corresponding output.
Graphing
Relations and
Functions; Equations
with Two Variables
8.F.2
Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions).
Graphing
Writing Rules for Linear
Functions
8.F.3
Interpret the equation y = mx + b as defining a linear function, whose graph
is a straight line; give examples of functions that are not linear.
Graphing
Writing Rules for Linear
Functions
Use functions to model relationships between quantities
8.F.4
Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a
description of a relationship or from two (x, y) values, including reading
these from a table or from a graph. Interpret the rate of change and initial
value of a linear function in terms of the situation it models, and in terms of
its graph or a table of values.
Graphing
Determining Whether a
Relation is a Function;
Graphing Functions
and Relations; Solving
and Graphing
Equations with Two
Variables; Solving
Problems by Graphing

[Typetext] Page223

8.F.5
Describe qualitatively the functional relationship between two quantities by
analyzing a graph (e.g., where the function is increasing or decreasing,
linear or nonlinear). Sketch a graph that exhibits the qualitative features of a
function that has been described verbally.
Geometry
Understand congruence and similarity using physical models,
transparencies, or geometry software
8.G.1
Verify experimentally the properties of rotations, reflections, and
translations. Spatial Thinking
Graphing and
Describing Translations
8.G.2
Understand that a two-dimensional figure is congruent to another if the
second can be obtained from the first by a sequence of rotations, reflections,
and translations; given two congruent figures, describe a sequence that
exhibits the congruence between them. Spatial Thinking
Identifying a Line of
Symmetry; Graphing a
Reflection of a
Geometric Figure
8.G.3
Describe the effect of dilations, translations, rotations, and reflections on
two-dimensional figures using coordinates. Spatial Thinking
Graphing and
Describing
Translations; Identifying
a Line of Symmetry;
Graphing a Reflection
of a Geometric Figure
8.G.4
Understand that a two-dimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; Given two similar two-dimensional figures,
describe a sequence that exhibits the similarity between them. Spatial Thinking
Graphing and
Describing
Translations; Identifying
a Line of Symmetry;
Graphing a Reflection
of a Geometric Figure

[Typetext] Page224

8.G.5
Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles. Spatial Thinking
Angle Relationships
and Parallel Lines;
Identifying
Corresponding Parts of
Congruent Triangles;
Determining Whether
Triangles are
Congruent
Understand and apply the Pythagorean Theorem
8.G.6 Explain a proof of the Pythagorean Theorem and its converse.
Right Triangles in
Algebra Addressed by teacher
8.G.7
Apply the Pythagorean Theorem to determine unknown side lengths in right
triangles in real-world and mathematical problems in two and three
dimensions.
Right Triangles in
Algebra
Using the Pythagorean
Thoreum; Identifying
Right Triangles
8.G.8
Apply the Pythagorean Theorem to find the distance between two points in a
coordinate system.
Right Triangles in
Algebra
Finding the Distance
Between Two Points;
Finding the Midpoint of
a Segment
Solve real-world and mathematical problems involving volume of
cylinders, cones, and spheres
8.G.9
Know the formulas for the volumes of cones, cylinders, and spheres and use
them to solve real-world and mathematical problems. Area and Volume
Finding the Volume of
Prisms, Cylinders,
Pyramids, Cones, and
Spheres
Statistics and Probability
Investigate patterns of association in bivariate data
8.SP.1
Construct and interpret scatter plots for bivariate measurement data to
investigate patterns of association between two quantities. Describe
patterns such as clustering, outliers, positive or negative association, linear
association, and nonlinear association.
Graphing
Interpreting, Drawing,
and Using Scatter Plots

[Typetext] Page225

8.SP.2
Know that straight lines are widely used to model relationships between two
quantitative variables. For scatter plots that suggest a linear association,
informally fit a straight line, and informally assess the model fit by judging
the closeness of the data points to the line.
Graphing
Interpreting, Drawing,
and Using Scatter Plots
8.SP.3
Use the equation of a linear model to solve problems in the context of
bivariate measurement data, interpreting the slope and intercept.
Graphing
Finding the Slope of a
Line; Using Slope-
Intercept Form to
Graph a Linear
Equation
8.SP.4
Understand that patterns of association can also be seen in bivariate
categorical data by displaying frequencies and relative frequencies in a two-
way table. Construct and interpret a two-way table summarizing data on two
categorical variables collected from the same subjects. Use relative
frequencies calculated for rows or columns to describe possible association
between the two variables. Using Probability
To be addressed by
teacher
Analyze and summarize data sets
8.FP.NCTM
Use descriptive statistics, including mean, median, and range, to summarize
and compare data sets and organize and display data to pose and answer
questions; Compare the information provided by the mean and the median
and investigate the different effects that changes in data values have on
these measure of center.
Decimals and
Equations
Finding the Mean,
Median, and Mode


[Typetext] Page226

Common Core State
Standards

Mathematics

Number & Quantity: The Real
Number System
Algebra I
Unit
Name
Lesson
Name
or
Topic
Geometry
Unit Name
Lesson
Name
or
Topic
Algebra
II Unit
Name
Lesson
Name or
Topic
Extend the properties of exponents to
rational exponents

N-
RN.1
Explain how the definition of the
meaning of rational exponents follows
from extending the properties of
integer exponents to those values,
allowing for a notation for radicals in
terms of rational exponents.
Radical
Functions
and Rational
Exponents
Simplifying
Expressions
with
Rational
Exponents

N-
RN.2
Rewrite expressions involving radicals
and rational exponents using the
properties of exponents.
Radical
Expressions
and Equations
Simplifying
Radicals;
Completing
Operations
with
Radical
Expression
s
Use properties of rational and irrational
numbers
N-RN.3
Explain why the sum or product of
two rational numbers is rational;
that the sum of a rational number
and an irrational number is
irrational; and that the product of a
nonzero rational number and an
Foundations
for Algebra
Identifying
and Using
Properties
of Real
Numbers

[Typetext] Page227

irrational number is irrational.
Number & Quantity: The Real
Number System
Reason quantitatively and use units to
solve problems
N-Q.1
Use units as a way to understand
problems and to guide the solution
of multi-step problems; choose and
interpret units consistently in
formulas; choose and interpret the
scale and the origin in graphs and
data displays.
Solving
Equations;
Systems of
Equations and
Inequalities
Rewriting
and Using
Literal
Equations
and
Formulas;
Solving
Systems
Using
Substitutio
n
N-Q.2
Define appropriate quantities for the
purpose of descriptive modeling. Area
Finding the
Area of
Parallelogr
ams and
Triangles
N-Q.3
Choose a level of accuracy
appropriate to limitations on
measurement when reporting
quantities.

Area
Addressed
by teacher
Number & Quantity: The Complex
Number System
Perform arithmetic operations with
complex numbers
N-CN.1
Know there is a complex number i
such that i2 = 1, and every
complex number has the form a +
bi with a and b real.
Quadratic
Equations
and
Functions
Identifying
and
Graphing
Complex

[Typetext] Page228

Numbers
N-CN.2
Use the relation i2 = 1 and the
commutative, associative, and
distributive properties to add,
subtract, and multiply complex
numbers.
Quadratic
Equations
and
Functions
Adding,
Subtracting,
and
Multiplying
Complex
Numbers
N-CN.3
Find the conjugate of a complex
number; use conjugates to find
moduli and quotients of complex
numbers.
Polynomials
and
Polynomial
Functions
Solving
Equations
Using the
Rational
Root
Theorem,
Irrational
Root
Theorem,
and the
Imaginary
Root
Theorem
Represent complex numbers and their
operations on the complex plane
N-CN.4
Represent complex numbers on the
complex plane in rectangular and
polar form (including real and
imaginary numbers), and explain
why the rectangular and polar
forms of a given complex number
represent the same number.
Quadratic
Equations
and
Functions
Identifying
and
Graphing
Complex
Numbers
N-CN.5
Represent addition, subtraction,
multiplication, and conjugation of
complex numbers geometrically on
the complex plane; use properties
of this representation for
computation.

Quadratic
Equations
and
Functions
Identifying
and
Graphing
Complex
Numbers

[Typetext] Page229

N-CN.6
Calculate the distance between
numbers in the complex plane as
the modulus of the difference, and
the midpoint of a segment as the
average of the numbers at its
endpoints.

Quadratic
Equations
and
Functions
Identifying
and
Graphing
Complex
Numbers
Use complex numbers in polynomial
identities and equations
N-CN.7
Solve quadratic equations with real
coefficients that have complex
solutions.
Quadratic
Equations
and
Functions
Using the
Quadratic
Formula to
Solve
Equations
N-CN.9
Know the Fundamental Theorem of
Algebra; show that it is true for
quadratic polynomials.
Polynomials
and
Polynomial
Functions
Using the
Fundamenta
l Theorem of
Algebra to
Solve
Polynomial
Equations
with
Complex
Roots
Number & Quantity: Vector &
Matrix Quantities
Represent and model with vector
quantities
N-VM.1
Recognize vector quantities as
having both magnitude and
direction. Represent vector
quantities by directed line
segments, and use appropriate
symbols for vectors and their
magnitudes (e.g., v, |v|, ||v||, v).
Right Triangles
and
Trigonometry
Describing
Vectors
and
Solving
Problems
Involving
Vector
Addition

[Typetext] Page230

N-VM.2
Find the components of a vector by
subtracting the coordinates of an
initial point from the coordinates of
a terminal point.
Right Triangles
and
Trigonometry
Describing
Vectors
and
Solving
Problems
Involving
Vector
Addition
N-VM.3
Solve problems involving velocity
and other quantities that can be
represented by vectors.
Right Triangles
and
Trigonometry
Describing
Vectors
and
Solving
Problems
Involving
Vector
Addition
Perform operations on vectors
N-VM.4
Add and subtract vectors:
--Add vectors end-to-end,
component-wise, and by the
parallelogram rule. Understand that
the magnitude of a sum of two
vectors is typically not the sum of
the magnitudes.
--Given two vectors in magnitude
and direction form, determine the
magnitude and direction of their
sum.
--Understand vector subtraction v
w as v + (w), where w is the
additive inverse of w, with the same
magnitude as w and pointing in the
opposite direction. Represent
vector subtraction graphically by
connecting the tips in the
appropriate order, and perform
vector subtraction component-wise.
Right Triangles
and
Trigonometry
Describing
Vectors
and
Solving
Problems
Involving
Vector
Addition

[Typetext] Page231

N-VM.5
Multiply a vector by a scalar:
--Represent scalar multiplication
graphically by scaling vectors and
possibly reversing their direction;
perform scalar multiplication
component-wise, e.g., as c(vx, vy)
= (cvx, cvy).
--Compute the magnitude of a
scalar multiple cv using ||cv|| = |c|v.
Compute the direction of cv
knowing that when |c|v ? 0, the
direction of cv is either along v (for
c > 0) or against v (for c < 0).

Addressed
by teacher
Addressed
by teacher
Perform operations on matrices and
use matrices in applications
N-VM.6
Use matrices to represent and
manipulate data, e.g., to represent
payoffs or incidence relationships in
a network.
Data Analysis
and
Probability
Organizing
Data Using
Matrices Matrices
Organizing
Data into
Matrices
N-VM.7
Multiply matrices by scalars to
produce new matrices, e.g., as
when all of the payoffs in a game
are doubled.
Data Analysis
and
Probability
Organizing
Data Using
Matrices Matrices
Multiplying a
Matrix by a
Scalar
N-VM.8
Add, subtract, and multiply matrices
of appropriate dimensions.
Data Analysis
and
Probability
Organizing
Data Using
Matrices Matrices
Adding and
Subtracting
Matrices;
Multiplying
Two
Matrices
N-VM.9
Understand that, unlike
multiplication of numbers, matrix
multiplication for square matrices is
not a commutative operation, but
still satisfies the associative and
distributive properties. Matrices
Multiplying
Two
Matrices

[Typetext] Page232

N-VM.10
Understand that the zero and
identity matrices play a role in
matrix addition and multiplication
similar to the role of 0 and 1 in the
real numbers. The determinant of a
square matrix is nonzero if and only
if the matrix has a multiplicative
inverse. Matrices
Evaluating
Determinant
s of 2 x 2
Matrices;
Finding
Inverse
Matrices
N-VM.11
Multiply a vector (regarded as a
matrix with one column) by a matrix
of suitable dimensions to produce
another vector. Work with matrices
as transformations of vectors. Matrices
Representin
g
Translations
, Dilations,
Reflections,
and
Rotations
with
Matrices
N-VM.12
Work with 2 2 matrices as a
transformations of the plane, and
interpret the absolute value of the
determinant in terms of area. Matrices
Representin
g
Translations
, Dilations,
Reflections,
and
Rotations
with
Matrices
Algebra: Seeing Structure in
Expressions
Interpret the structure of expressions
A-SSE.1
Interpret expressions that represent
a quantity in terms of its context:
--Interpret parts of an expression,
such as terms, factors, and
coefficients.
--Interpret complicated expressions
by viewing one or more of their
parts as a single entity.
Foundations
for Algebra
Writing and
Interpreting
Algebraic
Expression
s
Tools of
Algebra
Evaluating
and
Simplifying
Algebraic
Expressions

[Typetext] Page233

A-SSE.2
Use the structure of an expression
to identify ways to rewrite it.
Foundations
for Algebra
Using the
Order of
Operations
to Evaluate
Expression
s;
Classifying,
Graphing,
and
Comparing
Real
Numbers;
Identifying
and Using
Properties
of Real
Numbers;
Adding and
Subtracting
Real
Numbers
Tools of
Algebra
Evaluating
and
Simplifying
Algebraic
Expressions
Write expressions in equivalent forms
to solve problems
A-SSE.3
Choose and produce an equivalent
form of an expression to reveal and
explain properties of the quantity
represented by the expression:
a. Factor a quadratic expression to
reveal the zeros of the function it
defines.
b. Complete the square in a
quadratic expression to reveal the
maximum or minimum value of the
function it defines.
c. Use the properties of exponents
to transform expressions for
exponential functions.
Solving
Equations
Solving
Multi-Step
Equations
and
Equations
with
Variables
on Both
Sides;
Rewriting
and Using
Literal
Equations
and
Formulas
Quadratic
Equations
and
Functions
Properties of
Parabolas;
Quadratic
Equations;
Solving
Equations
and
Rewriting
Functions by
Completing
the Square

[Typetext] Page234

A-SSE.4
Derive the formula for the sum of a
finite geometric series (when the
common ratio is not 1), and use the
formula to solve problems.

Sequences
and Series
Addressed
by teacher
Algebra: Arithmetic with
Polynomials & Rational
Expressions
Perform arithmetic operations on
polynomials
A-APR.1
Understand that polynomials form a
system analogous to the integers,
namely, they are closed under the
operations of addition, subtraction,
and multiplication; add, subtract,
and multiply polynomials.
Polynomials
and Factoring
Adding/Sub
tracting
and
Multiplying/
Factoring
Polynomial
s;
Multiplying
Binomials
and
Special
Cases
Understand the relationship between
zeros and factors of polynomials
A-APR.2
Know and apply the Remainder
Theorem: For a polynomial p(x) and
a number a, the remainder on
division by x a is p(a), so p(a) = 0
if and only if (x a) is a factor of
p(x).
Polynomials
and
Polynomial
Functions
Dividing
Polynomials
A-APR.3
Identify zeros of polynomials when
suitable factorizations are available,
and use the zeros to construct a
rough graph of the function defined
by the polynomial.
Polynomials
and
Polynomial
Functions
Solving
Polynomial
Equations
Use polynomial identities to solve

[Typetext] Page235

problems
A-APR.4
Prove polynomial identities and use
them to describe numerical
relationships.
A-APR.5
Know and apply the Binomial
Theorem for the expansion of (x +
y)n in powers of x and y for a
positive integer n, where x and y
are any numbers, with coefficients
determined for example by Pascal's
Triangle.
Polynomials
and
Polynomial
Functions
Using
Pascal's
Triangle and
the Binomial
Theorem
Rewrite rational expressions
A-APR.6
Rewrite simple rational expressions
in different forms; write a(x)/b(x) in
the form q(x) + r(x)/b(x), where a(x),
b(x), q(x), and r(x) are polynomials
with the degree of r(x) less than the
degree of b(x), using inspection,
long division, or, for the more
complicated examples, a computer
algebra system.
Rational
Expressions
and Functions
Simplifying
Radical
Expression
s;
Adding/Sub
contracting
and
Multiplying/
Dividing
Rational
Expression
s; Dividing
Polynomial
s
Rational
Functions
Simplifying,
Multiplying,
and Dividing
Rational
Expressions
; Adding and
Subtracting
Rational
Expressions
; Simplifying
Complex
Fractions
A-APR.7
Understand that rational
expressions form a system
analogous to the rational numbers,
closed under addition, subtraction,
multiplication, and division by a
nonzero rational expression; add,
subtract, multiply, and divide
rational expressions.
Rational
Expressions
and Functions
Simplifying
Radical
Expression
s;
Adding/Sub
contracting
and
Multiplying/
Dividing
Rational
Expression
Rational
Functions
Simplifying,
Multiplying,
and Dividing
Rational
Expressions
; Adding and
Subtracting
Rational
Expressions
; Simplifying
Complex

[Typetext] Page236

s; Dividing
Polynomial
s
Fractions
Algebra: Creating Equations
Create equations that describe
numbers or relationships
A-CED.1
Create equations and inequalities in
one variable and use them to solve
problems. Include equations arising
from linear and quadratic functions,
and simple rational and exponential
functions.
Solving
Equations;
Linear
Functions
Introductio
n to
Equations;
Writing and
Graphing
Equations
Using
Slope-
Intercept,
Point-
Slope, and
Standard
Forms
Tools of
Algebra
Solving
Equations;
Solving
Problems by
Writing
Equations;
Solving,
Writing, and
Graphing
Inequalities;
Solving
Absolute
Value
Equations
and
Inequalities
A-CED.2
Create equations in two or more
variables to represent relationships
between quantities; graph
equations on coordinate axes with
labels and scales.
Introduction to
Functions
Graphing
and Writing
a Function
Rule
Functions,
Equations,
and Graphs
Graphing
Relations;
Identifying
Functions;
Writing and
Interpreting
Direct
Variation
Equations;
Using Linear
Models;

[Typetext] Page237

Graphing
Two-
Variable
Inequalities
A-CED.3
Represent constraints by equations
or inequalities, and by systems of
equations and/or inequalities, and
interpret solutions as viable or
nonviable options in a modeling
context.
Systems of
Equations and
Inequalities
Solving
Systems of
Linear
Inequalities
by
Graphing;
Modeling
Real-World
Situations
Using
Systems of
Linear
Inequalities
Linear
Systems
Solving
Problems
with Linear
Programmin
g; Finding
Maximum
and
Minimum
Values
A-CED.4
Rearrange formulas to highlight a
quantity of interest, using the same
reasoning as in solving equations.
Solving
Equations
Rewriting
and Using
Literal
Equations
and
Formulas;
Solving
Systems
Using
Substitutio
n
Tools of
Algebra
Solving
Equations
Algebra: Reasoning with
Equations & Inequalities
Understand solving equations as a
process of reasoning and explain the
reasoning

[Typetext] Page238

A-REI.1
Explain each step in solving a
simple equation as following from
the equality of numbers asserted at
the previous step, starting from the
assumption that the original
equation has a solution. Construct
a viable argument to justify a
solution method.
Solving
Equations
Solving
One-Step,
Two-Step,
and Multi-
Step
Equations
Tools of
Algebra
Solving
Equations
A-REI.2
Solve simple rational and radical
equations in one variable, and give
examples showing how extraneous
solutions may arise.
Radical
Expressions
and
Equations;
Radical
Expressions
and Functions
Solving
Radical
Equations
and
Rational
Expression
s
Tools of
Algebra;
Linear
Systems
Solving
Inequalities;
Reviewing
Linear
Systems
A-REI.3
Solve linear equations and
inequalities in one variable,
including equations with coefficients
represented by letters.
Solving
Equations
Solving
One-Step,
Two-Step,
and Multi-
Step
Equations
Tools of
Algebra
Solving
Equations;
Solving and
Graphing
Inequaliities
A-REI.4
Solve quadratic equations in one
variable:
--Use the method of completing the
square to transform any quadratic
equation in x into an equation of the
form (x p)2 = q that has the same
solutions. Derive the quadratic
formula from this form.
--Solve quadratic equations by
inspection (e.g., for x2 = 49), taking
square roots, completing the
square, the quadratic formula and
factoring, as appropriate to the
initial form of the equation.
Recognize when the quadratic
formula gives complex solutions
and write them as a bi for real
Quadratic
Functions and
Equations
Solving
Quadratic
Equations;
Factoring
to Solve
Quadratic
Equations;
Completing
the Square
to Solve
Problems;
The
Quadratic
Formula
and the
Discrimina
nt
Quadratic
Equations
and
Functions
Solving
Quadratic
Equations;
Solving
Equations
and
Rewriting
Functions by
Completing
the Square;
Solving
Equations
by Using the
Quadratic
Formula

[Typetext] Page239

numbers a and b.
Solve systems of equations
A-REI.5
Prove that, given a system of two
equations in two variables,
replacing one equation by the sum
of that equation and a multiple of
the other produces a system with
the same solutions.
Systems of
Equations and
Inequalities
Solving
Systems
Using
Elimination
Linear
Systems
Solving
Systems
Algebraically
A-REI.6
Solve systems of linear equations
exactly and approximately (e.g.,
with graphs), focusing on pairs of
linear equations in two variables.
Systems of
Equations and
Inequalities
Solving
Systems by
Graphing
Linear
Systems
Graphing
Systems of
Equations
A-REI.7
Solve a simple system consisting of
a linear equation and a quadratic
equation in two variables
algebraically and graphically. For
example, find the points of
intersection between the line y =
3x and the circle x2 + y2 = 3.
Quadratic
Functions and
Equations
Solving
Systems of
Linear and
Quadratic
Equations

A-REI.8
Represent a system of linear
equations as a single matrix
equation in a vector variable.
Systems of
Equations and
Inequalities
Matrices
and
Solving
Systems Matrices
Solving
Systems of
Equations
Using
Inverse
Matrices

[Typetext] Page240

A-REI.9
Find the inverse of a matrix if it
exists and use it to solve systems
of linear equations (using
technology for matrices of
dimension 3 3 or greater).
Systems of
Equations and
Inequalities
Using
Augmented
Matrices to
Solve
Systems Matrices
Solving
Systems of
Equations
Using
Inverse
Matrices;
Solving a
System of
Equations
Using
Cramer's
Rule and
Augmented
Matrices
Represent and solve equations and
inequalities graphically
A-REI.10
Understand that the graph of an
equation in two variables is the set
of all its solutions plotted in the
coordinate plane, often forming a
curve (which could be a line).
Introduction to
Functions
Using
Graphs to
Relate Two
Quantities
Functions,
Equations,
and Graphs
Analyzing
Vertical and
Horizontal
Translations
A-REI.11
Explain why the x-coordinates of
the points where the graphs of the
equations y = f(x) and y = g(x)
intersect are the solutions of the
equation f(x) = g(x); find the
solutions approximately, e.g., using
technology to graph the functions,
make tables of values, or find
successive approximations. Include
cases where f(x) and/or g(x) are
linear, polynomial, rational,
absolute value, exponential, and
logarithmic functions.
Systems of
Equations and
Inequalities
Solving
Systems by
Graphing
Linear
Systems
Graphing
Systems of
Equations

[Typetext] Page241

A-REI.12
Graph the solutions to a linear
inequality in two variables as a half-
plane (excluding the boundary in
the case of a strict inequality), and
graph the solution set to a system
of linear inequalities in two
variables as the intersection of the
corresponding half-planes.
Systems of
Equations and
Inequalities
Solving
Systems of
Linear
Inequalities
by
Graphing;
Modeling
Real-World
Situations
Using
Systems of
Linear
Inequalities
Linear
Systems
Solving
Systems of
Inequalities
Functions: Interpreting Functions
Understand the concept of a function
and use function notation
F-IF.1
Understand that a function from
one set (called the domain) to
another set (called the range)
assigns to each element of the
domain exactly one element of the
range. If f is a function and x is an
element of its domain, then f(x)
denotes the output of f
corresponding to the input x. The
graph of f is the graph of the
equation y = f(x).
Introduction to
Functions
Identifying
and
Representi
ng Patterns
that
Describe
Linear
Functions;
Determinin
g Whether
a Relation
is a
Function;
Finding the
Domain
and Range
of a
Function;
Using
Function
Notation
Functions,
Equations,
and Graphs
Graphing
Relations
and
Identifying
Functions

[Typetext] Page242

F-IF.2
Use function notation, evaluate
functions for inputs in their
domains, and interpret statements
that use function notation in terms
of a context.
Introduction to
Functions
Finding the
Domain
and Range
of a
Function;
Using
Function
Notation
Functions,
Equations,
and Graphs
Graphing
Relations
and
Identifying
Functions
F-IF.3
Recognize that sequences are
functions, sometimes defined
recursively, whose domain is a
subset of the integers.
Introduction to
Functions
Representi
ng
Arithmetic
Sequences
Using
Function
Notation
Functions,
Equations,
and Graphs
Graphing
Relations
and
Identifying
Functions
Interpret functions that arise in
applications in terms of the context
F-IF.4
For a function that models a
relationship between two quantities,
interpret key features of graphs and
tables in terms of the quantities,
and sketch graphs showing key
features given a verbal description
of the relationship.
Introduction to
Functions
Using
Graphs to
Relate Two
Quantities
Functions,
Equations,
and Graphs
Graphing
Linear
Equations
F-IF.5
Relate the domain of a function to
its graph and, where applicable, to
the quantitative relationship it
describes.
Introduction to
Functions
Finding the
Domain
and Range
of a
Function;
Using
Function
Notation
Parallel and
Perpendicular
Lines
Graphing
and Writing
Linear
Equations
Functions,
Equations,
and Graphs
Graphing
Linear
Equations
F-IF.6
Calculate and interpret the average
rate of change of a function
(presented symbolically or as a
table) over a specified interval.
Estimate the rate of change from a
graph.
Linear
Functions
Finding the
Rate of
Change
and Slope
of a
Function
Parallel and
Perpendicular
Lines
Relating
Slope to
Parallel
and
Perpendicu
lar Lines

[Typetext] Page243

Analyze functions using different
representations
F-IF.7
Graph functions expressed
symbolically and show key features
of the graph, by hand in simple
cases and using technology for
more complicated cases:
a. Graph linear and quadratic
functions and show intercepts,
maxima, and minima.
b. Graph square root, cube root,
and piecewise-defined functions,
including step functions and
absolute value functions.
c. Graph polynomial functions,
identifying zeros when suitable
factorizations are available, and
showing end behavior.
d. Graph rational functions,
identifying zeros and asymptotes
when suitable factorizations are
available, and showing end
behavior.
e. Graph exponential and
logarithmic functions, showing
intercepts and end behavior, and
trigonometric functions, showing
period, midline, and amplitude.
Introduction to
Functions;
Linear
Functions;
Quadratic
Functions and
Equations
Graphing a
Function
Rule;
Graphing
and Writing
Linear
Equations
in Slope-
Intercept
Form,
Graphing
Absolute
Value
Functions;
Graphing
Quadratic
Functions
Parallel and
Perpendicular
Lines
Graphing
and Writing
Linear
Equations
Quadratic
Equations
and
Functions;
Radical
Functions
and Rational
Exponents;
Exponential
and
Logarithmic
Functions
Properties of
Parabolas;
Graphing
Square Root
and Other
Radical
Equations;
Model
Exponential
Growth and
Decay;
Grahping
Logarithmic
Functions
F-IF.8
Write a function defined by an
expression in different but
equivalent forms to reveal and
explain different properties of the
function:
a. Use the process of factoring and
completing the square in a
quadratic function to show zeros,
extreme values, and symmetry of
the graph, and interpret these in
Exponents
and
Exponential
Functions;
Quadratic
Functions and
Equations
Simplifying
Expression
s Involving
Zero and
Negative
Exponents;
Solving
Quadratic
Equations;
Factoring
Quadratic
Equations
and
Functions
Properties of
Parabolas;
Factoring
Quadratic
Expressions

[Typetext] Page244

terms of a context.
b. Use the properties of exponents
to interpret expressions for
exponential functions.
to Solve
Quadratic
Equations;
Completing
the Square
to Solve a
Problem
F-IF.9
Compare properties of two
functions each represented in a
different way (algebraically,
graphically, numerically in tables, or
by verbal descriptions).

Radical
Functions
and Rational
Exponents
Addressed
by teacher
Functions: Building Functions
Build a function that models a
relationship between two quantities
F-BF.1
Write a function that describes a
relationship between two quantities:
--Determine an explicit expression,
a recursive process, or steps for
calculation from a context.
--Combine standard function types
using arithmetic operations.
--Compose functions.
Introduction to
Functions
Identifying
and
Representi
ng Patterns
that
Describe
Linear/Nonl
inear
Functions
Radical
Functions
and Rational
Exponents
Adding,
Subtracting,
Multiplying,
and Dividing
Functions;
Finding the
Composite
of Two
Functions
F-BF.2
Write arithmetic and geometric
sequences both recursively and
with an explicit formula, use them to
model situations, and translate
between the two forms.
Introduction to
Functions
Identifying
and
Extending
Patterns in
Sequences
;
Representi
ng
Arithmetic
Sequences
Sequences
and Series
Identifying
and
Generating
Arithmetic
and
Geometric
Sequences

[Typetext] Page245

Using
Function
Notation
Build new functions from existing
functions
F-BF.3
Identify the effect on the graph of
replacing f(x) by f(x) + k, k f(x),
f(kx), and f(x + k) for specific values
of k (both positive and negative);
find the value of k given the graphs.
Experiment with cases and
illustrate an explanation of the
effects on the graph using
technology. Include recognizing
even and odd functions from their
graphs and algebraic expressions
for them.
Linear
Functions;
Radical
Expressions
and Equations
Graphing
Absolute
Value
Functions;
Graphing
Square
Root
Functions
Functions,
Equations,
and Graphs
Analyzing
Vertical and
Horizontal
Translations
F-BF.4
Find inverse functions:
--Solve an equation of the form f(x)
= c for a simple function f that has
an inverse and write an expression
for the inverse.
--Verify by composition that one
function is the inverse of another.
--Read values of an inverse
function from a graph or a table,
given that the function has an
inverse.
--Produce an invertible function
from a non-invertible function by
restricting the domain.

Radical
Functions
and Rational
Exponents
Finding the
Inverse of a
Relation or
Function
F-BF.5
Understand the inverse relationship
between exponents and logarithms
and use this relationship to solve
problems involving logarithms and

Exponential
and
Logarithmic
Functions
Solving
Exponential
and
Logarithmic

[Typetext] Page246

exponents. Equations;
Solving
Equations
Using
Natural
Logarithms
Functions: Linear, Quadratic, &
Exponential Models
Construct and compare linear,
quadratic, and exponential models and
solve problems
F-LE.1
Distinguish between situations that
can be modeled with linear
functions and with exponential
functions:
--Prove that linear functions grow
by equal differences over equal
intervals, and that exponential
functions grow by equal factors
over equal intervals.
--Recognize situations in which one
quantity changes at a constant rate
per unit interval relative to another.
--Recognize situations in which a
quantity grows or decays by a
constant percent rate per unit
interval relative to another.
Exponents
and
Exponential
Functions;
Quadratic
Functions and
Equations
Exponentia
l Functions;
Exponentia
l Growth
and Decay;
Linear,
Quadratic,
and
Exponentia
l Models
Tools of
Algebra;
Functions,
Equations,
and Graphs
Solving and
Graphing
Inequalities;
Solving
Absolute
Value
Equations
and
Inequalities;
Graphing
Linear
Equations;
Graphing
Absolute
Value
Functions
F-LE.2
Construct linear and exponential
functions, including arithmetic and
geometric sequences, given a
graph, a description of a
relationship, or two input-output
pairs (include reading these from a
table).
Introduction to
Functions;
Exponents
and
Exponential
Functions
Identifying
and
Extending
Patterns in
Sequences
;
Representi
ng
Arithmetic
Sequences
Parallel and
Perpendicular
Lines
Graphing
and Writing
Linear
Equations
Functions,
Equations,
and Graphs
Writing
Equations of
Lines;
Writing and
Interpreting
Direct
Variation
Equations;
Writing
Linear

[Typetext] Page247

Using
Function
Notation;
Evaluating
and
Graphing
Exponentia
l Functions;
Modeling
Exponentia
l Growth
and Decay
Equations
and Making
Predictions
from Linear
Models
F-LE.3
Observe using graphs and tables
that a quantity increasing
exponentially eventually exceeds a
quantity increasing linearly,
quadratically, or (more generally)
as a polynomial function.
Exponents
and
Exponential
Functions
Evaluating
and
Graphing
Exponentia
l Functions
F-LE.4
For exponential models, express as
a logarithm the solution to abct = d
where a, c, and d are numbers and
the base b is 2, 10, or e; evaluate
the logarithm using technology.
Interpret expressions for functions in
terms of the situation they model
F-LE.5
Interpret the parameters in a linear
or exponential function in terms of a
context.
Linear
Functions
Finding the
Rate of
Change
and Slope
of a
Function;
Writing and
Graphing
an
Equation of
a Direct
Variation

[Typetext] Page248

Functions: Trigonometric
Functions
Extend the domain of trigonometric
functions using the unit circle
F-TF.1
Understand radian measure of an
angle as the length of the arc on
the unit circle subtended by the
angle.

Right Triangles
and
Trigonometry
Addressed
by teacher
F-TF.2
Explain how the unit circle in the
coordinate plane enables the
extension of trigonometric functions
to all real numbers, interpreted as
radian measures of angles
traversed counterclockwise around
the unit circle.

Right Triangles
and
Trigonometry
Addressed
by teacher
F-TF.3
Use special triangles to determine
geometrically the values of sine,
cosine, tangent for /3, /4 and
/6, and use the unit circle to
express the values of sine, cosines,
and tangent for x, + x, and 2 x
in terms of their values for x, where
x is any real number.

Right Triangles
and
Trigonometry
Addressed
by teacher
F-TF.4
Use the unit circle to explain
symmetry (odd and even) and
periodicity of trigonometric
functions.

Right Triangles
and
Trigonometry
Addressed
by teacher
Model periodic phenomena with
trigonometric functions
F-TF.5
Choose trigonometric functions to
model periodic phenomena with
specified amplitude, frequency, and
midline.

Right Triangles
and
Trigonometry
Addressed
by teacher

F-TF.6
Understand that restricting a
trigonometric function to a domain
on which it is always increasing or

Right Triangles
and
Trigonometry
Addressed
by teacher


[Typetext] Page249

always decreasing allows its
inverse to be constructed.
F-TF.7
Use inverse functions to solve
trigonometric equations that arise in
modeling contexts; evaluate the
solutions using technology, and
interpret them in terms of the
context.
Radical
Expressions
and Equations
Finding
and Using
Trigonomet
ric Ratios
Prove and apply trigonometric
identities
F-TF.8
Prove the Pythagorean identity
sin2() + cos2() = 1 and use it to
find sin(), cos(), or tan() given
sin(), cos(), or tan() and the
quadrant of the angle.

Right Triangles
and
Trigonometry
Addresse
d by
teacher

F-TF.9
Prove the addition and subtraction
formulas for sine, cosine, and
tangent and use them to solve
problems.

Right Triangles
and
Trigonometry
Addresse
d by
teacher

Geometry: Congruence
Experiment with transformations in the
plane
G-CO.1
Know precise definitions of angle,
circle, perpendicular line, parallel
line, and line segment, based on
the undefined notions of point, line,
distance along a line, and distance
around a circular arc.
Linear
Functions
Determinin
g Parallel
and
Perpendicu
lar Lines;
Writing
Equations
of Parallel
and
Perpendicu
lar Lines
Tools of
Geometry
Understand
ing Points,
Lines, and
Planes

[Typetext] Page250

G-CO.2
Represent transformations in the
plane using, e.g., transparencies
and geometry software; describe
transformations as functions that
take points in the plane as inputs
and give other points as outputs.
Compare transformations that
preserve distance and angle to
those that do not (e.g., translation
versus horizontal stretch).
Transformation
s
Finding
Translation
,
Reflection,
and
Rotation
Images of
Figures
Functions,
Equations,
and Graphs
Analyzing
Vertical and
Horizontal
Transformati
ons
G-CO.3
Given a rectangle, parallelogram,
trapezoid, or regular polygon,
describe the rotations and
reflections that carry it onto itself.
Transformation
s
Identifying
the Type of
Symmetry
in a Figure
G-CO.4
Develop definitions of rotations,
reflections, and translations in
terms of angles, circles,
perpendicular lines, parallel lines,
and line segments.
Transformation
s
Finding
Translation
,
Reflection,
and
Rotation
Images of
Figures
G-CO.5
Given a geometric figure and a
rotation, reflection, or translation,
draw the transformed figure using,
e.g., graph paper, tracing paper, or
geometry software. Specify a
sequence of transformations that
will carry a given figure onto
another.
Transformation
s
Finding
Translation
,
Reflection,
and
Rotation
Images of
Figures
Understand congruence in terms of
rigid motions
G-CO.6
Use geometric descriptions of rigid
motions to transform figures and to
predict the effect of a given rigid
motion on a given figure; given two
figures, use the definition of
congruence in terms of rigid
Congruent
Triangles
Congruent
Figures;
Using
Correspon
ding Parts
of

[Typetext] Page251

motions to decide if they are
congruent.
Congruent
Triangles
G-CO.7
Use the definition of congruence in
terms of rigid motions to show that
two triangles are congruent if and
only if corresponding pairs of sides
and corresponding pairs of angles
are congruent.
Congruent
Triangles
Congruent
Figures;
Using
Correspon
ding Parts
of
Congruent
Triangles
G-CO.8
Explain how the criteria for triangle
congruence (ASA, SAS, and SSS)
follow from the definition of
congruence in terms of rigid
motions.
Congruent
Triangles
Triangle
Congruenc
e by SSS
and SAS;
Triangle
Congruenc
e by ASA
and AAS
Prove geometric theorems
G-CO.9
Prove theorems about lines and
angles. Theorems include: vertical
angles are congruent; when a
transversal crosses parallel lines,
alternate interior angles are
congruent and corresponding
angles are congruent; points on a
perpendicular bisector of a line
segment are exactly those
equidistant from the segment's
endpoints.
Tools of
Geometry;
Parallel and
Perpendicular
Lines
Exploring
Angles;
Lines and
Angles;
Properties
of Parallel
Lines
G-CO.10
Prove theorems about triangles.
Theorems include: measures of
interior angles of a triangle sum to
180; base angles of isosceles
triangles are congruent; the Triangles
Using
Midsegmen
ts of
Triangles
to Solve

[Typetext] Page252

segment joining midpoints of two
sides of a triangle is parallel to the
third side and half the length; the
medians of a triangle meet at a
point.
Problems
G-CO.11
Prove theorems about
parallelograms. Theorems include:
opposite sides are congruent,
opposite angles are congruent, the
diagonals of a parallelogram bisect
each other, and conversely,
rectangles are parallelograms with
congruent diagonals.
Polygons and
Quadrilaterals
Properties
of
Parallelogr
ams
Make geometric constructions
G-CO.12
Make formal geometric
constructions with a variety of tools
and methods (compass and
straightedge, string, reflective
devices, paper folding, dynamic
geometric software, etc.). Copying
a segment; copying an angle;
bisecting a segment; bisecting an
angle; constructing perpendicular
lines, including the perpendicular
bisector of a line segment; and
constructing a line parallel to a
given line through a point not on the
line.
Tools of
Geometry
Making
Basic
Constructio
ns Using a
Straightedg
e and a
Compass
G-CO.13
Construct an equilateral triangle, a
square, and a regular hexagon
inscribed in a circle.
Parallel and
Perpendicular
Lines
Constructin
g Parallel
and
Perpendicu
lar Lines
Geometry: Similarity, Right
Triangles, & Trigonometry
Understand similarity in terms of

[Typetext] Page253

similarity transformations
G-SRT.1
Verify experimentally the properties
of dilations given by a center and a
scale factor:
--A dilation takes a line not passing
through the center of the dilation to
a parallel line, and leaves a line
passing through the center
unchanged.
--The dilation of a line segment is
longer or shorter in the ratio given
by the scale factor.
Transformation
s
Understand
ing Dilation
Images of
Figures
G-SRT.2
Given two figures, use the definition
of similarity in terms of similarity
transformations to decide if they are
similar; explain using similarity
transformations the meaning of
similarity for triangles as the
equality of all corresponding pairs
of angles and the proportionality of
all corresponding pairs of sides. Similarity
Proving
Triangles
Similar;
Finding
and Using
Similarity in
Right
Triangles
G-SRT.3
Use the properties of similarity
transformations to establish the AA
criterion for two triangles to be
similar. Similarity
Proving
Triangles
Similar
Prove theorems involving similarity
G-SRT.4
Prove theorems about triangles.
Theorems include: a line parallel to
one side of a triangle divides the
other two proportionally, and
conversely; the Pythagorean
Theorem proved using triangle
similarity. Similarity
Proving
Triangles
Similar

[Typetext] Page254

G-SRT.5
Use congruence and similarity
criteria for triangles to solve
problems and to prove relationships
in geometric figures. Similarity
Identifying
and
Applying
Similar
Polygons;
Proving
Triangles
Similar;
Finding
and Using
Similarity in
Right
Triangles;
Proportions
in Triangles
Define trigonometric ratios and solve
problems involving right triangles
G-SRT.6
Understand that by similarity, side
ratios in right triangles are
properties of the angles in the
triangle, leading to definitions of
trigonometric ratios for acute
angles.
Right Triangles
and
Trigonometry
Special
Right
Triangles;
Trigonomet
ry; Angles
of
Elevation
and
Depression
G-SRT.7
Explain and use the relationship
between the sine and cosine of
complementary angles.
Right Triangles
and
Trigonometry
Trigonomet
ry
G-SRT.8
Use trigonometric ratios and the
Pythagorean Theorem to solve right
triangles in applied problems.
Radical
Expressions
and Equations
Solving
Problems
using the
Pythagorea
n Theorem
Right Triangles
and
Trigonometry
Using the
Pythagorea
n Theorem
and Its
Converse;
Trigonomet
ry
Apply trigonometry to general triangles

[Typetext] Page255

G-SRT.9
Derive the formula A = 1/2 ab
sin(C) for the area of a triangle by
drawing an auxiliary line from a
vertex perpendicular to the opposite
side.

Right Triangles
and
Trigonometry
Addressed
by teacher

G-
SRT.10
Prove the Laws of Sines and
Cosines and use them to solve
problems.

Right Triangles
and
Trigonometry
Addressed
by teacher

G-
SRT.11
Understand and apply the Law of
Sines and the Law of Cosines to
find unknown measurements in
right and non-right triangles (e.g.,
surveying problems, resultant
forces).
Radical
Expressions
and Equations
Solving
Problems
using the
Pythagorea
n Theorem
Geometry: Circles
Understand and apply theorems about
circles
G-C.1 Prove that all circles are similar.

Circles
Addressed
by teacher
G-C.2
Identify and describe relationships
among inscribed angles, radii, and
chords. Include the relationship
between central, inscribed, and
circumscribed angles; inscribed
angles on a diameter are right
angles; the radius of a circle is
perpendicular to the tangent where
the radius intersects the circle. Circles
Tangent
Lines;
Chords and
Arcs;
Inscribed
Angles;
Angle
Measures
and
Segment
Lengths
G-C.3
Construct the inscribed and
circumscribed circles of a triangle,
and prove properties of angles for a
quadrilateral inscribed in a circle.

Circles
Addressed
by teacher
G-C.4
Construct a tangent line from a
point outside a given circle to the

Circles
Addressed
by teacher

[Typetext] Page256

circle.
Find arc lengths and areas of sectors of
circles
G-C.5
Derive using similarity the fact that
the length of the arc intercepted by
an angle is proportional to the
radius, and define the radian
measure of the angle as the
constant of proportionality; derive
the formula for the area of a sector.

Circles
Addressed
by teacher
Geometry: Expressing Geometric
Properties with Equations
Translate between the geometric
description and the equation for a conic
section
G-GPE.1
Derive the equation of a circle of
given center and radius using the
Pythagorean Theorem; complete
the square to find the center and
radius of a circle given by an
equation. Circles
Writing the
Equation of
a Circle;
Finding the
Center and
Radius of a
Circle
Quadratic
Relations
and Conic
Sections
Writing and
Graphing
the Equation
of a Circle;
Finding the
Center and
Radius of a
Circle to
Graph a
Circle
G-GPE.2
Derive the equation of a parabola
given a focus and directrix.
Quadratic
Relations
and Conic
Sections
Writing and
Graphing
the Equation
of a
Parabola
G-GPE.3
Derive the equations of ellipses and
hyperbolas given the foci, using the
fact that the sum or difference of
distances from the foci is constant.
Quadratic
Relations
and Conic
Sections
Writing and
Graphing
the
Equations of
Ellipses and

[Typetext] Page257

Hyperbolas
Use coordinates to prove simple
geometric theorems algebraically
G-GPE.4
Use coordinates to prove simple
geometric theorems algebraically.

Polygons and
Quadrilaterals
Classifying
Polygons in
the
Coordinate
Plane;
Applying
Coordinate
Geometry
G-GPE.5
Prove the slope criteria for parallel
and perpendicular lines and use
them to solve geometric problems
(e.g., find the equation of a line
parallel or perpendicular to a given
line that passes through a given
point).
Linear
Functions
Determinin
g Parallel
and
Perpendicu
lar Lines;
Writing
Equations
of Parallel
and
Perpendicu
lar Lines
Parallel and
Perpendicular
Lines
Classifying
Polygons in
the
Coordinate
Plane;
Applying
Coordinate
Geometry
G-GPE.6
Find the point on a directed line
segment between two given points
that partitions the segment in a
given ratio.

Addressed by
teacher
Addressed
by teacher
G-GPE.7
Use coordinates to compute
perimeters of polygons and areas
of triangles and rectangles, e.g.,
using the distance formula.

Addressed by
teacher
Addressed
by teacher
Geometry: Geometric
Measurement & Dimension
Explain volume formulas and use them
to solve problems

[Typetext] Page258

G-
GMD.1
Give an informal argument for the
formulas for the circumference of a
circle, area of a circle, volume of a
cylinder, pyramid, and cone. Use
dissection arguments, Cavalieri's
principle, and informal limit
arguments.

Addressed by
teacher
Addressed
by teacher

G-
GMD.2
Give an informal argument using
Cavalieri's principle for the formulas
for the volume of a sphere and
other solid figures.

Surface Area
and Volume
Addressed
by teacher

G-
GMD.3
Use volume formulas for cylinders,
pyramids, cones, and spheres to
solve problems.
Surface Area
and Volume
Finding the
Volumes of
Prisms,
Cylinders,
Pyramids,
and Cones;
Finding the
Surface
Areas and
Volumes of
Spheres
Visualize relationships between two-
dimensional and three-dimensional
objects

G-
GMD.4
Identify the shapes of two-
dimensional cross-sections of
three-dimensional objects, and
identify three-dimensional objects
generated by rotations of two-
dimensional objects.
Quadratic
Relations
and Conic
Sections
Graphing
and
Identifying
Conic
Sections
Geometry: Modeling with
Geometry
Apply geometric concepts in modeling
situations

[Typetext] Page259

G-MG.1
Use geometric shapes, their
measures, and their properties to
describe objects (e.g., modeling a
tree trunk or a human torso as a
cylinder).
Surface Area
and Volume
Finding the
Surface
Areas and
Volumes of
Prisms,
Cylinders,
Pyramids,
and Cones
G-MG.2
Apply concepts of density based on
area and volume in modeling
situations (e.g., persons per square
mile, BTUs per cubic foot).

Surface Area
and Volume
Addressed
by teacher
G-MG.3
Apply geometric methods to solve
design problems (e.g., designing an
object or structure to satisfy
physical constraints or minimize
cost; working with typographic grid
systems based on ratios).

Surface Area
and Volume
Addressed
by teacher
Statistics & Probability:
Interpreting Categorical &
Quantitative Data
Summarize, represent, and interpret
data on a single count or measurement
variable
S-ID.1
Represent data with plots on the
real number line (dot plots,
histograms, and box plots).
Data Analysis
and
Probability
Making and
Interpreting
Frequency
Tables and
Histograms
; Making
and
Interpreting
Box-and-
Whisker
Plots
Probability
and
Statistics
Calculating
Measures of
Central
Tendency;
Drawing and
Interpreting
Box-and-
Whisker
Plots

[Typetext] Page260

S-ID.2
Use statistics appropriate to the
shape of the data distribution to
compare center (median, mean)
and spread (interquartile range,
standard deviation) of two or more
different data sets.
Data Analysis
and
Probability
Finding the
Mean,
Median,
Mode, and
Range
Probability
and
Statistics
Calculating
Measures of
Central
Tendency;
Drawing and
Interpreting
Box-and-
Whisker
Plots
S-ID.3
Interpret differences in shape,
center, and spread in the context of
the data sets, accounting for
possible effects of extreme data
points (outliers).
Data Analysis
and
Probability
Making and
Interpreting
Box-and-
Whisker
Plots
Probability
and
Statistics
Calculating
Measures of
Central
Tendency;
Drawing and
Interpreting
Box-and-
Whisker
Plots
S-ID.4
Use the mean and standard
deviation of a data set to fit it to a
normal distribution and to estimate
population percentages. Recognize
that there are data sets for which
such a procedure is not
appropriate. Use calculators,
spreadsheets, and tables to
estimate areas under the normal
curve.
Probability
and
Statistics
Using a
Normal
Distribution
and the
Standard
Normal
Curve
Summarize, represent, and interpret
data on two categorical and
quantitative variables
S-ID.5
Summarize categorical data for two
categories in two-way frequency
tables. Interpret relative frequencies
in the context of the data (including
joint, marginal, and conditional
relative frequencies). Recognize
Addressed by
teacher
Addressed
by teacher

[Typetext] Page261

possible associations and trends in
the data.
S-ID.6
Represent data on two quantitative
variables on a scatter plot, and
describe how the variables are
related:
a. Fit a function to the data; use
functions fitted to data to solve
problems in the context of the data.
Use given functions or choose a
function suggested by the context.
Emphasize linear, quadratic, and
exponential models.
b. Informally assess the fit of a
function by plotting and analyzing
residuals.
c. Fit a linear function for a scatter
plot that suggests a linear
association.

Functions,
Equations,
and Graphs
Graphing
Linear
Equations
Interpret linear models
S-ID.7
Interpret the slope (rate of change)
and the intercept (constant term) of
a linear model in the context of the
data.
Functions,
Equations,
and Graphs
Graphing
Linear
Equations
S-ID.8
Compute (using technology) and
interpret the correlation coefficient
of a linear fit.
Data Analysis
and
Probability
Addressed
by teacher
S-ID.9
Distinguish between correlation and
causation.
Data Analysis
and
Probability
Addressed
by teacher
Statistics & Probability: Making
Inferences & Justifying
Conclusions
Understand and evaluate random

[Typetext] Page262

processes underlying statistical
experiments
S-IC.1
Understand statistics as a process
for making inferences about
population parameters based on a
random sample from that
population.
Data Analysis
and
Probability
Classifying
Data;
Analyzing
Samples
and
Surveys
S-IC.2
Decide if a specified model is
consistent with results from a given
data-generating process, e.g.,
using simulation.
Data Analysis
and
Probability
Addressed
by teacher
Make inferences and justify
conclusions from sample surveys,
experiments, and observational studies
S-IC.3
Recognize the purposes of and
differences among sample surveys,
experiments, and observational
studies; explain how randomization
relates to each.
Data Analysis
and
Probability
Addressed
by teacher
S-IC.4
Use data from a sample survey to
estimate a population mean or
proportion; develop a margin of
error through the use of simulation
models for random sampling.
Data Analysis
and
Probability
Addressed
by teacher
S-IC.5
Use data from a randomized
experiment to compare two
treatments; use simulations to
decide if differences between
parameters are significant.
Data Analysis
and
Probability
Addressed
by teacher
S-IC.6 Evaluate reports based on data.
Data Analysis
and
Probability
Addressed
by teacher
Statistics & Probability:
Conditional Probability & the

[Typetext] Page263

Rules of Probability
Understand independence and
conditional probability and use them to
interpret data
S-CP.1
Describe events as subsets of a
sample space (the set of outcomes)
using characteristics (or categories)
of the outcomes, or as unions,
intersections, or complements of
other events ("or, "and, "not).
Data Analysis
and
Probability
Finding
Theoretical
and
Experiment
al
Probability
S-CP.2
Understand that two events A and
B are independent if the probability
of A and B occurring together is the
product of their probabilities, and
use this characterization to
determine if they are independent.
Data Analysis
and
Probability
Finding
Probability
of
Compound
Events
Rational
Functions
Finding the
Probability
of Multiple
Events
S-CP.3
Understand the conditional
probability of A given B as P(A and
B)/P(B), and interpret
independence of A and B as saying
that the conditional probability of A
given B is the same as the
probability of A, and the conditional
probability of B given A is the same
as the probability of B.
Rational
Functions;
Probability
and
Statistics
Finding the
Probability
of Multiple
Events;
Finding the
Conditional
Probability
S-CP.4
Construct and interpret two-way
frequency tables of data when two
categories are associated with each
object being classified. Use the
two-way table as a sample space to
decide if events are independent
and to approximate conditional
probabilities.
Rational
Functions;
Probability
and
Statistics
Finding the
Probability
of Multiple
Events;
Making and
Using
Probability
Distributions
S-CP.5
Recognize and explain the
concepts of conditional probability
and independence in everyday
language and everyday situations.
Data Analysis
and
Probability
Finding
Probability
of
Compound


[Typetext] Page264

Events
Use the rules of probability to compute
probabilities of compound events in a
uniform probability model
S-CP.6
Find the conditional probability of A
given B as the fraction of B's
outcomes that also belong to A,
and interpret the answer in terms of
the model.
Probability
and
Statistics
Finding the
Conditional
Probability
S-CP.7
Apply the Addition Rule, P(A or B) =
P(A) + P(B) P(A and B), and
interpret the answer in terms of the
model.
Data Analysis
and
Probability
Finding
Probability
of
Compound
Events
Rational
Functions
Finding the
Probability
of Multiple
Events
S-CP.8
Apply the general Multiplication
Rule in a uniform probability model,
P(A and B) = P(A)P(B|A) =
P(B)P(A|B), and interpret the
answer in terms of the model.
Probability
and
Statistics
Finding the
Conditional
Probability
S-CP.9
Use permutations and
combinations to compute
probabilities of compound events
and solve problems.
Data Analysis
and
Probability
Finding
Probability
of
Compound
Events
Polynomials
and
Polynomial
Functions
Counting
Permutation
s and
Combination
s
Statistics & Probability: Using
Probability to Make Decisions
Calculate expected values and use
them to solve problems
S-MD.1
Define a random variable for a
quantity of interest by assigning a
numerical value to each event in a
sample space; graph the
corresponding probability
distribution using the same
graphical displays as for data
Probability
and
Statistics
Making and
Using
Probability
Distributions

[Typetext] Page265

distributions.
S-MD.2
Calculate the expected value of a
random variable; interpret it as the
mean of the probability distribution.
Probability
and
Statistics
Making and
Using
Probability
Distributions
S-MD.3
Develop a probability distribution for
a random variable defined for a
sample space in which theoretical
probabilities can be calculated; find
the expected value.
Probability
and
Statistics
Making and
Using
Probability
Distributions
S-MD.4
Develop a probability distribution for
a random variable defined for a
sample space in which probabilities
are assigned empirically; find the
expected value.
Probability
and
Statistics
Making and
Using
Probability
Distributions
Use probability to evaluate outcomes of
decisions
S-MD.5
Weigh the possible outcomes of a
decision by assigning probabilities
to payoff values and finding
expected values:
a. Find the expected payoff for a
game of chance.
b. Evaluate and compare strategies
on the basis of expected values.
Probability
and
Statistics
Finding and
Applying
Standard
Deviation;
Using a
Normal
Distribution
and the
Standard
Normal
Curve
S-MD.6
Use probabilities to make fair
decisions (e.g., drawing by lots,
using a random number generator).
Probability
and
Statistics
Finding
Sample
Proportions
and Margin
of Error

[Typetext] Page266

S-MD.7
Analyze decisions and strategies
using probability concepts (e.g.,
product testing, medical testing,
pulling a hockey goalie at the end
of a game).
Probability
and
Statistics
Using a
Normal
Distribution
and the
Standard
Normal
Curve

Appendix C
Science Curriculum
Course: 7th Grade Science

Description: Science for seventh graders is an integrated approach with opportunities
for students to explore concepts in earth science, life science, and physical science.
Students learn lab report processes and protocols, and these skills are utilized
throughout the course. Earth science investigates the properties of rocks and minerals,
patterns in the atmosphere, and the solar system. Students describe the structures of
living things, explore how living things interact, and learn about various human body
systems in the life science unit. Physical science covers physical and chemical
properties of matter, different types of forces and motion, and various forms of energy.

Text: Science: Level Green, Glencoe, 2005

Units:

1. The Nature of Science
Whether you are trying to identify the duck on a pond that is the fastest swimmer or
tasting your iced tea to determine whether it is sweet enough, you are acting like a
scientist. Scientists spend much of their time observing and investigating the world
around them.

In this introductory unit, you will explore the nature of science and learn how to set up
and perform a scientific experiment, an activity that you will repeat throughout the
course. In addition, you will analyze how science and technology influence your
everyday life.

2. Earth's Materials
Many different substances form within the Earth. Gravel used to build roads and rare
diamonds used to make jewelry both originate below Earth's surface. n this unit, you
will learn more about Earth's materials as you describe the characteristics and
composition of various rocks and minerals, identify rocks and minerals, compare
different types of rocks, and analyze the rock cycle.

3. Earth's Atmosphere and Beyond

[Typetext] Page268

What causes the wind to blow? How is the sun able to heat Earth from such a great
distance? Why are the climates of certain regions of Earth so different from others? In
this unit, you will discover the answers to these questions as you explore the
characteristics of Earth's atmosphere, interpret weather patterns, explain and compare
various climate types, and analyze how substances that are fundamental to organisms
cycle through Earth's atmosphere.

In addition, you will examine Earth as part of the solar system. In the last lessons of this
unit, you will identify the effects of Earth's motions, explore the characteristics and
movements of Earth's moon, and describe and compare the characteristics of the
planets in our solar system.

4. The Basis of Life: Part 1
How would life on Earth change if all organisms looked the same, behaved in the same
manner, and changed at the same rate? On the other hand, what if there were no
similarities among living things? In this unit, you will explore the branch of science called
biology, which is the study of the unity and diversity of life. Throughout the unit, you will
describe the structure and organization of living things from cells to organ systems,
compare and classify living things, and analyze plant and animal reproduction.

5. The Basics of Life: Part 2
What determines whether or not you have dimples? Why are you probably much larger
than your ancestors were when they were your age? How does oxygen reach your
brain? In this unit, you will examine factors that shape how you look and how your body
functions. More specifically, you will study genetics and heredity, examine the theory of
evolution, analyze the structure and function of the cardiovascular system, and describe
and compare other human body systems.

6. Family and Consumer Sciences
In this unit, you will investigate consumer goods, including care instructions and safety
precautions that are legal necessities for inclusion on labels, as a way of understanding
consumer rights and responsibilities. You will describe a well-balanced daily menu
using the dietary guidelines and the food guide pyramid. You will identify ways to keep
children healthy and safe at each stage of child development, and you will compare and
contrast child development guided practices according to the stage of child
development.

[Typetext] Page269

7. Human Body Systems, Part 1
How did the fruit and cereal that you ate for breakfast become energy that you use to
complete your schoolwork? Why do you feel sleepy shortly after eating cookies or other
sugary snacks? In this unit, you will identify the organs of the digestive system and their
functions as well as describe the importance of different types of nutrients. In addition,
you will explore the functions of the structures of the respiratory and excretory systems.

8. Human Body Systems, Part 2
Skin, which is the body's largest organ, is the barrier between your physical interior and
the world around you. Although it may appear to be inactive, a lot is happening on and
within the skin. In this unit, you will investigate the functions of the skin as well as
explore some systems that it contains, such as the muscular, skeletal, nervous,
reproductive, and endocrine systems. Specifically, you will analyze how the skin
protects the body, compare different types of muscles, describe functions of the skeletal
system, explain how different factors may affect the nervous system, identify the
hormones that different endocrine glands produce, and compare the major structures of
the male and female reproductive systems.

9. Matter and Energy: Part 1
Most pond organisms would not be able to survive the winter if a layer of ice did not
form on the surface of the pond. Many species of plants would not prosper if soil was
not able absorb certain nutrients. The special properties of water and soil are vital to the
existence of these organisms. In this unit, you will explore the properties of several
different types of matter as you identify and compare chemical and physical changes,
describe different types of solutions, investigate the unique characteristics of water,
analyze acids and bases, describe changes of states of matter, and explain the
behavior of fluids.

10. Matter and Energy: Part 2
Much of your life is about getting from point A to point B. Some journeys, such as the
trek from your bedroom to the bathroom, expend a relatively small amount of energy,
while others, such as the drive from your home to a family vacation spot, require a
greater amount of energy. In this unit, you will learn about motion, energy, and the
relationships between the two as you describe and compare Newton's laws of motion,
distinguish among different types of energy, apply the law of conservation of energy,

[Typetext] Page270

compare renewable, nonrenewable, and alternative energy sources, and explore how
you use energy.

Course: 8th Grade Science
Description: Focusing on the fundamentals of Earth, life, and physical sciences,
Science 8 lessons are designed to engage students through exploration and discovery.
Life science units expose students to traits and how they change, relationships between
organisms and their environments, and cycles in nature. Earth's changing geology is
studied in the Earth science unit, in which students learn the causes and effects of
earthquakes and volcanoes and the bodies that comprise the solar system. In the
physical science unit, students learn about atoms and elements and how to calculate
different forms of motion and force.
Text: Science: Level Blue, Glencoe, 2005
Units:
1. The Nature of Science

Whether you are examining several bikes to determine which is the fastest or testing a
cake to determine whether or not it is done, you are acting like a scientist. Scientists
spend much of their time observing and investigating the world around them. In this
introductory unit, you will explore the nature of science and learn how to set up and
perform a scientific experiment, an activity that you will repeat throughout the course. In
addition, you will analyze how science and technology influence your everyday life.

2. Humans and Heredity

Why are your eyes the color that they are? Why are you probably much larger than your
ancestors were when they were your age? How did the breakfast that you ate this
morning become the energy that you use to complete your schoolwork?

In this unit, you will examine factors that shape how you look and how your body
functions. More specifically, you will study natural selection, explain the relationships
between genetics and heredity, analyze the structure of a cell, organ, and organ
system, and interpret how negative feedback mechanisms help the body to maintain a
stable internal environment.

3. Ecology


[Typetext] Page271

Earth is home to tens of millions of species, some of which coexist on remote desert
islands, and others in heavily-populated cities. Although well-studied, much is still
unknown about the relationships of species with each other and with their nonliving
surroundings, such as air and water. In this unit, you will analyze some basic
interactions among organisms and between living and nonliving things as you
investigate how the environment influences life on Earth, explore how energy flows
through ecosystems, and compare communities that live in different places on Earth.
Maybe somedayyou will have the opportunity to apply what you learn to solve one of
the many ecological mysteries.

4. Earth Changes Over Time

Forces that are too far below Earth's surface for people to see created many of the rock
formations that exist today. Some of these structures took millions of years to form. So
how do scientists analyze these rock structures?

In this unit, you will learn how scientists study mass rock movement as you explore
continental drift and seafloor spreading, examine the theory of plate tectonics, identify
the processes of fossil formation, and explain how to determine the absolute and
relative ages of rocks. In addition, you will analyze the causes and results of
earthquakes and volcanic eruptions.

5. Earth's Place in the Universe

Do you ever wonder what it is like in other parts of the country, far from where you live?
How about in other countries in the world? What about on other planets? In other
galaxies?

In this unit, you will travel around the universe to continue to explore the sun, the moon,
stars, planets, and galaxies. As you do so, you will describe relationships among Earth,
the moon, and the sun; identify unique characteristics of the planets; examine how stars
evolve; and learn much more about what's going on in the universe.

6. Chemistry of Matter
Some substances, like water and oxygen, are crucial to our existence, while others,
such as carbon monoxide and hydrogen cyanide, can be deadly. What makes the latter
substances, which contain some of the same elements that the former do, so
dangerous? The characteristics of a substance are sometimes due to how the
substance formed and how it is held together, not just what it contains.

[Typetext] Page272

In this unit, you will analyze the chemical makeup of matter as you describe the
structure of an atom, identify the relationship between an element's position in the
periodic table and its traits, compare how different atoms combine, and investigate
chemical reactions.

7. Motion, Forces, and Energy

Every day you probably witness a force moving an object or energy enabling something
to function. In this unit, you will learn more about how and why things move, as well as
how energy affects change as you distinguish among different types of motion, analyze
the law of conservation of momentum, explain Newton's laws of motion, calculate
different forces, describe simple and complex machines, and compare various forms of
energy.

8. Physical Interactions

How does lightning travel from the sky to the ground? How does an engine work? How
do bats, which are blind, locate and capture prey? You will learn the answers to these
questions as you investigate physical interactions of matter and waves.

In this unit, you will examine electric charge, electric current, and electric circuits,
analyze the behavior of magnets and of objects placed in magnetic fields, and explore
the unique relationship between electricity and magnetism and how this relationship can
be manipulated to produce an electric current or a magnetic field. In addition, you will
study the characteristics of various types of waves and make inferences about the
behavior of waves.

Course: Earth Science

Description: In this course, students look at our planet's place in the universe as well as
its composition and the many changes it may undergo. In addition, they study Earth's
history, comparing landforms, investigating the properties of rocks and minerals,
analyzing weather patterns, and examining the relationships between Earth, moon, and
sun.

During the second half of the course, the student will explore Earth's history by studying
fossils and rock layers; investigate oceanic productivity and features on the sea floor;
learn about atmospheric processes, including the water cycle; infer how severe storms

[Typetext] Page273

form; study the Earth-moon-sun relationship; and explore other celestial bodies, such as
stars.

Text: Earth Science, Prentice Hall, 2009

Units:

1. Introduction to Earth Science

Earth Science is a vast branch of science that covers many subject areas, including
geology, oceanography, meteorology, and astronomy. Earth scientists study physical
and chemical aspects of Earth and its place in the solar system, using various mapping
techniques and advanced global positioning technology. Because Earth contains so
many interactive parts, scientists often study Earth as a system. The Earth system is
powered by energy from the sun and by geologic forces inside Earth.

n this introductory unit, you will learn about Earth's composition and internal structure.
You will read about different techniques that scientists use to study Earth and other
planets in the solar system and you will learn how the theory of plate tectonics
influences the field of Earth science. You will explore Earth's four major spheresthe
geosphere, hydrosphere, atmosphere, and biosphereand you will determine how
human activity impacts the Earth system.

2. Minerals

Did you know that close to 4,000 different minerals have been identified on Earth?
When scientists discover a new mineral, they study its physical characteristics and try to
determine how it may have formed. Once a mineral has been named, it can be grouped
with other minerals that share similar properties.

In this unit, you will examine some of the more common mineral groups on Earth,
including silicates, carbonates, oxides, sulfates, sulfides, halides, and native elements.
You will learn about mineral properties and the tests that scientists conduct to classify
minerals. You also will study elements, atoms, and subatomic particles, and you will
learn how atoms of different elements combine to form compounds.

3. Rocks


[Typetext] Page274

When different minerals mix together, they form rocks. There are three main types of
rocks on Earthigneous, sedimentary, and metamorphiceach of which forms in a
unique way. Rocks can change from one type to another because of the rock cycle,
which you will learn about, and the constant changes within Earth's interior.

In this unit, you will study each rock type in great detail. You will learn how each one
forms and where scientists usually find that type of rock on Earth. You will explore the
rock cycle and the natural processes that influence rock transformations. At the end of
the unit, you will conduct an investigation using various samples from your rock kit.

4. Earth's Resources

Earth contains valuable resourcessuch as air and waterthat are used every day by
plants, animals, and humans. These resources are categorized into two main groups:
renewable resources and nonrenewable resources. Since there are limited amounts of
nonrenewable resources on Earth, scientists have determined alternative ways to
extract energy from resources such as wind, water, and the sun.

In this unit, you will explore different forms of renewable and nonrenewable resources.
You will read about fossil fuels and the ways they are used to produce energy for
various human activities. You will identify alternative energy resources and their
advantages and disadvantages, and you will explore how Earth's natural resources can
be protected from harmful pollutants and overuse.

5. Sculpturing Earth's Surface

Geologically, Earth is constantly changing. Earth's surface is influenced by internal
forces that create mountains and external forces that weather and erode Earth's crust.
Some geologic changes occur over long periods of time, while others happen quickly,
drastically changing landscapes in minutes.

n this unit, you will study processes that sculpt Earth's surface, including weathering,
erosion, deposition, and even human activities such as logging and construction. You
will learn how and why mass movements occur, and you will explore the various ways
water can shape landscapes over time.

6. Glaciers, Deserts, and Wind


[Typetext] Page275

Glaciers cover and shape approximately 10 percent of the total land area on Earth. As a
glacier movesor flowsit erodes rock from valley floors and walls. In sharp contrast,
deserts are areas that lack moisture and have very little organic material. Desert
ecosystems are easily shaped by running water and wind.

In this unit, you will learn about glaciers and deserts. You will study different types of
glaciers and how they move, and you will read how sand- and pebble-covered deserts
are affected by the processes of weathering and erosion. At the end of the unit, you will
take a closer look at exactly how wind erodes desert landscapes.

7. Earthquakes and Earth's Interior

Caused by the rapid release of energy stored inside Earth, earthquakes can greatly
damage Earth's surface, particularly if they occur near a large city. Earthquakes can
create various hazards, including seismic shaking, landslides, and even tsunamis.

In this unit, you will explore earthquakes and why they occur. By completing the lab
Locating an Earthquake you will learn how scientists are able to determine an
earthquake's epicenter and its focus. n order to understand how scientists measure
earthquakes, you will study two types of seismic waves: body waves and surface
waves.

8. Plate Tectonics and Other Igneous Activity

The hypothesis of continental drift, followed by the theory of plate tectonics, significantly
changed scientists' understanding of Earth's geologic forces. As scientists began to
accept new ideas about movement within Earth's layers, they were able to explain many
other geologic forces, such as earthquakes, volcanic eruptions, and even seafloor
spreading.

In this unit, you will explore the theory of plate tectonics and how it impacted the field of
geology. You will learn what causes tectonic plate motion and you will examine different
types of plate boundaries. During the unit, you will read how volcanic eruptions are
directly related to activity within Earth's interior. You will learn about different types of
volcanism and you will study the three main types of volcanoes: shield, cinder cone, and
composite cone.

9. Mountain Building


[Typetext] Page276

Mountains are classified into four main types: volcanic, folded, fault-block, and dome.
These types of mountains can be found in various places on Earth's surface. The
mountain-building process occurs mostly at convergent plate boundaries, where
colliding plates result in massive forces that create mountains.

n this unit, you will explore how and where mountains are built on Earth's surface. You
will identify the four main types of mountains and at which convergent plate boundary
they usually occur. During the unit, you will complete an investigation of anticlines and
synclines, which will help you better understand the different types of folded mountains.

10. Geologic Time and Earth's History
In this introductory unit, you will explore Earth's early history by studying fossils, the rock
record, and the geologic time scale. You will learn how scientists are able to date rock
layers using radiometric dating, and how they are able to develop theories of past
environments using fossils. In addition, you will learn how the geologic time scale is
organized and how it was originally developed by scientists in the 1800s.

During this unit, you will complete a lab on fossils, which will enable you to understand
how fossils can be used to define rock sequences. At the end of the unit, you will study
Precambrian Time and the Paleozoic, Mesozoic, and Cenozoic Eras. You will learn how
Earth changed biologically and geologically during these important time periods in
history.

11. Oceanography
In this unit, your reading assignments and activity components will immerse you in the
field of oceanography. From physical features of the ocean floor to ocean productivity
and the diversity of marine life, you will find that you cover most aspects of the world's
oceans throughout this unit.

During this unit, you will study the density of seawater. You will be asked to complete a
Virtual Lab in which you will experiment with different solids and liquids, to better
understand density. At the end of the unit, you will learn about waves, tides, and how
ocean waters circulate throughout the world. You also will learn about shoreline
processes and how various features are created due to natural causes.

12. Oceanography


[Typetext] Page277

In this unit, your reading assignments and activity components will immerse you in the
field of oceanography. From physical features of the ocean floor to ocean productivity
and the diversity of marine life, you will find that you cover most aspects of the world's
oceans throughout this unit.

During this unit, you will study the density of seawater. You will be asked to complete a
Virtual Lab in which you will experiment with different solids and liquids, to better
understand density. At the end of the unit, you will learn about waves, tides, and how
ocean waters circulate throughout the world. You also will learn about shoreline
processes and how various features are created due to natural causes.

13. Meteorology, Part 1

In this unit, you will study various topics within the field of meteorology. You will learn
how to differentiate between weather and climate, and you will compare and contrast
heat and temperature. When studying heat, you will complete an investigation about the
specific heat of land and water.

During this unit, you also will explore how clouds form. You will learn about the four
processes that lift airorographic lifting, frontal wedging, convergence, and localized
convective liftingand you will study how different types of precipitation form. At the
end of the unit, you will study air pressure and wind. You will learn how air pressure is
exerted on objects and how local and regional wind patterns form.

14. Meteorology, Part 2

In this unit, you will continue your study of meteorology. First you will learn about air
masses and how they are classified. Then you will explore fronts, including: warm
fronts, cold fronts, stationary fronts, and occluded fronts. You also will study severe
storms and you will identify the conditions in which they form.

During this unit, you will explore global climates and the characteristics that define them.
You will learn about some of the natural processes that can cause changes in climate,
and you will study global warming. Upon completion of the unit, you will have a better
understanding of the consequences of global warming and climate change.

15. Astronomy, Part 1
In this unit, you will begin to study outer space. You will first learn how early
astronomers viewed Earth's place in the solar system, and you will study famous

[Typetext] Page278

contributors to early astronomy, such as Galileo and Newton. Next you will study the
Earth-moon-sun system and you will identify different features on the surface of the
moon.

During this unit, you will examine the solar system and its interrelated parts. You will
learn about the terrestrial and Jovian planets, as well as other bodies such as asteroids,
meteors, and comets. By the end of the lesson, you will be able to explain why Pluto is
no longer considered one of the planets in our solar system.

16. Astronomy, Part 2

In this unit, you will study light and how it applies to the field of astronomy. You will
examine the electromagnetic spectrum and you will learn how the Doppler Effect can be
used to study stars. You also will study the following types of telescopes: refracting,
reflecting, radio, and space.

During this unit, you will investigate the orbital speed of the planets in our solar system.
You also will learn about star properties and the birth, life, and death of stars. Finally,
you will learn about the universe on a greater scale; you will discover that scientists
believe in universal expansion and you will study the big bang theory.

Course: Biology
Text: Biology: The Dynamics of Life, Glencoe, 2004
Description: Designed as a preparation for college-level biology courses, students in
Biology study the role of a biologist, analyze the life of a cell, make genetic predictions,
and infer how and why organisms change. Hands-on explorations and virtual
simulations enhance students' comprehension of key science concepts.

In the second half of this course, students examine and compare plant and animal
species, beginning with the simplest bacteria and finishing with complex systems of
mammals. The final unit examines the systems of the human body, with additional
lessons on the human lifecycle, nutrition, and the effects of pharmaceuticals. Students
complete traditional lessons as well as hands-on and virtual labs to reinforce important
concepts and theories.

Units

[Typetext] Page279

1. What is Biology?
Welcome to biology, the study of the diversity and unity of living organisms. In this
opening unit, you will review the common characteristics of all organisms, examine
various scientific methods, compare quantitative and qualitative information, and begin
to examine how scientific discovery may affect society.

2. Ecology
All living and nonliving components on Earth, including plants, animals, water, air, and
soil, have an effect on each other. Ecology is the study of how living and nonliving
elements interact. In this unit you will study these interactions as you identify biotic and
abiotic factors that exist in different ecosystems, study the characteristics of different
biomes, analyze how and why ecosystems change, and examine people's impact on
the environment.

3. The Life of a Cell
No matter how simple or complex, buildings are all composed of basic units of structural
materials. Similarly, all organisms are made up of one or more cells, the basic units of
life. In this unit you will explore the life of a cell as you study the chemistry of cells,
identify cell structures and functions, examine how cells transfer matter and energy, and
analyze the cell cycle.

4. Genetics
Most physical traits, such as eye and hair color, are passed on from one generation to
the next. In this unit you will learn how genetics plays a role in determining traits as you
study the history of genetics, analyze the structure and function of DNA, study patterns
of heredity, and explore how genetic technology influences human life.

5. Change Through Time
Just as Earth itself is dynamic, so is the life that exists upon it. In this unit you will
explore how life on Earth has changed as you examine hypotheses about how life
began, study the theory of evolution, analyze ancestral evidence of humans, and
compare ways in which organisms are classified.

6. Viruses, Bacteria, Protists, and Fungi

[Typetext] Page280

We can readily recognize plant and animal diversity because plants and animals are
readily visible. However, much of life's diversity exists in organisms that we do not see
every day such as bacteria, protists, and fungi. In this unit you will examine and
compare different types of bacteria, protists, and fungi. In addition, you will analyze the
characteristics of viruses, nonliving things commonly confused with bacteria.

7. Plants

By now you probably know that plants are essential for most life on Earth. Not only do
they provide food and energy for most organisms, they also supply life-sustaining
gases. In this unit you will study the characteristics and functions of a vast array of
plants and analyze the similarities and differences among them.

8. Invertebrates

The majority of animals on Earth are invertebrates, or animals without backbones.
These animals can exist almost anywhere on Earthfrom the deepest crevices of the
ocean floors to the steepest snow-covered mountain tops. In this unit you will explore
the variations that enable invertebrates to adapt to almost any environment and sustain
almost any condition.

9. Vertebrates

Humans have many biological, social, and cultural ties with other vertebrates, or
animals with backbones. Some people keep vertebrates, such as birds, fish, dogs, and
cats, as pets. Many people rely on the products of these animals, such as milk, eggs,
and leather. Some view specific vertebrates, such as cows, as religious or cultural
symbols. In this unit you will explore the characteristics, adaptations, and behaviors of
various types of vertebrates.

10. The Human Body

The human body is a complex system of chemicals, organs, vessels, and connectors
that enable people to compete in soccer games, solve algebra problems, and make
decisions about how to spend their free time. In this unit you will analyze the major
systems of the human body and examine how they interact with one another.
11. Family and Consumer Sciences


[Typetext] Page281

In this unit, students will explain how consumer rights and responsibilities are protected
through government agencies, consumer protection agencies and consumer action
groups. They will analyze the energy requirements, nutrient requirements and body
composition for individuals at various stages of the life cycle. They will analyze the
impact of food addictions and eating disorders on health. In addition, students will
analyze physical, intellectual and social/emotional development in relation to theories of
child development (e.g., Piaget, Erikson and prior findings versus new brain
development research). Lastly, students will analyze current issues in health and safety
affecting children at each stage of child development.

Course: Chemistry

Description: Chemistry incorporates math support and problem-solving alongside the
chemistry curriculum. The first semester provides a foundation in elemental chemistry;
students explore the atoms and elements, concepts in chemical bonding, and how
atoms and elements react to one another.

Visual learning and hands-on exercises help reinforce the concepts covered in the
second semester, which include the properties of matter, solutions, and energy.
Students are also introduced to the principles of electrochemistry, organic chemistry,
and nuclear chemistry.

Text: Chemistry, Prentice Hall, 2008

Units:

1. Introduction to Chemistry

Chemistry can help explain much of what is happening in the world around you. This
branch of science is vast because it deals with the study of matter, which is present just
about everywhere. In this introductory unit, you will study the different areas of
chemistry, identify how chemistry affects various industries, review the steps of the
scientific method, and examine the measurement system that all scientists use. You
also will learn how to measure, convert, and calculate accurately to solve chemistry
problems. You will repeatedly apply these math concepts throughout the course.

2. An Overview of Matter and Change


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Chemistry is the study of matter and the changes it undergoes. In this unit you will begin
to examine the basic types of matter and the factors that may alter it. You will learn how
to classify matter, review the chemical naming system of elements, describe the
physical and chemical properties of different substances, and analyze chemical and
physical changes of matter. You will further explore some of these concepts later in the
course.

3. Atoms and Elements

In order to understand the composition of matter, you need to understand the structure
of an atom, the smallest particle of an element that has all the characteristics of that
element. In this unit you will study the composition of atoms and elements. You will
examine various historic models of the atom, learn how to write an electron
configuration for an atom, compare atoms of different elements, and learn how an atom
becomes an ion. In addition, you will review how elements are organized in the periodic
table and analyze trends in the table.

4. Chemical Bonding

Atoms and molecules constantly combine to form new substances. In this unit you will
learn how different types of chemical bonding occur. You will examine how atoms
become charged ions; compare ionic, metallic, and covalent bonds; model how atoms
combine; describe the properties of different types of compounds; and evaluate the
strength of bonds. It is important that you to understand how chemical bonding occurs
before you study chemical reactions.

5. Chemical Formulas and Reactions

In order to understand many core chemistry concepts, you must be able represent and
analyze chemical reactions. In this unit you will practice doing so as you apply rules for
naming and writing chemical formulas, balance equations, compare and interpret
empirical and molecular formulas, and predict the products of different types of
reactions. In addition, you will learn how to convert one quantity of a substance, such as
mass or volume, to another, such as moles or number of particles, and calculate
percent composition of a compound.

6. Stoichiometry


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In order to thoroughly understand chemical equations, you need to be able to
mathematically interpret them. In this unit you will apply math concepts in order to
analyze chemical equations in terms of moles, particles, mass, and volume. You also
will learn how to calculate the maximum amount of product that reaction can produce.

7. Solids, Liquids, and Gases

In this unit you will analyze the states of matter in terms of particles and use the kinetic
theory of matter to describe the behavior of matter in each state. You will predict how
temperature, volume, and the number of particles affect gas pressure, and how to
quantify these effects using Boyle's, Charles's, and the combined gas laws. You will
have the opportunity to perform a virtual lab to investigate the relationship between the
pressure and volume of a gas. Finally, you will learn how solutions form and compare
different types of solutions.

8. Solutions, Acids, and Bases

In this unit you will continue to learn about different types of solutions as you examine
some special properties of solutions and solve problems involving solubility and
concentration. You will explore acids and bases as you compare acid-base theories,
calculate acid and base concentrations, and describe what happens during
neutralization reactions. You will have the opportunity to perform a virtual and a hands-
on titration lab at the end of the unit.

9. Heat, Energy, and Reactions

In this unit you will continue to explore chemical reactions in terms of heat and energy
as you learn how scientists measure the heat of a reaction and solve problems involving
heat transfers in chemical reactions. You will identify factors that affect the rate of a
reaction and design an experiment to test these factors. Finally, you will learn how
amounts of reactants and products change in a chemical system at equilibrium and
identify stresses that can change the equilibrium of a chemical reaction.

10. Electrochemistry

In this unit you will study electrochemistry, the branch of chemistry that deals with the
relationship between electricity and chemical changes. You will examine how reactants
and products gain and lose electrons, learn how to determine the oxidation number of
an atom, and compare different types of electrochemical cells, which convert electrical

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energy into chemical energy or vice versa. In addition, you will have the opportunity to
perform a virtual redox titration.

11. Organic Chemistry

Many everyday items, such as clothes, food, and containers, are carbon-based or
organic compounds. Throughout this unit you will classify organic compounds, model
their structures, examine how they form, and identify the organic compounds that
certain common products contain. In addition, you will learn about the roles that carbon
plays in biochemical processes.

12. Nuclear Chemistry

Although nuclear materials are fairly common, most people do not know exactly what
they are or what makes them both beneficial and dangerous. In this unit, you will
explore different types and uses of radioactivity and analyze the various changes that
nuclear particles may undergo. Also, you will learn how nuclear waste is stored and how
scientists detect radiation.

Course: Physics

Description: The goal of physics is to describe the physical world using a small number
of basic assumptions, concepts, and equations. In this course, emphasis is placed on
relating physics to the everyday world. The student will explore the concepts involved
with motion in one- and two-dimensions, forces, work and energy, momentum and
collisions, circular motion and gravitation. The students will recognize the importance of
the laws of thermodynamics.

Approximately 40 percent of the course involves virtual laboratory investigations. Some
activities will require ordinary household items such as rulers, meter sticks, balls or
marbles, string, paper, and pencils.

The first half of the course focuses on understanding motion. The student will learn
kinematic equations and apply them to various situations. The student will explore
forces, work, and energy and apply these concepts in the special case of circular
motion. Heat and the laws of thermodynamics are covered.


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The second half of the course focuses on waves, in particular sound and light. Then the
course moves to understanding electricity and magnetism and the relationship between
the two. It concludes with a basic exploration of atomic physics.

Text: Physics, Holt, Rinhart, & Winston, 2006

Units:

1. Introduction

Welcome to Physics A. This unit introduces the course objectives and explains the
grading guidelines for research assignments and laboratory reports. In addition, the unit
reviews the scientific method.

2. Physics and the Laws of Motion

Throughout this unit you will explore the motion of objects. Most of the types of motion
described in this unit are likely familiar to you. You will learn about these common types
of motion by studying laws of motion, performing calculations, and conducting virtual
laboratory experiments.

3. Energy and Motion

In this unit you will learn about work, energy, and motion. You will study the different
kinds of energy that are involved when things move and learn how energy is converted
from one form to another during collisions. In addition, you will learn about the forces
involved with circular motion and gravitation. You will continue to solve real-world
problems and conduct virtual laboratory experiments.

4. Heat and Thermodynamics
In the previous unit you studied energy. In this unit you will learn about a particular form
of energy: heat. Thermodynamics involves understanding how the transfer of heat
affects the work done by a system. You also will study the first and second laws of
thermodynamics and continue to solve real-world problems and conduct virtual
laboratory experiments.

5. Waves


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In this unit you will explore the behavior of oscillations and waves. You will study
periodic motion, analyze the characteristics of sound and light, and learn how waves
transport energy. You will perform virtual labs to investigate the relationship between
the length and period of a pendulum, and the correlations among frequency, speed, and
amplitude of sound waves.

6. Electricity

In this unit you will explore the properties of electric charges. You will calculate the
electric force produced by point charges, interpret electric field lines, learn how
capacitors store electrical energy, and compare series and parallel circuits. You will
perform a virtual lab to investigate the relationships between voltage and current and
resistance and current. In an interactive discussion with your classmates, you will
debate if using hybrid electric vehicles may help to solve some of our energy problems
and discuss some of the environmental problems associated with carbon emissions.

7. Magnetism and Atomic Physics

In this unit you will explore the relationship between electricity and magnetism. You will
learn how electromagnets work, analyze the forces exerted on charges in a magnetic
field, and study a field of physics known as quantum mechanics, which describes the
physics of the particles that make up atoms. You will perform virtual labs to investigate
the magnitude of the magnetic fields of solenoids and the relationship between kinetic
energy, emitted electrons, and the wavelengths of light.

Course: AP Physics B

Description: Physics is the science of matter and energyhow the universe is put
together. AP Physics is a non-calculus survey course covering five general areas:
Newtonian mechanics, thermal physics, electricity and magnetism, waves and optics,
and atomic and nuclear physics. In AP Physics A, the student will be introduced to
physics and will concentrate on Newtonian mechanics, fluid mechanics, and thermal
physics. The student will get an understanding of the core principles involved and learn
to apply these principles in the solution of problems.

Text: Physics: Principles with Applications, Pearson, 2009

Units:


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1. Kinematics

Have you ever wondered how a batter times his swing so that he hits a baseball out of
the park? Or have you tossed a ball up to the ceiling just to see if the ball will "barely
touch it before it returns to the ground. This unit will deal with motion in one and two
dimensions that scientists term kinematics. In kinematics, you will learn how to
qualitatively and quantitatively describe motion. You also will learn how fast you need to
toss that ball to just barely reach the ceiling.

2. Newton's Laws of Motion

Why does an object move? What makes an object at rest begin to move? What causes
an object to accelerate or decelerate? For each question, you can answer that a force is
required. In this unit, you will investigate the connection between force and motion. This
is known as dynamics,

You'll begin the discussion of dynamics by talking briefly about force, then you'll move
into Newton's Laws of Motion and how to apply the mathematical models of Newton's
Laws to problem solving.

3. Work, Energy, Power, and Momentum

You know from your studies of Newton's laws that if two vehicles collide the forces
involved are equalmeaning even if the two vehicles are largely different in mass, they
will exert the same amount of force on each other. So, why does the smaller vehicle
usually have more damage?

n this unit, you'll explore the concepts of work, energy, power, and momentum to help
you answer that question.

4. Circular, Rotational, and Gravitational Motion

How does a car stay on a curved road without running off? Why do you feel forces when
the car goes around a curve? Why do astronauts feel weightless in space? What keeps
a satellite from falling out of the sky? You'll find answers to all these questions and more
as you move through the Circular, Rotational, and Gravitational Motion Unit.

5. Fluid Mechanics


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In previous units, you learned about objects moving, bouncing off each other, deforming
or not. You often treated all objects as points. Now, you will shift your thinking a bit to
substances that are very deformablefluids. Hopefully, you already know that liquids
and gases are fluids.

You will learn about fluids at rest (statics) and fluids in motion (dynamics). You'll also
learn how to answer many questions like "Why do humans float?", "How does floating
compare to sinking?", and "Why does a boat made of metal float, but a block of metal
won't?"

6. Thermal Physics

Heating the air inside a "hot-air" balloon raises the air's temperature, causing it to
expand and force air out the opening at the bottom. The reduced amount of gas inside
means its density is lower, so there is a net buoyant force upward on the balloon.In this
unit, you will learn about heat, temperature, thermal expansion, the gas laws, and the
laws of thermodynamics. All of these work together to make the hot-air balloon ride
successful.

7. Electrostatics

In this unit, you will be introduced to the properties of electrical charges including the
magnitude and direction of electrical fields created by differences in electrical potential.
You also will study the electrostatic mechanisms of conductors, insulators, and
capacitors, and you will use your knowledge to calculate the electrical potential of
various conducting objects

8. Electric Current

In this unit, you will learn the basics of electrical current by analyzing and interpreting
circuit diagrams. Specifically, you will use Ohm's Law and Kirchhoff's rules to calculate
current, resistance, voltage, capacitance, and power dissipation in simple and complex
circuits.

9. Magnetism

In this unit, you will be introduced to the properties of magnetism, including the
movement of particles within magnetic fields. You also will calculate the current and flux

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within a magnetic field as well as determine the size of magnetic forces and current-
carrying wires using Faraday's and Lenz's laws.

10. Vibrations and Waves

In this unit, you will be introduced to the motions and properties of different vibrations
and waves. You will begin to understand simple harmonic motion as it relates to
pendulums and describe wave motion and sound waves in terms of their definitive
properties.

11. Optics

In this unit, you will learn the specifics of different optical properties. You will be
introduced to the parts of the electromagnetic spectrum and will be able to use the laws
of reflection and refraction to reason the differences of several mirror images. You also
will understand the characteristics of images through lenses by analyzing the properties
of beams of light.

12, Modern Physics

In this unit, you will be introduced to the most recent physical science theories.
Specifically, you will learn about photoelectric effect, modern wave particle theories, as
well as atomic energy levels and spectra. Recent models of the atom as well as
information about radioactive decay and nuclear manipulation will provide insight into
modern physical science developments.

Course: AP Environmental Science

Description: The goal of AP Environmental Science is to provide the student with the
scientific principles, concepts, and methodologies required to understand the
interrelationships of the natural world and to identify and analyze environmental
problems that are natural and made my humans. The student will evaluate the relative
risks associated with these problems and examine alternative solutions for resolving or
preventing problems. Laboratory experiments support student content mastery in both
hands-on and virtual experiences.

1. Environmental Problems


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Unit 1 provides you with an overview of environmental issues. You will experience the
interdisciplinary nature of the course, with lessons on politics, economics, and history.
Unit 1 is challenging, especially if you are new to AP courses. It is one of the longer
units, with both lab and field work components. Working closely during this unit,
providing help resources through pro-active feedback, and lots of encouraging feedback
is the best practice to insure your success. Unit 1 also introduces the semester 1
collaborative project.

2. The Living World

In Unit 2, you will investigate the components of the living world: species, populations,
symbiotic relationships like predator-prey, food webs, and the energy involved in the
living systems. This unit draws on your previous knowledge from your Biology courses.
Biogeochemical cycles and biodiversity are included in this unit.

3. The Physical World

In Unit 3, the physical world is the focus. Climate, biomes, ocean circulation, and the
structure of the lithosphere, hydrosphere, and atmosphere are included in this unit.

4. Population

In Unit 4, Population, you are introduced to population dynamics, demographics, and
urbanization. Although this unit appears short with five lessons, it is important to your
success on the AP Exam and includes math skills that will be tested.

5. Atmosphere & Climate Change

The Unit deals with the atmosphere and climate change. It is the beginning of semester
2 and the semester 2 collaborative assessment is introduced. Topics discussed in this
unit include the atmosphere, air pollution, global climate change, acid deposition and
ozone layer thinning.

6. Land and Food

Soil, soil pollution, agriculture, pesticides and land conservation are the main topics of
Unit 2. The unit is intensely hands-on, with four of the five lessons requiring active
participation in the form of labs, model construction or surveying family and friends.


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7. Water

The Unit is all about water: water pollution, water supply, and water quality. Although
the unit is shorter than others, the lessons are critically important to the AP Exam.

8. Toxicology & Risk
Toxicology is the topic of this unit. Human health and risk are also important topics
included here.

Course: AP Biology

Description: AP Biology is a year-long course, taught at the same level as a first-year
college class. The course has two main goals: to help students develop a framework for
the study of biology, and to better understand the process of scientific thinking, as
opposed to merely memorizing facts. In the first semester, major themes include
organic molecules and free energy charges, prokaryotic and eukaryotic cells, cellular
energetics, heredity, and molecular genetics.

Text: Campbell Biology, AP Biology, Ninth Edition, Pearson, 2011

Units:

1. The Chemistry of Life

Welcome to AP Biology! In this unit, you will learn how the fields of chemistry and
biology are interrelated. Throughout this unit, you will study biological diversity, the
scientific method, and the basics of matter and elements. You will also study chemical
reactions, the properties of water, and the differences between acids and bases. Upon
completion of this unit, you will have a better understanding of the chemical processes
that are necessary for life.

2. The Cell

In this unit, you will focus on the cell structure and its processes. You will learn to
differentiate between prokaryotic and eukaryotic cells, and you will explore the various
components of cells. Throughout this unit, you will complete several labs that cover
topics including diffusion and osmosis, cellular respiration, photosynthesis, and mitosis.
Upon completion of this unit, you will have a better understanding of the basic functions
of cells.


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3. Genetics

In this unit, you will examine the scientific field of genetics. You will learn about genetic
variation, genetic disorders, and gene expression. You will also study the basics of
geneticschromosomes, genes, and DNA. Upon completion of this unit, you will have
learned about various aspects of DNA and mapping entire genomes.

4. Mechanisms of Evolution

In this unit, you will study the theory of evolution. You will focus on scientific ideas
presented by Darwin, Lamarck, Fyell, and Linneaus, and you will complete a lab on
population genetics and evolution. You will also study adaptive evolution,
macroevolution, and the importance of phylogenetic trees. Upon completion of this unit,
you will have a better understanding of how species evolved on Earth.

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Appendix D

Social Studies Curriculum

Course: 7th Grade Social Studies

Description: In this course, students study the political, economic, and social changes
from the fifth century to modern times. Students make connections between historical
events, such as the rise and fall of empires and the rise of democracy, and understand
long-term changes and recurring patterns in world history. Students complete a
comprehensive study of the history, geography, nations, and cultures of North and
South America, and they also hone their social studies skills by reading primary source
documents, forming historical hypotheses, and drawing conclusions to the facts
presented.

Text: World Studies: Medieval Times to Today, Prentice Hall, 2005
Text: World Studies: Western Hemisphere, Prentice Hall, 2005
Units:
1. Focus on History, Part 1
In this unit you will explore the history, religion, and cultures of many parts of the
world. You will learn about the rise of the Byzantine and Islamic Empires and how their
influences spread throughout the globe. You will also study important African kingdoms
and trading centers. You will explore the civilizations of South America, Middle America,
and North America, and discover how those cultures were influenced by the arrival of
European explorers. Finally, you will learn about Asian civilizations, including China,
medieval Japan, and the Great Mughal Empire in India.

2. Focus on History, Part II
In this unit, you will explore important events in the history of the world from the Middle
Ages up to today. You will learn about life in medieval Europe and explore the powerful
influences of kings, the Church, and feudalism. You will also study the causes and
effects of the Crusades, the Renaissance, and the Reformation. You will examine how
Europeans explored the globe and conquered civilizations in the Americas and

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Africa. You will also explore the influences of the Enlightenment and the Industrial
Revolution. You will also examine the impact of nationalism and imperialism and
explore important wars and revolutions of the 18th, 19th, and 20th centuries. You will
conclude your study with a look at the modern world.

3. Focus on Geography, Part 1
In this unit you will begin to explore the study of geography. You will learn about the five
themes of geography and discover the tools geographers use. You will also examine
the planet Earth as well as climate, weather, and vegetation. Finally, you will look at
aspects of human geography, including population, migration, and economic and
political systems.

4. Focus on Geography, Part II

In this unit you will continue your study of geography. You will take a closer look at the
relationship between humans and the Earth. You will explore culture, society, and
cultural change. You will also learn about natural resources, land use, and people's
effect on the environment.

5. Build a Regional Background: The U.S. and Canada
In this unit you will begin your study of the United States and Canada. You will explore
the geographical features of the countries of North America. You will also examine the
histories of the United States and Canada, from European exploration to independence,
to the status of world powers. Finally, you will learn about the cultures of the United
States and Canada.

6. Focus on Countries: The U.S. and Canada

In this unit you will continue your study of the United States and Canada. You will take a
more in-depth look at the geography and history of four regions of the United States: the
Northeast, the South, the Midwest, and the West. You will also explore geographical
and cultural characteristics of Canada's provinces and territories, specifically Ontario
and Quebec, the Prairie Provinces, British Columbia, the Atlantic Provinces, and the
Northern Territories.


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7. Build a Regional Background: Latin America

In this unit you will begin your study of Latin America. You will explore the geographical
features of the countries of Latin America. You will also examine the histories of South
and Central America, from the height of their early civilizations, to European exploration
and conquest, to the achievement of independence. Finally, you will learn about the
cultures of Mexico, the Caribbean, and Central and South America.

8. Focus on Countries: Latin America

In this unit you will continue your study of Latin America. You will take a more in-depth
look at the geography and history of several countries that make up Latin America. You
will study the Central American nations of Mexico, Guatemala, and Panama. You will
also explore the history and current events affecting the people in the Caribbean
countries of Cuba, Haiti, and Puerto Rico. Finally, you will examine the South American
nations of Brazil, Peru, Chile, and Venezuela.

Course: 8th Grade Social Studies

Description: Social Studies 8 examines the American experience from pre-colonial
times through Reconstruction following the Civil War. U.S. political, economic, and
social history is explored from a chronological point of view with lessons that develop
the students' abilities to analyze, interpret, and evaluate different forms of information.
Throughout the course, students make connections between historical events and their
impact on the American people and landscape.

Text: The American Republic to 1877, Glencoe, 2005

Units:

1. Different Worlds Meet

In this unit, you will learn about the people and places that existed in the Americas
before the arrival of Europeans. You will examine how these civilizations were affected
by European exploration and conquest of the continent. You will also explore the
influences of religion and technology on Europeans' exploration of the globe. Finally,
you will study the roles of Spain and Portugal on the New World and learn about early
European settlements in North America.


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2. Colonial Settlement

In this unit you will learn how North America was colonized by European nations. You
will explore what life was like in Early English settlements and compare and contrast the
colonies in different regions of North America. You will also study the impact of
government, religion, and culture on colonists in America. Finally, you will examine the
impact of the French and Indian War on England and France's struggle for control of the
continent.

3. Creating a Nation

In this unit you will explore the creation of the United States as a new nation. You will
examine the reasons colonists demanded independence from England and why they
were willing to wage a war to achieve freedom from King George III. You will take an in-
depth look at the Revolutionary War and learn about important people of that time. You
will also learn about the plans of government the nation's founders experimented with
and how they finally agreed on the Constitution. Finally, you will examine the
Constitution, the federal government of the United States, and read about the rights and
responsibilities of American citizens.

4. The New Republic Part 1

In this unit you will explore the early years of the American Republic up to 1825. You will
learn about early challenges and conflicts faced by the new Union. You will examine the
development of the first political parties in the United States. You will also read about
the War of 1812 and military struggles with Native Americans as settlers moved
west. You will study the factors that made westward expansion possible, such as the
Louisiana Purchase, economic growth, and technological innovation. Finally, you will
look at the development of regional differences in the United States and examine the
foreign policies the nation adopted in the early nineteenth century.

5. Focus on Pennsylvania

In this Unit, you will explore the History of Pennsylvania, including the influence of
Quakers at the beginning of the Commonwealth, and the importance of Pennsylvania in
the mining of coal and production of steel during the Industrial Revolution. You will look
at Pennsylvania's Government, and compare and contrast the role of State vs. Federal
Government, as well as look at Pennsylvania's approach to electing both State and
Federal Officials. You will investigate Pennsylvania's Constitution and how this provides

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the legal structure of the State versus the U.S. Constitution. Finally, you will explore
Pennsylvania today, its people and its industry and the opportunity for entrepreneurial
ventures in the Commonwealth.

5. The New Republic Part II

In this unit you will explore the early years of the American Republic up to 1825. You will
learn about early challenges and conflicts faced by the new Union. You will examine the
development of the first political parties in the United States. You will also read about
the War of 1812 and military struggles with Native Americans as settlers moved
west. You will study the factors that made westward expansion possible, such as the
Louisiana Purchase, economic growth, and technological innovation. Finally, you will
look at the development of regional differences in the United States and examine the
foreign policies the nation adopted in the early nineteenth century.

6. The Growing Nation

In this unit you will continue to explore the growth of the United States between 1820
and 1860. You will examine challenges and changes to the fragile political system. You
will also read about America's continued westward expansion, as well as the effect this
had on Native Americans. You will examine the United States' acquisition of new states
and territories, including the Oregon Country, Texas, California, and Utah. You will also
study the causes and consequences of the United States' war with Mexico. You will
compare and contrast the northern and southern regions of the country. Finally, you will
examine calls for social reform in the mid-nineteenth century and how ideas about
education, women, and slavery changed during this period.

7. Civil War and Reconstruction

In this unit you will explore the history of the United States from 1846 to 1896. You will
examine how different ideas about slavery and politics worsened regional tensions in
the nation. You will also explore why many southern states seceded and how their
actions and the government's response led to the Civil War. You will study what life was
like during the Civil War and compare the Union's and Confederacy's goals and
strategies. You will read about how the Union won the Civil War and explore plans for
healing the nation. Finally, you will examine the period of Reconstruction and describe
its effects on both the North and the South.

8. Modern America Emerges

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In this unit you will preview and explore the history of the United States from 1877 to the
present. You will examine the continued exploration of the west and the effect of the
United States' expansion on Native Americans. You will also explore how the United
States began to expand its influence in world affairs. You will study how technological
advances and immigration influenced life in late nineteenth century America. You will
read about calls for political and social reform. You will also explore the causes and
effects of World War I, World War II, and the Cold War period. Finally, you will examine
modern America and its war on terrorism.

Course: American Government

Description: An in-depth examination of American government and its fundamental
principles and organization, American Government A promotes understanding and
participation in government by presenting information in a context relevant to students.
Students examine government concepts such as the growth of democracy, federalism,
separation of powers, and checks and balances. The branches of government
legislative, executive, and judicialare studied in detail, and activities develop students'
abilities to question, analyze, and evaluate different forms of information.

Text: United States Government: Democracy in Action, Glencoe, 2006

Units:

1. Foundation of American Government

In this unit, you will explore the beginnings of government in the United States. You will
learn about the political and economic features of American government. You will
discover how the American colonies won independence from Great Britain and what
models they looked to in creating a new nation. You will study the Constitution, the three
branches of government, and the principle of federalism.

2. The Legislative Branch

In this unit, you will learn about the powers and functions of the legislative branch of the
United States government. You will explore the House of Representatives, the Senate,
and additional committees and agencies. You will study how Congress works with the
president, as well as how new laws are made.


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3. The Executive Branch

In this unit, you will explore the powers and functions of the executive branch of the
United States government. You will learn about the responsibilities of the president, vice
president, and the cabinet. You will also study the seven major roles of the president
and styles of leadership that lead to presidential success. Finally, you will learn about
the bureaucratic and civil service systems of the executive branch.

4. The Judicial Branch

In this unit, you will explore the powers and functions of the judicial branch of the United
States government. You will learn about the judicial systems of federal and state
courts. You will study the Supreme Court, and learn about how it selects, hears, and
decides cases. Finally, you will investigate how the Supreme Court shapes public policy
as well as the factors that influence the Court's decisions.

5. American Government Semester Exam

In this unit, you will have the opportunity to prepare for and take the final exam. Since
this is a comprehensive exam, it may be helpful to organize your notes in the order of
the course outline before you begin to review. Using the test-taking strategies that you
have previously learned can help you be successful with both objective and essay
questions.

6. Liberty and Justice for All

In this unit, you will learn about the basic rights and responsibilities of U.S. citizens. You
will explore the freedoms granted by the Bill of Rights. You will also study U.S.
immigration policy as well as the requirements for U.S. citizenship. Finally, you will learn
about aspects of American law, including the concepts of equal protection, privacy, and
equal opportunity.

7. Participating in Government

In this unit, you will explore the different ways in which Americans participate in the
political system. You will learn about the role and organization of political parties. In
addition, you will study the election process in the U.S. You will also explore the roles
and responsibilities of voters, and discover how they influence and are influenced by the

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political system. Finally, you will learn about the roles of interest groups, public opinion,
and the media in American government.

8. Public Policies and Services

In this unit, you will explore public policies and services of the U.S. government. You will
learn about how the government raises and manages money. You will also study the
government's policies on business, the environment, public health, education, housing,
and transportation. Finally, you will learn about the nation's foreign policy, and how it
has changed over time.

9. State and Local Government

In this unit, you will learn about different roles and responsibilities of state and local
governments. You will explore the similarities and differences in their history and
organization. Finally, you will learn about the ways in which state and local government
influences your daily life.

10. Political and Economic Systems

In this unit, you will identify the characteristics of different types of political systems. You
will evaluate the relationship between economic decision-making and political freedom.
Finally, you will compare capitalism, socialism, and communism.

11. American Government Semester Exam

questions.

Course: United States History

Description: This course will explore the growth of American society and the emergence
of the United States as a world power. The course covers the significant developments
in America's past from Reconstruction to World War I with a brief review of early
settlement, colonization, and the development of America as an independent nation.
The student will focus on American political, economic, and social history from a

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chronological point of view. Activities in this course are designed to develop the
student's abilities to question, read, analyze, interpret, and evaluate different forms of
information, as well as to communicate his or her ideas to others. Geography skills will
be interwoven in the lessons, as the student makes connections between the evolution
of America's geography and its historical impact.

Text: United States History, Prentice Hall, 2010

Units:

1. The Early American Republic

In this unit, you will review your knowledge of early American history by surveying key
events from the Revolutionary War to the Civil War. You will investigate the causes of
the American Revolution, including the influence of the Enlightenment. You will analyze
America's founding documents. You will trace the growing sectionalism during the
1800s, ending in the Civil War. Finally, you will determine the effects of the Civil War
and Reconstruction on the United States.

2. Industrialization of the United States

In this unit, you will study key historical events from the Gilded Age. Studying
inventions, business practices and labor unions, you will trace the effects of the Second
Industrial Revolution. You will learn about the effect of immigration and urbanization on
America's landscape. You will examine the changes in the South and the West during
this period, and growing political and social movements throughout the country.

3. Emergence of the Modern United States

This unit covers the United States during the Progressive Era, from the late 1800s to the
end of World War I. In this unit, you will learn about the reforms enacted during the
Progressive Era. You will explore the United States' first steps toward imperialism. The
unit will finish with your study of the causes, events, and effects of World War I.

4. Prosperity and Depression

This unit focuses on the United States during the 1920s, and the 1930s. You will
examine the cultural, economic, and political trends of the 1920s. You will learn about
the causes of the Great Depression, its effect on everyday Americans and efforts to

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bring the country back to prosperity. You will particularly evaluate the effects of Franklin
Delano Roosevelt's New Deal on the United States.

5. History of Pennsylvania

This unit focuses on the History of Pennsylvania and its contribution to the growth and
development of the United States. Students will evaluate the role groups and
individuals from Pennsylvania played in the social, political, cultural and economic
development of the U.S. They will investigate places in Pennsylvania that have been
critical to the United States. In addition, they will evaluate how conflict and cooperation
among groups and organizations in Pennsylvania have influenced the growth and
development of the United States.

5. World War II and Postwar America

This unit focuses on the events of World War II and the beginning of the Cold War. You
will learn about the causes, events, and effects of World War II. You will learn about
changes in the United States as World War II ended and the Cold War began. You will
examine how tensions developed between the Soviet Union and United States and how
those tensions affected foreign policies and life at home. In this unit, you will also start a
semester-long project, the writing of a research paper.

6. Challenges and Change: Part 1

This unit focuses on the major changes in the United States during the 1950s, 1960s,
and 1970s. You will begin the unit by examining the events of the civil rights movement.
You will learn about the policies of Presidents Kennedy and Johnson, including the war
in Vietnam. Finally, you will learn about the protests that swept the nation for women's
and minorities' rights and against the Vietnam War. Throughout the unit, you will
continue to work on your major research project.

7. Challenges and Change: Part 2

This unit continues to focus on the major changes in the United States during the 1960s
and 1970s. You will begin the unit by examining the events of the women's rights
movement. You will learn about the policies of Presidents Nixon, Ford, and Carter.
Finally, you will learn about key events of the 1970s, including the Watergate scandal,
stagflation, and the Iran hostage crisis. Throughout the unit, you will continue to work on
your major research project.

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8. Changing and Enduring Issues

This unit focuses on the events of the last thirty years in American history. You will learn
about the resurgence of conservative Republications and the presidencies of Ronald
Reagan and George H.W. Bush. You will learn about the main domestic and
international events of the 1990s. Finally you will look at the events that have shaped
the beginning of the 21st century, including global terrorism and immigration. You will
finish your major research project.

9. U.S History Semester Review

In this unit, you will review for the U.S. History Semester Exam. You will study by using
the graphic organizers from each unit, by taking a practice test, and by choosing from a
list of other review strategies. Finally, you will take the exam itself.

Course: World History

Description: Comprehensive in scope, the World History courses begin with a review of
ancient civilizations, and then moves through the emergence of modern nation-states,
concluding with the Napoleonic Wars. Primary source documents bring the past to life,
introducing students to people and cultures across the world and across time.

Text: World History: Modern Times, Glencoe, 2005

Units:

1. Reading and Writing for History

In this unit, you will practice skills that will make you a better historian. You will hone
your critical reading skills and develop a process for preparing and writing a research
paper. Finally, you will learn how to identify reliable research sources and avoid
committing plagiarism.

2. Geography and History

In this unit, you will learn about the relationship between geography and historic events.
You will learn more about the purpose and uses of globes and maps and examine the
themes and elements associated with the study of geography.

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3. The World Before Modern Times

In this unit, you will learn about the emergence of civilizations from prehistory to about
1500. You will study ancient societies of Western Asia, Egypt, India, and China. You will
also examine the contributions of the Greek, Roman, Arab, African, and Asian empires
to world history. Finally, your study of ancient American civilizations will conclude the
first unit of the course.

4. The Early Modern World Part 1

In this unit, you will learn about world cultures between 1400 and 1800. You will study
the Renaissance and its impact on people's interpretation of the world around them. In
addition, you will explore the role of religion and study the effect of the Protestant
Reformation and the Catholic Counter-Reformation. You will also look at various
societies' explorations around the globe. Finally, you will examine social and political
struggles in Europe between 1550 and 1715.

5. The Early Modern World Part II

In this unit, you will continue to study the contributions of world cultures between 1400
and 1815. You will examine the expansion of Muslim Empires throughout the world and
the impact of the religion of Islam. Additionally, you will learn about cultures of the East
Asian world, including China, Japan, and Korea. You will also examine the causes and
effects of the Scientific Revolution and the Enlightenment and study their impact on the
American colonies. You will conclude World History A by learning about the French
Revolution and its consequences, as well as studying the contributions of Napoleon.

6. World History Midterm Review

In this unit, you will have the opportunity to prepare for and take the midterm exam.
Since this is a comprehensive exam, it may be helpful to organize your notes in the
order of the course outline before you begin to review. Using the test-taking strategies
that you have previously learned can help you be successful with both objective and
essay questions.

7. An Era of European Imperialism


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In this unit, you will explore the causes and effects of European Imperialism between
1800 and 1914. You will examine how industrialization and nationalism influenced
empire-building around the globe. In addition, you will learn about European colonies in
Southeast Asia, Africa, India, and Latin America, and consider the consequences of
imperialism on indigenous peoples. Finally, you will study social and political challenges
in China and Japan in the 19
th
and early 20
th
centuries.

8. The Twentieth Century Crisis

In this unit, you will study social, political, and military struggles throughout the world
between 1914 and 1945. You will examine the causes and effects of World War I, and
study how the outcome of that world laid the foundation for a second world war.
Additionally, you will study world cultural trends between the world wars. You will also
explore the role of nationalism in the Middle East, Africa, Asia, and Latin America.
Finally, you will learn about the reasons for and consequences of World War II.

9. Toward a Global Civilization

In this final unit of World History, you will learn about developments throughout the
world between 1945 and the present. You will examine the causes and consequences
of the Cold War and trace the influence of communism throughout the postwar world.
You will also learn about the emergence of new economies and independent nations in
Latin America, Africa, and Asia. Finally, you will consider the challenges facing the
global civilization and how nations try to achieve peace.

10. World History Semester Review

questions.

Course: Economics

Description: From the stock market to the intricacies of U.S. monetary policy,
Economics explores how modern capitalism and the global economy works, and
introduces students to concepts in both macro- and microeconomics. Students learn

[Typetext] Page306

about supply and demand, labor issues, financial markets, taxes, and international
trade.

Text: Economics: Principles in Action, Prentice Hall, 2007

Units

1. Introduction to Economics

In the first unit of Economics, you will be introduced to the basic ideas of economics.
You will study scarcity, the factors of production, decision making, and opportunity cost.
You will also examine how societies have developed different economic systems to
make choices about resource allocation. Finally, you will study the American free
enterprise system.

2. How Markets Work

In this unit, you will study the factors that affect the way markets perform. You will learn
about demand, consumer desire for a product, and how it is affected by other economic
factors. In addition, you will examine supply and its role in the market. Both supply and
demand affect prices, which you will also learn about in this unit. Finally, you will study
the four types of market structures and identify their advantages and disadvantages.

3. Business and Labor

In this unit, you will learn about how the world of work is organized. You will develop an
understanding of the types of business organizations, including sole proprietorships,
partnerships, and corporations. You will also examine the history and development of
organized labor as well as factors that determine wages. Finally, you will learn about
trends in the labor force and in wages and benefits.

4. Money, Banking, and Finance

In this unit, you will learn about money, banking, and finance. You will examine the
characteristics of money, the historic role of banks, and trends in banking today. You
will also study the world of finance and develop an understanding of savings and
investment, including investment options, such as stocks and bonds.

5. Measuring Economic Performance

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In this unit, you will discover how economic performance is measured. You will learn
about the calculation and use of gross domestic product and the significance of
business cycles. In addition, you will study economic growth and the factors that
contribute to it. You will examine the economic challenges of unemployment, inflation,
and poverty, and the effect of these challenges on the economy.

6. Government and the Economy

In this unit, you will learn about the ways the government obtains and spends resources
as well as how it intervenes in the economy. You will study taxes and federal spending.
You will also learn about fiscal policy and the different ways economists view the role of
government in the economy. Finally, you will examine monetary policy, the money
creation process, bank regulation, and the role of the Federal Reserve.

7. The Global Economy

In the final unit of Economics, you will learn about international trade and economic
development. You will study reasons why nations trade, barriers to trade, international
cooperation, and ways in which trade is measured. Finally, you will study levels of
economic development and the changes that are occurring throughout much of the
world today.

Course: Personal Finance

Credits: 0.5

Description: Through real-world applications and clear, engaging lessons, Personal
Finance prepares students for making sound financial decisions. Exercises illustrate the
influence of economics in daily life and how financial decisions made today affect the
future.

Units:
1. Money Management and Career Planning
In the first unit of Personal Finance, you will define personal financial planning, and
explore the six steps of financial planning. You will also identify economic factors that
affect personal financial decisions and explain how opportunity costs are associated

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with personal financial decisions. Finally, you will identify strategies for achieving
financial goals at different stages of life.

2. Taxes, Retirement, and Health Insurance
In Unit 2 of Personal Finance, you will learn to identify the personal issues to consider
when choosing and planning your career. You will also understand how education and
training affect career advancement. You will study tax strategies, insurance and risk
management, health insurance and financial planning, and culminate with a discussion
of retirement planning.

3. Consumer Credit and Investing
In this unit, you will identify different types of financial services, and calculate the cost
and benefits of different savings plans. You will study how to build and protect your
credit rating. You will discuss ways to obtain funds for investing and identify the factors
that affect their investment choices. You will also identify the main types of savings and
investment alternatives and explain the steps involved in developing a personal
investment plan. As you explore your own personal plan, you will identify sources of
financial information.

4. Starting a Business
In this unit, you will study the three essential types of business arrangements, namely
sole proprietorship, general and limited partners, and types of corporations. As you
study how to form a corporation and explore its advantages and disadvantages, you will
consider the broader concern of financial management for a business. As the lessons
progress, you will formulate a business plan and explain its components. Similarly, you
will describe the aspects of a financial plan and explain the importance of accounting in
financial management. Finally, you will explore the primary functions of accounting.

5. Operating Your Business
In this unit, you will be defining terms such as: start-up costs, operating costs, and
reserve funds, and you will show how this is related to entrepreneurship. You will also
identify sources of personal and private financing, and discuss the options available
through bank funding. Additionally, you will examine the role of accounting and record
keeping. Finally, you will explore the nuances of accounting, and you will apply this
analysis to how businesses run from their inception to their perpetuation and growth.

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Course: AP US History

Description: AP U.S. History covers the material to prepare students for the AP U.S.
History Exam. In the first semester, students will understand a broad body of historical
knowledge, expressing their ideas clearly in writing. They will also learn to interpret and
apply data from original source documents and identify less commonly represented
points of view. In AP U.S. History, students will cover the exploration and colonization of
America, the rise of nationalism and sectionalism, and onward to the Civil War.

Text: America Past and Present, Pearson, 2011

Units:

1. A New World

U.S. History involves learning about people, events, trends, and turning points of the
past five centuries and how they have shaped the development and identity of this
nation. In this unit, you will learn about the first Americans, the Columbian Exchange,
colonial societies, the English colonies, and the expansion of the colonies.

2. Revolution and Independence

The diverse population of the American Colonies contributed to an emerging "American"
identity. The colonial population included: British, Scots-Irish, Germans, Irish, Dutch,
Swedes, Welsh, Jews, and French. It also included Africans who were brought against
their will as slaves. In this unit you will learn about the American Revolution, life in the
colonies, a Republican model of government, and the young republic.

3. The Growing Republic

In the first part of the 1800s America underwent revolutions in transportation and
communication. A strong national economy emerged linking different sections of the
country. At the same time, the slavery issue drove Americans further apart. In this unit
you will learn about the new American government, expanding territories, foreign policy,
the Missouri compromise, the rise of a national economy, and a mass democracy.

4. A House Divided


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During the western expansion, the issue of slavery came to a head. Many Northerners
maintained slavery should be banned from the new lands while Southerners believed
slavery had to expand into the west or the institution would die. In this unit you will learn
about the United States expansion into the western territories, the secession of the
South, and the Civil War.

5. A New Order

America's economic expansion, which began in the first half of the nineteenth century,
accelerated in the decades following the Civil War. The emergence of new machinery,
mass manufacturing, and larger factories sparked the rise of a new industrial order. In
this unit you will learn about the Gilded Age, the rise of big business and a nation on the
move.

6. Becoming a Modern Nation

Earlier in the course, you learned that the nation's economy boomed in the late
nineteenth century. By the 1890s, the United States had become the most industrialized
country in the world. In this unit you will explore the role of large-scale industrialization,
urbanization, and mass migrations during this time, the Progressive Era. Then, you
will examine the United States' first steps toward imperialism and study of the causes,
events, and effects of World War I. Finally, you will compare values and ideals held by
different groups during the Roaring '20s

7. Facing Challenges at Home and Abroad

By the end of 1929, it looked likely that prosperous times were over for the United
States as the economy descended into the worst depression in the nation's history. In
this unit, you will explore the economic, social, and political challenges faced by
Americans home and abroad during the Great Depression through World War II. You
will also have the opportunity to analyze the causes and effects of the Great
Depression, determine the reasons for the political victories of Franklin Delano
Roosevelt, and the subsequent embrace of the New Deal. In the latter part of the unit,
you will learn how involvement in World War II increased America's role in global affairs.

8. An Age of Confidence and Anxiety

For more than 20 years following World War II, the United States experienced a period
of unprecedented prosperity. During this time, however, Americans were challenged by

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several tumultuous events. In this unit, you will analyze the quarter century following
World War II by studying the Cold War era, the civil rights movement, the Vietnam War,
and the oil crisis. At the end of the unit, you will have an opportunity to evaluate models
of historical periodization, recognizing that specific dates privilege particular regions or
groups.

9. Modern Times

Events in recent history have repeatedly reshaped the social, economic, and political
currents in the United States. In this unit, you will explore the events of the last 30 years
in American history. You will learn about the resurgence of conservative Republicanism
and the presidencies of Ronald Reagan, George H.W. Bush, and George W. Bushin
addition to the Democratic presidencies of Bill Clinton and Barack Obama. You will also
examine the foreign policy challenges the United States faced in the 1990s. Finally, you
will look at the events that have shaped the beginning of the twenty-first century,
including global terrorism and immigration.

10. Understanding American History

Throughout this course, you have read about countless events in American history. In
this unit, you will have the opportunity to revisit the themes of America's history to create
a better understanding of the big picture of the nation's history. You will analyze how the
understanding of American identity has changed over time, examine how the
government's role in labor relations changed throughout history, analyze the importance
of milestones in American political history, and identify the role of technology advances
in American labor history.

Course: AP United States Government

Description: AP U.S. Government surveys the complex subjects of the U.S. government
and politics. Students will make detailed analyses of the processes and institutions
(both formal and informal) by which the political system functions and policy decisions
are made. These analyses include the Constitutional structure of government,
participatory politics, the formal institutions of power (and extra-constitutional influences
on them), and public policy and individual rights and liberties.

Text: Government in America: People, Politics, and Policy, Pearson, 2011

Units:

[Typetext] Page312

1. Constitutional Foundations

The study of American politics involves not only the study of the U.S. Constitution, but
also the many factors that influenced its development and implementation. When the
Constitution was written, the framers could not possibly foresee the changes in the
country, its people and the available technology. In this unit we will evaluate sources of
information, begin looking at the beliefs of the American population and then consider
the making of the U.S. Constitution.

2. Civil Liberties and Rights

Americans have been protesting and asking for "redress of grievances" since before the
revolutionary war. They considered it their right as Englishmen to demand change as do
Americans today. Throughout our history people have recognized injustice and worked
to change it through peaceful means. The middle of the twentieth century saw our
liberty to petition government come together again, this time with the demand for civil
rights for all. In this unit, we will examine our liberties and our civil rights and the policies
and court cases designed to protect them both.

3. People and Politics

Our government is based on the belief that the ultimate power in our system rests with
"We the People." In this unit you will study how the people are linked to the institutions
of government and how they exercise their political power.

4. The Policymakers

Who takes action in response to a problem in our country? Our policymakers,
Congress, the president, the federal bureaucracy, and the federal courts, all respond to
the issues of "We the People." In our system of government there are many voices to
be heard and no one policymaker can act alone. The challenge for policymakers is to
work together to make the best decisions for the country's health and prosperity. n this
unit you will examine how the three branches of American government influence and
create public policy.

5. Introduction to Public Policy
When there is a problem in our country, many Americans expect the government to "do
something" especially when the problem is widespread. At the same time, many

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Americans distrust government and want to limit its power. This contradictory political
culture leads to a narrow range of options for policymakers. In this unit we will look at
how policy is created, implemented, evaluated, and then revised or terminated.


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Appendix E
Art Curriculum
Course: 7th Grade Art
Description: The seventh grade art course focuses on the visual arts as a form of
personal expression. Students explore the basics of art, including the methods and
themes of expression. This course has strong ties to social studies and a strong
emphasis on drawing and painting techniques.
Course: 8th Grade Art
Description: Students in eighth-grade art learn how visual art influences people and
places, and alternatively, how people and places influence the world of art. Students
make connections between art from across time and location as they create their own
art meant to influence ideas, actions, or environments.
Course: Art and Design - Art Making with a Focus on Careers in the
Arts
Description: This course will explore the use of drawing and painting (acrylic and
watercolor), collage, design principles, and photography. Each project will be framed
around a possible career in art and will emphasize that there are myriad other careers
(besides Studio Art) where people need to use creative skills to succeed.
Course: Art History
Description: Students begin exploring the basic elements of art and its role in history
through their examination of works from Paleolithic times to the Roman Empire. The
goal is to enhance students' understanding of ancient history and show how art is a
reflection of historical events.
Course: Digital Photography
Description: This course covers both digital photography and graphic design. Students
learn basic photographic concepts and composition skills, elements of graphic design,
digital image editing, and special effects techniques. They also explore the fields of
photography, advertising, and illustration as possible
Course: Web Design I
In this course, students become Web Design Interns for a virtual company called
Education Designs. They learn about Internet basics, HTML, and the file structure of a

[Typetext] Page315

well-organized website. Part of the course involves creating visually interesting
webpages with clear text, complementary colors, visual assets, and appealing designs.
Students also learn how to navigate the Internet to fill their website with useful and well-
researched information.
Course: Web Design II
The purpose of this course is to equip students to be master architects, contractors, and
managers of a valuable online property. Students learn how to create a storyboard or
blueprint, website navigation, style sheets, graphics, digital image optimization, security,
and server hosting.
Course: Drawing and Painting

This course is designed for high school students who have a genuine interest in painting
and drawing and who want to take an in-depth course to develop their skills. Topics
and projects of the course will include:

- Observational Drawing (pencil, charcoal, pastel, pen and ink)
- Figure Drawing
- Still Life
- Landscape
- Portrait
- Acrylic Painting
- Watercolor Painting
- Oil Painting
- Guache

Course: Design and Digital Media

This course is for those students who would like to explore the basics of two-
dimensional design, and using digital media as a design tool. Topics and projects of the
course will include

- Basic Design principles in 2d
- Product design using art materials (ie: posters, cd covers, shopping bags, shoes, etc.)
- Fashion design
- Digital media would include design challenges using Adobe Photoshop and Adobe
Illustrator. Students would explore photography, film, collage, animation and a number
of product design projects)

Course: Portfolio Prep

[Typetext] Page316

This course will be for Seniors who intend to apply to art school or who just want to
delve deeper into their own personal art making. Topics and projects of the course will
include
- Projects that are common in Art School Applications. (Self-portrait, skeleton drawing,
fantasy worlds, design and 3d projects)
- 3D projects (design, ceramics, jewelry, sculpture, etc.)
- Student's personal choice long- term projects, which would be more self-directed and
different for each student.
- College visits
- Writing artist statements and college essays
- Printmaking (basic intro, no printing press required!)
Course: AP Art History
This course is designed to provide college-level instruction in art history and prepare
students for the AP Art History exam. Students examine major forms of artistic
expression from the past to the present, and from a variety of cultures. They learn to
look at works of art critically, with intelligence and sensitivity, and to articulate what they
see or experience.


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Appendix F

Music Cur riculum

Course: Grade 7, General Music

Through a planned sequence of composers, historical periods, and cultural heritages,
students experience musical diversity. They identify characteristics that distinguish
historical and cultural periods, define styles, and categorize genres of music. They
examine selections and make inferences and predictions about compositions. They
discuss their responses, and through research, determine the accuracy of their
predictions. Students describe and categorize music-related vocations and avocations.

Students form musical opinions and justify them. They listen to individual parts and to
group performances taken as a whole and analyze music with gradually increased
complexity. They suggest improvements for compositions and arrangements based on
criteria developed in class. Visiting musicians introduce songs with information about
the songs' origins, and they show their instruments to the class. Students have an
opportunity to ask the musicians about their instruments, the music they play, and
influences on their music. Students use this experience to inform their research on
different music styles.

Recorders, guitars, pitched and non-pitched instruments, electronic keyboards, and
traditional instruments add richness to music of easy to medium-level difficulty. Students
perform in two and three parts and sing/play single melodic lines with a variety of
accompaniments. They sight-read pieces written in two and three parts, using mostly
block rhythms but with occasional independence of line, and they read the music they
write and arrange. Students create and improvise descants and ostinati for simple
songs. Exploring ways to augment harmonies, rhythmic and melodic textures,
dynamics, and selective instrumentation opens up possibilities for student creations.
Fundamental concepts include major, minor, and modal chord structures, relevant for
creating and arranging. Students create music with computers, hearing their
composition replicated with a great deal of authenticity.

Course Title: Grade 8, General Music

Students build on knowledge of music theory, focusing on identifying and describing
intervals. Students learn to recognize any major scale by identifying the scale's
characteristics as described in intervalic progression. In addition, students are able to
write a major scale beginning on any note. Students learn the forms of the natural,
harmonic, and melodic minor scales, incorporating intervalic relations with the
characteristics of each pattern. The difference in sound between major and minor
scales is recognized by sight (in notation) and by aural discrimination. Students have an

[Typetext] Page318

understanding of triads based on scale tones. Sight-reading vocally, in major, minor and
some altered tone keys, is expected. Students read in common meter signatures and
are able to:

Read at least a single line of music
Perform on a variety of classroom instruments including piano/keyboards and other
pitched instruments
Sing/play music in the key of C, in 2/4, 3/4, or 4/4 time using quarter, half, whole, 8th,
16th notes, corresponding rests, and dotted half and quarter notes.

Applying music theory to the music being studied assists students in singing and playing
accurately; furthermore, this reinforces students' grasp of theory and makes theoretical
concepts relevant. Students create compositions of their own; individually or in groups,
they may be given broad guidelines for composing a selection using forms such as ABA
or rondo. Fewer guidelines are needed as students gain competence and confidence.
The class prepares music for presentation. All music studied provides opportunities for
students to accurately replicate rhythm, melody, harmony, and stylistic authenticity.
Additionally, students demonstrate correct singing, proper diction, attention to breath
support, and characteristic tone qualities in both informal and formal music
performances.

Interpretation of new material is supported by the study of cultural and historical
influences on the development of the music. A comprehensive sequence of cultures
and historical periods organizes the study of music heritage. Students select a topic
(such as an historical era, a composer, musician, style or medium of performance) and
prepare reports for class presentation. Students provide evidence for assertions made
in reports. Format of research and report is preapproved by the teacher, who assigns
projects to correspond with curriculum units.

Attendance at live performances gives students opportunities to see and hear a diverse
community of musicians; reflection and evaluation of performances exercises students'
developing criteria for judgment. Developing criteria to judge quality in the evaluation of
assignments or of music is an ongoing process. Rationale and justification of opinions is
very important. Students at this stage of learning seek detailed answers to specific
inquiries. They begin to understand that product and process are intertwined in learning.

Course: Music History I

Students trace the development of elements such as the Grand Staff and the modern
system of notation. Listening to music from designated historical periods, students
examine the manner in which music has been preserved through the years.

Students perform (vocally and instrumentally) some of the music studied. They use
pitched classroom instruments, traditional instruments, and keyboards.


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Music literature reflects many cultural and historical characteristics of the time period in
which it was written. Students learn to identify and to examine these historically based
characteristics. In-depth study of specific composers and compositions is a large part of
course content.

Students apply knowledge of music reading, notation, and theory to the analysis of
performances and scores. Students learn to distinguish between professional and
student performances. Works are evaluated on the basis of criteria developed during
class discussions and presentations. Students learn to justify their opinions with
arguments supported by research and/or knowledge gained from class study.

Course: Music Theory 1

Music Theory I enables students to develop an understanding of the theoretical
elements of music and their relevance to music composition. Common student
expectations include reading and writing music in treble and bass clefs; knowledge of C
clefs; identifying chords in major, minor, and modal scales; and accurately taking
rhythmic and melodic dictation.

Students work with the components of sight reading, melodic and rhythmic dictation, ear
training, scales and modes, intervalic relationships, chord structure, cadences, and
initial harmonic sequences. Students use common cadences in creative composition
assignments, compose short musical works, demonstrate an understanding of basic
sequences of chord progressions, and perform compositions.

Students relate specific theoretical style conventions to historical periods and examine
how various composers incorporated accepted styles into compositions.

Course: Vocal Ensemble 1

Instruction focuses on understanding chord structure. In live and recorded music,
students identify melodic and harmonic parts. Students acquire independence and
leadership skills often not learned in larger-format music classes.

Students perform literature composed for a variety of instrumental and vocal
combinations including trios, quartets, quintets, sextets, septets, madrigal, and show
choirs. They build a repertoire that reflects the diversity of chamber literature. Although
ensemble groups focus on course content rather than on preparation for solo and/or
ensemble competition, performance and performance theory is still essential to
understanding the workings of ensembles. For example, the skill of balancing and
blending sounds varies from one ensemble format to another. Ensemble singing
reinforces such aspects of musicianship as establishing precision without the presence

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of a director, leading and responding within the small group format, and listening
horizontally and vertically.

Classes discuss the history and cultural origins of compositions, composers, and
musicians. Students examine the historical and cultural conventions and the stylistic
demands of the genres they study.

Course: Music Theory II

Students study pitch and rhythmic notation, scale and chord structure, intervals, and
part writing. The course includes introductions to new studies, such as learning the
implications of harmonic overtones and the impact on timbre or tone color. Students
begin to take four-part dictation: they listen to a chord progression in block rhythm, then
identify tones, confirm the selection, make appropriate changes, and notate the base
line. To gain proficiency in these skills, students acquire and label chord progressions
and sequences.

Students compose and perform works that reflect their knowledge and understanding of
the more theoretical aspects of music. Their compositions include examples of recently
learned material and/or address current class topics.

By listening to and analyzing music from diverse cultures and historical periods,
students learn to discuss music theory and the relationships among music theories from
various cultures.

Students analyze and evaluate performances using criteria developed during the
course. They reflect on their own work and respond to the work and critiques of their
peers. Music is sound.
Students continue to develop and refine technical skills and increase their music knowledge
with literature selected for performance and listening. These listening experiences refine
melodic and harmonic pitch.

Within the class format, students perform from memory and notation and are part of more
than one ensemble group. Individuality and independence are encouraged in student
preparation (writing and arrangement) of compositions. Students gain greater music
knowledge, independence, and skills. In preparation for a performance, students may:
Write program notes
Keep personal journals reflecting their thought processes in rehearsal and presentation
Develop inventories of technical skills
Develop and discover technical exercises that assist in refining performance skills
Make recommendations for the completion of projects.

Course: Vocal Ensemble II


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Students learn a repertoire representative of different cultures, historical periods,
genres, and styles. They explore the historical and cultural influences affecting
composers of their performance and listening literature. Characteristics of similar
compositions from the same period and culture and interpretive data in scores help
students accurately interpret the pieces they perform.

Teachers help students isolate and define performance problems and concerns.
Students practice constructive criticism of ensemble works-in-progress.

Course: Vocal Ensemble III

Students define musical performances, intervals, music notation, chord structure,
rhythm/meter, and harmonic texture using standard terminology. They identify the
musical forms of their listening and performance repertoires and expressively perform
selected literature.

Students exhibit accurate intonation and rhythm, fundamental skills and advanced
techniques using literature ranging from moderately difficult to difficult. They perform
independently and in ensemble. They demonstrate comprehension of musical styles by
seeking appropriate literature for performance. They perform expressively, from
memory and notation, a varied repertoire of music representing styles from diverse
cultures. They become familiar with small- and large-ensemble performance
techniques. They sightread major, minor, modal, and chromatic melodies; read and
write music incorporating complex rhythmic patterns in simple, compound, and
asymmetric meters; and interpret music symbols and terms referring to dynamics,
tempo, and articulation when performing. Students are expected to improvise melodies
and compose or arrange segments of vocal pieces.

Students select and perform musical literature from several historical periods,
representing a wide range of genres, styles, and cultural influences. They classify
compositions by style, culture, and historical period. They discuss the relationship
between music and society, and between music and other educational disciplines. They
explore career and avocational music opportunities.

Students perform assignments with different ability ranges, voice groupings, and
instrumental components. They take leadership roles in selecting, rehearsing, and
critiquing ensemble literature. Discussion and coaching help in addressing common
problems, in providing additional instruction, and in developing critical techniques.
Students give input into the scheduling process, reflective evaluation, and constructive
problem solving--intrinsic components of ensemble classes.

Course: Vocal Ensemble IV


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Students demonstrate independence in interpreting music through the performance of
selected literature. They analyze musical performances, intervals, music notation, chord
structure, rhythm/meter, and harmonic texture using standard terminology, and analyze
the musical forms of their performance and listening repertoires.

Students perform independently and as a group, demonstrating accurate intonation and
rhythm, fundamental skills, and advanced techniques. Literature ranges from
moderately difficult to difficult. Comprehension of musical styles is demonstrated by the
appropriateness of the literature selected for performance. Students perform
expressively, from memory and notation, a repertoire representing styles from diverse
cultures. They become familiar with small- and large-ensemble performance
techniques. They sight-read major, minor, modal, and chromatic melodies; read and
write music; and interpret music symbols and terms. They improvise melodies and
compose or arrange compositions.

Literature represents diverse styles, genres, cultures, and historical periods. Students
interpret selections with a solid understanding of the music's cultural and historical
traditions. They discuss how music and society interact and how music is related to
other fine arts media. Students have the chance to explore career and avocational
opportunities in music.

Students compose ensemble selections for more than one medium. Critique and
evaluation of their compositions involve self-reflection and constructive response from
classmates, teachers, and professional musicians. In rehearsing and conducting
medium-sized ensembles, leadership roles are emphasized. Vocal Ensemble IV
students begin the semester with a discussion of what it means to keep a journal in an
advanced music class.

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Appendix G
Business and Technology Curriculum

Course: Business Education 7
Course Name: Educational Technology
Description: Seventh graders in Educational Technology and Online Learning learn
how to create presentation slideshows and use electronic media to create a report. This
course also includes a demonstration of the major applications used in business
environments. Internet safety skills are reinforced as students use electronic media and
slideshows to create posters or public service announcements for the community on
online predators or bullying.

Units:
1. Introduction
In this unit, you will be presented with a series of tutorials that are designed to help you
understand the content and structure of this course. You will learn that each lesson in
this course presents or develops a technology skill using academic content. You also
will become familiar with how the lessons are organized and how to navigate through
them. Finally, you will explore basic keyboarding concepts and skills.

2. Internet Safety
In this unit, you will learn how to use the Internet in a safe and responsible way as a tool
for communication, research, and collaboration. The unit begins by explaining the
concept of a virtual community and discusses topics such online bullying and negative
networking/gangs online. You will recognize Internet safety concerns including the
importance of choosing a safe user name and keeping personal information safe from
strangers, risks associated with online shopping, and the threat of online predators.
Finally, you will learn about intellectual property and copyright concepts. You also will
examine the consequences that are associated with piracy and illegal music
downloading.


[Typetext] Page324

3. Study Skills
In this unit, you will learn various strategies related to time management, organization,
and goal setting. These strategies include color coding by subject, using your student
planner, and scheduling. Then you will create Venn Diagrams, and you will use these
diagrams to compare and contrast information. Finally, you will explore mnemonic
techniques to assist with memorization, helpful test-taking tips, and various methods of
studying for tests.

4. Microsoft Word
In this unit, you will continue to explore the features of Microsoft Word. You will
highlight, bold, and italicize text. You will navigate between different Microsoft Office
programs and between documents in the same program. You will be introduced to more
of the functions in the Insert, Format, Tools, and Table drop-down menus including
learning how to insert comments, images and word art; formatting your document using
bullets and numbers, borders and shading, and columns; and learning how to use the
thesaurus and the autocorrect options. Finally, you will create and format a table in a
Microsoft Word document.

5. Microsoft Excel and Powerpoint
In this unit, you will create formulas, adjust column width, and enter text into a
Microsoft Excel spreadsheet. You will conduct research on the Internet, navigate
between different programs, and cut and paste data from an Internet resource into a
spreadsheet. You will create borders, resize fonts, and apply conditional formatting.
Finally, you will use Microsoft Excel's Chart Wizard feature to create various charts, line
graphs, and bar graphs. You also will learn how to modify labels within a chart and
resize and reposition a chart on a spreadsheet.

Course: Business Education 8
Description: Students engage in lessons that address both academic and technology
objectives in Educational Technology and Online Learning 8. Multimedia is stressed at
this level as students learn how to create and maintain a safe Web site, how to combine
technology-based elements within a document, and how to set-up and populate a
spreadsheet. Through a combination of multimedia, computers, and projection
equipment, students create a presentation for an audience on an online safety topic
such as plagiarism, online harassment, or cyberstalking.

[Typetext] Page325

Units:
1. Introduction
In this unit, you will be presented with a series of tutorials that are designed to help you
understand the content and structure of this course. You will learn that each lesson in
this course presents or develops a technology skill using academic content. You also
will become familiar with how the lessons are organized and how to navigate through
them. Finally, you will explore basic keyboarding concepts and skills.

2. Internet Safety
In this unit, you will learn how to use the Internet in a safe and responsible way as a tool
for communication, research, and collaboration. The unit begins by explaining the
concept of a virtual community and discusses topics such online bullying and negative
networking. You will recognize Internet safety concerns including the importance of
choosing a safe user name and keeping personal information safe from strangers, risks
associated with online shopping, and the threat of online predators. Finally, you will
learn about intellectual property and copyright concepts. You also will examine the
consequences that are associated with piracy and illegal music downloading.

3. Study Skills
In this unit, you will learn various strategies related to time management, organization,
and goal setting. These strategies include color coding by subject, utilizing your student
planner, and scheduling. Then you will create Venn Diagrams, and you will use these
diagrams to compare and contrast information. Finally, you will explore mnemonic
techniques to assist with memorization, helpful test-taking tips, and various methods of
studying for tests.

4. Microsoft Word
In this unit, you will continue to explore the features of Microsoft Word. You will
highlight, bold, and italicize text. You will navigate between different Microsoft Office
programs and between documents in the same program. You will be introduced to more
of the functions in the Insert, Format, Tools, Table, and View drop-down menus
including learning how to insert comments, images and word art; formatting your
document using bullets and numbers, borders and shading, columns, and text
alignment; learning how to use the thesaurus and the autocorrect options; and adding

[Typetext] Page326

the drawing toolbar. Finally, you will learn how to use Microsoft WordPad, which is a
basic word processor for Microsoft Windows.

5. Microsoft Excel and Powerpoint
In this unit, you will create formulas, adjust column width, and enter text into a
Microsoft Excel spreadsheet. You will conduct research on the Internet, navigate
between different programs, and cut and paste data from an Internet resource into a
spreadsheet. You will create borders, resize fonts, and apply conditional formatting.
Finally, you will use Microsoft Excel's Chart Wizard feature to create various charts, line
graphs, and bar graphs. You also will learn how to modify labels within a chart and
resize and reposition a chart on a spreadsheet.

Course: Business Systems Technology
Description: Focusing on the applications and systems used in today's business
environment, Business Systems Technology provides students with a solid foundation
for understanding and using existing technologies. In addition to learning word
processing, spreadsheet, and presentation software, students are taught how to create
databases and understand computer networking. Students also study viruses, hoaxes,
and other threats to computer security.

Units:
1. Desktop Workplace
In the last hundred years, society has made a remarkable transition away from what
historians call the Industrial Revolution toward the "Information Revolution" that has
characterized the late 20th and early 21st centuries. No longer are companies limited to
mass production of equipment and resources in manufacturing companies. All types of
products and services are marketed and distributed over the Internet in record time. The
invention of computers sparked a major information revolution that is designed to help
meet the needs and challenges of businesses. The first lesson in this unit provides a
brief review of the historical development of computers by scientists whose
contributions created major milestones in the development of technology. The second
lesson will take a closer look at the hardware components of a computer system,
discuss how the parts interact during the information processing stage, and explore the
design of the desktop environment. The third lesson analyzes personal computers in

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today's market and reviews issues that a buyer should consider before purchasing a
computer.

2. Computer Software
In the second unit, you are going to explore computer software, the vital set of
instructions that is responsible for operating and controlling the computer's hardware.
There are various types of computer software programs (i.e., operating, application, and
utilities software) available on the market. This unit will examine each type of software
and identify examples where the applications should be applied. Lesson 1 reviews the
most common types, which are operating and application software. Lesson 2 looks at
utility software and its growing importance as more and more people become computer
and Internet users. Finally, Lesson 3 examines information systems and resources and
the software that allows these programs to operate. Although the computer that has
evolved today is powerfully equipped with the latest technology--which includes the use
of very large scale integrated chips, expanded memory, artificial intelligence, and
greater storage capacity--the device is still just a machine that is empty and powerless
unless it is programmed to resolve problems. According to Sharp (2002), "The computer
does not have a brain, feelings, or the ability to solve their own problems; they can solve
only those problems they have been programmed to solve." Software programs provide
the instruction to operate a computer and solve specific problems. Therefore, it is just as
important to learn about software as it is to learn about hardware.

All lessons will provide general reading on a topic of interest, as well as website links
that will allow you to interactively find information about specific people, places, or
events. As you complete each lesson, it is very important that you keep notes of the key
events that you read about. At the end of the lesson, you will complete a variety of
activities and/or quizzes to assess your knowledge and understanding of computers and
the technology systems that we use today.
x Using Microsoft Word
x Spreadsheets
x Networks and Search Engines
x Databases

Course: Emergent Computer Technology

Description: In this course, students learn the basics of building safe Web sites. Starting
with the basic concepts of Web design (including using hypertext markup language, or

[Typetext] Page328

HTML), students move on to planning their site and learning how to link and navigate
pages. Students are introduced to more complex design techniques, including how to
make sites more attractive and interesting through the use of graphics.

Units:
x Introduction to Website Design
x Graphics and Multimedia
x Forms and Tables

Course: Programming I: VB

Description: This course presents basic programming and the essential concepts of
VisualBasic. Students see the basic uses of the programming language, its similarities
to the English language (and others), and its flexibility as a programming language. The
course helps participants understand the processes involved in software development
and object-oriented programming. The course participants will also complete a series of
hands-on projects covering build-in data types, operators, control structures, classes,
and objects.

Course: Programming II: Java
Description: The course shows how to build and compile a stand-alone Java application
and is designed especially for students who have taken Programming I. It concentrates
on the Java programming language, built-in data types, control structures, classes,
ojects, inheritance, and polymorphism. By the end of the course, students are able to
write basic programs using Java as well as basic applets using updated techniques.

Course: Game Design
Description: This course introduces students to the basic skills necessary for game
design. Students study the various games in the industry, explore the process and art
of making game elements and what orients them to the gaming market, and develop a
prototype showing their understanding of the game design process.

Course: AP Computer Science
Text: Java Au Naturel

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Description: This course is the equivalent of a first-semester college course. The A
segment emphasizes object-oriented programming methodology, with a concentration
on problem solving and algorithm development. Students also will be introduced to the
study of data structures, design, and abstraction. By the end of the course, students will
be able to design and implement computer-based solutions to a variety of problems;
use and implement well-known algorithms and data structures; and use Java to code
fluently in an object-oriented paradigm.
The second half of the course emphasizes object-oriented programming methodology
with a concentration on problem solving and algorithm development. AP Computer
Science A and B is the equivalent of a first-semester college-level course in computer
science. The student also will explore the study of data structures, design, and
abstraction. By the end of the course, the student will be familiar with and be able to use
standard Java library classes from the AP Java subset, to read and understand a large
program consisting of several classes and interacting objects, and to recognize the
ethical and social implications of computer use.


[Typetext] Page330

Appendix H
College and Career Curriculum
Course: College and Career 7
Students will complete the following activities in 7th Grade:
Students will complete the NWEA MAP test three times during the year, at the
beginning middle and end of the year to assess progress in core subjects.
Students will complete ACT's Engage 6 9 to measure students' behavioral
strengths and weaknesses. ACT's results have shown that ENGAGE
administered during middle school is a valid predictor of high school grades. In
addition, ENGAGE provides additional information that helps more accurately
identify students who are at risk of poor grades and academic failure.
Students will take a career assessment test designed to match personality,
interests, skills and values.
Students will take the Myers Briggs Type Indicator to determine their personality
type.
Once a month, students will interview someone who is employed in a field in
which they might be interested. Students will conduct a standardized interview
and then write a report on their findings.

Students will complete the NWEA MAP test three times during the year, at the
Once a month, students will interview someone who is employed in a field in
which they might be interested. Students will conduct a standardized interview
and then write a report on their findings.
Students will take a career assessment test designed to match personality,
interests, skills and values.
Students will complete ACT's Explore Testing to have an opportunity to practice
a standardized test. In addition, in this test, students will complete an interest
inventory to show what careers match their personality and compare this against
a stated career area of interest.

[Typetext] Page331

Students will complete the Common College application so that they completely
understand the inputs considered for acceptance to college.
Students will investigate industries that are significant employers in the Delaware
Valley, and create a presentation to highlight the products and services produced
and the positions available in one employer.

Students complete the NWEA MAP test three times during the year, at the
Students will complete ACT's Explore Testing to have an opportunity to practice
a standardized test. In addition, students will complete an interest inventory to
show what careers match their personality and compare this against a stated
career area of interest
Students will take the Myers Briggs Type Indicator to determine their personality
type.
Students will select a particular occupation that they are most interested in
pursuing and working with their Academic Coach, create a "major" that develops
skills relevant to that occupation.
Students will develop a complete profile of their selected occupation including
employers with positions in this occupations, specifics regarding compensation
and education requirements and will complete at least two interviews with people
who are employed in this occupation.

Students will complete ACT's Plan Test, which provides further practice in
preparation for the ACT test. In addition, the Plan test continues to build on
students' understanding of the World of Work Map as they plan out a career of
interest.
Students will write a resume as they prepare to seek summer jobs and
internships.
Students will complete a course entitled "Career Exploration." From writing an
effective resume to giving the perfect interview, students learn how to get started

[Typetext] Page332

and succeed in their chosen careers. This course introduces possible career
options and helps prepare students for the transition from high school to college,
and college to the workplace.

College Prep with ACT. Students learn test-taking strategies and complete
practice tests from ACT's Online Test Preparation program to prepare them for
the ACT test.
Students will develop college resumes, write effective personal essays, and
request letters of recommendation as part of the college admissions process.
Students will complete a survey of post-secondary institutions to determine those
which have majors, college and schools which have a concentration in areas of
interest.
Students will do a field trip to a college to understand the basics of a college visit.
Students will do an internship in a business/career of choice of at least 20 hours
throughout the year.

The first half of this course will be devoted to completing college applications.
The second half of this course will be planning, completing and then reporting on
the culminating project.

Course: Entrepreneurship
The goal of Delco Community Charter School's course in Entrepreneurship is to teach
students about the market economy, to encourage an entrepreneurial mindset and to
make students financially literate.
Units:
Unit 1: What is an Entrepreneur? Introduction to Entrepreneurship, Entrepreneurship
and the Economy, Types of Business and Business Ownership.
Unit 2: Preparing for Business. Business Communication, Ethics & Social
Responsibility

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Unit 3: Opportunity Recognition & Market Analysis. Opportunity Recognition, Market
Analysis
Unit 4: Marketing Plan & Sales. Marketing Your Product, Selling Your Product
Unit 5: Analyzing Finances. Business Decisions & the Economies of One Unit,
Financial Statements, Financial Ratios & Break-even Analysis
Unit 6: Starting Your Business. Financing Your Business, Recordkeeping & Accounting,
Staffing Your Business, Protecting Your Business, Taxes & Government Regulations
Unit 7: Managing Your Business. What is Management?, Managing Production,
Distribution, & Operations, Managing Purchasing & Inventory
Unit 8: Growing Your Business. Making Your Business Grow, Franchising & Exit
Strategies.


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Appendix I
Spanish World Language Curriculum
Course: Middle Spanish III
In Middle Spanish III, students begin their quest with Tony and Lisa, who are searching
for their missing grandfather. This course provides engaging activities and increasing
linguistic sophistication in an age-appropriate manner. Writing and speaking skills are
further developed, and interactive lessons help to promote vocabulary growth.

Course: Middle Spanish IV
Description: This course is the Middle School Spanish course. Before saying goodbye
to Tony and Lisa's adventures, students have the opportunity to fine-tune their
pronunciation, vocabulary, and grammar through several recording activities that are
reviewed by the teacher. By the end of this course, students are able to read and
understand entire passages written in Spanish.

Course: Spanish I:
Course Description: Spanish I A is a beginning level course that will introduce the
student to a variety of areas of the Spanish language. In this course, the student will
learn listening, speaking, reading, and writing skills through interesting and engaging
activities. This course is organized into five topics including greetings, the date,
weather, time, and colors. The student will learn to express himself using an ever-
increasing vocabulary, present-tense verbs, articles, and adjectives. Grammar is
introduced and practiced in innovative and interesting ways with a variety of learning
styles in mind. Elements of the Spanish-speaking world and culture appear throughout
the course, including people, geographical locations, and histories.

Units:

1. Saludos

Each lesson will contain material that will build upon material that was presented in
previous lessons. In Saludos!, students will learn to do the following:
x Introduce themselves to someone and ask their name

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x Ask how someone is
x Ask where someone lives
x Inquire some basic information of others in real conversations
x Recognize and recite the Spanish alphabet
x Spell words verbally using the Spanish alphabet
x Use appropriate basic vocabulary for greeting people at different times of day
x Choose a farewell appropriate in various situations
x Begin to learn about the complex nature of language
x Investigate the Hispanic culture, and begin to realize the contributions that
Hispanics have made to our world

2. El Eia y La Fecha

In this unit, students will do the following:
x Talk about the day of the week
x Learn the numbers 031
x Talk about the date
x Talk about what things they like to do on different days
x Talk about their birthdays
x Learn about the country of Spain and several important cultural aspects of that
country
x Learn about nouns and how to make them plural
x Learn that nouns have gender
x Learn the definite articles and their forms
x Learn to recognize subject pronouns

3. El Tiempo

x Talk about the weather
x Talk about the seasons
x Convert degrees from the Fahrenheit scale to Centigrade and vice versa
x Express possession
x Learn the indefinite articles
x Manipulate regular -ar verbs
x Talk about what one would wear in various situations
x Learn about Argentina

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4. La Hora

x Talk about places in a town
x Talk about things to do in school
x Talk about things one does at different places in a town
x Manipulate some irregular verbs
x Manipulate regular -er and -ir verbs
x Learn to ask yes/no and information questions
x Learn about Ecuador

5. Los Colores

x Describe themselves and others using ser and adjectives
x Learn to describe things using colors
x Learn that adjectives in Spanish have different forms based on gender and
number
x Learn that adjectives in Spanish are placed differently than in English
x Learn additional people nouns
x Learn how to talk about basic things that might be in a school, desk, or backpack
x Learn how to talk about their school day
x Learn about Costa Rica

6. Los Lugares

In this unit, students will learn to do the following:
x Talk about their cities or towns
x Talk about additional stores or places in their towns
x Describe where things are in relation to other things in their towns
x Talk about things they do, like to do, need to do, want to do, or have to do
x Talk more about cognates
x Research and gather information about Venezuela
x Understand more about cities in Spanish speaking countries

7. La Familia

[Typetext] Page337

x Talk about their family members
x Talk about their family members' birthdays and ages
x Review dates and numbers
x Investigate cultural practices in Hispanic families
x Learn possessive adjectives

8. La Comida

x Talk about foods
x Learn to order food and converse in a restaurant
x Learn about verbs that stem-change e to i
x Learn expressions with tener
x Learn about dining habits in the Spanish speaking world

9. Las Actividades

x Talk about sports and leisure time activities in the Spanish speaking world
x Learn how to talk about what they like to do
x Learn the verb "jugar" that stem-changes
x Learn additional cognate patterns

10. La Escuela 7 La Rutina

x Talk about schools and school activities in the Spanish-speaking world
x Learn to talk about your school day in more detail
x Learn to talk about your house
x Learn to talk about chores and responsibilities you have at home
x Learn to talk about your plans
x Review verb structures we have had in this year of Spanish

Course: Spanish II


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Description: This course builds on the skills the student learned in Spanish I. In this
course, the student will learn listening, speaking, reading, and writing skills through a
variety of activities. This course is organized into five topics including daily routine,
animals, hobbies, the body, and descriptions. The student will learn to express himself
using an ever-increasing vocabulary, present-tense verbs, articles, and adjectives.
Grammar is introduced and practiced in innovative and interesting ways with a variety of
learning styles in mind. Elements of the Spanish-speaking world and culture appear
throughout the course, including people, geographical locations, and histories.

Units:

1. La Rutina Diaria

In this unit students are going learn to talk about their daily routinethose things that
people do on a daily basis. They will do the following:
x Talk about what they do in a typical day
x Review telling time
x Continue to develop conversational skills
x Learn more about the history of Spain
x Study the art of El Greco
x Study the art of Velzquez

2. Los Animales

x Learn to talk about farm animals and tropical forest animals
x Compare nouns
x Use demonstrative adjectives to talk about which things they prefer
x Learn about different musical styles in the Spanish-speaking world
x Learn the present progressive in Spanish

3. La Diversion

x Talk about your hobbies, sports, and other pastimes
x Make comparison statements
x Make superlative statements

[Typetext] Page339

x Learn direct object pronouns and placement
x Study art from Spanish and Latin American artists

4. El Cuerpo

x Talk about the body and about what different body parts do
x Talk about a doctor's visit and about various illnesses
x Learn indirect object pronouns
x Begin to learn the preterit (past tense) verb forms
x Learn about Central American nations

5. La Descripcion

x Describe themselves and others using ser and adjectives
x Describe themselves and others using estar and adjectives
x Learn the basic differences between ser and estar
x Learn more of the past tense verbs in Spanish
x Learn to talk about people's nationalities
x Learn about Cuba and about the life of Jos Mart
x Learn about the Dominican Republic

6. La Casa

x Talk about their house (rooms and furnishings)
x Talk about activities that happened in the past
x Learn about homes in other countries

7. Las Compras

x Learn to talk about shopping and learn to bargain in a Spanish-speaking market
x Compare items in Spanish

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x Talk about fashion
x Talk about their preferences
x Learn to use the numbers beyond 100, especially when dealing with shopping
x Practice talking about activities that happened in the past

8. El Entertenimiento

x Talk about events they can go to for entertainment
x Talk about eating at a restaurant
x Learn to make negative responses in answering questions
x Learn to talk about things they love or like
x Talk about how frequently they do things
x Talk about when things happen (today, yesterday, tomorrow)
x Study dance forms

9. Mas Tiempo Libre

x Talk about sports and other activities
x Learn expressions to talk about feelings they are experiencing
x Learn to talk about who things belong to
x Review talking about activities in the past
x Talk about what hobbies or activities they like to do in their spare time

10. Los Viajes

x Learn to plan an international trip and talk about taking a trip internationally
x Express activities that are going to happen in the near future
x Talk about things you know and people or places you are familiar with

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x Learn additional false cognates

Course: Spanish III

Description: Spanish III A is a continuation of the first two years of Spanish instruction.
The student will continue to sharpen his listening, speaking, reading, and writing skills
through a variety of activities. This course is organized into five topics: feelings,
transportation, work, countries, and the future. The student will learn to express himself
using an ever-increasing vocabulary, present-tense verbs, past-tense verbs, articles,
and adjectives. Elements of the Spanish-speaking world and culture appear throughout
the course, including people, geographical locations, and histories.

Spanish III B is a continuation of the first two and a half years of Spanish instruction.
The student will continue to sharpen his listening, speaking, reading, and writing skills
through a variety of activities. Throughout the five topics covered in this course, the
student will learn to express himself using an ever-increasing vocabulary, present-tense
verbs, past-tense verbs, future-tense verbs, conditional-tense verbs, articles, and
adjectives. Grammar is introduced and practiced in innovative and interesting ways with
a variety of learning styles in mind. Elements of the Spanish-speaking world and culture
appear throughout the course, including people, geographical locations, and histories.

Units:

1. Los Sentimientos

In this unit, students will review the following:
x Describing people and things
x Talking about things that happened in the past
x Talking about things that they and others do
x Using appropriate expressions to express everyday things they would like to say
x Expressing things they do not do with the correct negative expressions
x Talking about your daily routine

Students will also be introduced to the following:
x Reviewing and discussing cultural practices of the Hispanic people
x Reviewing historical details about Spain
x How to say that they do something with other people

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2. La Transportacion

x Describing things and people

Students will be introduced to the following:
x Talking about how frequently or how they do things
x Talking about where things are
x Making commands
x Talking about transportation and getting from one place to another and how
x New cultural and historical issues in the Spanish-speaking world

3. A Trabajar

x Telling others what to do and giving advice
x Making negative statements and negative advice

Students will be introduced to the following new concepts:
x Asking questions
x Talking about the past, what they used to do
x Expressing what things they may be obligated to do
x Talking about various professions that people have and their responsibilities in
these professions

4. Los Paises y Las Nacionalidades

x Talking about and describing actions that happened in the past
x Talking about what they or someone are doing right now
x Talking about things, people and places they know

They will be introduced to the following:
x New vocabulary having to do with international affairs


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5. El Futuro

x Talking about things happening in the present

x Learning to write a letter in Spanish
x Talking about things that will happen in the future
x Talking about things that might happen (if other conditions are met)
x Talking about the environment

6. La Salud

x talking about themselves, how they feel, how others feel
x asking questions about how others feel
x expressing things that happened in the past
x talking about the future

7. La Casa

In this unit, los estudiantes van a estudiar lo siguiente:
x They will review talking about how they do things or how frequently or how well
they do them.
x They will review talking about things that would happen (if other things were to
happen).
x They will review telling people what to do.

New concepts:
x Expressing what they would like
x Giving directions
x Additional ways to talk about their homes
x Cultural issues about Argentina

8. Las Medidas


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This unit covers the following:
x A review of talking about past, present, and future activities
x A review of numbers
x A review of comparing people, things, and activities
x Using a variety of expressions to express things in Spanish

9. Las Profesiones

x Talk about professions and jobs.
x Talk about getting an education.
x Reviewing the use of pronouns to talk about things and people.
x Reviewing weather and units of time.

10. Mi Historia Personal

Vocabulary and expressions to talk about themselves
Expressions of time and talking about the past
More with the passive voice
Expressing quantities
A review of talking about the present, past, and future

Course: Spanish IV

Description: This fourth year of Spanish covers advanced grammar including present-
tense verbs, past-tense verbs, future tense, conditional tense, subjunctive mood,
articles, and adjectives. In the first semester, students focus on the Spanish-speaking
world, including culture, people, geographical locations, and histories.

Units:

1. La Gente

x Describing people and things
x Talking about what they like to do
x Talking about what their day is like

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x Talking about the activities they like to do

x Spanish historical and cultural information
x Additional family members they might wish to talk about

2. Los Logros

x Telling people how to do things
x Talking about things they do or have done
x Talking about their accomplishments
x Reviewing the use of numbers in Spanish

Students also will learn the following:
x To explain about things they have accomplished
x Talking about activities that involve uncertainty or doubt
x Cultural and historical issues

3. Los Deseos

x Talking about things they want others to do
x Talking about the environment
x Talking about things they should do to be responsible in the environment
x Talking about their homes and things they do in their homes

Students also will be introduced to the following:
x Talking about what their desires are
x Talking about things they hope will happen

4. Actividades

x Talking about things they like to do in the outdoors
x Talking about things they want others to do
x Expressing that others want them to do certain things
x Talking about things related to the outdoors and to cities in general

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x How to talk about what has happened by a certain time

5. Celebraciones

In this unit students will review the following:
x How to talk about things that are happening
x How to talk about things that will happen
x How to talk about things that happened in the past
x How to talk about dates and days

Students also will be introduced to the following:
x Das de fiesta in Spanish-speaking America
x How to talk about what will have happened by a certain time

6. Posibilidades

x Review talking about the future and things that would happen (if other conditions
were met)
x Learn patterns in words
x Analyze proverbs in Spanish
x Learn about Puerto Rico and its contributions, musically and artistically, to the
Spanish-speaking world

7. El Pasado

In this unit, students are going to review:
x How to use adverbs to talk about how frequently or how well they do things
x Talking about your past and things that happened in the past

Students will be introduced to:
x Verbs in the past tense that take on a special meaning
x New proverbs in Spanish
x Additional suffix patterns that will help to expand their vocabulary in Spanish
x Additional food vocabulary

8. Las Artes


[Typetext] Page347

In this unit, the student will do the following:
x Learn to talk about what others have said
x Learn about the fine arts in the Spanish-speaking world
x Review the correct sequencing of tenses for expressing thoughts in the past,
present and future
x Learn additional proverbs or sayings that are well known in the Spanish-speaking
world and will help gain insight to the Hispanic thought process
x Learn about artists, both contemporary and historic, of great significance
x Learn to talk about other art forms and learn ways in which they relate to the
Spanish-speaking world

9. Ahora

In this unit students will do the following:
x Learn vocabulary that will allow them to talk about electrical items that are very
common in today's world
x Learn to talk about actions that happen that were not planned
x Review irregular verbs in Spanish in order to be able to use them in conversation
x Learn shortcuts in order to be able to use colloquial expressions instead of
always using the noun
x Learn additional idioms and sayings in Spanish and learn to analyze them for
understanding
x Sharpen listening skills

10. Se Acaba

In this unit, the student will do the following:
x Review talking about happenings in the past, present, and future
x Review "shortcuts" for talking about others using a variety of pronouns
x Review ways to talk about how you do things
x Learn of additional writers important to the Latin Americans, both contemporary
and historical
x Learn of additional traditions that are important to Hispanics

Course: AP Spanish Language

Description: The main objective of the AP Spanish Language course is to develop the
student's interpersonal communication skills in Spanish and to prepare the student for

[Typetext] Page348

the AP Language examination. In this course, the student will develop a strong
command of the Spanish language with proficiency in integrating language skills and
synthesizing written and aural materials, the formal writing process, extensive
interpersonal and presentational speaking and writing practice, and aural
comprehension skills through quality, authentic, and level-appropriate audio and video
recordings. This objective is achieved through highly engaging course content and
interactive simulations, which gives the student ample opportunities throughout the
course to integrate reading, writing, and speaking.

The student will be exposed to literature, historical, and current events of Spanish-
speaking countries through authentic newspapers and magazines, music, movie, radio
and television productions, literary texts, and virtual visits online.

Units:

1. AP Spanish Introduction

Unit 1 is an introduction to the course, including navigation, user interface,
assessments, and more.

2. Escuelas del Mundo

This unit deals with education: schools of the world, educational systems,
extracurricular activities, standardized tests, academic integrity, and choosing the right
college. You are also introduced to your first Mi Voz activity.

3. Introduccion a la literature: El cuento y la poesi

Unit 3 deals with Literature and the arts. You will use a lot of comparison/contrast when
dealing with the authors and artists.

4. La juventud y sus valores

Unit 4 deals with teen life and coming of age. Lives of teenagers are compared in the
US, the Caribbean, Spain, Israel, Japan, and Latin American countries.

5. La tecnologia en el pasado


[Typetext] Page349

Unit 5 deals with technology, both in the US and in other countries. It also deals with
technology in the future.

6. Historia de los medios de communicacion: Mexico y

7. El Medio ambiente en Espana y China

Global Environment is the theme of Unit 1. You will visit Spain, China, India, the US,
and then recycling around the world and where you live.

8. La Sociedad Global

Unit 2 deals with global society and immigration. The unit starts by introducing what a
global society is, then focuses on Spain. It is then tied to the US, and immigration is
presented.

9. Las Oportunidades de empleo en dos culturas

Unit 3 deals with employment and finances. The unit begins talking about the job market
in other countries, and then focuses on the US. You will talk about how much money
you dream of making, what to do to reach that dream, and then how to plan a budget.

10. El sistema de salud en dos culturas

[Typetext] Page350

Appendix J
French World Language Curriculum

Course: 7th Grade French
The following units will be covered in 7th Grade French
x Unit 1:
o Expressions Greetings and Politeness
o Classroom Commands
o L'Alphabet franais
o Cognates
x Unit 2: La Famille
x Unit 3: Les Objets de la Salle de Classe
x Unit 4: Les Nombres 0-100
x Unit 5: La Cuisine franaise
x Unit 6Telling Time
x Unit 7: Calendar and dates
x Unit 8: The weather
x Unit 9: La Tour de Paris et Mtro
x Unit 10: La Musique franaise
x Unit 11: French Grammar Games & Practice
8th Grade French
The following units will be covered in 8th grade French
x Unit 1: Expressions Greetings and Politeness
x Unit 2: French Grammar Games & Practice
x Unit 3: Classroom Commands
x Unit 4: L'Alphabet franais
x Unit 5: Cognates
x Unit 6: La Famille
x Unit 7: Les Objets de la Salle de Classe
x Unit 8: Les Nombres 0-100
x Unit 9: La Cuisine franaise
x Unit 10: Telling Time
x Unit 11: Calendar and dates
x Unit 12: The weather
x Unit 13: Les verbes en -ER

[Typetext] Page351

x Unit 14: tre et les adjectifs
x Unit 15: Les verbes en -ER
x Unit 16: Les verbes en ER
x Unit 17: La Nol
x Unit 18: Clothing and Adjectives
x Unit 19: Mardi Gras
x Unit 20: avoir and parts of the body
x Unit 21: La Musique franaise
x Unit 22: French Food Information
Course: French 1 High School
Description: The goal of this course is to give the student basic listening, speaking,
reading, and writing skills through interesting and engaging activities. This course is
organized into five topics including greetings, calendar, weather, time, and colors. The
student will learn to talk about himself and other people, describe his surroundings, and
use numbers for dates and times. The student will be introduced to regular verbs in the
present tense and will practice simple grammatical structures in innovative and
interesting ways with a variety of learning styles in mind. Culture is presented
throughout the course to help the student understand the context of the language and
the perspectives of the French-speaking world.
The goal of this course is to continue to give the student basic listening, speaking,
reading, and writing skills through a variety of activities. Throughout the course, the
student will learn to talk about himself and other people, describe his surroundings, and
use numbers for dates and times. The student will be introduced to irregular verbs in the
present tense and will practice simple grammatical structures in innovative and
interesting ways with a variety of learning styles in mind. In this course, the student also
will begin to learn some complex grammar. Culture is presented throughout the course
to help the student understand the context of the language and the perspectives of the
French-speaking world.
Units:
1. Bonjour
x Introduce themselves to someone and ask their name
x Ask how someone is
x Ask where someone lives
x Ask others for some basic information in real conversations
x Recognize and recite the French alphabet
x Spell words out loud using the French alphabet
x Use appropriate basic vocabulary to greet people at different times of the day

[Typetext] Page352

x Choose the right farewell for the situation
x Begin to learn about the complex nature of language
x Understand French culture and how it differs from others
x Recognize the contributions that French-speaking countries have made to the
world

2. Le Jour et La Date
x Talking about days of the week and months
x Expressing dates
x Expressing likes and dislikes
x Using subject pronouns
x Numbers from 131
x Cultural aspects

3. Le Temps
x Talk about the weather
x Talk about the seasons
x Convert degrees from the Fahrenheit scale to Centigrade and vice versa
x Express possession
x Learn the indefinite articles
x Manipulate regular -er verbs
x Talk about what to wear in various situations
x Learn about Switzerland

4. L'Heure
x Talk about places in a town
x Talk about things to do in school
x Talk about things people do at different places in a town
x Manipulate some irregular verbs
x Manipulate regular -ir and -re verbs
x Learn to ask yes/no and information questions

[Typetext] Page353

x Learn about French-speaking Canada

5. Les Couleurs
In this unit, students will learn the following:
x To describe themselves and others using tre and adjectives
x To describe things using colors
x That adjectives in French have different forms based on gender and number
x That most adjectives in French are placed differently than in English
x Additional people nouns
x How to talk about basic things that might be in a school, desk, or backpack
x How to talk about their school day
x About Cte d'Ivoire (Ivory Coast)

6. Les Endroits
x Talk about their cities or towns
x Talk about additional stores or places in their towns
x Describe where things are in relation to other things in a town
x Talk about things they do, like to do, need to do, want to do, or have to do
x Talk more about cognates
x Research and gather information about Qubec
x Understand more about cities in French-speaking countries

7. La Famille
x Talk about their family members
x Talk about family members birthdays and ages
x Review dates and numbers
x Investigate cultural practices in French families
x Learn possessive adjectives
x Research holidays in the French-speaking world
x Learn additional cognates
x Learn additional verbs and how they work in French


[Typetext] Page354

8. La Cuisine
x Talk about foods
x Learn to order food and converse in a restaurant
x Learn the partitive article in French
x Learn additional factors in making a sentence negative in French
x Learn about dining habits in the French-speaking world

9. Les Passetemps
x Talk about sports and leisure time activities in the French-speaking world
x Learn how to talk about what they like to do
x Learn the verb "jouer"
x Learn what activities they might be able to do in the French-speaking world
x Learn to talk about what games they like to play
x Learn to talk about how frequently they do activities
x Learn the stress pronouns and additional prepositions to use them with

10. L'Ecole
x Talk about schools and school activities in the French-speaking world
x Learn to talk about their school day in more detail
x Learn to talk about their house, about chores, and responsibilities they have at
home
x Learn to talk about their plans
x Review verb structures they have had in this year of French

Course: French II
Description: This course builds on the skills the student learned in French I. In this
course, the student will be introduced to a variety of areas of language learning. The
student will learn listening, speaking, reading, and writing skills through a variety of
activities. This course is organized into five topics: daily routine, animals, hobbies, the
body, and descriptions. Throughout this course, the student will learn to express himself

[Typetext] Page355

using an ever increasing vocabulary, present-tense verbs, articles, and adjectives.
learning styles in mind. Elements of the French-speaking world and culture appear
throughout the course, including people, geographical locations, and histories.

This course is a continuation of French II A. The student will continue to be introduced
to a variety of areas of language learning. In this course, the student will learn listening,
speaking, reading, and writing skills through a variety of activities. This course is
organized into five topics: house, shopping, entertainment, spare time, and travel. In this
course, the student will learn to express himself using an ever increasing vocabulary,
present-tense verbs, articles, and adjectives. Grammar is introduced and practiced in
innovative and interesting ways with a variety of learning styles in mind. Elements of the
French-speaking world and culture appear throughout the course, including people,
geographical locations, and histories.

Units:
1. La Routine
x Talk about what they do in a typical day
x Continue to develop conversational skills
x Learn about important geographical regions in France

Units:
2. Les Animaux
x Learn to talk about farm animals
x Learn to talk about tropical forest animals
x Compare nouns
x Form the superlative in French
x Use demonstrative adjectives to talk about which things they prefer
x Learn about Corsica, another of France's regions


[Typetext] Page356

3. Les Distractions
x Talk about their hobbies
x Talk about sports and other pastimes
x Make comparison statements
x Make superlative statements
x Learn direct object pronouns and placement
x Study another of France's regions

4. Le Corps

x Talk about the body
x Talk about what different body parts do
x Talk about a doctor's visit
x Talk about various illnesses
x Learn indirect object pronouns
x Begin to learn the preterit (past tense) verb forms
x Learn about the Midi-Pyrenes region in France

5. La Description

x Describe themselves and others using tre and adjectives
x Learn more of the past tense verbs in French
x Learn to use the pass compos with tre
x Learn to talk about people's nationalities
x Learn about the French region of Aquitaine

6. La Maison

x Talk about their house (rooms and furnishings)
x Learn additional expressions to talk about things that are happening now
x Learn about homes in other countries
x Continue to develop conversational skills in French


[Typetext] Page357

7. Les Achats

x Learn to talk about shopping
x Compare things and people
x Talk about fashion
x Talk about their preferences
x Learn the numbers beyond one hundred

8. Les Loisirs

x Talk about events they can go to
x Talk about eating at a restaurant
x Learn negative expressions
x Talk about things that they enjoy
x Talk about how frequently they do things
x Talk about when things happen (today, yesterday, tomorrow)

9. Les Temps Libre

x Talk about sports and other activities
x Learn additional expressions to talk about how they feel
x Learn additional expressions to talk about who items belong to
x Talk about what hobbies or activities they like to do in their spare time

10. Le Transport

x Learn to talk about taking a trip internationally
x Plan an international trip
x Learn to ask about where things are located in a city
x Learn to talk about things that are going to happen in the near future
x Talk about things that happened in the past

[Typetext] Page358

x Talk about things you know and about people/places you are familiar with
x Learn additional false cognates

Course: French III

Description: French III A is a continuation of the first two years of French instruction.
The student will continue to improve his listening, speaking, reading, and writing skills
through a variety of activities. The course is organized into five topics: feelings,
transportation, work, countries, and the future. Throughout this course, the student will
build on his previous French knowledge. The student will learn additional vocabulary,
verb tenses, and grammatical structures that are appropriate to his level. Grammar is
introduced and practiced in innovative and interesting ways with a variety of learning
styles in mind. Exposure to the culture of France and other French-speaking countries
can be found throughout the course in order to help the student understand French,
which is a dynamic language that is used by millions of people throughout the world.

French III B is a continuation of the first two and a half years of French instruction. The
student will continue to sharpen his listening, speaking, reading, and writing skills
through a variety of activities.

This course is organized into five topics: health, home, measurement, professions, and
my history. The student will learn to express himself using an ever-increasing
vocabulary, verbs in various tenses, articles, and adjectives. The student will review all
verb tenses, including present tense, past tense, future tense, conditional tense, the
passive voice, imperative verbs, and more. The student will learn to use two-object
pronouns and review grammar from previous French instruction.

learning styles in mind. Elements of the French-speaking world and culture appear
throughout the course, including people, geographical locations, and histories. The
student also will learn about the various countries where French is spoken.

Units:

1. Les Sentiments

x Additional negative expressions
x Adverbs used in negative expressions

[Typetext] Page359

x New idiomatic expressions
x New concepts with the Pass Compos
x Cultural information about France
x Talking about free-time activities
x Describing people in more detail

2. Le Transport

x Formation of adverbs
x Adverbs of place
x Commands
x Vocabulary about transportation
x Cultural issues having to do with travel
x The Michelin Guide
x The Chunnel

3. Au Travail!

In this unit students will learn the following:
x Interrogative pronouns
x Pronouns with commands
x Relative pronouns
x Imperfect tense
x Expressions of obligation

4. Les Pays et les Nationalites

x More on relative pronouns
x When to use the pass compos or the imperfect
x Interrogative pronouns
x Vocabulary
x Qui,Que, Quoi, Dont
x The pronoun Y

5. L'Avenir


[Typetext] Page360

x Pronoun en
x Placement of pronouns
x Vocabulary on the French Educational System
x About Canada
x How to write a letter
x The future tense
x The conditional tense
x "Si" clauses

6. La Sante

In this unit, students will be introduced to the following:
x The health professions vocabulary
x Vocabulary and expressions to talk about physical and mental health
x Reflexive and reciprocal verbs
x Speaking in the past tense review

7. La Maison

x Reviewing uses of "en"
x Irregular verb vivre
x Difference between vivre and habiter
x Talking about your house and where things are located in your house; what
things are used for in your house
x Adverbs
x Conditional
x Command form
x Comparative/Superlative

8. Les Mesures

x Review of verb tenses
x Review of numbers
x Comparatives and superlatives
x Causative faire
x Expressions with faire
x Cultural practices with regard to measuring distance, volume and weight

[Typetext] Page361

9. Les Professions

x Vocabulary related to working
x Vocabulary related to education
x Review of relative pronouns
x Pronounshow to ask and answer questions with pronouns.
x Using prepositions with pronouns
x Review of vocabulary related to weather and units of time

10. Mon Histoire Personnelle

x Vocabulary and expressions to talk about yourself
x Expressions of time
x The passive voice
x Expressing quantities
x A review of the pronouns y and en
x A review of all the tenses learned so far
x Talking about things you used to do
x An overview of what the European Union is

Course: French IV

Description: In the first semester, students cover present-tense verbs, past-tense verbs,
future tense, conditional tense, subjunctive mood, articles, and adjectives while delving
more deeply into French culture. This course, rich in authentic reading material, uses
native speaker recordings to enrich culture, grammar, and vocabulary lessons.

Units:

1. Les Gens

x French historical and cultural information
x Additional family members they might wish to talk about
x Irregular plural noun patterns
x Irregular feminine adjective formations
x Adjective and adverb placement

[Typetext] Page362

x Cultural information about families and weddings
x Well-known French-speaking personalities

2. La Realisation

x To explain about things they have accomplished
x To talk about activities that involve uncertainty or doubt
x To express what you want others to do, what they wish others would do, etc.
x To express what others wish or want for them to do.
x To gather information about a French-speaking city
x Cultural and historical issues.

3. Les Desires

x Talking about what their desires are
x Talking about things they hope will happen

4. Les Activites

x Talking about things they like to do in the outdoors
x Talking about things they want others with do
x Expressing that others want them to do certain things
x Talking about things related to the outdoors and to cities in general

x How to talk about what has happened by a certain time

5. Les Fetes

x How to talk about things that are happening
x How to talk about things that will happen
x How to talk about things that happened in the past
x How to talk about dates and days

Students will be introduced to:

[Typetext] Page363

x Special dates and holidays in the French-speaking world
x How to talk about what will have happened by a certain time

6. Possibilites

x Review talking about the future and things that would happen (if other conditions
were met)
x Learn patterns in words
x Analyze proverbs in French
x Learn about France and their contributions, musically and artistically, to the
French-speaking world

7. Le Passe

x Use adverbs to talk about how frequently or how well they do things
x Talk about their past and things that happened in the past

x Verbs in the past tense that take on a special meaning
x New proverbs in French
x Additional suffix patterns that will help them expand their vocabulary in French
x Additional food vocabulary

8. Les Arts

x Learn to talk about what others have said
x Learn about the fine arts in the French-speaking world
x Review the correct sequencing of tenses for expressing thoughts in the past,
present, and future
x Learn additional proverbs or sayings that are well known in the French-speaking
world and that will help them gain insight to the French thought process
x Learn about artists, both contemporary and historic, of great significance
x Learn to talk about other art forms and learn ways in which they relate to the
French-speaking world

9. Maintenant

[Typetext] Page364

x Learn vocabulary that will allow them to talk about electrical items that are very
common in today's world
x Learn to talk about actions that happen that were not planned
x Review irregular verbs in French in order to be able to use them in conversation
x Learn shortcuts in order to be able to use colloquial expressions instead of
always using the noun
x Learn additional idioms and sayings in French and learn to analyze them for
understanding
x Sharpen listening skills

10. C'est Fini!

x Review talking about happenings in the past, present, and future
x Review "shortcuts" for talking about others using a variety of pronouns
x Review ways to talk about how they do things
x Learn of additional writers important to the French, both contemporary and
historical
x Learn of additional traditions that are important to the French-speaking world

AP French Language

Description: Students apply their grammar and vocabulary knowledge, plus their
listening, reading, speaking, and writing skills, to a wide variety of real-world uses. In the
first semester, students will learn to speak fluently and accurately, write complicated
compositions, and understand native speakers. The equivalent of a college course, AP
French prepares students for the AP Exam, and further study of French language,
culture, and literature.

In the second semester students continue to apply their grammar and vocabulary
knowledge, plus their listening, reading, speaking, and writing skills, to a wide variety of
real-world uses. They will learn to speak fluently and accurately, write complicated
compositions, and understand native speakers. The equivalent of a college course, AP
French prepares students for the AP Exam, and further study of French language,
culture, and literature.

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Appendix K

School Calendar
September, 2013

Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 Day 1
MAPS testing

Board
Meeting
4 Day 2
MAPS Testing
5 Day 3
MAPS
Testing
Teacher
Induction
6 Day 4 7
8 9 Day 5 10 Day 6 11 Day 7 12 Day 8
Teacher
Induction
13 Day 9 14
15 16 Day 10 17 Day 11 18 Day 12 19 Day 13
Teacher
Induction
20 Day 14 21
22 23 Day 15 24 Day 16
Back to
School Night
25 Day 17 26 Day 18
Teacher
Induction
27 Day 19 28
29 30 Day 20


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School Calendar
October, 2013

29 30 1 Day 21

Board
Meeting
2 Day 22 3 Day 23 4 Day 24 5
6 7 Day 25 8 Day 26 9 Day 27 10 Day 28
Teacher
Induction
11 In-
service
12
13 14
Columbus
Day
15 Day 29 16 Day 30 17 Day 31 18 Day 32
First Interim
Report
Mailed
19
20 21 Day 33 22 Day 34 23 Day 35 24
Parent,
Student,
Teacher
Conferences

25
Parent,
Student,
Teacher
Conferences
26
27 28 Day 36 29 Day 37 30 Day 38 31 Day 39

Teacher
Induction
1 2


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School Calendar
November, 2013

1 Day 40 2
3 4 Day 41 5 Day 42

Board
Meeting
6 Day 43 7 Day 44 8 Day 45 9
10 11 Day 46 12 Day 47 13 Day 48 14 Day 49
Teacher
Induction
15 Day 50 16
17 18 Day 51 19 Day 52 20 Day 53 21 Day 54 22 Day 55 23
24 25 Day 56 26 Day 57 27 In-service 28
Thanksgiving
29 Holiday 30


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School Calendar
December, 2013

1 2 Day 58 3 Day 59

Board
Meeting
4 Day 60 5 Day 61 6 Day 62
2nd Interim
Reports
Sent
7
8 9 Day 63 10 Day 64 11 Day 65 12 Day 66
Teacher
Induction
13 Day 67 14
22 23 Winter
Holiday
24 Winter
Holiday
25 Winter
Holiday
26 Winter
Holiday
27 Winter
Holiday
28
29 30 Winter
Holiday
31 Winter
Holiday
1 2 3 4


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School Calendar
January, 2014

1 Winter
Holiday
2 Day 73 3 Day 74 4
5 6 Day 75 7 Day 76

Board
Meeting
8 Day 77 9 Day 78 10 Day 79 11
12 13 Day 80 14 Day 81 15 Day 82 16 Day 83
Teacher
Induction
17 Day 84 18
19 20 Martin
Luther King
Day
21 Day 85 22 Day 86 23 Day 87 24 Day 88 25
26 27 Day 89 28 Day 90
First Semester
Tests
29 Day 91
First
Semester
Tests
30 Day 92
First
Semester
Tests
31 In-service 1


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School Calendar
February, 2014

1
2 3 Day 93 4 Day 94

Board
Meeting
5 Day 95 6 Day 96 7 Day 97
First
Semester
Grades
Mailed
8
9 10 Day 98 11 Day 99 12 Day 100 13 Day 101
Teacher
Induction
14 Day 102 15
16 17
President's
Day
18
Parent
Teacher
conferences
19
Parent
Teacher
Conferences
20 Day 103 21 Day 104 22


[Typetext] Page372

School Calendar
March, 2014

2 3 Day 110 4 Day 111

Board
Meeting
5 Day 112 6 Day 113 7 Day 114 8
9 10 In-
service
11 Day 115 12 Day 116 13 Day 117
Teacher
Induction
14 Day 118
Interim
Reports Sent
15
23 24 Holiday 25 Holiday 26 Holiday 27 Holiday 28 Holiday 29
30 31 Day 124 1 2 3 4 5


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School Calendar
April, 2014

1 Day 125

Board
Meeting
2 Day 126 3 Day 127 4 Day 128 5
6 7 Day 129 8 Day 130 9 Day 131 10 Day 132
Teacher
Induction
11 Day 133 12
27 28 Day 144 29 Day 145 30 Day 146 1 2 3


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School Calendar
May, 2014

1 Day 147 2 In-Service 3
4 5 Day 148 6 Day 149

Board
Meeting
7 Day 150 8 Day 151 9 Day 152
Interim
Reports Sent
10
11 12 Day 153 13 Day 154 14 Day 155 15 Day 156
Teacher
Induction
16 Day 157 17
25 26
Memorial
Day
27 Day 163 28 Day 164 29 Day 165 30 Day 166 31


[Typetext] Page375

School Calendar
June, 2014

1 2 Day 167 3 Day 168

Board
Meeting
4 Day 169 5 Day 170

6 Day 171 7
8 9 Day 172

10 Day 173

11 Day 174

12 Day 175

13 Day 176
2nd
Semester
Exams
14
15 16 Day 177
2nd
Semester
Exams
17 Day 178
2nd Semester
Exams
18 Day 179 19 Day 180

20 21
22 23 24

25

26
Teacher
Induction
27
Final Grades
Mailed
28
29 30


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Appendix L


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Appendix M - Corporation by-laws

BY-L AWS
OF

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ARTICLE I
Name, Registered Address and Principal Place of Business
The name of this Corporation is Delco Community Charter School. The registered address of
the Corporation shall be maintained in Pennsylvania. The Corporation may have any number of
other offices at such locations as the Corporation's Board of Trustees ("Board) may determine.
The Corporation's principal place of business shall be located in Delaware County,
Pennsylvania.
ARTICLE II
Goals and Objectives
The mission of the Delco Community Charter School is to provide an innovative, intense
academic preparation that inspires and educates students to achieve the highest levels of
academic knowledge and skills. Through a combination of computer-supported curriculum, and
face-to-face teacher and advisor support, this school provides both the support and
independence for students to be fully prepared to be leaders in the 21st Century.
ARTICLE III
Seal and Fiscal Year
Section 3.1. Seal
The Corporation may use a Corporate Seal. The Corporate Seal shall bear the name of the
Corporation, the year of its incorporation and the words "Corporate Seal, Pennsylvania.
Section 3.2. Fiscal Year
The fiscal year of the Corporation shall begin on the first day of July of each year, and end on
the 30th day of June of the following year.
ARTICLE IV
Members and Board of Trustees
Section 4.1. No Members
The Corporation shall have no members entitled to vote on any matter or for any other reason.
Whenever corporate action is by statute authorized or required to be approved by action of the
members, such action shall be approved by the Board. The voting rights of parents of students
attending the Corporation's school set forth in this Article do not confer on the parents any other
rights and the parents are non members of the Corporation within the meaning of the Nonprofit
Corporation Law of 1988, as amended, 15 Pa. C.S. 5101 et seq. ("NPCL).
Section 4.2. Qualifications of Trustees
Each trustee shall be an individual at least 18 years of age who need not be a resident of
Pennsylvania. Trustees must be willing to accept responsibility for governance including
participating actively in Board activities. Three of the seven board positions (one for each
expiring year) shall be any eligible parent or legal guardian who has a child currently enrolled in

[Typetext] Page383

or graduated from Delco Community Charter School may be elected as a Trustee. Any
individual employed by the Corporation in a full or part-time capacity or otherwise retained to
provide services to the Corporation and receiving compensation for such employment or
services, shall be ineligible to serve on the Board.
Section 4.3. Power and Authority
The business and affairs of the Corporation shall be managed under the direction of the Board.
The powers of the Corporation shall be exercised by, or under the authority of, the Board except
as otherwise provided by statute, the Articles of Incorporation, these Bylaws, a resolution
adopted by the Board, or any charter ("Charter) granted to the Corporation under the Charter
School Law 24 P.S. 17-1701-A et seq ("CSL). Without limiting the foregoing and except as
otherwise provided in these By-laws or the Charter, the Board shall approve:
(a) the election or appointment of officers of the Corporation and members and chairs of
committees;
(b) the general policies of the Corporation;
(c) the priorities of the Corporation in the field of education;
(d) the level of compensation and all terms and conditions of employment of the staff as may
otherwise be provided in the CSL;
(e) the appointment of the Chief Executive Officer;
(f) the employment of administrative officers, faculty, staff and representatives to carry out the
mission of the Corporation and prescribe such duties as it deems necessary, except to the
extent that the Board delegates such authority to the Chief Executive Officer consistent with the
CSL; and
(g) the engagement of any management company for the Corporation.
Section 4.4. Number, Nomination, and Election of Trustees
The Board shall consist of not more than seven individuals. For the Board positions exclusively
held by parents of current or graduated students, on or before April 15 of each fiscal year, the
Board shall seek nominations for the Board positions that will become vacant in the upcoming
fiscal year. Parents or legal guardians of current students of the Corporation's school and the
Board shall be eligible to nominate one or more candidates for Trustee. On or before May 31 of
each fiscal year in which elections are to occur, the Corporation shall provide a written notice of
candidates and a ballot to the parents or legal guardians of all current students. Each student's
family shall have the number of votes equal to the number of its children attending the school.
For example, a family with two enrolled students shall be entitled to cast two votes for each
available Board vacancy. However, cumulative voting shall not be permitted. That is, if there are
three vacancies and five candidates, a family with two votes may cast up to six votes divided
among the candidates but not more than two votes may be cast for any individual candidate. A
runoff vote will occur in the same manner in the case of a tie. The voting rights of parents set
forth in this Section are limited to election of Trustees. Each family shall decide which parent or
legal guardian may cast its votes. f a dispute arises concerning a family's voting rights, the
Chief Executive Officer shall determine who may cast the family's votes.

[Typetext] Page384

Section 4.5. Term of Office
Each Trustee shall be elected for a term of three years. Except as otherwise provided by
resolution of the Board, each Trustee's term begins on July 1 of the year of his or her election
or, in the case of a mid-term vacancy, at the time of his or her election. Each Trustee shall hold
office until (a) the expiration of the term for which he or she was elected and until his or her
successor has been elected and qualified, or (b) his or her earlier death, resignation, or
removal. No Trustee shall hold office for more than two consecutive three -year terms except
that the Chief Executive Officer shall continue for as long as she or he is employed as Chief
Executive Officer. A Trustee who is elected to serve a partial term of less than three years may
be elected to serve two consecutive full terms in addition to such partial term.
Section 4.6. Vacancies
Mid-term vacancies in the Board, including vacancies resulting from the death, resignation, or
removal of a Trustee, shall be filled by a majority vote of the remaining Trustees though less
than a quorum. Each individual so elected shall be a Trustee to serve for the balance of the
unexpired term.
Section 4.7. Resignations
Any Trustee may resign at any time by giving written notice to the President, the Secretary, or
the Chief Executive Officer. The resignation shall be effective upon receipt or at such
subsequent time as may be specified in the notice of resignation.
Section 4.8. Removal of a Trustee
Consistent with the CSL, any Trustee convicted of a felony or any crime involving moral
turpitude shall cease to serve as a Trustee immediately upon such conviction without regard to
appeal rights and without any further action on the part of the Corporation or the Board. In
addition, any Trustee may be removed from office for cause by a two-thirds vote of the Board at
any meeting of the Board. The Trustee subject to the proposed removal shall not vote and shall
not be counted for quorum purposes at the meeting at which the removal is considered. If any
Trustee is removed, the resulting vacancy may be filled by the Board at the same meeting.
Cause for removal shall include, but shall not be limited to: (a) failure to organize or neglect of
duty within the meaning of the CSL; (b) breach of fiduciary duty to the Corporation within the
meaning of the NPCL; (c) conduct of business, professional, or other activities that are
detrimental to the interests of the Corporation or otherwise tend to discredit the Corporation
through association of the Trustee as a representative of the Corporation; (d) disability or other
incapacity that renders the Trustee unable to perform the essential duties of the office of
Trustee for a period greater than three months; (e) self-dealing or dishonest conduct in the
performance of duties as a Trustee or officer; (f) insobriety or unlawful use of a controlled
substance while performing duties as a Trustee or officer; (g) gross misconduct or willful
violation of the Corporation's policies that results in material and demonstrable injury to the
Corporation, monetarily or otherwise; or (h) any act that would result in the Corporation's being
held liable for damages under federal, state, or local laws, or court precedent for employment-
related discrimination or harassment. Prior to removing a Trustee, the Board shall provide
written notice of the proposed removal to all Trustees. The Trustee subject to the proposed
removal shall be given the opportunity to be heard and may be accompanied by legal counsel at
the Board's hearing on the matter.

[Typetext] Page385

Section 4.9. Compensation
The Corporation shall pay no compensation to Trustees for their services as Trustees or
committee members or for services in any other capacity. Trustees shall not engage in any
business transaction with the Corporation or be employed by the Corporation. Subject to the
Charter and applicable law, Trustees may be reimbursed for reasonable expenses paid or
incurred on behalf of the Corporation, such as expenses for travel outside the Delaware Valley
on behalf of the Corporation. Expense reimbursement shall be made only pursuant to a policy
adopted by the Board.
Section 4.10. Voting Rights
Each Trustee shall be entitled to one vote.
Section 4.11. Honorary Trustees
The Board may appoint one or more Honorary Trustees who by virtue of their expertise will
assist the school in reaching its goals or in recognition of their distinguished service to the
Corporation. Honorary Trustees may receive notice of, attend, and participate in, meetings of
the Board and of any committee as the Board may determine in its sole discretion. Honorary
Trustees shall not have the right to vote on any matters which come before the Board or any
committee. Honorary Trustees shall not be counted for quorum or voting requirements of the
Board or of any committee. Honorary Trustees shall not be deemed to be Trustees or officers of
the Corporation under the CSL or the NPCL or for any other purpose.
Section 4.12. Ultimate Responsibility and Accountability
The Board has the responsibility for the ultimate conduct of the Corporation. Consistent with the
CSL, the Board shall be accountable to the parents of the Corporation's students, the public,
and the Commonwealth of Pennsylvania. No assignment, referral, or delegation of authority by
the Board to anyone shall preclude the Board from exercising the authority required to meet its
responsibility for the conduct of the Corporation. The Board has the right to rescind any such
assignment, referral, or delegation.
ARTICLE V
Meetings of the Board
Section 5.1. Annual Meeting
Unless the Board provides otherwise, the annual meeting of the Board shall be held during the
month of June at a time and place designated by the Board.
Section 5.2. Regular Meetings
The Board may hold its regular meetings at such place and time as shall be designated by the
Board. The Board shall transact such business as may properly be brought before its meetings.
The Secretary shall provide notice of all regular meetings at the beginning of each fiscal year
and by announcement at each preceding meeting.
Section 5.3. Special Meetings

[Typetext] Page386

The President or any two Trustees may call special meetings of the Board which shall be held at
such time and place as shall be designated in the call for the meeting. Five days' notice of any
special meeting shall be given to each Trustee. Such notice shall state the time, place, and
general purpose of the special meeting.
Section 5.4. Quorum
A majority of the Board shall constitute a quorum for the transaction of business. Except as
otherwise provided in these Bylaws, the acts of a majority of the Trustees present and voting at
a meeting at which a quorum is present shall be the acts of the Board. However, consistent with
the NPCL, the Corporation shall make no purchase of real property nor sell, mortgage, lease
away or otherwise dispose of its real property, unless authorized by the vote of two-thirds of the
Board, except that if there are twenty-one (21) or more Trustees, the vote of a majority of the
entire Board shall be sufficient. Notwithstanding the foregoing, an affirmative vote of a majority
of the entire Board, duly recorded, showing how each Trustee voted, shall be required to take
action on the following subjects:
(a) Adopting the school calendar;
(b) Adopting textbooks;
(c) Appointing or dismissing school administrators;
(d) Adopting the annual budget;
(e) Purchasing or selling land (but if the Board has fewer than 21 Trustees, a two-thirds vote is
required under the NPCL and these Bylaws);
(f) Locating new buildings or changing the location of old ones;
(g) Creating or increasing any indebtedness;
(h) Adopting courses of study;
(i) Designating depositories for school funds;
(j) Entering into contracts of any kind where the amount involved exceeds $200;
(k) Fixing salaries or compensation of administrators, teachers, or other employees of the
Corporation; and
(I) Entering into contracts with and making appropriations to an intermediate unit, school district
or Area Vocational/Technical School for the Corporation's proportionate share of the cost of
services provided or to be provided by the foregoing entities.
Section 5.5. Participation in Meetings
One or more Trustees may participate in a meeting of the Board or a committee thereof by
means of conference telephone or similar communications equipment by means of which all
persons participating in the meeting can hear each other. Participation in a meeting pursuant to
this Section shall constitute presence in person at the meeting.
Section 5.6. Organization

[Typetext] Page387

Every meeting of the Board shall be presided over by the President, or in the absence of the
President, the Vice President, or in the absence of the President and the Vice President, a chair
chosen by a majority of the Trustees present. The Secretary, or in his or her absence, a person
appointed by the chair, shall act as secretary. Voting shall be by voice. The conduct of meetings
shall be governed by the latest edition of Robert's Rules of Order.
Section 5.7. Consent of Trustees in Lieu of Meeting
Any action which may be taken at a meeting of the Trustees may be taken without a meeting, if
a consent or consents in writing, setting forth the action so taken, shall be signed by all Trustees
and filed with the Secretary of the Corporation.
ARTICLE VI
Officers and Duties
Section 6.1. Officers
The officers of the Corporation shall include a President, a Vice President, a Secretary, and a
Treasurer. The officers may include such other officers as the Board may determine by
resolution. Unless otherwise provided by applicable law, any number of offices may be held by
the same person.
Section 6.2. Qualifications of Officers
The President, Vice President, Secretary, and Treasurer shall be individuals at least 18 years of
age who are Trustees. Other officers need not be Trustees.
Section 6.3. Election and Term of Office
Except as otherwise provided by the Board, the officers of the Corporation shall be elected by
the Board at the first meeting of the Board after July 1 in each fiscal year. Each officer shall
serve for a term of one year and until his or her successor has been elected and qualified, or
until his or her earlier death, resignation, or removal.
Section 6.4. Termination or Removal of Officers and Agents
Unless the Board provides otherwise, termination of an officer's or agent's employment with the
Corporation shall terminate the officer's term in office. Any officer or agent may be removed by
the Board whenever in its judgment the best interests of the Corporation will be served. Such
removal shall be without prejudice to the contract rights, if any, of any person so removed.
Section 6.5. Resignations
Any officer may resign at any time by giving written notice to the President, the Secretary, or the
Chief Executive Officer. The resignation shall be effective upon receipt or at such subsequent
time as may be specified in the notice of resignation.
Section 6.6. President
(a) The President shall have general supervision over the business and operations of the
Corporation, subject to the control of the Board. The President shall execute in the name of the

[Typetext] Page388

Corporation, deeds, mortgages, bonds, contracts, and other instruments authorized by the
Board, except in cases where the execution thereof shall be delegated by the Board to some
other officer or agent of the Corporation. The President shall preside at meetings of the Board.
(b) The President shall be an ex-officio voting member of all Standing Committees of the Board.
(c) The President, along with the Chief Executive Officer, shall sign all diplomas issued by the
Corporation.
(d) The President shall perform all duties incident to the office of President and such other
duties as may be assigned by the Board.
Section 6.7. Vice-President
(a) The Vice-President shall perform the duties and exercise the powers of the President during
any absence or disability of the President or as otherwise authorized by the Board.
(b) The Vice President shall perform such other duties as may be assigned by the Board or the
President.
Section 6.8. Secretary
(a) The Secretary shall attend all meetings of the Board and shall be responsible for recording
the minutes of such proceedings including all votes of the Board. The Secretary shall be the
custodian of copies of minutes of all Board meetings and shall transmit a copy of the minutes to
the Board after each meeting.
(b) The Secretary shall be the custodian of the Seal of the Corporation and shall have authority
to affix this seal to all instruments where its use is required.
(c) The Secretary shall see that required notices of meetings of the Board are given and that all
records and reports are properly kept and filed by the Corporation.
(d) In general, the Secretary shall perform all duties incident to the office of Secretary and such
other duties as may be assigned by the Board or the President.
(e) In the Secretary's absence, a temporary Secretary may be appointed by the President or the
Board.
Section 6.9. Treasurer
(a) The Treasurer shall be responsible for the oversight of the Corporation's financial books and
shall make monthly reports to the Board regarding the finances of the Corporation, including all
receipts and disbursements.
(b) The Treasurer shall receive all funds, including local, state, federal, and privately donated
funds and deposit them in the name of the Corporation in one or more accounts authorized by
the Board.
(c) The Treasurer shall make payments from the Corporation's funds on proper orders approved
by the Board and signed by the President or Vice President.

[Typetext] Page389

(d) The Treasurer may pay out such funds on orders that have been properly signed without the
approval of the Board first having been secured for payment of amounts owing under any
contracts that have previously been approved by the Board, and by which prompt payment, the
Corporation will receive a discount or other advantage.
(e) The Treasurer shall determine that necessary controls are in place to ensure compliance
with the Corporation's financial policies and shall periodically evaluate the Corporation's
financial control and accounting system and recommend any appropriate changes.
(f) In general, the Treasurer shall perform all duties incident to the office of Treasurer and such
other duties as may be assigned by the Board or the President.
Section 6.10. Compensation of Officers
The Corporation shall pay no compensation to the President, Vice President, Secretary, and
Treasurer for their services as Trustees, officers, or committee members or for services in any
other capacity. The President, Vice President, Secretary, and Treasurer shall not engage in any
business transaction with the Corporation or be employed by the Corporation. Subject to the
Charter and applicable law, the President, Vice President, Secretary, and Treasurer may be
reimbursed for reasonable expenses paid or incurred on behalf of the Corporation, such as
expenses for travel outside the Delaware Valley on behalf of the Corporation. Expense
reimbursement shall be made only pursuant to a policy adopted by the Board. The
compensation of all other officers shall be fixed by the Board.
ARTICLE VI I
Chief Executive Officer
(a) The Chief Executive Officer of the Corporation shall be appointed by the Board and shall
serve at the pleasure of the Board. The Chief Executive Officer shall not be a member of the
Board. The Chief Executive Officer may receive notice of, attend, and participate in, meetings of
the Board and of any committee, as the Board may determine in its sole discretion.
(b) The Chief Executive Officer shall oversee and manage the operation of the Corporation and
shall perform such duties as may be assigned by the Board or the President. The Chief
Executive Officer shall be the principal administrative agent of the Board and shall be
responsible for the maintenance and preservation of the Corporation's property, for the
assignment of duties and responsibilities of the other administrative officers directly responsible
to him or her and all employees of the Corporation, and the establishment of academic and non-
academic programs. The Chief Executive Officer shall exercise such administrative supervision
through the appropriate officers and other agents responsible for these activities. The Chief
Executive Officer is responsible directly and indirectly for the administration of the school in all
matters, subject to the control of the Board.
(c) The Chief Executive Officer shall develop an appropriate administration for the school and
shall submit a line and staff chart annually to the Board.
(d) All official business between the staff and the Board shall be conducted through the Chief
Executive Officer.

[Typetext] Page390

(e) The Chief Executive Officer, along with the President, shall sign all diplomas issued by the
Corporation.
(f) The Chief Executive Officer shall execute in the name of the Corporation, deeds, mortgages,
bonds, contracts, and other instruments authorized by the Board, except in cases where the
execution thereof shall be delegated by the Board to some other officer or agent of the
Corporation.
(g) The Chief Executive Officer shall preside at appropriate academic occasions and shall
represent the Corporation before the public.
(h) Upon the death, disability, resignation, or removal of the Chief Executive Officer, the Board
shall name an interim Chief Executive Officer who shall discharge the duties of the Chief
Executive Officer until such time as the Board at a meeting duly called may elect a successor.
(i) Subject to review by the Treasurer and the procedures regarding disbursements provided in
these Bylaws, the Chief Executive Officer shall cause to be paid the salaries of the
Corporation's employees. The Chief Executive Officer shall cause employees to be reimbursed
for expenses paid or incurred on behalf of the Corporation. Expense reimbursement shall be
made only pursuant to a policy adopted by the Board. The Chief Executive Officer shall maintain
a petty cash fund not to exceed two hundred dollars which amount may be used to reimburse
small cash expenditures for which proper documentation is provided.
ARTICLE VIII
Finance - Auditor, Authorized Investments, and Annual Reports
Section 8.1. Auditor
(a) In consultation with the Chief Executive Officer, the Board shall engage the services of a
certified public accountant to serve as the Corporation's Auditor on a fee-for-service basis.
(b) The Auditor shall annually audit the books and records of the Corporation and report the
same to the Board. The Board or a committee of the Board shall meet privately with the Auditor
at least once each year and shall receive and review the management letter from the Auditor.
(c) The Auditor shall present the audited financial statements to the Board within a reasonable
period of time after the close of the Corporation's fiscal year.
Section 8.2. Authorized Investments
The Board shall authorize the Corporation's investments consistent with sound business
practice and applicable law. Examples of authorized types of investments permitted under the
CSL at the time of adoption of these Bylaws included:
(a) United States Treasury bills;
(b) Short term obligations of the United States government or its agencies or instrumentalities;
(c) Deposits in savings accounts, time deposits, or share accounts of institutions insured by the
Federal Deposit Insurance Corporation or the Federal Savings and Loan Insurance Corporation
or the National Credit Union Share Insurance Fund to the extent that such accounts are so

[Typetext] Page391

insured, and for any amounts above the insured maximum, provided that approved collateral as
provided by law therefor shall be pledged by the depository;
(d) Obligations of the United States of America or any of its agencies or instrumentalities backed
by the full faith and credit of the United States of America, the Commonwealth of Pennsylvania
or any of its agencies or instrumentalities backed by the full faith and credit of the
Commonwealth of Pennsylvania, or of any political subdivision of the Commonwealth of
Pennsylvania, or any of its agencies or instrumentalities backed by the full faith and credit of the
political subdivision;
(e) Shares of an investment company registered under the Investment Company of America Act
of 1940 (54 Stat. 789, 15 U.S.C. 80a-l, et seq.) as defined in 24 P.S. 4-440.1 of the
Pennsylvania School Code.
(f) Interest bearing accounts approved by the Board.
Section 8.3. Annual Reports.
In addition to any annual reports required under the CSL, in order to comply with the NPCL, the
President and Treasurer shall present the Board at its annual meeting a report, verified by the
President and Treasurer or by a majority of the Board, showing in appropriate detail: (a) the
assets and liabilities, including the trust funds, of the Corporation as of the end of the fiscal year
immediately preceding the date of the report; (b) the principal changes in assets and liabilities,
including the trust funds, during the year immediately preceding the date of the report; (c) the
revenue or receipts of the Corporation, both unrestricted and restricted to particular purposes,
for the year immediately preceding the date of the report, including separate data with respect to
each trust fund held by or for the Corporation; and (d) the expenses or disbursements of the
Corporation, for both general and restricted purposes, during the year immediately preceding
the date of the report, including separate data with respect to each trust fund held by or for the
Corporation. The annual report of the Board shall be filed with the minutes of the annual
meetings of the Board.
ARTICLE IX
Conflicts of Interest
No Trustee, officer, or management employee shall maintain personal or business interests
which conflict or appear to conflict with those of the Corporation. Each Trustee, officer, and
management employee shall execute a statement each year setting forth any possible conflicts
of interest or stating that no such conflicts exist. A list of all such disclosures shall be prepared
and reviewed by the Board annually.
ARTICLE X
Nondiscrimination
Section 10.1. Equal Opportunity Employer
The Corporation is an equal opportunity employer and does not discriminate in its employment
practices on the basis of race, color, sex or gender, age, national or ethnic origin, religion,
disability, sexual orientation, Vietnam-era or any other veteran status, political belief or
affiliation, or other characteristics protected by law.,

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Section 10.2. School Admission and Privileges
The Corporation admits students who are Pennsylvania residents of any race, color, sex,
gender, sexual orientation, national or ethnic origin, religion, disability, or social status to all the
rights, privileges, programs, and activities generally accorded or made available to students of
the Corporation's schools. The Corporation does not discriminate on the basis of race, color,
sex, gender, sexual orientation, national or ethnic origin, religion, disability, or social status in
administration of its educational policies, admissions policies, and athletic and other school-
administered programs.
ARTICLE XI
Committees
Section 11.1. Board Committees
The Board may, by resolution adopted by a majority of the Trustees, establish one or more
Board committees to consist of one or more Trustees. The Board may designate one or more
Trustees as alternate members of a Board committee. Only voting Trustees may serve on a
committee that has been delegated the powers and authority to act on behalf of the Board. The
Board may designate any Board committee a Standing Committee, subject to a separate written
charter approved by the Board that describes the Standing Committee's duties. Any Board
committee, to the extent provided in the resolution of the Board, shall have and may exercise all
of the powers and authority of the Board, except that a Board committee shall not have any
power or authority as to the following:
(a) The creation or filling of vacancies in the Board;
(b) The adoption, amendment or repeal of the Bylaws;
(c) The amendment or repeal of any resolution of the Board that by its terms is amendable
or repealable only by the Board; or
(d) Action on matters committed by the Bylaws or a resolution of the Board exclusively to
another committee of the Board.
Section 11.2. Advisory Committees
The Board or the President may establish one or more advisory committees to consist of such
individuals, and to carry on such activities, as the Board or the President may direct.
Section 11.3. Term
The Board shall appoint the chairs and members of all Board committees. Standing
Committees, if any, shall be appointed at the first meeting of the Board after July 1 in each fiscal
year and shall serve for a term of one year. The Board may, by resolution, determine not to
constitute a Standing Committee for any year. Advisory committees shall serve at the pleasure
of the Board or the President, whichever appointed them.
Section 11.4. Committee Organization

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Except as otherwise provided by the Board, each committee shall be chaired by a Trustee and
shall establish its own operating procedures. Each committee shall keep regular minutes of its
proceedings and report the same to the Board at each regular meeting. Each committee shall
determine its times and places of meetings. The Sections of these Bylaws relating to Trustees'
quorum and action, participation by teleconference, and action by written consent shall apply to
all committees.
ARTICLE XII
Limitation of Liability and Standard of Care
Section 12.1. Limitation of Liability
A Trustee shall not be personally liable, as such, for monetary damages for any action taken, or
any failure to take any action, unless (a) the trustee has breached or failed to perform the duties
of the Trustee's office under Subchapter B of Chapter 57 of the NPCL and (b) the breach or
failure to perform constitutes self-dealing, willful misconduct, or recklessness. This Section shall
not apply to (1) the responsibility or liability of a Trustee pursuant to any criminal statute, or (2)
the liability of a Trustee for the payment of taxes pursuant to local, state or federal law. Any
repeal or modification of this Section shall be prospective only and shall not increase, but may
decrease a Trustee's liability with respect to actions or failures to act occurring prior to such
change.
Section 12.2. Standard of Care; Justifiable Reliance.
A Trustee shall stand in a fiduciary relation to the Corporation and shall perform his or her duties
as a Trustee, including duties as a member of any committee of the Board upon which the
Trustee may serve, in good faith, in a manner the Trustee reasonably believes to be in the best
interests of the Corporation and with such care, including reasonable inquiry, skill and diligence,
as a person of ordinary prudence would use under similar circumstances. In performing his or
her duties, a Trustee shall be entitled to rely in good faith on information, opinions, reports or
statements, including, without limitation, financial statements and other financial data, in each
case prepared or presented by any of the following:
(a) One or more officers or employees of the Corporation whom the Trustee reasonably
believes to be reliable and competent in the matters presented;
(b) Counsel, public accountants or other persons as to matters which the Trustee
reasonably believes to be within the professional or expert competence of such person; or
(c) A committee of the Board upon which the Trustee does not serve, duly designated in
accordance with law, as to matters within its designated authority, which committee the Trustee
reasonably believes to merit confidence.
A Trustee shall not be considered to be acting in good faith if the Trustee has knowledge
concerning the matter in question that would cause his or her reliance to be unwarranted.
Section 12.3. Presumption
Absent breach of fiduciary duty, lack of good faith, or self-dealing, actions taken by the Board,
committees of the Board, or by individual Trustees, or any failure to take any action, shall be
presumed to be in the best interests of the Corporation.

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Section 12.4. Notation of Dissent
A Trustee who is present at a meeting of the Board, or of a committee of the Board, at which
action on any corporate matter is taken shall be presumed to have assented to the action taken
unless his or her dissent is entered in the minutes of the meeting or unless the Trustee files a
written dissent to the action with the Secretary of the meeting before the adjournment thereof or
transmits the dissent in writing to the Secretary immediately after the adjournment of the
meeting. The right to dissent shall not apply to a Trustee who voted in favor of the action.
Nothing in this Section shall bar a Trustee from asserting that minutes of the meeting incorrectly
omitted his or her dissent if, promptly upon receipt of a copy of the minutes, the Trustee notifies
the Secretary, in writing, of the asserted omission or inaccuracy.
ARTICLE XIII
Transaction of Business
Section 13.1. Negotiable Instruments
The Board shall designate one or more officers or agents who shall sign all checks or demands
for money and notes of the Corporation.
Section 13.2. Contracts
The Board may authorize any officer or agent of the Corporation to enter into any contract or
execute and deliver any instrument in the name of and on behalf of the Corporation. The
authority may be general or confined to specific instances.
Section 13.3. Loans
The Corporation shall not lend money to or guarantee the obligation of a Trustee or officer of the
Corporation. The authorization of the Board is required for any loan contracted on behalf of the
Corporation and any evidences of indebtedness issued in the Corporation's name.
Section 13.4. Deposits
All funds of the Corporation, not otherwise employed, shall be deposited to the credit of the
Corporation in one or more banks, financial institutions, or other depositories as the Board shall
authorize.
Section 13.5. Securities.
The President, the Secretary, the Treasurer, or other officers or agents appointed by the Board
are authorized to vote, represent, and exercise on behalf of the Corporation all rights incident to
all voting securities of any other corporation or proprietary entity standing in the name of the
Corporation.
Section 13.6. Bond.
The Corporation may secure the fidelity of any officer or agent of the Corporation by bond or
otherwise.
Section 13.8. Corporate Records

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The Corporation shall keep (a) minutes of the proceedings of the Board, and (b) appropriate,
complete, and accurate books or records of account, at its registered office or the principal
place of business or any actual business office of the Corporation.
ARTICLE XIV
Community Input
The Board shall seek continued input from community groups, parents, students, professionals
and such other individuals or organizations, as it deems appropriate on issues involving
education. As the Board deems appropriate, the Corporation shall participate in meetings with
other educational institutions, community organizations, parents, students and such professional
groups or organizations.
ARTICLE XV
Insurance
To the extent that such insurance is commercially available, the Corporation shall purchase and
maintain insurance on behalf of any person who is or was a Trustee or officer of the Corporation
or is or was serving at the request of the Corporation as a trustee, director, or officer of another
domestic or foreign corporation for profit or not-for-profit, partnership, joint venture, trust, or
other enterprise against any liability asserted against him or her and incurred by him or her in
any such capacity, or arising out of his or her status as such, whether or not the Corporation
would have the power to indemnify him or her against that liability under the NPCL. The
Corporation's payment of premiums with respect to such insurance coverage shall be provided
primarily for the benefit of the Corporation.
ARTICLE XVI
Procedures for Dismissal of an Employee
Section 16.1. No Fault
If permitted by applicable law and subject to any contractual obligations of the Corporation, the
Corporation may dismiss an employee without cause at any time if the Corporation no longer
needs the services of the employee, for example, due to a reduction in student enrollment or
lack of sufficient funding to maintain staff.
Section 16.2. Dismissal for Cause
In cases of dishonesty, corporal punishment, child abuse, unsatisfactory performance, or blatant
insubordination, the Corporation may dismiss an employee immediately. In all other cases, an
employee who is in violation of the Corporation's policies or the terms of employment will first be
given a verbal warning. If the warning does not effect a change, the Corporation will provide the
employee a written warning. Suspension without pay or dismissal may result from the
employee's continued failure to follow the Corporation's policies or comply with the terms of
employment. If the employee disputes the dismissal, a hearing will be provided by the
Board at its next regularly scheduled meeting. The employee may attend the portion of the
Board meeting at which his or her case will be discussed and may be accompanied by legal
counsel.

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ARTICLE XVII
Notice, Waiver, and Electronic Transmission
Section 17.1. Written Notice
Whenever written notice is required to be given to any person, it may be given to the
person, either personally or by sending a copy by first class or express mail, postage
prepaid, or by telegram (with messenger service specified) or courier service, charges
prepaid, or by facsimile or electronic mail transmission, to his or her address (or to his
or her facsimile number or electronic mail address) appearing on the books of the
Corporation or, in the case of Trustees, supplied by him or her to the Corporation for the
purpose of notice. If the notice is sent by mail, telegraph, or courier service, it shall be
deemed to have been given when deposited in the United States mail or with a
telegraph office or courier service for delivery to that person or, in the case of facsimile
or electronic mail, when receipt has been confirmed. A notice of meeting shall specify
the place, day and hour of the meeting and any other information required by applicable
law. Except as otherwise provided by applicable law or these Bylaws, when a meeting
is adjourned, it shall not be necessary to give any notice of the adjourned meeting, or of
the business to be transacted at an adjourned meeting, other than by announcement at
the meeting at which such adjournment is taken.
Section 17.2. Waiver by Writing
Whenever any written notice is required to be given, a waiver in writing, signed by the
person or persons entitled to the notice, whether before or after the time stated, shall be
deemed equivalent to the giving of the notice. Neither the business to be transacted at,
nor the purpose of, a meeting need be specified in the waiver of notice of the meeting.
Section 17.3. Waiver by Attendance
Attendance of a person at any meeting shall constitute a waiver of notice of the meeting
except where a person attends a meeting for the express purpose of objecting, at the
beginning of the meeting, to the transaction of any business because the meeting was
not lawfully called or convened.
Section 17.4. Facsimile or Electronic Mail
Any written communication or signature required or permitted by these Bylaws or the
NPCL, including a unanimous written consent, shall be valid if sent and received by
facsimile or electronic mail transmission.
ARTICLE XVIII
Amendments
The Board may amend or repeal these Bylaws by vote of a majority of the Board at a meeting
called for this purpose. The Secretary shall provide each Trustee a copy of any proposed

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amendment to the Bylaws and at least ten days' prior notice of the meeting at which the vote will
be taken.

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Appendix N. Budget


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Appendix O. Letter of Intent to Lease Space at 201 South Marple
Avenue, Clifton Heights, PA


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APPENDIX P - LETTER OF INSURABILITY


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Appendix Q
Criminal History Record of Individuals with Direct Contact with
Students


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Appendix R
Child Abuse Record of Individuals with Direct Contact with Students


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Appendix S

Student Code of Conduct
2013-2014


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Overview

A school is first and foremost a place of learning. We strongly believe that bringing
students and teachers together in a common location creates the best environment for
learning.
However, bringing people together creates the opportunity for tension, disagreement
and disrespectful behavior. And yet, it is our sincerest intention to keep aberrant
behavior to a minimum.
As such, we ask all of you to recognize the rights of others to achieve the maximum
educational benefit from attending this school. We ask all of you to commit yourself to
the following ideas:
- That everyone deserves the right to be respected. Respecting does not
have to mean liking someone; it means that you maintain courteous behavior to
all even if there are people who "get on your nerves."

- That everyone deserves the right to be uninterrupted in their educational
efforts. A school environment which is free of distraction and disruption is one
in which all students have the opportunity to maximize their educational
attainment.

- That everyone deserves the right to attend a safe, secure school
environment. Anyone threatening anyone or otherwise creating a hostile
environment is infringing on the rights of all to attend a safe, comfortable
school.

- That an inappropriate reaction to disruption, abuse or violence often
results in as bad or worse disciplinary consequences of the one initiating the
objectionable activity. The appropriate response to an act of disruption,
bullying or aggression by another person is to inform a teacher or administrator
of the behavior, not to handle the situation yourself.


[Typetext] Page412

Table of Contents

1. Human Rights, Harassment and Abuse Policies
2. Scholar Dollars Program
3. School Dress Code and Personal Items
4. Personal Belongings
5. Homework Club
6. Disciplinary Consequences
7. Detentions
8. Suspensions
9. Expulsions
10. Examples and Consequences


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Human Rights Policy
Delco Community Charter School brings together a diverse group of individuals. It is
guided by the principle that respect and consideration for all individuals is foremost in all
school activities. It is unlawful to discriminate against any individual based on race,
color, religion, sex, nationality, sexual orientation, age or handicap status. Delco
Community Charter School is not only obligated to uphold the law concerning equal
opportunity but regards the spirit of these laws to be the very core of its values. Delco
Community Charter School wishes to stress that it is the responsibility of every member
of the school community to observe and uphold the principles of equal opportunity as
they affect staff, faculty, and students in all aspects of school life. It is the responsibility
of every member of the Delco Community Charter School community to actively
promote appropriate workplace behavior. Any form of coercion or harassment that
insults the dignity of others or impedes their freedom to work and learn will not be
tolerated. Any such form of coercion or harassment will result in appropriate discipline,
up to and including, discharge.
Harassment Policy
Delco Community Charter School is committed to equitable and swift resolution of
harassment issues. Any student experiencing harassment should follow any or all of
these measures:
1. Let the offender know you want the behavior to stop. Be clear and direct. Do not
apologize.
2. Make a record of when, where, and how you were mistreated; include witnesses (if
any), direct quotations, and other evidence.
3. If you are not comfortable confronting the offender alone, ask a friend or adult to
accompany you or write a letter to the offender, keeping a copy.
4. Students should notify the School Principal, or if they are uncomfortable doing so,
they should speak with another adult.
As soon as possible, the adult notified will report to the School Principal. The School
Principal will notify the authorities, if necessary.
Abuse
All school personnel are mandated reporters of suspected abuse and/or neglect.
Mandated reporters are required to report suspected child maltreatment immediately
when they have "reasonable cause to believe that a child who is 17 years of age or
younger and known to them in a professional or official capacity has been harmed or is
in danger of being harmed physically, sexually, or through neglect and that a
caregiver either committed the harm or should have taken steps to prevent the child
from harm. After a report has been filed, school staff members are prohibited from
discussing the details of the report with parents or any other party. Moreover, the school

[Typetext] Page414

will not receive feedback or follow-up from the reporting agency once a report has been
filed.
No one in the workplace, even a supervisor, is permitted to suppress, change, or edit a
report of abuse.
A mandated reporter who willfully fails to report suspected incidents of child abuse or
neglect is subject to license suspension or revocation, and commits a misdemeanor.
Falsely reporting information is also a misdemeanor.
Scholar Dollars - The Behavior Management System
Every major disciplinary problem at schools starts with something small. Yet all these
infractions have the ability to expand into larger problems unless they are addressed.
In order to ensure that the school's values are respected at all times, the Scholar Dollar
behavior system at Delco Community Charter School is centered on maintaining the
school values (contribution, teamwork, integrity, perseverance, and fun). The school
believes that students should be empowered to understand that their choices in life
determine if they are rewarded or punished. Students who choose to uphold the
school's values are rewarded, but students who choose to not uphold them are held
accountable and must "pay the consequences.
Procedures
Each student in the school receives a weekly paycheck, which captures his or her
behavior and quality of work throughout the week. Students may earn money for
scholarly habits and quality homework, but may lose money for choosing not to uphold
one of the school's values. The money the students earn comes in the form of "scholar
dollars (not legal tender) which may be used for purchasing items at the school store,
including school supplies, snacks, personal items, etc.
Students earn scholar dollars for coming to school on time, for demonstrating that they
have worked diligently on homework the night before, and for working hard and
behaving during class. Typically a student may earn up to five scholar dollars per day: 1
dollar for coming to school on time and 1 dollar for behavior, effort and quality
homework assignments for each class.
If a student does something exceptionally well or goes above and beyond upholding the
core values of the school, the teacher may credit money to that student's account
(ranging from $1 to $3, depending upon the act).
When a student violates one of the core values (studentship, teamwork, or integrity), the
student loses the appropriate amount of money from his or her account and the
violation is recorded on the paycheck (see the levels of infractions below). Detailed
notes are made on the paycheck and a new balance is calculated.

[Typetext] Page415

Once a week, all students will receive their account balance, showing how many scholar
dollars they gained or loss during the week and what their current balance is. We call
this the "paycheck."
Students may use the balance of their "scholar dollars" account in the following ways:
- students may redeem their scholar dollars for items at the school store.
- students may use their scholar dollars to pay for attendance to school-
sponsored field trips and to pay for other activities, such as dues for clubs
- students may allow their scholar dollars to accumulate and receive cash
for their scholar dollar balance at the end of the year.
Level 1 = $1 deduction from Scholar Dollars
Did not follow directions in class or in work
Unorganized
Not prepared for class
Off task
Missing materials
Messy desk or lunch area
Out of seat without permission
Chewing gum or eating candy
Level 2 = $2 deduction from Scholar Dollars
Disturbing other teammates from learning (such as talking without permission)
Negative attitude
Playing around in hallway or bathroom
Throwing/leaving trash on floor
Grossly unorganized
Gossiping/talking about other team members
Dress code violation
Swearing/Profanity
Gross disrespect

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Electronic Devices
Repeat Dress Code Offenders
Although the above procedures represent the consistent and planned approach for
dealing with behavior problems, the school reserves the right to modify this system at
any point in the school year.
This may involve changing the amount of scholar dollars students are eligible to receive,
revising the level of infractions, and/or overhauling the entire checkbook management
system as needed. The school recognizes that management systems need to be
flexible to meet the needs of teachers and students. In the event that any major aspect
of the checkbook management system is changed, parents will be notified in writing
about the revisions.
The SchooI's Uniform PoIicy
The mission of Delco Community Charter School is to develop well-disciplined students.
In light of this, all students will be taught how well-disciplined students act and how they
present themselves in appearance. The school believes that students appear more
scholarly when they are wearing an attractive uniform, and also believes that students
will act more scholarly because they will feel good about their appearance.
Another value of the school is that of "teamwork. Just as members on a sports team
are required to wear a uniform in order to show their strength in unity, so too are
students of the Delco Community Charter School team.
The student dress code policy at Delco Community Charter School is that ALL students
are expected to wear the required uniform every day, unless otherwise indicated.
Student Dress Code Specifics
Students and parents should make every effort to ensure that the uniform shirts and
pants are cleaned regularly. Torn or worn clothing should be replaced.
The uniform will consist of the following:
Tops
A Delco Community Charter School polo shirt is required for all students.
Students are required to wear it to school everyday, (all shirts must be free of
writings by other students)
Polo shirts may be purchased at the school store or through landsend.com.
During the winter, a Delco Community Charter School sweat-jacket or sweater
may be worn over the polo shirt. These may be purchased from landsend.com
Shirts MUST be tucked in at all times.

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Students may wear plain, white shirts underneath their uniforms (short-sleeve or
long-sleeve). No color shirts or shirts with designs may be worn underneath
uniform shirts.
Writings or designs should not be visible through the polo. Students will be told to
remove any shirts not in compliance with the uniform policy.
Bottoms
Beige Khaki pants, shorts, skirt, skort, or jumper. Pants and shorts with Cargo
Pockets are Prohibited.
Purchased by the parent at store of choice
Should be free of any designs, writings, rips, embellishments, or contrasting accent
colors
No baggy pants
Pants cannot sag
Shorts, skirts, skorts, and jumpers should not be more than 1 inch above the knee
Clothing should not be tight
Belts are required for all items that have belt loops. Chains, pocket watches, or any
other accessory should not be attached to the belt. Scarves, fabric, and other non-
belt material may not be substituted for a belt. Belts can be worn only if they are
sold as a belt.
No suspenders should be worn over any uniform shirt.
Shoes
All shoes worn must be black in color, with less than 10% of the shoe covered with
a design or logo.
- No "flip-flops or sandals
Any shoes with a heel taller than an inch are not allowed
All shoes, sneakers, or boots should be enclosed
Socks, tights, or pantyhose should always be worn with shoes (no footless
leggings). Socks must be black, blue or brown with no design. Tights must be
Black, Brown or White, with no design.
Jewelry and Accessories
Any jewelry worn around the neck should be worn inside of the uniform shirt

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All earrings should not be larger than a nickel (in length or circumference).
Earrings should be free of rhinestones, glitter, or any other embellishments.
Hair should be free of color and glitter.
Headbands can be worn only if they are sold as a headband. No homemade
headbands will be allowed. Headbands should have nothing hanging or dangling
from them.
Nails should be free of any artificial enhancement (acrylic, silk wraps, press-ons,
rhinestones, etc). In addition, nails should be free of extravagant designs.
Prohibited Clothing
Tight clothing
Leggings/Jeggin's
Any headwear such as bandanas, hats, scarves, caps, head wraps, etc.
Any gang related attire
Makeup with excessive coloring
Large gold chains or other excessive jewelry
Body tattoos or body piercings
Attire with any reference to death (i.e. skulls, poison logos, etc.)
More than one bangle or bracelet on each arm
The school reserves the right to add to this list as concerns or problems arise.
Additional garments may be worn that are part of a religious observance. However, all
students must adhere to the school dress code for items that are not part of the religious
clothing.
Uniform Violation Consequences
Students who come to school not abiding by any of the above policies will receive $2 off
of their Scholar Dollars balance.
Blatant uniform violations (no uniform shirt or no khaki bottoms) or consistent violations
(no belt for several days) will result in the parent being contacted immediately to bring
the appropriate item to school.
Personal Belongings
The following items are prohibited in school:

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Soda or strong "power drinks
Fruit drinks, iced teas, carbonated beverages
Any illegal substance
Toys, beads
Weapons and toy weapons Stuffed animals or dolls
Chips, danishes, cakes, or sweet/salty snacks
Sunflower seeds
Portable Electronic Devices and Cellular Telephones
Students are forbidden from using any electronic devices (portable games, iPods,
iTouch, cell phones, electronic toys, etc) on the school campus for any reason at any
time (including field trips, extracurricular activities, etc.). Students who choose to violate
this policy will have the device confiscated, and it will only be returned to the child's
parent. Any additional violations following the first warning will result in the child being
suspended for violating the Electronics and Communication Device Policy.
Administrators and/or staff members will not investigate to find any electronic
communication device if it is brought to school and lost or stolen.
Telephone Use
Students may not use any school phone without permission from a teacher. Students
will only be allowed to use the phone in case of an emergency. Students must have a
written pass from a teacher to use a school phone. Students who use a phone without
permission from a teacher will be subject to disciplinary procedures. Students are also
not allowed to receive phone calls unless it is an emergency. Parents/guardians are
asked to communicate messages and make transportation arrangements with the child
before sending the child to school in the morning. If necessary, the Administrative
Assistant will deliver messages to students in class, but only in urgent situations will the
student be pulled out of class to receive a phone call.
The following list is a guide for how many Scholar Dollars will be charged to a Student
Account for specific behavioral violations
Homework Club
The last period of the day at Delco Community Charter School is Activity Period. Those
students who do not have an activity to attend will be required to go to Homework Club.
Homework Club is designed to ensure academic success. In addition, any teacher or
Academic Coach who sees a persistent neglect of homework by a student may require
the student to attend homework club rather than any other activity, including extra-
curricular activities at the student's district of residence. During this time, students will
work on their homework independently or in small groups. They may also receive

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assistance from the assigned staff member. Homework Club meets Monday, Tuesday,
Thursday and Friday from 3:30- 4:30.
Discipline Policy
Students at Delco Community Charter School are expected to abide by the Delco
Community Charter School Commitment to Excellence at all times. For students who
choose not to follow the expectations within this agreement, there will be consistent
consequences in place. The Delco Community Charter School Scholar Dollar System is
the primary means for administering consequences and rewards, and it will be used for
disciplining students in most situations.
Other consequences for disciplinary problems may include, but are not limited to:
Verbal correction
Phone call home to parents
Teacher-student-parent conference
Behavior Contract
Removal from extracurricular activities
Loss of incentives and school trips
Calling Plans, where the student must call the teachers to inform them when
homework is completed
4-day school Detention
Suspension (removal from school for a period of ten or fewer days)
Expulsion (removal from school for a period of more than ten days)
Detention
Detention will serve as a consequence for those students who disrupt the learning
environment of other students or violate the school's code of conduct in any other way.
What determines if a student is placed on Detention?
When a teacher, Academic Coach or Administrator believes that a charge to a
student's scholar dollar account is not a sufficient deterrent for the student to continue
classroom disruptions.
When a student's scholar dollar account falls below zero.
When a behavior is so flagrant that a penalty beyond a reduction of scholar dollars
is warranted.

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Detention Specifics
Detention has several components. Detentions will last for four days. When a student is
on detention, she or he must be seated in the detention room during the activity period.
Detention is designed to correct a student's behavior and not simply to punish. As a
result, students will be asked to complete a series of reflections, discussions, and
readings that address the behaviors they displayed during the previous week. Students
will also write goal statements to help prevent them from repeating the same mistakes
and offenses. On the last day of detention, students will participate in a group
discussion about decision-making. In addition to these reflections, readings and
discussions, students on detention must write five commitments, which will all be due by
Monday morning upon arrival during the week of detention. Any student, who arrives to
school on Monday without a completed commitment list will not be allowed to enter the
school building until the commitments are completed. After-school detention is
scheduled Monday, Tuesday, Thursday and Friday from 3:30 4:30.
How long will students be placed on Detention?
Students will be placed on detention for four days...Monday, Tuesday, Thursday and
Friday afternoon...for 1 hour each day.
How will a student get out of the Detention?
Students will be placed out of Detention once they have served their time and all
assignments are completed. Written assignments must be completed on the last day of
Detention, with the exception of the 5 commitments which are due the Monday of the
week the detention is to be served.
What happens if my child is on detention week after week?
Students placed on Detention for consecutive weeks will receive additional
consequences.
A parent conference will occur after two weeks on detention
A parent is required to attend class with the student for at least half of a day after 3
weeks of detention.
The student will be given a short term suspension and behavior plan after 4 weeks
of detention.
The student will be given a probationary contract after 5 weeks of detention.
Suspension
The School Principal or Dean of Students may impose a Suspension at his/her
discretion. Before imposing Suspension, the School Principal or Dean of Students shall
verbally inform the student of the Suspension and the reason for it. The student shall be
given an opportunity to deny or explain the infractions.

[Typetext] Page422

The School Principal or Dean of Students also shall immediately notify the parent(s) or
guardian(s) by telephone and in writing that the student has been suspended from
school. Written notice shall be provided by personal delivery, express mail delivery, or
equivalent means reasonably calculated to assure receipt of such notice within 24 hours
of the suspension at the last known address. Such notice shall provide a description of
the incident, or incidents, which resulted in a Suspension and shall offer the opportunity
for an immediate informal conference with the School Principal.
Whenever possible, notification shall also be provided by telephone if the school has
been provided with a contact telephone number for the parent(s) or guardian(s). Such
notice shall provide a description of the incident, or incidents, which resulted in the
suspension and shall offer the opportunity for an immediate informal conference with
the School Principal.
Alternate Instruction
Students who are suspended will be provided with alternate instruction. Arrangements
will be made between the school and each individual family for the delivery of services,
pick-up/delivery of work, and the making up of any missed assignments and classroom
instructional support. All IDEA mandates will be followed for students with disabilities.
Expulsion
Expulsion is exclusion from school by the governing board for a period exceeding 10
school days and may be permanent expulsion from the school.
If a student is being considered for expulsion from Delco Community Charter School,
the School Principal shall provide written notification to the student and his or her
parent(s) or guardian(s) that the student is being considered for expulsion. Such notice
also shall set a time and place for an informal conference with the School Principal and
shall inform the parent(s) or guardian(s) of their right to be accompanied by an
individual of their choice.
If the School Principal maintains that the student would receive an adequate and
appropriate education in another school program, the School Principal shall provide
written notification to the student and his or her parent(s) that the student is being
required to transfer. Written notice shall be provided by personal delivery, express mail
delivery, or equivalent means reasonably calculated to assure receipt of such notice
within 24 hours of expulsion to the last known address. Where possible, notification
shall also be provided by telephone if the school has been provided with a contact
telephone number for the parent(s) or guardian(s). Such notice shall include a
description of the behavior and/or academic problems indicative of the need for transfer,
a description of the alternatives explored, prior action taken to resolve the problem, and
an invitation for an immediate formal hearing with the School Principal. At the formal
hearing, the student shall have the right to be represented by counsel, question
witnesses, and present evidence. The parents, should they so choose, may also

[Typetext] Page423

present materials to the School Principal for consideration. The School Principal will
render a formal decision with 24 hours of the hearing.
Once a permanent expulsion has been determined, the initial responsibility for providing
the required education rests with the student's parents or guardian, through placement
in another school, tutorial or correspondence study, or another educational program
approved by the district's superintendent.
Due Process Procedures
Students with disabilities have the same rights and responsibilities as other students,
and may be disciplined for the same behavioral offenses listed above. If a student with
disabilities has an IEP that includes disciplinary guidelines, then that student will be
disciplined according to those guidelines as required by IDEA. Students for whom the
IEP does not include specific disciplinary guidelines may be disciplined in accordance
with the standard school policy listed above.
If a parent is dissatisfied with a suspension or expulsion, he or she may appeal directly
to the Board of Trustees. The President of the Board of Trustees will schedule an
appeal hearing within ten (10) days of the appeal request. The family may bring counsel
with them if they so desire. In all events of expulsion, the School Principal of Delco
Community Charter School will work in conjunction with the family to find the best
possible alternative setting.
Act 26 Expulsions
Act 26 (24 P.S. 13-1317.2) is a Pennsylvania law which requires the expulsion for at
least one year of any student who possesses a weapon on school property, at a
school function, or going to and from school.
Who is affected by Act 26?

Any student who possesses a weapon in school, or at a school activity, or going to and
from school (including on public transit), must be expelled for at least one year under
this law. The student does not have to use the weapon (or even intend to use it); it is
enough to carry it, keep it in a locker or book bag, or hold it for a friend.

What is a weapon?

A weapon is defined by Act 26 as "any knife, cutting instrument, cutting tool, nunchaku,
firearm, shotgun, rifle, and [anything else] capable of inflicting serious bodily injury." This
definition may include box cutters, kitchen knives, pen knives on key chains, and other
common household items. A narrower definition is used for cases involving special
education students.


[Typetext] Page424

Will the police be notified?

Yes. Act 26 requires school officials to notify the police whenever they discover any
weapon covered by the Act. This does not mean that the police must arrest the student.

Does a student have any rights in an expulsion case?

Yes. Before a student can be expelled, the student is entitled to a formal hearing. The
student is entitled to advance notice of the hearing, and can request that the names of
the witnesses against the student and copies of any statements made by those
witnesses be provided to the student before the hearing.

At the hearing, the student has the right to bring an attorney, question the witnesses
against him/her, and present evidence on the student's behalf. Although the hearing
may be held before a Hearing Officer or a panel of the district's school board, the entire
Board of Trustees must vote on the expulsion. If a student wishes to challenge an
expulsion decision, an appeal must be filed in the local county court within 30 calendar
days of the decision.

Are there any exceptions to the rule that a student must be expelled for at least
one year for possession of a weapon?

Yes. The CEO of the school district can recommend that the child not be expelled on an
individual basis. If a school refuses to consider a student's individual circumstances,
you may have grounds to appeal the expulsion in court. A school district may not
adopt a "zero toIerance poIicy" that does not allow the superintendent to consider the
individual circumstances of a student. The superintendent must be allowed to
recommend to the school board that it impose less discipline than expulsion for one
year.


[Typetext] Page425

Are students who receive special education affected by Act 26?

Not directly. Instead, a federal law called the Individuals with Disabilities Education Act
(IDEA) requires that schools must use special procedures before students who receive
special education may be expelled. However, if a student who receives special
education brings a dangerous weapon to school, that student may be transferred to an
alternative program for 45 days without parental consent while those special procedures
take place. In order to make a 45-day transfer, the student must be in possession of a
"dangerous weapon, which does not include a pocket knife with a blade of less than 2-
1/2 inches.

What happens to a student who has been expelled?

When a student is expelled, if the student is under 17 and cannot find another school to
attend within 30 days of the expulsion, the student's family must notify the school district
in writing of the need for a program. It is then the school district's duty to provide the
student with an educational program, although the law is not clear about what that
program must look like.

A student in special education has the right to continue receiving special education
services up until graduation or age 21, even if expelled. Those services would just have
to be delivered outside of the regular school setting.

Does a student's family have to tell a new school district about an expulsion or
disciplinary problems at another school?

Yes. Act 26 also requires that whenever a student registers in a new school, the
student's "parent, guardian, or other person having control or charge of a student" must
fill out a form stating whether the student has ever been suspended or expelled from
any public or private school in any state for offenses involving weapons, drugs, alcohol,
willful injury to another person, or violence on school grounds. This form is called a
"Parental Registration Statement.
Specific Behavior Consequences
Delco Community Charter School has adopted the following policies regarding specific
prohibited behaviors:
1. Tobacco: All tobacco products are prohibited at Delco Community Charter
School. Penalties for students found with tobacco products range from suspension
to expulsion.

2. Electronic Communication Devices: All Electronic communication devices
(including paging devices, cellular phones, walkie-talkies, etc.) must be stored
away and not heard during school hours. If electronic devices are seen or heard

[Typetext] Page426

by staff members, the device will be confiscated and will only be returned to the
child's parent. Additional violations will range from Detention to Suspension. The
school also reserves the right to confiscate the device for an extended period of
time if it is brought back on campus. Administrators and/or staff members will
not investigate to find any electronic communication device if it is brought to
school and lost or stolen.

3. Weapons and/or Explosive Devices: A student shall not possess, handle, or
transport any explosive, weapon, dangerous object or object that can reasonably
be considered a weapon. Disciplinary actions range from Suspension to
Expulsion.
Firearms: As required by state and federal law, Delco Community Charter
School has established a policy requiring the expulsion from school for
any student who is determined to have brought a firearm to school. A
student shall not possess, handle or transport any pistol, revolver, or any
other firearm designed or intended to propel a missile of any kind,
including a stun weapon. A stun weapon refers to any mechanism that is
designed to emit an electronic, magnetic, or other type of charge or shock
for the purpose of temporarily incapacitating a person.

Cutting Instruments/ Objects: A student shall not carry, conceal, display
or use any straight edge razor, box cutter, razor blade, disk, bowie knife,
switchblade knife, ballistic knife, or any other knife, spring stick, metal
knuckles, blackjack, bat, club, or other bludgeon-type weapon, or any
flailing instrument which may be known as nun-chuck or fighting chain,
throwing star or oriental dart, or any weapon of like kind. Items will be
confiscated and turned over to a police officer. In addition to any criminal
penalty, students are also subject to disciplinary action from Suspension
to Expulsion.
Explosives: A student shall also not supply, possess, handle, use,
threaten to use, or transmit any explosive device or item that ejects or
releases a spray, foam, gas, spark, fire, smoke, odor, etc., including but
not limited to: fireworks of any type or size, smoke bomb, paint bomb,
stink bomb, any homemade bomb, or any form of gasoline, kerosene,
explosive or corrosive chemicals, etc. Students found to be in violation of
this policy are also subject to disciplinary action from Suspension to
Expulsion as well as legal action.
4. Threat of Violence against Staff: Students shall not threaten, harass, or cause
inappropriate bodily contact with and/or cause damage to the property of any school
employee. Students found to be in violation of this policy shall be subject to disciplinary
actions ranging from Suspension to Expulsion as well as a referral to the local law
enforcement agency.

[Typetext] Page427

5. Drugs/Substances: Students found to be in possession of or under the influence of
any "drug, including alcohol, alcoholic beverages, look-alike drugs, inhalants, pills,
tablets, or illegal drugs or substances shall be subject to consequences ranging from
Suspension to Expulsion. Students found to be guilty of selling or distributing any "drug
as defined above shall be expelled. Students may also be subject to prosecution under
the Laws of Pennsylvania.
6. Destruction or Theft of Property: Destruction of, theft of, and/or threats to destroy
or damage or deface school, private, or public property will result in immediate
disciplinary action ranging from Suspension to Expulsion.
7. Violence: Violence at Delco Community Charter School will not be tolerated. Verbal
threatening, fighting or intimidating students with or without actual physical contact, an
attempt to hurt another person, or actions which cause reasonable fear of immediate
bodily harm is defined as an "assault and will result in penalties ranging from Detention
to Expulsion. Fighting or making physical contact of an insulting, offensive, or provoking
nature with another student is defined as "simple battery and will result in penalties
ranging from Suspension to Expulsion. Students guilty of "aggravated battery
(maliciously causing bodily harm to another) or "aggravated assault (an assault made
with a deadly weapon or with an object or device that is likely to result in serious bodily
harm) are subject to immediate Expulsion. Students who participate in a fight by running
to an altercation or by encouraging others to participate are also subject to punishment
ranging from Detention to Expulsion. In addition to school sanctioned disciplinary
actions, students may also be referred to the appropriate law enforcement agency.
8. Bullying/Harassment: In accordance with Pennsylvania law, bullying is strictly
prohibited and will result in immediate disciplinary action. Bullying is defined as 1) any
willful attempt or threat to inflict injury on another person, when accompanied by an
apparent present ability to do so; or 2) any intentional display of force such as would
give the victim reason to fear or expect immediate bodily harm.
Harassment, which includes any form of behavior that would contribute to or cause
psychological harm to someone else and/or urges students to engage in such conduct,
shall also be prohibited at the school. Examples are verbal, written or physical taunts,
insults, or challenges, which are likely to intimidate and/or provoke a negative response
from the student being treated in this manner.
Additional examples of bullying/harassment behaviors include but are not limited to:

Physical: hitting, kicking, grabbing, spitting, giving wedgies, etc.
Verbal: name calling, racist remarks, put-downs, extortion, etc.
Indirect: spreading rumors, wearing or possessing items depicting or implying
hatred or prejudice, exclusion from peer group, taking and hiding/destroying
other's possessions, etc.
Written/electronic: e-mail/blogs or other similar means, notes, and/or graffiti,
containing harassing or bullying messages etc.


[Typetext] Page428

Grounds for disciplinary action may apply whenever the student's prohibited behavior is
reasonably related to school or school activities, including but not limited to on/off
school grounds, school sponsored activities, traveling to or from school or a school
activity, and the greater community. Penalties for students found to be in violation of this
policy range from Detention to Expulsion.

9. Rude or Disrespectful Behavior: Students at Delco Community Charter School are
expected to operate with the utmost integrity at all times, and therefore discourteous or
inappropriate language and/or behavior or gestures toward a staff member or student
will result in penalties ranging from a Scholar Dollar charge to Suspension. Consistent
rude or disrespectful behavior may result in Expulsion.
10. Skipping Class: Any student caught skipping class is subject to immediate
consequences ranging from Suspension to Expulsion.

Skipping Class: Students are considered "skipping a class if they are
unaccounted for 15 minutes or more without a pass. Consequences for skipping
class range from a $5 Scholar Dollar deduction to Suspension.
Skipping detention: Students who skip detention will be suspended for failing to
accept disciplinary action. If a student is unable to complete a detention, the
parent must contact the Dean of Students before the end of the school day.
Missed days must be made up and students will still be responsible for
completing assignments missed.

11. Classroom Disturbance: The value of "Scholarship is of utmost importance at
Delco Community Charter School, and therefore classroom disturbances will not be
tolerated. Any behavior that disrupts the instructional process, distracts students and/or
teachers from classroom activities and studies, and/or creates a dangerous or fearful
situation for students and/or staff will result in penalties ranging from a Scholar Dollar
Charge to Suspension. Consistent disturbances may result in Expulsion.

12. School Disturbance: Any acts that may cause disruption of the school environment
and/or threaten the safety or well-being of other students is strictly prohibited at Delco
Community Charter School.

Such activities may include, but are not limited to, terroristic threats, gang-related
activities, walk-outs, sit-downs, rioting, picketing, trespassing, inciting disturbances,
threats to the school, pranks, etc. Penalties for such disturbances may range from
Suspension to Expulsion.
13. Profanity or Obscenity: Students at Delco Community Charter School are
expected to uphold the value of integrity at all times, and any use of profanity or
obscenity will be considered a violation of this value. Such use includes, but is not
limited to, profane, vulgar, obscene words or gestures; possession of profane, vulgar, or
obscene material; accessing, viewing, and/or sending obscene material via the Internet,
email, cell phones (e.g. "sexting) or other electronic means; profane, vulgar, obscene

[Typetext] Page429

or insulting racial, ethnic, or religious comments or actions. Penalties may range from
Detention to Expulsion.
14. Failure to Accept Disciplinary Action: Students are expected to follow the
disciplinary actions set forth by any staff member at the school, and any students who
fail to do so are subject to immediate and harsh consequences. Refusing or failure to
accept the detention status, serve a suspension, or carry out any other disciplinary
action imposed by a teacher or school administrator is grounds for Suspension or
Expulsion.
15. Bus Misbehavior: Students at Delco Community Charter School must recognize
that riding the bus is a privilege, not a right. Therefore, the privilege of riding the bus to
and from school may be denied to any student who consistently misbehaves while on
the bus. In addition, any behavior that disturbs or distracts a bus driver, or causes a
dangerous situation for a bus driver and/or students, or that disturbs the orderly
operation of a bus, or that creates a dangerous situation for vehicles operating near a
bus (including throwing things out of the window or using reflective devices to distract
drivers, etc.) may result in Suspension or Expulsion. The following items are prohibited
to be used or consumed while on a school bus: electronic devices (such as cellular
phones, pagers, audible radios, tape or compact discs without headphones), food,
drinks, candy, glass objects, nuisance items, animals, drugs, weapons, mirrors, lasers,
flash cameras, or any other device that might interfere with the driver's operation of the
school bus. Students who do not follow the school bus rules may be suspended from
the bus temporarily or for the entire year, depending upon the severity of the violations.
16. Conduct Outside of School Hours: It is imperative that students recognize that as
a Delco Community Charter School student, they are always representing the school.
Therefore, any conduct outside of school hours or away from school which may
adversely affect the educational process or endanger the health, safety, morals,
reputation, or well-being of other students or staff members may result in punishment by
the school. Such penalties may range from verbal warnings to Expulsion.
17. Gambling: Gambling in all forms is strictly prohibited at Delco Community Charter
School. Acts such as betting money or items on card games, dice games, the outcome
of games or activities and/or possession of gambling materials or paraphernalia may
result in a variety of consequences ranging from Detention to Expulsion.
18. Providing False Information: Students engaging in any act that entails providing
false information to the school will be subject to immediate consequences. Such
offenses include such acts as falsifying school records, forging signatures, making or
providing false statements, bribery, using an unauthorized User ID or password, etc.
Penalties for such infractions may range from Detention to Expulsion.
19. Cheating: Cheating will absolutely not be tolerated at Delco Community Charter
School. Students found to be cheating will receive a consequence ranging from
Detention to Suspension along with a written assignment. Cheating includes copying

[Typetext] Page430

someone else's work, having someone else complete an assignment, copying the
answers from an answer key, going against the directions in seeking outside
assistance, etc. Repeated cheating may result in a Suspension in addition to other
consequences.
20. Plagiarism: Plagiarism involves the stealing of someone else's ideas or words as
one's own or the imitation of the language, ideas, and thoughts of another author (or
person) and representation of them as one's original work. Students who copy an idea
or the actual text from another source and claim that it is their own will be guilty of
plagiarism. Plagiarizing is considered against the law and will be punished at Delco
Community Charter School. Penalties may range from Detention to suspension.
21. Sexual Misconduct: Sexual misconduct between or among students on school
property or at any school activity or event, including, but not limited to, sexual contact,
sexual assault, unwelcome sexual advances or comments, request for sexual favors,
indecent exposure, insulting comments about sexual orientation, stalking etc. will be
subject to swift and harsh consequences ranging from Suspension to Expulsion. Such
matters will also be referred to law enforcement when appropriate.
22. Trespassing on School Property: Students at Delco Community Charter School
are not allowed to enter the premises of the school after hours or on the weekend
without authorization or permission from the principal. Students found to be trespassing
may be Suspended or Expelled.
When a student refuses to leave the school property and/or returns to the school after
being instructed to leave the property, the student will be in violation of this policy and
the matter will be referred to law enforcement. Students who have been Suspended or
Expelled are strictly prohibited from entering the premises of the school at any time
during the length of their Suspension or Expulsion.
22. Soliciting/Selling Merchandise: Students are not permitted to solicit or sell
merchandise to other students or staff members without administrative authorization.
Such activity is prohibited during all school functions, including but not limited to: on
school grounds, during school sponsored activities, or traveling to or from school or a
school activity. Students found to be in violation of this policy shall be subject to
consequences ranging from Detention to Suspension. Soliciting or selling illegal
substances will result in further consequences up to Expulsion.


[Typetext] Page431


[Typetext] Page432

Appendix T
INTERNET ACCEPTABLE USE POLICY
PREAMBLE
The basic principles that shape the Internet Acceptable Use Policy that follows are to:
x make powerful Internet resources, especially broadband access, widely and
equitably available and affordable for all learners;
x provide continuous and relevant training and support for educators and
administrators;
x build a new research framework of how people learn in the Internet age; and
x develop high quality educational content that meets the highest standards of
educational excellence.
It is intended that Internet access will improve the processes of teaching and learning as
well as facilitate improvements in communication among all members of the learning
community, especially between parents and teachers. Delco Community Charter
School (the "School") seeks to establish a secure, appropriate virtual learning space
that will be available, during and after regular school hours. In essence, Internet access
hopefully can function as an all-encompassing "home base for the instructional
business of the entire community of learners embraced by Delco Community Charter
School. Through Internet access, students, parents, and educators will have extended
access to learning opportunities at home, at public libraries, or at any other location at
which the Internet can be reached.
A. GENERAL PRINCIPLES OF ACCESS
1) Delco Community Charter School is obtaining access to the Internet, including
access to e-mail, for its employees, students, and guests. Guests include
but are not limited to parents, substitute teachers, parent volunteers, and
other school volunteers.
2) Internet access and the use of e-mail through the use of the School's system,
has a limited educational purpose. The term "educational purpose"
includes use of the system by students and their parents for learning
activities both in school and at home, employee professional or career
development, communication between teachers, students and their parents
and the facilitation of information-sharing between teachers and
administrators. If any user has a question whether their Internet use is
consistent with the School's educational purpose, goals, and mission, s/he
should consult with School CEO or Principal.


[Typetext] Page433

i. This Internet Acceptable Use Policy governs all electronic activity,
including e-mail and access to the Internet, which is undertaken by
employees, students, and parents/guardians either in their official
capacity or as part of the educational, instructional or
extracurricular programs connected to the School. No School
employee, student, or parent/guardian may engage in activities
prohibited by this IAUP, whether through the School's Internet
service or through another Internet Service Provider, when those
activities are undertaken in their official School capacity.
ii. As with other curricular offerings and tools, parents do not have a
general right to opt their child out of classroom use of the Internet.
As set forth more fully below however, parental consent is required
with respect to certain aspects of Internet use (e.g., posting a
child's photograph on a school web page). Parents moreover, are
strongly encouraged to discuss and monitor their child's school
Internet use and to discuss any issues or concerns that they may
have with the school's teacher and administrators.
3) Student and Employee access to the Internet will be governed by this policy. All
use will be in compliance with the acceptable use provisions of the Internet
service provider.
4) The School reserves the right to terminate any user's access to the nternet,
including access to e-mail, at any time and for any reason. The School
reserves the right to monitor all Internet access, including all e-mail,
through use of the School's system. The School specifically reserves the
right to revoke access and/or take other appropriate disciplinary action,
with respect to any user who violates this policy.
B. SYSTEM RESPONSIBILITIES
1) The CEO, Principal and IT Manager will serve as coordinators to oversee
Internet access via use of School systems.
2) School staff members are responsible for the dissemination of this Internet
Acceptable Use Policy.
3) The IT Manager will approve building-level activities, ensure teachers receive
proper training in the use of the system and of this policy, establish a
system to ensure adequate supervision of students using the system,
maintain executed user agreements if applicable and be responsible for
interpreting the Internet Acceptable Use Policy. The school will also
establish a process for modifying the Internet filtering software or for de-
filtering.
4) The School reserves the right to revise this Internet Acceptable Use Policy as it
deems necessary and will post the current policy on its web site as

[Typetext] Page434

notice to users of any revisions. Users are responsible for reading the
policy regularly.
Users who require technical assistance with Internet access or e-mail should call the
school's IT Manager.
C. LIMITATION OF LIABILITY
1) The School makes no warranties of any kind, either express or implied, that the
functions or the services provided by or through the School's system will be error-free or
without defect. The School will not be responsible for any damage users may suffer,
including but not limited to, loss of data or interruptions of service. The School is not
responsible for the accuracy or quality of the information obtained through or stored on
the system. The School will not be responsible for financial obligations arising from a
user's unauthorized use of the system.
2) Users will indemnify and hold the School harmless from any losses sustained by
the School as a result of intentional misuse of the system by user.
D. FILTERING
The School will install Internet filtering software in an attempt to block user access to
inappropriate and/or harmful text on the Internet. The software works by scanning web
site addresses, web site content, e-mail and other documents for objectionable words or
concepts. Objectionable words and concepts are pre-determined by the School. When
the software finds any such objectionable words or concepts, it denies the user access
to them based on the level of access assigned to the word or concept by the School.
Generally, levels of access go from the least restrictive level, which allows users access
to the web site or document that contains the word or concept, to the most restrictive
level, which denies users access to the web site or document that contains the word or
concept. There are levels between these two levels that neither automatically allow or
automatically deny access but rather, prompts the software to perform a more in-depth
review of the web site or document to determine whether it is objectionable (e.g., for
high school students, the word or concept "breast would fall into this intermediate level
so a student who is doing research on breast cancer would be allowed access to web
sites or documents related to "breasts but a student looking for pornography would be
denied access to pornography related to "breasts). Filtering technology is not perfect
and therefore, may in effect interfere with legitimate educational research.
The default level of access that will be granted to students varies depending on
grade level and are referenced in subsections a, b, and c below. The School shall
establish a process for modifying the filter or for de-filtering Internet access for students
when it is educationally appropriate. Appropriate monitoring mechanisms must be

[Typetext] Page435

established by the School. No filtering software is one hundred percent effective and it
is possible that the software could fail. In the event that the filtering software is
unsuccessful and children gain access to inappropriate and/or harmful material, the
School will not be liable.
a) Default filtering levels for grades 7 through 8 : The filter is set at the most
restrictive setting in restricting access to Internet sites that may contain interactive chat
or mail or information regarding:
- crime
- intolerance
- violence
- sex acts
- sex attire
- sex/nudity
- sex/personal
- basic sex education
- advanced sex education
- sexuality
- sports
b) Default filtering levels for grades 9 through 12:
The filter is modified to be less restrictive consistent with age and educational goals.
E. REGULATIONS OF ACCESS
1) Review of Access Privileges
a) The School will cooperate fully with local, state, or federal officials in any lawful
investigation concerning or relating to any illegal activities conducted through the
School's internet system.
b) The School may revoke Internet access in its sole discretion. f a student's
access is revoked, the School will ensure that the student nonetheless continues to
have a meaningful opportunity to participate in the educational program.
c) Student disciplinary actions should be tailored to meet specific concerns related to
the violation and to assist the student in gaining the self-discipline necessary to behave
appropriately on an electronic network. If the alleged violation also involves a violation
of other provisions of the student disciplinary code, the violation will be handled in
accordance with the applicable provision of the code.

[Typetext] Page436

d) Employee violations of the School Internet Acceptable Use Policy will be handled
by appropriate discipline.
2) Privacy
a) The School reserves the right to use "cookies on its site. Cookies are computer
programs that allow the School, among other things, to verify whether a visitor
is an authorized user of the School's system and that store information about a
user on a computer hard drive or disk. Information stored includes, but may
not be limited to, the date and time a user visits the site and information about
the user's activities while online. Any information gathered is obtained solely
for the purpose of improving the School's services and providing the system
with statistical information to assist in improving teaching and learning by
teachers and students respectively.

Except as otherwise provided in this Internet Acceptable Use Policy, the
School will not use cookies to gather personal identifying information about
any of its users. Personal identifying information includes, but is not limited to,
names, home addresses, e-mail addresses and telephone numbers.

b) As required by the Children's nternet Protection Act ("CPA), the School will
monitor students' online activities. Such monitoring may lead to discovery that
the user has violated or may be violating, the School Internet Acceptable Use
Policy, the student disciplinary code, or the law. The School also reserves the
right to monitor other users' (e.g., non students) online activities.

c) The School reserves the right to employ and review the results of software that
searches, monitors and/or identifies potential violations of the Internet
Acceptable Use Policy.

d) Users should be aware that their personal files may be discoverable in court and
administrative proceedings and in accordance with public records laws.

e) System users have no privacy expectation in the contents of their personal files
and records of their online activity while on the School system.
3) Freedom of Expression
Nothing in this policy shall affect any existing or future policy on free speech.
4) Selection of Material
When using the Internet for class activities, teachers should:

[Typetext] Page437

a) Select material that is appropriate in light of the age of the students and that is
relevant to the course objectives.
b) Preview the materials and sites they require students to access to determine the
appropriateness of the material contained on or accessed through the site.
c) Provide guidelines and lists of resources to assist their students in channeling
their research activities effectively and properly.
d) Assist their students in developing the skills to ascertain the truthfulness of
information, distinguish fact from opinion, and engage in discussions about
controversial issues while demonstrating tolerance and respect for those
who hold divergent views.
5) Parental Notification and Responsibility
a) As appropriate, the School will provide students and parents with guidelines and
instructions for student safety while using the Internet.
b) The School Internet Acceptable Use Policy contains restrictions on accessing
inappropriate material and student use generally will be supervised. However,
there is a wide range of material available on the Internet, some of which may
or may not fit the particular values of the students. It is not practically possible
for the School to monitor and enforce a wide range of social values in student
use of the Internet. Further, the School recognizes that parents bear primary
responsibility for transmitting their particular set of family values to their
children. The School will encourage parents to specify to their child(ren) what
material is and is not acceptable for their child(ren) to access through the
School system.
c) If the School provides home Internet access, parents are exclusively responsible
for monitoring their own and their child(ren)'s use of the Internet if they access
the system from home. Filtering may or may not be employed to screen home
access to the Internet. Parents should inquire with the school or district.
6) Access
a) Students may be provided with Internet access from home. There is no central
School policy requiring the School to enter into a written agreement to provide
a student such access. On the other hand, for educational reasons, the
School may decide to create a written agreement or "compact with parents
that embodies the terms and responsibilities of the student, parent and School
in detail. However, the written agreement may not permit any Internet or e-
mail activity prohibited by this Internet Acceptable Use Policy, and it may not
prohibit any such activity permitted by this Policy.
b) School employees may be provided with Internet accounts and may have access
to the system from home. No written agreement will be required.

[Typetext] Page438

7) Limitations on Internet Usage
A) Personal Safety Violations For Students
i) Student users will not post or transmit photographs or personal contact
information about themselves or other people without prior written parental
consent from the parent of the student whose information is being posted.
Such consent must be delivered to the child's teacher or principal.
Personal contact information includes, but is not limited to, home address,
telephone number, school name, school address and classroom.
ii) Student users will not agree to meet with someone they have met online without
their parent's approval and participation.
iii) Student users will promptly disclose to their teacher or other school employee
any message they receive that is inappropriate or makes them feel
uncomfortable.
B) Illegal Activities
i) Users shall not attempt to gain unauthorized access to the School system or go
beyond their authorized access. This prohibition includes intentionally
seeking information about passwords belonging to other users, modifying
passwords belonging to other users, or attempting to log in through another
person's account. Further, users may not attempt to access, copy, or
modify another user's files. These actions are not permitted and may be
illegal, even if only for the purposes of "browsing.
ii) Users shall not attempt to subvert network security, impair the functionality of the
network or bypass restrictions set by network administrators. Users are
also prohibited from destroying data by spreading computer viruses or
vandalizing data, software or equipment.
Users shall not use the School system to engage in any other illegal act,
such as arranging for a drug sale, purchasing alcohol for a minor, engaging
in criminal gang activity, threatening the safety of a person,
etc.
C) System Security Violations
i) Users are responsible for the use of their individual account if applicable and
should take all reasonable precautions to prevent others from being able to
use their account. Under no conditions should a user provide their
password to another person, except that supervisors and/or teachers may
require users to provide their passwords.

[Typetext] Page439

ii) Student users will immediately notify a teacher if they identify a possible security
problem (such as disclosure of their password to another person) and other
users will immediately notify the system administrator. No users will go
looking for security problems, because this may be construed as an illegal
attempt to gain access.
The school will install and maintain anti-virus software on each workstation.
Updates, typically referred to as "virus definitions," will be updated as the
manufacturer recommends.
D) Inappropriate Language
i) Restrictions against inappropriate language apply to public messages, private
messages, and material posted on Web pages.
ii) Users will not use obscene, profane, lewd, vulgar, rude, inflammatory,
threatening, abusive or disrespectful language.
iii) Users will not post information that could interfere with the educational process or
cause a danger of disruption in the educational environment.
iv) Users will not engage in personal attacks, including prejudicial or discriminatory
attacks.
v) Users will not harass another person. Harassment is persistently acting in a
manner that distresses or annoys another person. If a user is told by a
person to stop sending them messages, they must stop. However, nothing
in this paragraph shall prohibit supervisory use of e-mail in connection with
School activities and employment.
Users will not knowingly or recklessly post false or defamatory information
about a person or organization.
E) Privacy Violations
i) Users should not repost a message that was sent to them privately without
permission of the person who sent them the message.
ii) Users should not post private information about another person.
F) Respecting Resource Limits.
i) Users will use the system only for educational and professional activities. Staff
may not use the Internet for personal use during working hours, except that
they may engage in incidental use during their duty-free time (e.g., staff
may be permitted to use the Internet for purchasing a book for personal use

[Typetext] Page440

during their lunch hour, but may not operate a business or engage in any
profit-making activity at any time).
ii) Users will not download large files unless absolutely necessary. If necessary,
users will download the file at a time when the system is not being heavily
used and immediately remove the file from the system computer to their
personal computer or diskette.
iii) Users will not post chain letters or engage in "spamming. Spamming is sending
an annoying or unsolicited message to many people, except that an
unsolicited message sent by a supervisor, relating to work activity does not
constitute spamming.
iv) Users will check their e-mail frequently and delete unwanted messages
promptly. Users will limit the size of their mailboxes to a district-identified
storage limit. The system will notify users when they are approaching the
limit and users will not be able to send e-mail once they have exceeded a
defined limit, currently 30 megabytes. However, users may still be able to
receive and view e-mail upon exceeding the limit.
Users will not send e-mail containing commercial links unless the link is
predominantly instructional in nature (as described in Section 8, B, ii, d of
this policy).
G) Plagiarism and Copyright Infringement
i) Users will not plagiarize works that they find on the Internet. Plagiarism is taking
the ideas or writings of others and presenting them as if they were original
to the user.
ii) Users will respect the rights of copyright owners and not infringe on those rights.
Copyright infringement occurs when an individual inappropriately
reproduces a work that is protected by a copyright. If a work contains
language that specifies acceptable use of that work, the user should follow
the expressed requirements. If the user is unsure whether or not they can
use a work, they should request permission from the copyright owner.
H) Access to Inappropriate Material
i) Users will not use the School system to access material that is profane or
obscene (e.g., pornography), that advocates illegal or dangerous acts, or
that advocates violence or discrimination towards other people (e.g., hate
literature). For students, a special exception may be made if the purpose is
to conduct research and is approved in writing by both the teacher and the
parent. School employees may access the above material only in the

[Typetext] Page441

context of legitimate research expressly approved in writing by the
employee's supervisor.
If users inadvertently access such information, they should immediately
disclose the inadvertent access in a manner specified by their school or
central division office. This will protect users against an allegation that they
have intentionally violated the Internet Acceptable Use Policy.
I) Other
i) Users will not use the Internet for advertising, promotion, commercial purposes or
similar objectives, except that employees may make personal purchases
online during their duty-free (e.g., lunch) time.
Users will not use the Internet to conduct for-profit business activities or to
engage in religious activities. Users are also prohibited from engaging in
any non-governmental-related fund raising or public relations activities such
as solicitation for religious purposes, lobbying for political purposes, or
soliciting votes. The School is not responsible for this or any other
commercial activity users engage in.
8) Web Pages: The School's Web page poIicy is as foIIows:
A) Student Information
The school must obtain written parental consent prior to the disclosure of student
information or student work on any School Web page. Student information includes
name, address, school name, grade, class, photograph, writing or other creative work,
or any other student educational record.
B) Web Page Requirements
i) The provisions of this Internet Acceptable Use Policy will govern material placed
on the Web.
ii) Web Pages shall not:
a. Contain personal contact information about students beyond that
permitted by the school, district and parent.
b. Display photographs, videos or other images of any identifiable individual,
other than a historical or public figure, without a signed release. Releases
for students under the age of 18 must be signed by their parent or lawful
guardian.
c. Contain copyrighted or trademarked material belonging to others unless
written permission to display such material has been obtained from the

[Typetext] Page442

owner. There will be no assumption that the publication of copyrighted
material on a web site is within the fair use exemption.
d. Contain web links to or advertisements for profit-making entities, such as
publishers or other consumer goods purveyors, unless the site being
linked to is predominantly instructional in nature (such as museum sites,
encyclopedias, national parks, aquariums, literary organizations, etc.).
Notwithstanding the forgoing, districts and schools may not directly benefit
financially from any such entities linked to on their web pages.
e. Display for promotional purposes, the logo or other commercial insignia of
the vendor that created the web page.
iii) Material placed on the web site is expected to meet academic standards of
proper spelling, grammar and accuracy of information.
iv) A student may have a copyright interest in material he or she has created and
places on a web page covered by this Policy. Placing the material on the
web page will not transfer the copyright interest to the School. But students
and parents should be aware that placing material on a web page may
affect a copyright interest by giving other users access to the material. A
School employee will not have a copyright interest in material he or she has
created and places on a web page covered by this Policy.
v) All web pages should include a notice that the web page may contain
copyrighted material and that visitors may not download any such material
without the prior consent and approval of the copyright owner.
vi) All Web pages should have a link at the bottom of the page that will help users
find their way to the appropriate home page.
vii) Users should retain a back-up copy of their Web pages.
All school, teacher, staff, student, and extracurricular organization web sites
not hosted by the School may do so only if they register with the School's
Manager of IT. This ensures that in the event of hacking or any other
violations of this policy that come to the School's attention, the School can
contact the appropriate parties. This requirement will also make it possible
for CEO to review the contracts between the school and the third party
vendors that provide the hosting service to ensure that such contracts
comply with the terms set forth in this policy.
C) School Web Page
i) Material appropriate for placement on the School web pages includes: School
information, teacher or class information, student projects, and student
extracurricular organization information. Personal, non-educationally-
related information should not be allowed on School web pages.

[Typetext] Page443

The CEO will designate a Web Publisher, responsible for maintaining the
official School web page and monitoring all School web activity. The Web
Publisher will develop style and content guidelines for the official school
web page. The Web Publisher will also develop procedures for the
placement and removal of such material. All School material must be
approved through a process established by the Web Publisher.

D) Teacher Web Pages
Teachers may establish Web pages for use with class activities or to provide a resource
for other teachers. Teachers will be responsible for maintaining their class or
educational resource sites. Teacher web pages will not be considered official material,
but will be developed in such a manner as to reflect well upon the School.
E) Other Staff Web Pages
Subject to district-wide policies and procedures, staff may develop web pages that
provide a resource for others. Staff will be responsible for maintaining their resource
sites. Staff web pages will not be considered official material, but will be developed in a
manner as to reflect well upon the School.
F) Student Web Pages
i) Subject to school policies and procedures, students may create a web site as
part of a class activity. Material presented on a student class activity web
site must meet the educational objectives of the class activity.
ii) Subject to School procedures and with the approval of the Principal or Web
Publisher, students may establish personal web pages. Material presented
in the student's personal web page must be related to the student's
educational and career preparation activities.
iii) The School has the right to exercise control over the content and/or style of
student web pages so long as its actions are reasonably related to
legitimate pedagogical concerns. Requiring removal of material that fails to
meet established educational objectives or that is in violation of a provision
of the Internet Acceptable Use Policy or student disciplinary code will not be
considered a violation of a student's right to free speech under the Student
Bill of Rights. However, student material may not be removed on the basis
of disagreement with the views expressed by the student.
iv) Student Web pages must include the following notice: "This is a student Web
page. Opinions expressed on this page shall not be attributed to the Delco
Community Charter School.

[Typetext] Page444

v) Schools have the right to remove student web pages at the end of each school
year.
H) Extracurricular Organization Web Pages
i) With the approval of the Principal, extracurricular organizations may establish
web pages. Material presented on the organization web page must relate
specifically to organization activities. The School has the right to exercise
control over the content and/or style of organization web pages so long as
its actions are reasonably related to legitimate pedagogical concerns.
Extracurricular organization web pages must include the following notice:
"This is a student extracurricular organization web page. Opinions
expressed on this page shall not be attributed to the Delco Community
Charter School.
9) E-mail Policy:
A) Email Acceptable Use Guidelines
i) "Acceptable e-mail activities are those that conform to the purpose, goals, and
mission of the School and to each user's job duties and responsibilities. Users shall
have no right to privacy while using the School's internet or e-mail system . E-mail may
not be used for personal purposes during working hours, except that users may engage
in minimal e-mail activities for personal purposes, such as family correspondence, if the
use does not diminish the employee's productivity, work product, or ability to perform
services for the School.
"Unacceptable use is defined generally as activities using School hardware, software,
or networks at any time that does not conform to the purpose, goals, and mission of the
School and to each user's job duties and responsibilities. The following list, although not
inclusive, provides some examples of unacceptable uses:
1. Opening unknown e-mail attachments or introducing computer worms or viruses.
Users are prohibited from performing any activity that will or may cause the loss
or corruption of data or the abnormal use of computing resources (degradation of
system/network performance).
2. Using e-mail services for private commercial or business transactions and any
activity meant to foster personal gain.
3. Using your School e-mail address to subscribe to websites or other internet
services that do not conform to your School duties and responsibilities.

[Typetext] Page445

4. Conducting non-School fund raising or public relations activities such as
solicitation for religious and political causes or not-for-profit activities.
5. Transmitting threatening, offensive harassing information (messages or images)
containing defamatory, abusive, obscene, pornographic, sexually oriented,
racially offensive, or otherwise biased, discriminatory, or illegal material.
6. Attempting to subvert network security, impair functionality of the network, or
bypass restrictions set by the network administrator. Assisting others in violating
these rules by sharing information or passwords.
7. Distributing "junk" mail, such as chain letters, advertisements, or unauthorized
solicitations.
8. Revealing, publicizing, using, or reproducing confidential or proprietary
information regarding the DOE including, but not limited to, financial information,
databases and/or the information contained therein, computer network access
codes, staff or student information and business relationships. Users should
contact their supervisors about questionable e-mail usage.
This e-mail Acceptable Use (EAU) applies to all School employees, temporary
employees, consultants, contractors, and anyone given access to e-mail via any
electronic device, network, or e-mail service owned, provided or maintained by the
School. The acceptable uses are an integral part of the Internet Acceptable Use Policy.
Users should call the Network Administrator if they experience any problems with
opening documents; believe they may have a computer virus, or encounter
questionable material or potential threats to the School's internet or e-mail system.
NOTE: Users may be subject to limitations on their use of e-mail as determined
by their supervisor. Delco Community Charter School reserves the right to
examine any/all e-mail or Internet correspondence for security and/or network
management purposes.
Violation of this e-mail policy may result in disciplinary action.

[Typetext] Page446

Appendix U - Timetable for Steps Leading to Opening

June, 2012
1 2
3 4 5 6 7 8 9
10 11 12
Submit
application
to UDSD
13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30


[Typetext] Page447

July, 2012
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 Last Day
Possible to
Hold Public
Hearing
28
29 30 31


[Typetext] Page448

August, 2012

1 2 3 4
5 6 7

8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31


[Typetext] Page449

September, 2012

1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18
Hold
Information
Session
19 20 21 22
23/30 24 25 Charter
Appeals
Board
Meeting
26 27 28 29


[Typetext] Page450

October, 2012

1 2 3 4 5 6
7 8 9 10 11 Last Date
for Upper
Darby to
Approve
Charter
Appication
12 13
14 15 16 Hold
Information
Session
17 18 19 20
21 22 23 Charter
Appeals
Board
Meeting
24 25 26 27
28 29 30 31


[Typetext] Page451

November, 2012

1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 Hold
Information
Session
21 22 23 24
25 26 27 28 29 30


[Typetext] Page452

December, 2012

1
2 3 Apply to
Clifton
Heights
Borough for
variance
4 5 6 7 8
9 10 11 Charter
Appeals
Board
Meeting
12 13 14 15
16 17 18 Hold
Information
Session
19 20 21 22
23/30 24/31 25 26 27 28 29


[Typetext] Page453

January, 2013

1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 Hold
Information
Session
16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31


[Typetext] Page454

February, 2013

1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 Hold
Information
Session
20 21 22 23
24 25 26 27 28 Variance
for space
granted


[Typetext] Page455

March, 2013

1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 Hold
Information
Session
20 21 22 23
24/31 25 26 27 28 29 30


[Typetext] Page456

April, 2013

1 Begin
Construction
of Space
2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 Hold
Information
Session
17 18 19 20
21 22 23 24 25 26 27
28 29 30


[Typetext] Page457

May, 2013

1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 Hold
Information
Session
22 23 24 25
26 27 28 29 30 31


[Typetext] Page458

June, 2013

1
2 3
Curriculum
Ordered
4

5 6 7 Lottery if
neccesary
8
9 10
Nominations
received for
Board
Members
11 12 13 14 15
16 17 Order
Furniture
18 Hold
Information
Session
19 20 21
Selection
of Board
Members
22
23/30 24 25 26 27 28 Final
Day of
Enrollment
for Lottery
spot
holders
29


[Typetext] Page459

July, 2013

1 2
Board
Meeting
3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29
Certificate
of
Occupancy
30 31


[Typetext] Page460

August, 2013

1 2 3
4 5 Furniture
delivered
6
Board
Meeting
7 8 9 10
11 12 13 14 15
Teacher
Induction
16
Teacher
Induction
17
18 19 All Staff
Report -
Preparation
20 Staff
Preparation
21 Staff
Preparation
22 Staff
Preparation
23 Staff
Preparation
24 Staff
Preparation
25 26 Staff
Preparation
27 Staff
Preparation
28 Staff
Preparation
29 Staff
Preparation
30 Staff
Preparation
31 Staff
Preparation

Application For Delco Community Charter School (Document 3)

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Delco Community Charter School

A proposed Upper Darby School District Public Charter School

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