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RESPECTFUL AWESOME DEPENDABLE

I Am RPA. We Are One.

REDMOND PROFICIENCY ACADEMY

2015-2016

RPA MIDDLE SCHOOL

ACADEMIC PROGRAM GUIDE

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Redmond Proficiency Academy Middle School Purpose, Beliefs, and Objectives

PURPOSE

The purpose of the Redmond Proficiency Academy Middle School is to increase student

achievement by providing a personalized education for every student. A personalized

education consists of: teaching and assessment by proficiency-based methods,

small-group instruction and technology-enhanced learning, a robust offering of enrichment

and elective courses, and a school culture focused on common interests and passions.

BELIEFS

❖ We believe that every student is valuable and able to learn at a level appropriate

to his or her abilities.

❖ We believe that every student should have a choice in how his or her learning is

demonstrated both in and outside of the classroom.

❖ We believe that every student should have a choice in their schedule and school

activities.

❖ We believe that constant communication and feedback between student, teacher,

and parent is the ultimate driver for student success.

❖ We believe that all students should be educated in an environment that is

inclusive, supportive, focused on shared and individual interests, and not according

to societal hierarchy.

OBJECTIVES

❖ Every student will demonstrate respectful, awesome, and dependable (RAD)

behaviors by setting academic and social goals, evaluating progress, and making

adjustments throughout the school year.

❖ Every student will demonstrate a commitment to community service by

participating in school-wide and local classroom service projects.

❖ Every student will meet or exceed grade level standards by demonstrating

proficiency and academic growth on classroom and state-level assessments.

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TABLE OF CONTENTS

Purpose, Beliefs, and Objectives 2

Staff Directory 4-5

School Calendar 6-8

Daily School Schedule 9

Advisory Teams and Program 10

School Counseling 11

School Culture and PBIS 12-13

Instructional Model 14-15

Proficiency-Based Grading 16-19

Career Grades 19-20

Math, Humanities, Science, PE/Health Course Offerings 21-24

Elective Course Offerings (M/T/R/F) 25-27

Enrichment Wednesday Course Offerings (W Only) 28-30

Accelerated Middle School Program (HS credits) 31

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MIDDLE SCHOOL STAFF DIRECTORY ADMINISTRATION & SUPPORT STAFF

Name Position Contact Phone

Jon Bullock Executive Director [email protected] 541.526.0882

Donna Nordstrom Director’s Assistant/Facilities Manager [email protected] 541.788.8977

Sten Swanston Assistant Director [email protected] 541.526.0882

Amy Kappel Dean/Middle School Coordinator [email protected] 775.762.1669

Patti Wolfe School Operations Manager [email protected] 541.912.3433

Debra Troxel Admin. Assistant (Attendance) [email protected] 541.526.0882

Kim Downey High School Counselor [email protected] 303.519.2285

Shawn Diez Middle School Counselor [email protected] 503.866.7678

Hillary Kirk School Resource Coordinator [email protected] 541.633.0311

Wesley Lipskey SPED Coordinator and Student Support [email protected] 909.499.7789

Ruth Longstroth School Nurse [email protected] 541.526.0882

ACADEMIC CORE, LEARNING COACHES, & ELECTIVE/ENRICHMENT INSTRUCTORS

Name Position Contact Phone

Hallie Caron Instructor, Humanities [email protected] 541.390.9756

Sterling Scott Instructor, Humanities [email protected] 971.998.6362

Theresa Beemer Instructor, Science [email protected] 541.788.4028

Kaia Seiffert Instructor, Science [email protected] 541.480.6618

Matt Garcia Instructor, Mathematics [email protected] 541.350.4264

Jessica Swagerty Instructor, Mathematics [email protected] 541.604.8085

Melinda Sather Instructor, PE & Health [email protected] 971.240.7450

Kal Middaugh Learning Coach, Humanities [email protected] 541.699.8408

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Learning Coach, Humanities

Gabrielle Griffy Learning Coach, Mathematics [email protected] 503.330.8089

Vickie Strong Learning Coach, Mathematics [email protected] 541.420.2762

John Geffert Instructor, Music [email protected] 503.260.3136

Adam Mendel Instructor, Fine Arts [email protected] 541.526.0882

Kate Torcom Instructor, Performing Arts [email protected] 541.526.0882

Marianne Thomas Instructor, Choir / Piano [email protected] 541.526.0882

Jessica Swagerty Instructor, Technology & Engineering

[email protected] 541.604.8085

Theresa Beemer Instructor, Spanish [email protected] 541.788.4028

Meg Rozek Part Time Instructor, ASL [email protected] 541.526.0882

JT Taylor Part Time Instructor, Jiu Jitsu [email protected] 541.526.0882

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SCHOOL CALENDAR

Redmond Proficiency Academy 20152016 Middle School

Academic Calendar Quarter One: August 31, 2015 October 16, 2015

October 16, 2015 Grading Day (non student day)

Quarter Two: October 19, 2015 December 18, 2015

December 18, 2015 Grading Day (non student day)

Quarter Three: January 5, 2016 March 18, 2016

March 18, 2016 Grading Day (non student day)

Quarter Four: March 28, 2016 May 27, 2016

May 31, 2016 Grading Day (non student day) *June 13, 2016 OUTDOOR SCHOOL

(6th & 7th grades only) *June 117, 2016 JUNE TERM

(8th grade)

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DAILY SCHOOL SCHEDULE Monday, Tuesday, Thursday, Friday

Period 1 7:45 – 9:00

Period 2 9:05 – 10:20

Period 3 10:25 – 11:40

LUNCH 11:40 – 12:05

Period 4: Elective #1 12:10 – 12:55

Period 5: Elective #2 1:00 – 1:50

*Period 6: Optional Academic Support (Monday,Tuesday,Thursday ONLY)

*2:00 2:45 (No RSD Transportation)

Blended Learning Transition Times (applies to humanities and math courses ONLY)

Period Course Time Group #1/PLT Group #2/PLT

Period 1 7:45 – 9:00 7:45 8:20 8:25 9:00

Period 2 9:05 – 10:20 9:05 9:40 9:45 10:20

Period 3 10:25 – 11:40 10:25 11:00 11:05 11:40

Wednesday Enrichment Schedule

Period 1 7:45 – 9:00

Period 2 9:05 – 10:20

Period 3 10:25 – 11:40

LUNCH 11:40 – 12:05

Advisory 12:10 – 12:55

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ADVISORY TEAMS AND PROGRAM The role of the advisor at RPA is to ensure students are accomplishing their goals and obtaining academic success. In addition, the advisor serves as a primary communicator and liaison between students, parent/guardians and other RPA staff. Outside of specific content area questions, please contact your student’s advisor with any questions or concerns that arise during the school year. All RPA middle school students meet with their advisor every Wednesday from 12:10 - 12:50 p.m. throughout the school year. During advisory, your student will have an opportunity to develop academic, social, and behavioral skills critical to their success at RPA. Likewise, students will spend ample time in advisory setting goals and building a portfolio of work that captures their demonstrations of proficiency in various courses. 6th Grade

★ Hallie Caron ★ Gaby Griffy ★ Kal Middaugh

7th Grade

★ Theresa Beemer ★ Matt Garcia ★ Kaia Seiffert

8th Grade

★ Melinda Sather ★ Sterling Scott ★ Jessica Swagerty

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SCHOOL COUNSELING

(COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAM)

Redmond Proficiency Academy’s counseling and guidance program is a system-wide effort that supports each student’s academic and personal success. Our program is based on American School Counselor Association (ASCA) national school counselor standards and the Oregon Department of Education’s framework for school counseling. Components of the program include:

● Guidance Curriculum (i.e. classroom based instruction regarding career exploration resources) ● Individual Planning (i.e. guidance on course selection and college entrance procedures) ● Responsive Services (i.e. assisting students with personal concerns or crisis intervention) ● System Support and Integration (i.e. assisting with master schedule development) ● Student Advocacy (i.e. facilitating effective communication between teachers, parents, and students)

The efforts of the counseling and guidance program support students in their:

● Academic Development (Learning to Learn) ● Career Development (Learning to Work) ● Personal and Social Development (Learning to Live) ● Community Member Development (Learning to Contribute)

If you have further questions about how the counseling program can support your student, contact the MS Counselor, Shawn Diez ([email protected])

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SCHOOL CULTURE

(POSITIVE BEHAVIOR INTERVENTIONS and SUPPORTS)

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INSTRUCTIONAL MODEL Our mission at the RPA middle school is to increase student achievement through small group instruction in a personalized, proficiency-based setting. Small Group Instruction We recognize that it is nearly impossible to customize and meet the needs of all learners when 21st century class sizes are traditionally in the range of 32-40 students. As a result, we currently have a range of class sizes between 18 and 22 students for all math, humanities and science courses. We firmly believe that these smaller classes result in increased student engagement and learning outcomes for students. Moreover, our small class sizes eliminate many of the disruptive classroom behaviors and allow for students to develop a deeper understanding of the course content. Personalized Learning Time & The Blended Learning Model All middle school students will spend a part of their math and humanities courses in Personalized Learning Time, or PLT. This is a critical piece of our blended learning model, which combines the best of face-to-face instruction with customized and adaptive learning technologies for students. In short, students will spend a part of their time in math and humanities courses engaged in lessons with the teacher and the other time studying in PLT. During PLT, students will work through prescription-based technologies that serve for purposes of remediation, enrichment, and acceleration in math and humanities. Teachers may also assign projects, writing tasks, readings, and other assessments in PLT to check for student progress and comprehension. With the data in hand, teachers and learning coaches partner together to discuss students that need additional support or acceleration and what course standards or topics need to be reinforced in the face-to-face component of the class. Proficiency-Based Teaching and Learning Teaching and assessing by proficiency means that students progress through their respective courses ONLY by demonstrating competency on course standards. Students may use a variety of methods to demonstrate knowledge and skills, and teachers will work with them to correct, guide, provide feedback, and re-teach skills as often as necessary. While teachers play the role of instructor and coach in the proficiency-based system, students must also monitor their own areas of strength and weakness. We believe that while a child is learning in school, time (how long it takes to learn a skill) should be the variable, and learning (acquired skills and knowledge) should remain the constant.

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Proficiency-Based Levels The RPA staff will place all middle school students into (4) proficiency levels: Foundations, Introductory, Intermediate and Advanced. These courses are tailored to students’ abilities in both mathematics and humanities, and science. (Physical education and health courses are not determined by proficiency level, but they are differentiated for students within the courses.) The basic philosophy behind this program is to provide instruction and support at the most appropriate cognitive level for each student. Process At the beginning of the academic year, or upon enrollment at RPA, students will be assessed in mathematics and English to determine placement. It is not uncommon for some students to move between the proficiency levels throughout the school year. The RPA staff is committed to targeting students’ needs regardless of time or course placement. Courses The mathematics and humanities courses are aligned with Common Core State Standards. Science courses will use Next Generation science standards. All teachers will use a combination of projects, writing samples, tests/quizzes, and nationally-normed assessments to determine students’ progress. As such, the (4) proficiency levels are designed as follows: (1) Foundations This level includes a study of 6th grade Common Core State Standards, in addition to developing and refining basic skills across the subject areas. The primary emphasis at this level is to ensure students exit the foundations courses prepared for success at their respective grade levels. (2) Introductory This level includes a study of 7th grade Common Core State Standards, in addition to developing and refining basic skills across the subject areas. The primary emphasis at this level is to ensure students exit the introductory courses prepared for success in intermediate courses. (3) Intermediate This level provides instruction and assessment of 8th grade Common Core State Standards. The primary emphasis at this level is to ensure students exit the intermediate courses prepared for success in high school or advanced middle school courses. (4) Advanced This level provides instruction and assessment of Common Core 9th - 10th grade standards. The three advanced courses allow for a student to potentially earn high school credit in science, mathematics, humanities, and spanish upon successful completion.

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PROFICIENCY-BASED GRADING

Proficiency-Based Grading: Science, Humanities, Math and PE/Health Courses Grades of A, B, C (and others) are based, exclusively, upon a student’s competency on all course standards.

Grade Summary

A Student demonstrated mastery of assigned standard.

B Student demonstrated advanced proficiency of assigned standard.

C Student demonstrated basic proficiency of assigned standard.

R Student submitted work/evidence, but it needs revision(s) to meet standard.

I Student is in-progress. Student has not submitted work/evidence to be evaluated and/or submitted work/evidence requires revisions. If student is not passing all course standards, the overall grade will default to an I.

Proficiency-Based Grading: Elective and Enrichment Courses Grades of Pass and No Pass are based, exclusively, upon a student’s competency on all course standards.

Grade Summary

P Student has demonstrated proficiency on assigned course standards/activities.

NP Student has not demonstrated proficiency on assigned course standards/activities.

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What do my grades mean?

A glossary of common grading marks at RPA At the conclusion of each grading period, teachers at RPA are required to provide all students with a letter grade summarizing their academic performance and progress. The glossary below is designed to provide students and parents with a definition of the most common grades assigned by teachers. CORE CLASSES (Science, Humanities, Mathematics, PE/Health) The grading marks defined below represent those grades assigned to students at the end of each semester for “core” instruction courses. The grades below will appear on report cards and transcripts and will impact the student’s G.P.A. A – Through a collection of evidence that may include - but is not limited to - assessments, projects, presentations, portfolios, and other student work, it is deemed that the student has demonstrated MASTERY of the assigned content standards. This may also be considered as a student exceeding grade level expectations. B – Through a collection of evidence that may include - but is not limited to - assessments, projects, presentations, portfolios, and other student work, it is deemed that the student has demonstrated ADVANCED PROFICIENCY of the assigned content standards. This may also be considered as a student performing above grade level expectations. C – Through a collection of evidence that may include - but is not limited to - assessments, projects, presentations, portfolios, and other student work, it is deemed that the student has demonstrated BASIC PROFICIENCY of the assigned content standards. This may also be considered as a student performing at grade level expectations. I – An I grade on a student report card indicates that a student is IN PROGRESS toward demonstrating the proficiency necessary to pass the course. Students receiving an I grade should have established a plan with their teacher for how they will demonstrate the necessary proficiency to earn credit for the course. Students should work closely with their teacher on developing and carrying out their plan to demonstrate proficiency. IMPORTANT NOTE REGARDING “I” GRADES Any student who does not appear to be on track toward passing a class should meet with their teacher(s) immediately and begin developing a plan to ensure demonstration of proficiency on the assigned standards for the course. Teachers reserve the right to provide interventions (e.g., small group work and tutoring) and/or additional support courses to help the student demonstrate proficiency. The RPA staff strongly encourage frequent parent/guardian monitoring of grades and teacher feedback given in Focus (student information system).

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ELECTIVE / WEDNESDAY ENRICHMENT COURSES The grading marks defined below represent those grades assigned to students at the end of each semester for M/Tu/Th/F electives and Wednesday courses ONLY. The grades below will appear on report cards and transcripts and will NOT impact the student’s G.P.A. P – Through a collection of evidence that may include - but is not limited to - assessments, projects, presentations, portfolios, and other student work, it is deemed that the student has demonstrated proficiency on the standards necessary to PASS the course. Students assigned a P grade receive credit for the course. Grades of “P” do not impact a student’s GPA. NP – Through a collection of evidence that may include - but is not limited to - assessments, projects, presentations, portfolios, and other student work, it is deemed that the student has NOT demonstrated proficiency on the standards necessary to PASS the course. This grade indicates a student did NOT PASS the course. Students assigned an NP grade do not receive credit for the course. NP grades do not impact a student’s GPA. GRADES REPORTED IN GRADE BOOKS In addition to the grades defined previously in this glossary, there are additional grades that students and parents might see in a teacher’s grade book. Teachers at RPA provide student feedback in a variety of ways, but all of it is designed to communicate with students and parents about student progress in each course. Below are the grades you might see in a teacher’s grade book: I – An I grade listed in a teacher’s grade book represents that student work is INCOMPLETE. Essentially, this means that the student’s work has not yet been submitted for evaluation. Students with an I grade listed in the grade book should be in contact with their teachers to ensure they know what is necessary to demonstrate proficiency and earn a grade. (Please note: An In Progress (I) grade on a report card differs from an Incomplete (I) grade in a teacher’s grade book.) R – An R grade means that a student needs to REVISE a learning target or standard. This grade indicates that work has been submitted but that it did not meet the standards for the assessment or the assignment. NG – An NG grade means that NO GRADE was given for the student work. It is possible that the student work was not turned in, or it is possible that the teacher elected not to grade this particular student work. * – An * grade means that a student is EXCUSED from that particular assessment or assignment. It serves as a placeholder to note that a student is not required to complete the assessment or assignment.

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SUMMARY Students and parents with questions or concerns regarding grades should contact teachers directly to discuss student performance and progress. All students are encouraged to communicate with their teachers on a regular basis to ensure they are on track for earning credit in their courses. Students and parents who see the grades of I or R in a teacher’s grade book or the grade of I on a report card should communicate with the teacher regarding what is necessary for a student to demonstrate the necessary proficiency standards to earn credit for an assignment, an assessment, or a course.

CAREER GRADES CAREER GRADES (CAREER RELATED LEARNING STANDARDS) In an effort to assist students in developing the skills necessary to be successful in school and beyond, teachers assign career grades for particular behaviors: personal management, communication, problem solving, and teamwork. Each term students receive one career grade that summarizes their overall behavior and work ethic in all classes. NOTE: The career grade is independent of a student’s academic performance in class. Students can earn a P (Pass) or NP (No Pass) for a careers grade. Career grades cannot be “made up” for higher grades unless the teacher gives consent for the grade change. Grade of Pass / No Pass is based upon a student’s demonstration of communication, teamwork, problem solving, and personal management in the respective course.

Course Proficiency Grades Career Grades

Science, Humanities, Math, PE/Health A, B, C, R, I Pass or No Pass

Electives Pass or No Pass Pass or No Pass

Wednesday Enrichment Pass or No Pass Pass or No Pass

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CAREER GRADES

(Form used by students and teachers)

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MATH, SCIENCE, HUMANITIES, PE/HEALTH Mathematics

Math Foundations This course will focus on four critical areas: (1) developing understanding of order of operations and apply to solving equations and expressions; (2) developing understanding of decimals, fractions and proportional relationships; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. Students are able to work at a slower pace, if necessary, to ensure proficiency is demonstrated. Course activities include: direct instruction, small group work, peer-to-peer instruction, and project-based learning using Bloom’s Revised Taxonomy.

Introductory Mathematics This course will focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. Students are able to work at a slower pace, if necessary, to ensure proficiency is demonstrated. Course activities include: direct instruction, small group work, peer-to-peer instruction, and project-based learning using Bloom’s Revised Taxonomy.

Intermediate Mathematics This course will focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. Course activities include: direct instruction, small group work, peer-to-peer instruction, and project-based learning using Bloom’s Revised Taxonomy.

Advanced Mathematics Prerequisites: (1) successful placement test AND (2) pass previous year state exam OR teacher recommendation The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra I than has generally been offered. Course proficiencies include: understanding of linear and exponential relationships by contrasting them with each other; applying linear models to data that exhibit a linear trend; and analyzing, solving, and using quadratic functions. The Common Core Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Course activities include: direct instruction, small group work, peer-to-peer instruction, and project-based learning using Bloom’s Revised Taxonomy. Successful completion of this course will result in 1.0 credit of high school Algebra 1.

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Science

Science of Foundations This course will cover Next Generations Standards for middle school in the areas of Earth science, life science, and physical science. Students will develop a foundational understanding of each scientific area and begin to develop their skills as young scientists. In Earth science, students will learn about and be able to explain rock cycle and how it connects to plate tectonics, processes inside the Earth, and weather systems. In life science, students will understand the types of cells and how they build complex systems in living things, and photosynthesis. The physical science unit will focus on matter and atoms, electricity, and magnetism.. Students will also take part in a science and engineering project of their choosing at the end of the school year. Class activities and homework serves to give students a hands-on, inquiry-based curriculum. Introductory Science This course will cover Next Generations Standards for middle school in the areas of Earth science, life science, and physical science. Students will deepen their understanding of each scientific area and further develop their skills as young scientists. In Earth science, students will learn about and be able to explain weather hazards, climate, and their effects on the Earth system. In life science, students will understand the cycling of matter and the chemistry of food that organisms use, biological communities and ecosystems. The physical science unit will focus on thermal energy and chemical reactions. Students will also take part in a science and engineering project of their choosing at the end of the school year. Class activities and homework serves to give students a hands-on, inquiry-based curriculum. Intermediate Science This course is designed to target the Next Generation Science Standards for grades 6-8, primarily in the area of 8th grade physical science. Students will also work toward proficiency in Common Core language arts and math standards as part of their science curriculum. Topics will include energy, matter, forces, motion, and waves. Our Culminating Project will address the 2015 Iditarod sled dog race, and the focus of our 2015 Sustainability Fair will be energy. Middle School Advanced Science Prerequisite: teacher recommendation This course involves the study of living organisms, the processes that allow an organism to function, and the interactions between living organisms and their environment. Advanced Life Science follows the same curriculum as our freshman Biology course and is based on the high school Next Generation Science Standards. Successful completion of the class will result in the awarding of 1.0 Biology credit.

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Humanities

HUMANITIES OVERVIEW Humanities is a course of study that combines the traditional courses of social studies and language arts. This course was created to focus on the larger study of literacy, the art of reading and writing. By using social studies content, students will be able to explore multiple learning avenues to practice their language arts skills. Students will be expected to continually develop their reading, writing, speaking and listening skills. Within a humanities course, the units of study will include, but are not be limited to, the following: grammar/usage, vocabulary, literature, research, informational text, poetry, writing, and presenting. Humanities Foundations This course will use 6th grade Language Arts and Social Studies common core standards to build grammar, vocabulary, reading, writing, and thinking skills with the use of social studies content. Students will focus on early history of the western hemisphere, including geography, early civilizations, government, economy and social interactions. Students will be exposed to a variety of literature, including nonfiction, short stories, novels and poetry. Critical reading, reading comprehension and writing will be the focal point of student development. Introduction to Humanities This course will use 7th grade Language Arts and Social Studies common core standards to build grammar, vocabulary, reading, writing, and thinking skills with the use of social studies content. Students will focus on early history of the eastern hemisphere, including geography, religions, early civilizations, government, economy and social interactions. Students will be exposed to a variety of literature, including nonfiction, short stories, novels and poetry. Critical reading, reading comprehension and writing will be the focal point of student development. Intermediate Humanities This course will use 8th grade Language Arts and Social Studies Common Core Standards to build grammar, vocabulary, reading, writing, and thinking skills with the use of social studies content. Students will focus on early history, including geography, early civilizations, government, economics and social interactions. Students will be exposed to a variety of literature including nonfiction, short stories, novels and poetry. Critical reading, reading comprehension and writing will be the focal point of student development. Advanced Humanities Prerequisites: (1) successful placement test AND (2) pass previous year state exam OR teacher recommendation This course will use 9th and 10th grade Language Arts and 8th grade Social Studies Common Core Standards to build grammar, vocabulary, reading, writing, and thinking skills with the use of social studies content. Students will focus on early history, including geography, early civilizations, government, economics and social interactions. Students will be exposed to a variety of literature including nonfiction, short stories, novels and poetry. Critical reading, reading comprehension and writing will be the focal point of student development.

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Physical Education and Health Physical Education In this course students will develop knowledge of physical education skills and models. Students will be able to work in partnerships and groups while demonstrating physical fitness activities and skills. Through this course students will also categorize and assess their own physical fitness through various activities and games. They will also create fitness goals and plans based on current fitness levels. Middle School Health In this course students will utilize the blended learning model, group work and other in-class activities to meet the middle school health standards. Middle school health will cover the following topics: prevention and control of disease; promotion of environmental health; promotion of healthy eating, promotion of mental, social and emotional health; promotion of physical activity; promotion of sexual health; unintentional injury prevention; violence and suicide prevention; and, alcohol, tobacco and other drug prevention. Upon completion of the class students will be able to choose and advocate for healthy and safe options for the covered content. ELECTIVES (M/T/TH/F) *Elective courses begin every 9 weeks and may be repeated. Spanish, choir, and band are year-long courses.

Team Games and Fitness (Sather) This PE course is designed to give students the opportunity to learn and develop skills and strategies of team activities, as well as fitness concepts and conditioning techniques used for achieving and maintaining optimal physical fitness. Students will learn basic fundamentals and advanced techniques of team activities, in addition to overall fitness training and conditioning. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team competition. Theater Foundations (Torcom) This class provides an introduction to theatre and storytelling arts. Using selected theatre activities students will build confidence, exercise creativity, and enhance communication, improvisation, and collaborative skills. In addition, students will practice text and character analysis, basic theatre history, and theatre etiquette. The class is structured for both first time middle school level theatre students and students with past theatre experience. Middle School Choir (Thomas) Middle School Choir is open to all students. No audition necessary. This year there is only one Choir class so we can form a cohesive sound together (no more double rehearsals). We have an exciting year ahead! We’ll perform in one or two concerts per semester and be attending the Central Oregon Choir Festival in the Spring. here will be some opportunities for solos and small group performances. In Choir we learn the techniques of good singing, how to build our voices to increase range and improve vocal sound, how to sing

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in harmony and basic music reading. We all work towards a very high standard, but also have a lot of fun. Even if you are shy about singing, don’t worry-join! You will lose your shyness quickly! Please note that Choir is a year-long course. Piano (Thomas) It’s finally here! Middle School piano class! Learn all of the basics of proper piano playing: rhythm, music reading, proper posture and technique. Recognize and play chord symbols. You will quickly learn how to play piano music with both hands. We have a new keyboard lab so each student gets a keyboard. Class is limited to 25. Beginning Instruments (Geffert) This music class is designed to introduce students to music through wind instruments such as flute, clarinet, saxophone, trumpet, trombone, or baritone; as well as various percussion instruments. We will be learning how to create a beautiful sound on our instrument both individually and as a group. By exploring various styles of music from Pop and Rock to Classical and Baroque we will discover how the music fundamentals of rhythm, tempo, pitch and tone are used to create music. Students will also be challenged with writing and performing their own as well as their classmates’ music, and the semester will end with a recital performance. Middle School Concert Band (Geffert) This is RPA’s intermediate instrumental band. Students will be challenged throughout the semester with developing their own practice philosophy and method, allowing them to be firmly in control of their musical future. We will also be learning and reinforcing various music fundamentals by writing and playing our own, as well as other students’ music. In preparing for our concerts this semester we will be exploring music ranging from Pop and Rock to Classical and Baroque. The semester will end with a recital performance. Additionally, students that excel may have the opportunity to be selected for the Central Oregon Honor Band in January. (Requirements: Students signing up for this group have played their instrument for one to two years; if you are still not sure which group you belong in just sign up anyway and we’ll sort it out within the first week! :) Digital Photography (Mendel) Students will learn basic photographic principles such as exposure, focus, subject selection and depth of field, along with a basic exploration into composition, stylistic approach and basic editing techniques. Students will learn to use iPhoto and flickr to edit, organize and publish photos. The students will learn through presentations and practice. Students are encouraged to discuss ideas and concepts with both the instructors and fellow students in an environment that welcomes input and exploration. Students are encouraged to provide their own camera, but will have access to a basic digital camera. Intro to Art (Mendel) Intro to Art is designed to provide students of all skill levels with an introduction to a variety of artistic media, techniques, and styles. This course will provide students with the opportunity to improve basic skills, explore a variety of different materials, and learn the basics of drawing and composition. Emphasis will be placed upon development of foundation skills, exploration of 2-D and 3-D techniques and applying

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elements and principles of art and art history. MS Foundations Spanish (Little to no experience) (Beemer) ¡Bienvenidos a la clase de español! At RPA, we believe it is important to provide students with the opportunity to develop real-world Spanish abilities. Thus, we have adopted a method of teaching called Organic World Language (OWL). The basic structure of class will be a Spanish learning circle and together, we will be learning Spanish by being in Spanish 100% of the time. Every class will be filled with activities, sharing, movement and practice, practice, practice. Don’t worry if you feel lost or frustrated some of the time; it’s all part of the language acquisition process and we make it really fun! You will be amazed as you develop your vocabulary and begin to communicate with others in Spanish in no time! This class is designed for students who are looking to learn a new language but have little to no experience (at least not recently) with speaking Spanish. Proficiency Fundamentals 6 (Caron, Griffy, Middaugh) *Required for 6th grade students, unless there is teacher permission to opt-out. This class is built to assist sixth grade students transitioning into proficiency-based learning experiences. We will work with individual students on everything from how to get organized, how to manage their time effectively, how the grading system works, what tools and strategies they can use to communicate and collaborate with their teachers and peers, as well as get extra support for completing assignments. Proficiency Fundamentals 7/8 (Garcia, Seiffert) This class is built to assist seventh and eighth grade students. The course will support individual students on everything from how to get organized, how to manage their time effectively, how the grading system works, what tools and strategies they can use to communicate and collaborate with their teachers and peers, as well as get extra support for completing assignments. Robotics (Swagerty) Construct and program a Lego Mindstorms robot to navigate obstacle courses and complete challenges. This is a hands-on class that focuses on problem solving where students work in teams to complete daily design challenges. Learn to use a graphical based drag-and-drop programming language to control the robots you build. This class is for beginners. No prior experience with robotics or programming is necessary. Intro to Programming with Scratch (Swagerty) Learn the fundamentals of coding by creating animations, computer games, and interactive projects. Students will use Scratch, a graphical programming language where programs are written by dragging and dropping icons. Students will learn to integrate images and sound that they have created to personalize their projects. This class is for beginners. No prior experience is necessary.

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WEDNESDAY ENRICHMENT

(Wednesdays only) Unsung Heroes through Film (Caron) The vast majority of people never get mentioned in the history books, and their tales are rarely heard. However, those tales are often the most truthful and enlightening stories in history. Thankfully, we live in a world where their stories can still be found and remembered, even if they are not well known. This class will explore some of these unsung heroes through film, where we have the chance to hear their story and explore a new version of history. OBOB / Book Club (Caron/Scott) Oregon Battle of the Books is now at RPA! This course will support OBOB team members by allowing teams to meet once a week, practice battles, discuss books, and spend time reading. Students that are participating in OBOB through RPA this year are encouraged to sign up for this class to spend time working, planning and reading with team members. All teams will support one another through healthy competition and a positive learning environment. (All OBOB team members will be automatically enrolled in this course. Any students that have interest in this course that are not in OBOB will need instructor consent.) Design It, Build It (Seiffert) Have you ever wanted to invent something really cool? Is there a problem you would like to solve? You will get the chance to tackle real-life problems and learn how designers and engineers address them. Your first task will be to submit your solution to the Inventerprise challenge, with the opportunity to win recognition in Central Oregon and cool gear, as well as digitally design a 3D object that will get built! This is the perfect class if you want hands-on activities blended with learning a new software program. Chess Club (Garcia) You don’t have to be Bobby Fischer in this class--come and join your peers in some friendly chess competition. If you like to learn or find time to play European and/or Chinese chess, this is the class for you. Learn basic strategy, help teach others, and have a lot of fun! Intro to Business: Stock Analysis (Garcia) Learn what makes the stock market tick! Students will invest "money" in real companies of their choice, watching their fortunes rise or fall with the actual market. Strategize and speculate on risk vs. reward while investigating the history and function of the stock market in our economy. Will you go for broke or end up broke? Anything can happen when you play the market. Argue Your Arguments () Yes, students like to argue -- what else is new? In this course, students will specialize in building and defending a solid argument with both reasoning and evidence. With argumentative tools at their disposal, students will take on a variety of topics related to school, technology, family, health, and culture. By the end of the course, students will be able to express their arguments through writing, speaking, and digital platforms.

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Sports and Culture () This is a course that analyzes the impact of sports in both historical and contemporary settings. Students will investigate some of the great sport controversies, speeches, plays, riots, and other community events that make sports one of the largest entertainment industries in the world. Throughout the course, students will have ample opportunities to research significant moments in sports history and provide rationale for their cultural influence.

Digital Storytelling () Students in this course will use pictures, videos, music, sound effects, transitions, and other online resources to create a compelling digital story that can be integrated into any subject area. Throughout the course, students will be able to create digital projects using various writing modes: persuasive, imaginative, expository, and narrative. Tablets, computers, and microphones will be used extensively for video, sound, and transition/effects. Rock Climbing (Mendel) This is an introductory course to rock climbing. Students will meet in the small gym at the rock wall. Learn safety, knots, different holds, and have fun! Jiu-Jitsu (Taylor) Brazilian Jiu-Jitsu will help your child develop self confidence, discipline, respect, and coordination while training in a fun and exciting atmosphere. They will learn the fundamental movements of Brazilian Jiu-Jitsu while interacting with other children their age. Creative Writing (Scott) Creative writing students explore a personal writing mode that moves beyond the typical Language Arts writing experience. Students will be exposed to a variety of genres including poetry, short fiction, long fiction, journaling, and explanatory writing. By the end of the course, students will have a collected portfolio of work that demonstrates a diverse ability to write creatively. Blogging Classic Lit (Scott) In this enrichment course, students define and explore classic literature. As a class, we will decide which books to read and discuss them (themes, characters, plot, etc.) in both large and small groups. Additionally, students will maintain a weekly blog to record reactions to the literature and continually explore what makes our chosen books "classics." Personalized Learning Time (PLT) (RPA Staff) This course is designed to provide time for students to complete many of their assignments and projects. RPA staff will provide support by having students set goals, plan for organization, and to communicate with teachers. Students in PLT will also have an opportunity to complete assignments and receive tutoring in their digital learning prescriptions (e.g. math and English Language Arts). American Sign Language (Rozek) Students will learn basic ASL communication. Course includes sign vocabulary, fingerspelling, numbers and expressive and receptive signing activities as well as history of ASL and becoming knowledgeable of

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aspects of Deaf Culture which an integral part of meaningful language use. Upon completion of this course you will have been given the tools, information and support needed to: introduce yourself, talk about your family, discuss day to day activities, and engage in a casual conversation.

*Middle School Health (Sather) *Note: All middle school students will take one 18 week health course in either the first or second half of the school year.

This class will use active lessons to teach about healthy lifestyle choices. Through physical movement and class interaction, students will develop an understanding of health-related concepts. This course is designed to help students take an active role in protecting, maintaining, and improving their health. Topics will include substance abuse, nutrition, fitness, safety, sexual health, and stress. Future Leaders: Intro to Leadership (Middaugh) This course is designed for students to develop and apply leadership skills through class bonding activities, lessons focused on creating better leaders, as well as taking part in community service and promoting the core principles and values of Redmond Proficiency Academy. Stunt and Tumble (Griffy) The RPA Stunt and Tumble class will teach skills to allow student to join the RPA Stunt and Tumble Team, or a high school cheerleading team. RPA Stunt and Tumble is a great way for children and young people to improve fitness and coordination. It is also a great environment for developing confidence and self esteem as well as developing positive life skills, personal values, sportsmanship and teamwork.

RPA Stunt and Tumble class is an athletic activity that combines elements of gymnastic tumbling, and traditional cheerleading skills such as jumps and stunting. The RPA Stunt and Tumble team and class is purely “competitive fun” and do not perform any traditional team support or crowd leading duties for sports teams or schools. RPA Stunt and Tumble class and team is a co-ed activity and is great for boys as well as girls.

Animals and our Ecosystem (Middaugh) This course will focus on the different and unique animals which inhabit our planet. Throughout the semester, we will use animal documentaries to travel from continent to continent learning about the creatures who call earth home. After each documentary students will complete projects based on the facts they gathered.

Beginning Sewing (Long) For students with limited experience at a sewing machine or those who have never sat down at one, this class is designed to build confidence while mastering basic machine sewing skills. Projects may include pillowcase, tote bag, laundry bag, apron, purse and pajamas.

Cashflow 101 -- Getting a Financial Head Start (Long) It's Time to Get Out of the Rat Race. What's your dream? Freedom of time? Unlimited resources to travel the world? Whatever it may be, CASHFLOW 101 teaches you how to get out of the Rat Race and onto the Fast Track, how to make your money work for you - not the other way around. CASHFLOW 101 is an educational board game that simulates real life financial strategies and situations. As a simulation, you learn valuable

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lessons and gain priceless insights into personal finance and investing….CASHFLOW 101 is an educational board game that teaches accounting, finance, and investing at the same time - and makes learning fun!

Reader’s Theater (Long) Come join the fun as we read a variety of scripts aloud. Reader’s Theater is a performance in which readers read a script that has been adapted from a piece of literature. The audience pictures the action from hearing the script being read aloud. Reader’s Theater requires no sets, props, or costumes. Rather than acting, the performer’s goal is to read their part aloud so effectively that the audience is able to visualize what is happening.

Code RPA (Griffy) Is an online interactive class that offers online coding instruction in different programming languages like jQuery, JavaScript, and Ruby, as well as markup languages including HTML and CSS. Learn core programming concepts and syntax for the world's most popular languages. Learn to make your own web page and code a game or learn the basics for programming your own etsy store. Middle School Dance Team () Students of all skill level encouraged to register. Dancers will learn proper stretching technique, warm ups, across the floor combinations and a short routine each week. Routines will vary between jazz, hip hop, Pom and lyrical styles. The middle school team will also have the opportunity to participate in the Redmond holiday parade. Disney, You’re So Wrong, Bro (Scott) Students will learn about historical events (Colonization, Chinese Dynasties, mythology, etc.) “represented” in animated Disney movies. From there, students will watch the actual film to pinpoint the historical inaccuracies to “set the record straight.” Students will then re-tell portions of the Disney account through different creative mediums (storyboarding, podcasting, writing, performing, etc.). Films to be considered are Pocahontas, Mulan, Hercules, and Robin Hood.

Weaponology (Scott)

By exploring the evolution of weaponized technology (sticks and stones through the digital age), students will learn about the societal and financial ramifications and hardships placed on individuals, communities, countries and the world. Students will be engaged in direct teaching and hands-on activities including strategizing the best way to run a country and building small-scale working trebuchets.

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ACCELERATED MIDDLE SCHOOL TRACK Consistent with instructing students in a proficiency-based and personalized academic program, we would like to honor middle school students for completing rigorous high school courses with actual high school credit(s). Moreover, students enrolled in these courses should feel confident moving forward as they are challenged in RPA’s high school proficiency or college preparatory programs. To make this process as smooth as possible, we’ve listed (below) the middle school courses available for high school credit in the 2014-2015 school year. Also, we’ve described the unique grading scale used for students enrolled in these courses, as we want to encourage students to take challenging and purposeful courses during their middle school years at RPA. MIDDLE SCHOOL COURSES AVAILABLE FOR HIGH SCHOOL CREDIT

MIDDLE SCHOOL TITLE *HIGH SCHOOL COURSE HS

GRADUATION AREA

**HIGH SCHOOL CREDIT

Advanced Life Science Biology Science 1*** Natural Science Natural Science Science 1

Advanced Humanities Literature and Composition English 1 Advanced Literature and Composition Advanced Literature and Composition English 1

Advanced Mathematics Algebra 1 Mathematics 1 Geometry Geometry Mathematics 1

Advanced Middle School Spanish Spanish 1 Foreign Lanaguage

1

NOTES: *Only the official high school course title will be placed on the student’s transcript (e.g., Biology, Algebra 1) **Once the student has successfully completed the HS articulated course, the credit will be posted on the official HS transcript after the completion of his/her 8th grade year at RPA. Credit(s) and transcripts will be available by the beginning of the student’s freshman year. ***Assumes student has demonstrated proficiency by completing both semesters of respective course with a “C” or higher. GRADE SCALE

MIDDLE SCHOOL GRADE HIGH SCHOOL GRADE (on HS transcript) A* [Honors] A B A C B

NOTE: If a middle school student earns an “A” in a high school articulated course, the course title will appear with the “honors” designation (e.g., Honors Biology, 1 credit, “A”). QUESTIONS? If you should have any questions or concerns regarding the RPA Middle School Accelerated Track, please contact Shawn Diez ([email protected]) or 503-866-7678).

mailto:[email protected]

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