Welcome to Vesta

Students further develop the concept that doing mathematics involves solving problems and talking about what they did to solve those problems. Problems emphasize addition and subtraction with increasingly large numbers, measurement, and early concepts of multiplication and division. Students communicate their mathematical thinking and make increasingly more convincing mathematical arguments. Students participate in mathematical discussions involving questions like "How did you get that?"; "Why did you use that strategy?"; and "Why is that true?" Students continue to build their mathematical vocabulary as they use correct mathematical language appropriate to grade two when discussing and refining solutions to problems.

WA state standards, web-sites, various literature, teacher created hands on activities.

Teacher observations, student work, student participation.

The Physics of Sound Module consists of four sequential investigations; each designed to expose a specific set of concepts. Students learn to discriminate between sounds generated by dropped objects, how sounds can be made louder or softer and higher or lower, how sounds travel through a variety of materials, and how sounds get from a source to a receiver. The investigations provide opportunities for students to explore the natural and human made worlds by observing and manipulating materials in focused settings using simple tools.

Resources: Foss Science kit - This module supports the National Science Education Standards.

Evaluation: Teacher observation of experiments, journal entries, student participation, discussions

Solve problems that extend their understanding of core mathematical concepts such as multiplication of multi-digit numbers, area, probability, and the relationships between fractions and decimals as they make strategic decisions that bring them to reasonable solutions. Students use pictures, symbols, or mathematical language to explain the reasoning behind their decisions and solutions. They further develop their problem-solving skills by making generalizations about the processes used and applying these generalizations to similar problem situations. These critical reasoning, problem-solving, and communication skills represent the kind of mathematical thinking that equips students to use the mathematics they know to solve a growing range of useful and important problems and to make decisions based on quantitative information.

Teacher resources, WA state standards, technology

Teacher observation, student participation, student produced work

The four investigations in the Models and Designs Module provide experiences that develop the concept of a scientific model and engage students in design and construction. The atmosphere generated by this module is one of open discussion, free exchange of ideas, and development of ideas into products.

Resources: Foss Science kit - supports the National Science Education Standards.

Evaluation: Teacher observation, evaluation of student participation, evaluation of journal entries, interactive simulations/virtual.

Students refine their reasoning and problem-solving skills as they move more fully into the symbolic world of algebra and higher-level mathematics. They move easily among representations—numbers, words, pictures, or symbols—to understand and communicate mathematical ideas, to make generalizations, to draw logical conclusions, and to verify the reasonableness of solutions to problems. Students solve problems that involve positive and negative numbers and often involve proportional relationships. As students solve these types of problems, they build a strong foundation for the study of linear functions etc.

WA state standards, teacher created hands-on activities, websites, various related literature.

Teacher observation, student produced work, student participation, exit cards

This class will focus on the study of circles. It will cover the parts of a circle, arcs and central angles, sectors, diameters and chords, tangents and secants, angle measurements (vertex on the circle, in the interior of the circle and in the exterior of the circle), angle measurement theorems, volume and surface area of circular solids and a constant review of skills learned in semester 1 about triangles and polygons. The work will include practicing taking quizzes and tests with the goal of preparing the students for the Geometry End of Course test. This class is also aimed at the level of SAT and ACT tests and prepares students for math classes at the community college. (The college does not offer geometry classes; they expect students to cover that material in high school). Materials needed: 3 ring binder with 3 dividers and a graphing calculator (TI-84 PLUS or TI-83). Pre-requisite:algebra 1 skills. If you have any questions, please call Dimona Levari at (425) 327-9404 or email dimonalevari@hotmail.com

RESOURCES: Geometry text book / McDougal Littell Geometry study cards / Sparknotes LLC Geometry, Straight forward math series / Garlic Press Geometry for Everyday / McGraw-Hill Circles Workbook / Garlic Press Just in Time Geometry / Learning Express LLC Super review Geometry / Research & Education Association Geometry The Easy Way / Barron’s SAT math workbook / Kaplan The Real ACT prep guide / Peterson’s Handouts developed by the instructor / Levari LLC

Teacher observations Student work Parent feedback

Student will develop basic acting skills by using techniques that focus on voice, character development, and improvisation. These skills can then be used in conjunction with training for Speech and Debate tournaments, and thespian competitions.

Selected works from plays chosen by student, approved by instructor.

Students will be evaluated using teacher feedback, peer and self evaluation methods.

Student will develop advanced acting skills by using techniques that focus on voice, character development, and improvisation. Students will develop characters that use tactics to overcome obstacles and achieve objectives within a script or cutting. These skills can then be used in conjunction with training for Speech and Debate tournaments, and thespian competitions.

Selected cuttings from plays chosen by students, approved by instructor

Students will be evaluated using teacher feedback, peer and self evaluation methods.

This 11 week class, beginning September 7 through November 17, is designed for students that are serious about taking their acting to the next level. We will work on techniques for dissecting material and building true and honest character. Learn how to "beat" out lines, seek the objective, tactic, and obstacle, find relationship, explore physicality and learn how to listen. We will work on monologues and scenes from published plays. Grades 5-12. Homework Expected.

This 11 week class is designed for students that are serious about taking their acting to the next level. We will work on techniques for dissecting material and building true and honest character. Learn how to "beat" out lines, seek the objective, tactic, and obstacle, find relationship, explore physicality and learn how to listen. We will work on monologues and scenes from published plays. Grades 5-12. Homework Expected. Class ends November 15. Offered first semester only.

Monologues and scene work, handouts, instructor, demonstration, instructor direction and peer feedback

Evaluation, class attendance, instructor observation, completion of class assignments

This 7 week class is designed for high school students that are serious about taking their acting to the next level. We will continue work on techniques for dissecting material and building true and honest character. Intermediate acting technique and experience required for enrollment. We will work on monologues and scenes from published plays. Classes time: 5:15-7:00pm. Homework Expected. Younger with experience and permission. Classes begin 10/29 and end 12/17.

Monologues and scene work, handouts, instructor, demonstration, instructor direction and peer feedback

Evaluation, class attendance, instructor observation, completion of class assignments

Students will learn teamwork, participation, spatial awareness, coordination and sportsmanship while discovering the creative side of games and sports. Non-traditional games will be learned as well as some traditional sports with a creative twist. Students will learn the benefits and joy of being active and fit for life. Students will be encouraged to help create games and game ideas of their own that we can play in class. Each class will incorporate 10-15 minutes of exercise and free play movement before getting into the main activity.

Sports equipment and class activities

Attendance Class Participation Sportsmanship Observation Assessments of Skill Level/Skill Development Self-Evaluation/Reflection

Students will learn teamwork, participation, spatial awareness, coordination and sportsmanship while discovering the creative side of games and sports. Non-traditional games will be learned as well as some traditional sports with a creative twist. Students will learn the benefits and joy of being active and fit for life. Students will be encouraged to help create games and game ideas of their own that we can play in class. Each class will incorporate 10-15 minutes of exercise and free play movement.

Sports equipment and class activities

Class participation and sportsmanship

Students will learn teamwork, participation, spatial awareness, coordination and sportsmanship while discovering the creative side of games and sports. Non-traditional games will be learned as well as some traditional sports with a creative twist. Students will learn the benefits and joy of being active and fit for life. Students will be encouraged to help create games and game ideas of their own that we can play in class. Each class will incorporate 10-15 minutes of exercise and free play movement.

Sports equipment and class activities

Class participation and sportsmanship

Students will learn teamwork, participation, spatial awareness, coordination and sportsmanship while discovering the creative side of games and sports. Non-traditional games will be learned as well as some traditional sports with a creative twist. Students will learn the benefits and joy of being active and fit for life. Students will be encouraged to help create games and game ideas of their own that we can play in class. Each class will incorporate 10-15 minutes of exercise and free play movement before getting into the main activity.

Sports equipment and class activities

Attendance Class Participation Sportsmanship Observation Assessments of Skill Level/Skill Development Self-Evaluation/Reflection

Students will learn teamwork, participation, spatial awareness, coordination and sportsmanship while discovering the creative side of games and sports. Non-traditional games will be learned as well as some traditional sports with a creative twist. Students will learn the benefits and joy of being active and fit for life. Students will be encouraged to help create games and game ideas of their own that we can play in class. Each class will incorporate 10-15 minutes of exercise and free play movement before getting into the main activity.

Sports equipment and class activities

Attendance Class Participation Sportsmanship Observation Assessments of Skill Level/Skill Development Self-Evaluation/Reflection

Students will learn teamwork, participation, spatial awareness, coordination and sportsmanship while discovering the creative side of games and sports. Non-traditional games will be learned as well as some traditional sports with a creative twist. Students will learn the benefits and joy of being active and fit for life. Students will be encouraged to help create games and game ideas of their own that we can play in class. Each class will incorporate 10-15 minutes of exercise and free play movement before getting into the main activity.

Sports equipment and class activities

Attendance Class Participation Sportsmanship Observation Assessments of Skill Level/Skill Development Self-Evaluation/Reflection

Students will learn teamwork, participation, spatial awareness, coordination and sportsmanship while discovering the creative side of games and sports. Non-traditional games will be learned as well as some traditional sports with a creative twist. Students will learn the benefits and joy of being active and fit for life. Students will be encouraged to help create games and game ideas of their own that we can play in class. Each class will incorporate 10-15 minutes of exercise and free play movement before getting into the main activity.

Sports equipment and class activities

Attendance Class Participation Sportsmanship Observation Assessments of Skill Level/Skill Development Self-Evaluation/Reflection

Core Algebra 1 topics include properties of functions, writing and solving equations, multiplying and factoring polynomials, variables and constants, order of operations, like terms, negative numbers, and state assessment preparation and practice Emphasizes the process of problem solving, interaction, and communication. Students may access additional open lab times as needed. Students are expected to complete weekly homework assignments, approximate grade levels 7-9. Prerequisite: Middle School Math, Pre-Algebra, or equivalent.

Textbook provided: McDougal Liittel - Algebra 1 Classroom supplies: special paper such as graph paper, worksheets, mathematical games and puzzles, and classroom computers. Students supply their own graphing or basic calculator, pencils, erasure, paper, and ruler.

Students will build a Math Portfolio of components demonstrating their learning, including class work, homework, sketches, notes, worksheets, tests, quizzes, and progress reports. Students working toward a high school credit must also include additional learning components, see Recommended additional learning components under Learning Goals and Objectives.

Core Algebra 1 topics include properties of functions, writing and solving equations, multiplying and factoring polynomials, variables and constants, order of operations, like terms, negative numbers, and state assessment preparation and practice Emphasizes the process of problem solving, interaction, and communication. Students may access additional open lab times as needed. Students are expected to complete weekly homework assignments, approximate grade levels 7-9. Prerequisite: Middle School Math, Pre-Algebra, or equivalent.

Textbook provided: McDougal Liittel - Algebra 1 Classroom supplies: special paper such as graph paper, worksheets, mathematical games and puzzles, and classroom computers. Students supply their own graphing or basic calculator, pencils, erasure, paper, and ruler.

Students will build a Math Portfolio of components demonstrating their learning, including class work, homework, sketches, notes, worksheets, tests, quizzes, and progress reports. Students working toward a high school credit must also include additional learning components, see Recommended additional learning components under Learning Goals and Objectives.

Algebra 1 is the foundation for high school mathematics courses. It is the bridge from the concrete to the abstract study of mathematics. This course focuses on generalizing the algorithms of arithmetic to learn how to develop equations and mathematical formulas to simulate real-life problems and solve them through mathematical manipulation. Topics include simplifying expressions, evaluating and solving equations and inequalities, and graphing linear and quadratic functions and relations. Students may access additional open lab times as needed. Students are expected to complete weekly homework assignments, approximate grade levels 7-9. Prerequisite: Middle School Math, Pre-Algebra, or equivalent.

Textbook provided: McDougal Liittel - Algebra 1 Classroom supplies: special paper such as graph paper, worksheets, mathematical games and puzzles, and classroom computers. Students supply their own graphing or basic calculator, pencils, erasure, paper, and ruler.

Students will build a Math Portfolio of components demonstrating their learning, including class work, homework, sketches, notes, worksheets, tests, quizzes, and progress reports. Students working toward a high school credit must also include an additional learning component. Students, parents and instructor will use the Math Portfolio of student work to assess student learning and progress. Students will regularly monitor their own progress through status-checks on the accumulation and quality of work in their individual portfolios. Students will participate in class work, discussions, and review, with opportunities to make adjustments to their own work.

Algebra 1 is the foundation for high school mathematics courses. It is the bridge from the concrete to the abstract study of mathematics. This course focuses on generalizing the algorithms of arithmetic to learn how to develop equations and mathematical formulas to simulate real-life problems and solve them through mathematical manipulation. Topics include simplifying expressions, evaluating and solving equations and inequalities, and graphing linear and quadratic functions and relations. Students may access additional open lab times as needed. Students are expected to complete weekly homework assignments, approximate grade levels 7-9. Prerequisite: Middle School Math, Pre-Algebra, or equivalent.

Textbook provided: McDougal Liittel - Algebra 1 Classroom supplies: special paper such as graph paper, worksheets, mathematical games and puzzles, and classroom computers. Students supply their own graphing or basic calculator, pencils, erasure, paper, and ruler.

Students will build a Math Portfolio of components demonstrating their learning, including class work, homework, sketches, notes, worksheets, tests, quizzes, and progress reports. Students working toward a high school credit must also include an additional learning component. Students, parents and instructor will use the Math Portfolio of student work to assess student learning and progress. Students will regularly monitor their own progress through status-checks on the accumulation and quality of work in their individual portfolios. Students will participate in class work, discussions, and review, with opportunities to make adjustments to their own work.

Core Algebra 2 topics include systems of equations, linear and quadratic functions, operations with polynomials, forms and roots of quadratic equations, exponential and logarithmic functions, and mathematical reasoning, and preparation and practice for state assessment and college placement tests. Emphasizes the process of problem solving, interaction, and communication. Students may access additional open lab times as needed. Students are expected to complete weekly homework assignments, approximate grade levels 10-12. Prerequisite: Algebra 1 or equivalent.

Textbook provided: McDougal Littell - Algebra 2. Classroom supplies: special paper such as graph paper, worksheets, mathematical games and puzzles, and classroom computers. Students supply their own graphing calculator (TI-83 or above), pencils, erasure, paper, and ruler.

Students will build a Math Portfolio of components demonstrating their learning, including class work, homework, sketches, notes, worksheets, tests, quizzes, and progress reports. Students working toward a high school credit must also include additional learning components, see Recommended additional learning components under Learning Goals and Objectives.

Second year Algebra builds on the concepts learned in Algebra 1 and Geometry and further develops the mathematical manipulations needed to solve more complex equations and simulation. Students will study linear, quadratic, logarithmic and trigonometric functions; inequalities, absolute value real and imaginary numbers. Students may access additional open lab times as needed. Students are expected to complete weekly homework assignments, approximate grade levels 10-12. Prerequisite: Algebra 1 and Geometry or equivalent.

Textbook provided: McDougal Littell - Algebra 2. Classroom supplies: special paper such as graph paper, worksheets, mathematical games and puzzles, and classroom computers. Students supply their own graphing calculator (TI-83 or above), pencils, erasure, paper, and ruler.

Students will build a Math Portfolio of components demonstrating their learning, including class work, homework, sketches, notes, worksheets, tests, quizzes, and progress reports. Students working toward a high school credit must also include an additional learning component. Students, parents and instructor will use the Math Portfolio of student work to assess student learning and progress. Students will regularly monitor their own progress through status-checks on the accumulation and quality of work in their individual portfolios. Students will participate in class work, discussions, and review, with opportunities to make adjustments to their own work.

Second year Algebra builds on the concepts learned in Algebra 1 and Geometry and further develops the mathematical manipulations needed to solve more complex equations and simulation. Students will study linear, quadratic, logarithmic and trigonometric functions; inequalities, absolute value real and imaginary numbers. Students may access additional open lab times as needed. Students are expected to complete weekly homework assignments, approximate grade levels 10-12. Prerequisite: Algebra 1 and Geometry or equivalent.

Textbook provided: McDougal Littell - Algebra 2. Classroom supplies: special paper such as graph paper, worksheets, mathematical games and puzzles, and classroom computers. Students supply their own graphing calculator (TI-83 or above), pencils, erasure, paper, and ruler.

Students will build a Math Portfolio of components demonstrating their learning, including class work, homework, sketches, notes, worksheets, tests, quizzes, and progress reports. Students working toward a high school credit must also include an additional learning component. Students, parents and instructor will use the Math Portfolio of student work to assess student learning and progress. Students will regularly monitor their own progress through status-checks on the accumulation and quality of work in their individual portfolios. Students will participate in class work, discussions, and review, with opportunities to make adjustments to their own work.

This class is designed to prepare students for the placement test and classes at the community college as well as the End of course, SAT and ACT tests. It will focus on the contents of advanced algebra and some of pre-calculus: We will work on expressions, equations and graphs of Linear, Quadratic, Exponential, logarithmic, Radical and Rational functions. This also includes transformations of graphs, composition and operations of functions and operations with matrices. The speed and amount of progress will depend on the level of absorption of the students. Each class starts with questions on the homework assignment and as the class progresses into new material, review sheets are given in order to solidify the skills learned. A textbook will be provided with a deposit of $25 that will be returned when the student returns the book at the end of the semester. Materials: 3 ring binder (at least 1.5"), 3 dividers, graphing paper and a graphing calculator (TI-84 PLUS). If you have any questions please feel free to call Dimona at (425) 327-9404 or email to dimonalevari@hotmail.com

Algebra 2 text book / McDougal Littell Algebra study cards / Sparknotes LLC Algebra Book 2, / Garlic Press Algebra Demystified / McGraw-Hill Understanding Intermediate Algebra / Brooks/Cole Thomson Learning Keys to Algebra workbooks / Key Curriculum Press Cliffs Study Solver Algebra 2 / Wiley Publishing Algebra II Skill Builders / Rainbow Bridge Publishing SAT math workbook / Kaplan The Real ACT Prep Guide / Peterson’s SAT workbook / College Board Handouts created by Instructor / Levari LLC

Teacher and parent observations student work

Transitioning into Algebra introduces students to the language and rules of algebra in order to bridge between arithmetic (computation skills) and algebra. This bridge is a movement from working mostly with numbers to solving problems that require reasoning skills and logic. These skills are used in daily life, money management, science, statistics, design and architecture. This class will include: properties and definitions, order of operations, integers, powers and exponents, fractions and decimals at a high level of difficulty, percent, proportions, rates and ratios, absolute value, measurements, simplifying expressions and solving linear equations and inequalities, and of course problem solving. Students will be expected to take notes and and complete homework in a timely manner. Materials: 3 ring binder with 3 dividers and a TI-84 Plus calculator. If you have any questions, please call Dimona Levari at (425) 327-9404 or email dimonalevari@hotmail.com. Homework Expected.

Pre-Algebra text book / McDougal Littell Pre-Algebra skills for success / Carson-Dellosa Publishing Company, Inc Pre-Algebra 5-8 / Carson-Dellosa Publishing Company, Inc Pre-Algebra 6-8 / McGraw-Hill Pre-Algebra Companion / Garlic Press Pre-Algebra / Macmillan McGraw Hill Publishing Company Standardized Tests 7,8 / Teacher Created Resources Handouts created by Instructor / Levari LLC

Participation completion of homework assignments In class assignments teacher and parent observations of student learning

This class is designed to prepare students for the placement test and classes at the community college as well as the End of course, SAT and ACT tests. It will focus on the contents of advanced algebra and some of pre-calculus: We will work on expressions, equations and graphs of Linear, Quadratic, Exponential, logarithmic, Radical and Rational functions. This also includes transformations of graphs, composition and operations of functions and operations with matrices. Semester 2 will pick up where we left off in semester 1. The speed and amount of progress will depend on the level of absorption of the students. Each class starts with questions on the homework assignment and as the class progresses into new material, review sheets are given in order to solidify the skills learned. Materials: 3 ring binder (at least 1.5"), 3 dividers, graphing paper and a graphing calculator (TI-84 PLUS). If you have any questions please feel free to call Dimona at (425) 327-9404 or email to dimonalevari@hotmail.com

Algebra 2 text book / McDougal Littell Algebra study cards / Sparknotes LLC Algebra Book 2, / Garlic Press Algebra Demystified / McGraw-Hill Understanding Intermediate Algebra / Brooks/Cole Thomson Learning Keys to Algebra workbooks / Key Curriculum Press Cliffs Study Solver Algebra 2 / Wiley Publishing Algebra II Skill Builders / Rainbow Bridge Publishing SAT math workbook / Kaplan The Real ACT Prep Guide / Peterson’s SAT workbook / College Board Handouts created by Instructor / Levari LLC

Teacher observation parent observation student work

This class is designed to prepare students for the placement test and classes at the community college as well as the End of Course, SAT and ACT tests. It will focus on the contents of advanced algebra and some of pre-calculus: We will work on expressions, equations and graphs of Linear, Quadratic, Exponential, Logarithmic, Radical and Rational functions. This also includes transformations of graphs, composition and operations of functions and operations with matrices. The speed and amount of progress will depend on the level of absorption of the students. Each class starts with questions on the homework assignment and as the class progresses into new material, review sheets are given in order to solidify the skills learned. Materials: 3 ring binder (at least 1.5"), 3 dividers, graphing paper and a graphing calculator (TI-84 PLUS). If you have any questions please feel free to call Dimona at (425) 327-9404 or email to dimonalevari@hotmail.com

Algebra 2 text book / McDougal Littell Algebra study cards / Sparknotes LLC Algebra Book 2, / Garlic Press Algebra Demystified / McGraw-Hill Understanding Intermediate Algebra / Brooks/Cole Thomson Learning Keys to Algebra workbooks / Key Curriculum Press Cliffs Study Solver Algebra 2 / Wiley Publishing Algebra II Skill Builders / Rainbow Bridge Publishing SAT math workbook / Kaplan The Real ACT Prep Guide / Peterson’s SAT workbook / College Board Handouts created by Instructor / Levari LLC

student work, teacher and parent observation

Take a look at America through the lens of the 43 men who were elected to her highest office. Learn about their successes and heartaches. What drove these men to want to serve their country? Who helped them to get there? What were each of their visions for their beloved country? We will begin with George Washington, study each president in order, ending with our current president. Some outside of class work will be expected.

Take a look at America through the lens of the 43 men who were elected to her highest office. Learn about their successes, heartaches. What drove these men to want to serve their country in this way? Who helped them to get there? What were each of their visions for their beloved country? We will begin with George Washington study each president in order ending with our current president. Some outside of class work will be expected

Primary source documents Instructor created materials and activities worksheets

Teacher and parent observations

Take a look at America through the lens of the 43 men who were elected to her highest office. Learn about their successes, heartaches. What drove these men to want to serve their country in this way? Who helped them to get there? What was each of their visions for their beloved country? We will begin with George Washington study each president in order ending with Grover Cleveland. There will be no class Sept 24 and Sept 26

Primary source documents Instructor created materials and activities worksheets The Presidents’ Cookbook (Poppy Cannon and Patricia Barnes) Presidents’ Fact Book (Roger Matuz) Focus on the Presidents (Cindy Holzschuher) The Essential Book of Presidential Trivia (Noah McCullough) The American Presidents (Linda Alchin)

Teacher and parent observations Feedback on Homework Assignments Jeopardy Quizzes

In this class we will be using books from the American Girl Historical Fiction series. This semester we will be focused on Kaya's time period of 1764, Felicity's time period of 1774 (Colonial America) and Samantha's time period of 1904 (America's New Century). Students will make and keep a journal for class. Students will also have the opportunity to participate in some cooking projects, craft projects and dress up parties. Students will also be offered opportunities to present in class and participate in group activities.

Mead Composition journal, pencils, and provided art supplies. American Girl Books used will be Meet Felicity, Meet Kaya and Meet Samantha.

Students will keep class notes in a writing journal that they will be able to share with an audience (parents and WSLP advisor) by the end of the semester. Teacher observation. Student reflection.

In this class we will be using books from the American Girl Historical Fiction series. This semester we will be focused on Josephina's time period of 1824, Molly's time period of 1944 and Rebecca's time period of 1910. Students will make and keep a journal for class. Students will also have the opportunity to participate in some cooking projects, craft projects and dress up parties. Students will also be offered opportunities to present in class and participate in group activities.

American Girl Books used will be Meet Rebecca, Meet Molly and Meet Josefina.

Students will keep class notes in a writing journal that they will be able to share with an audience (parents and WSLP advisor) by the end of the semester. Teacher observation. Student reflection.

History will come alive as students learn from several original poems that cover topics including Exploration, Pilgrims, American Revolution, Civil War, Pioneers, Immigration, World War II, the Moon Landing and more! Each week a new poem will be introduced. Vocabulary, discussion questions and writing prompts will be included with each poem as we explore our American heritage. Students will also be able to extend their learning by working in groups and participate in group presentations.

Teacher observations, formative and summative assessment, self-assessment.

This yearlong class is 1st year ASL. Students learn visual/gestural communication, basic information related to Deaf Culture, expressive and receptive skills, and work on comprehensive and grammatical structure. Community contacts are required. All students must have Internet access for homework. Work can count towards earning HS credits including 30 hours outside of class, if the student is in 7th grade or higher.

Master ASL! Textbook / Workbook; Deaf Culture / Community contacts and events

Receptive Skills and Expressive Skills, including Peer and Teacher Evaluations

This yearlong class is 1st year ASL. Students learn visual/gestural communication, basic information related to Deaf Culture, expressive and receptive skills, and work on comprehensive and grammatical structure. Community contacts are required. All students must have Internet access for homework. Work can count towards earning HS credits including 30 hours outside of class, if the student is in 7th grade or higher."Students earning at least 85% grade can earn 5 SCCC credits.

Master ASL! Textbook / Workbook; Deaf Events; Anything But Silent book; A Sign of Respect handout/DVD.

Receptive Skills and Expressive Skills, including Peer and Teacher Evaluations

This yearlong class is 2nd year ASL. Students learn visual/gestural communication, basic information related to Deaf Culture, expressive and receptive skills, and work on comprehensive and grammatical structure. Community contacts are required. All students must have Internet access for homework. Work can count towards earning HS credits including 30 hours outside of class, if the student is in 7th grade or higher.

Master ASL! Textbook / Workbook; Deaf Culture / Community contacts and events

Receptive Skills and Expressive Skills, including Peer and Teacher Evaluations

This yearlong class is 2nd year ASL. Students learn visual/gestural communication, basic information related to Deaf Culture, expressive and receptive skills, and work on comprehensive and grammatical structure. Deaf Events are required. All students must have Internet access for homework. Work can count towards earning HS credits including 30 hours outside of class, if the student is in 8th grade or higher." Students earning 85% grade can earn 5 SCCC credits.

Master ASL! Textbook/Workbook/DVD; Deaf Events; "Deaf Again" book; "A Sign of Respect" Handout/DVD

Receptive Skills and Expressive Skills, including Peer and Teacher Evaluations

This yearlong class is 3rd year ASL. Students learn visual/gestural communication, intermediate information related to Deaf Culture, expressive and receptive skills, and work on comprehensive and grammatical structure. Deaf Events are required. All students must have Internet access for homework. Work can count towards earning HS credits including 30 hours outside of class, if the student is in 9th grade or higher." Students earning 85% grade can earn 5 SCCC credits.

Master ASL! Textbook/Workbook/DVD; Signing Naturally Textbook Level 2; Deaf Events; "The Signing Family" book; "A Sign of Respect" Handout/DVD; Idioms DVD

Receptive Skills and Expressive Skills, including Peer and Teacher Evaluations

This ASL Benchmark is for 3rd - 6th graders students, in their 1st and 2nd years of learning ASL. ASL Benchmark students will receive this comprehensive ASL course as a fun way to build your language skills as you gain an understanding of the culture of Deaf people. Bravo ASL! comes with the Bravo family guiding you through the lessons as they share their daily life experiences. As you watch this fun-loving family including some Deaf family members, you will learn new language skills that you'll be able to immediately apply within the context of signed communication!

Bravo ASL! Curriculum/videotapes; student workbook.

Pretests to measure student knowledge level prior to the lesson and post-tests to measure student progress in the areas of comprehension, culture and grammar, and expressive skills. Step-by-step instructions and an assessment video are integral to the course assessment program.

First in a series of ASL Courses using Bravo ASL! curriculum for elementary students; various ASL textbooks. Benchmark I students learn visual/gestural communication, basic information related to deaf culture, expressive and receptive skills, and work on comprehension and grammatical structure. Bravo ASL! and other ASL textbooks incorporates many experiential activities for maximum interaction and successful second language acquisition among students with a variety of learning styles. Course objectives are accomplished through video presentations, group activities, role-playing, individual and group practice, lecture, review, discussion, and assigned work outside the classroom.

Various ASL textbooks

Receptive Skills and Expressive Skills, including Peer and Teacher Evaluations

Second in a series of ASL Courses using Bravo ASL! curriculum for elementary students; and various ASL textbooks. Benchmark II students will continue to learn visual/gestural communication, basic information related to deaf culture, expressive and receptive skills, and work on comprehension and grammatical structure. Bravo ASL! and various ASL textbooks incorporates many experiential activities for maximum interaction and successful second language acquisition among students with a variety of learning styles. Course objectives are accomplished through video presentations, group activities, role-playing, individual and group practice, lecture, review, discussion, and assigned work outside the classroom.

Various ASL textbooks

Receptive Skills and Expressive Skills, including Peer and Teacher Evaluations.

The class starts in the early 1800’s with the exploration of Lewis and Clark to the Pacific Ocean. The class will continue on to explore the Native American tribes, the settlers, famous events/people, land/gold rushes, and more. Each event will be fitted into a timeline for the students to follow, and the interactions of the time will be looked at from the perspectives of the times. There will be 3 to 4 projects for the class, which will consist of a written paper and a visual component. Instructor will supply hand-outs and/or books required for the class. There will be no class June 5th, and will be used as a make-up class for instructor illness.

Class Projects (3 – 4) Quizzes DVD – Lewis and Clark; other

Completion of Projects Class Participation

Students will explore the amazing civilization that gave us democracy, the Olympics, and the Parthenon. History will come alive as students make interactive projects exploring mysteries of the past. Military power, daily life, government, religion and mythology, art and architecture are a few of the topics that will be covered in class. The engaging activities your child does will be stored in labeled pockets and bound into a decorative cover to serve as a portfolio. Students will be proud to see their accumulated projects presented together.

Evelyn Moore published curriculum, other teacher selected resources

Teacher observation, formative and summative assessments, student self assessment.

Students will explore the amazing civilization that gave us democracy, the Olympics, and the Parthenon. History will come alive as students make interactive projects exploring mysteries of the past. Military power, daily life, government, religion and mythology, art and architecture are a few of the topics that will be covered in class. The engaging activities your child does will be stored in labeled pockets and bound into a decorative cover to serve as a portfolio. Students will be proud to see their accumulated projects presented together.

Teacher observation, formative and summative assessments, student self assessment.

APEX is an online learning resource where parents are the student's teacher and APEX provides the curriculum and grade book for students and parents. Students and parents access the curriculum through the web and will have a password and orientation provided by teachers at EHRC. Classes through APEX require that students do a significant amount of reading online, answer questions and do homework both online and by completing homework printed from APEX, and finally take quizzes and tests online through APEX. APEX classes include various offerings in Math, Science, and Social Studies. The classes can be accessed in September and are available until June. All APEX learning needs to be entered by parents and/or students into WSLPs as parent led learning.

APEX is an online learning resource where parents are the student's teacher and APEX provides the curriculum and grade book for students and parents. Students and parents access the curriculum through the web and will have a password and orientation provided by teachers at EHRC. Classes through APEX require that students do a significant amount of reading online, answer questions and do homework both online and by completing homework printed from APEX, and finally take quizzes and tests online through APEX. APEX classes include various offerings in Math, Science, and Social Studies. The classes can be accessed in September and are available until June. All APEX learning needs to be entered by parents and/or students into WSLPs as parent led learning.

*

*

This class is for students who did not make progress the previous month. If you are signed up for this class please contact your WSLP Advisor immediately to establish what your next steps will be. Thanks!

Teacher created

Attendance to required meeting with WSLP Advisor along with progress monitoring related to any specific requirements established by the teacher.

This class is for students who did not make progress the previous month. If you are signed up for this class please contact your WSLP Advisor immediately to establish what your next steps will be. Thanks!

Teacher created

Attendance to required meeting with WSLP Advisor along with progress monitoring related to any specific requirements established by the teacher.

This class is for students who did not make progress the previous month. If you are signed up for this class please contact your WSLP Advisor immediately to establish what your next steps will be. Thanks!

Teacher created

Attendance to required meeting with WSLP Advisor along with progress monitoring related to any specific requirements established by the teacher.

This class is for students who did not make progress the previous month. If you are signed up for this class please contact your WSLP Advisor immediately to establish what your next steps will be. Thanks!

Teacher created

Attendance to required meeting with WSLP Advisor along with progress monitoring related to any specific requirements established by the teacher.

This class is for students who did not make progress the previous month. If you are signed up for this class please contact your WSLP Advisor immediately to establish what your next steps will be. Thanks!

Teacher created

Attendance to required meeting with WSLP Advisor along with progress monitoring related to any specific requirements established by the teacher.

This class is for students who did not make progress the previous month. If you are signed up for this class please contact your WSLP Advisor immediately to establish what your next steps will be. Thanks!

Teacher created

Attendance to required meeting with WSLP Advisor along with progress monitoring related to any specific requirements established by the teacher.

This class is for students who did not make progress the previous month. If you are signed up for this class please contact your WSLP Advisor immediately to establish what your next steps will be. Thanks!

Teacher created

Attendance to required meeting with WSLP Advisor along with progress monitoring related to any specific requirements established by the teacher.

This class is for students who did not make progress the previous month. If you are signed up for this class please contact your WSLP Advisor immediately to establish what your next steps will be. Thanks!

Teacher created

Attendance to required meeting with WSLP Advisor along with progress monitoring related to any specific requirements established by the teacher.

This class is for students who did not make progress the previous month. If you are signed up for this class please contact your WSLP Advisor immediately to establish what your next steps will be. Thanks!

Teacher created

Attendance to required meeting with WSLP Advisor along with progress monitoring related to any specific requirements established by the teacher.

This class is for students who did not make progress the previous month. If you are signed up for this class please contact your WSLP Advisor immediately to establish what your next steps will be. Thanks!

Teacher created

Attendance to required meeting with WSLP Advisor along with progress monitoring related to any specific requirements established by the teacher.

Get into the wonderful sport of archery. In our classes the archer will gain valuable life skills like increased focus, self-discipline, consistency, personal responsibility and overcoming challenges. Learn about the history of archery and the different types of equipment. Certified instructors will coach students in shooting a bow and arrow using a systematic and proper technique. They will learn about competitive and Olympic-class archery and participate in team building and fun archery games. All necessary equipment will be provided. Classes take place weekly at our beautiful facility Next Step Archery 22313 70th Avenue W Suite U1A, Mount Lake Terrace, WA 425-977-2770. Parents must stay in attendance with their students.

Archery Equipment

The instructor will evaluate the student’s archery skills at least three times during the semester.

Get into the wonderful sport of archery. In our classes the archer will gain valuable life skills like increased focus, self-discipline, consistency, personal responsibility and overcoming challenges. Learn about the history of archery and the different types of equipment. Certified instructors will coach students in shooting a bow and arrow using a systematic and proper technique. They will learn about competitive and Olympic-class archery and participate in team building and fun archery games. All necessary equipment will be provided. Classes take place weekly at our beautiful facility Next Step Archery 22313 70th Avenue W Suite U1A, Mount Lake Terrace, WA 425-977-2770

Archery Equipment

The instructor will evaluate the student's archery skills at least three times during the semester.

Get into the wonderful sport of archery. In our classes the archer will gain valuable life skills like increased focus, self-discipline, consistency, personal responsibility and overcoming challenges. Learn about the history of archery and the different types of equipment. Certified instructors will coach students in shooting a bow and arrow using a systematic and proper technique. They will learn about competitive and Olympic-class archery and participate in team building and fun archery games. All necessary equipment will be provided. Classes take place weekly at our beautiful facility Next Step Archery 22313 70th Avenue W Suite U1A, Mount Lake Terrace, WA 425-977-2770. Parents must stay in attendance with their students.

Archery Equipment

The instructor will evaluate the student’s archery skills at least three times during the semester.

Get into the wonderful sport of archery. In our classes the archer will gain valuable life skills like increased focus, self-discipline, consistency, personal responsibility and overcoming challenges. Learn about the history of archery and the different types of equipment. Certified instructors will coach students in shooting a bow and arrow using a systematic and proper technique. They will learn about competitive and Olympic-class archery and participate in team building and fun archery games. All necessary equipment will be provided. Classes take place weekly at our beautiful facility Next Step Archery 22313 70th Avenue W Suite U1A, Mount Lake Terrace, WA 425-977-2770

Archery Equipment

The instructor will evaluate the student's archery skills at least three times during the semester.

Get into the wonderful sport of archery. In our classes the archer will gain valuable life skills like increased focus, self-discipline, consistency, personal responsibility and overcoming challenges. Learn about the history of archery and the different types of equipment. Certified instructors will coach students in shooting a bow and arrow using a systematic and proper technique. They will learn about competitive and Olympic-class archery and participate in team building and fun archery games. All necessary equipment will be provided. Classes take place weekly at our beautiful facility Next Step Archery 22313 70th Avenue W Suite U1A, Mount Lake Terrace, WA 425-977-2770

Archery Equipment

The instructor will evaluate the student's archery skills at least three times during the semester.

Get into the wonderful sport of archery. In our classes the archer will gain valuable life skills like increased focus, self-discipline, consistency, personal responsibility and overcoming challenges. Learn about the history of archery and the different types of equipment. Certified instructors will coach students in shooting a bow and arrow using a systematic and proper technique. They will learn about competitive and Olympic-class archery and participate in team building and fun archery games. All necessary equipment will be provided. Classes take place weekly at our beautiful facility Next Step Archery 22313 70th Avenue W Suite U1A, Mount Lake Terrace, WA 425-977-2770. Parents must stay in attendance with their students.

Archery Equipment

The instructor will evaluate the student’s archery skills at least three times during the semester.

Get into the wonderful sport of archery. In our classes the archer will gain valuable life skills like increased focus, self-discipline, consistency, personal responsibility and overcoming challenges. Learn about the history of archery and the different types of equipment. Certified instructors will coach students in shooting a bow and arrow using a systematic and proper technique. They will learn about competitive and Olympic-class archery and participate in team building and fun archery games. All necessary equipment will be provided. Classes take place weekly at our beautiful facility Next Step Archery 22313 70th Avenue W Suite U1A, Mount Lake Terrace, WA 425-977-2770

Archery Equipment

The instructor will evaluate the student's archery skills at least three times during the semester.

This class is designed for archers with previous training who have an interest in learning advanced skills. Archers will try different types of equipment and will learn basic equipment maintenance. They will learn about competitive and Olympic-class archery and participate in team building and fun archery games. All necessary equipment will be provided. Classes take place weekly at our beautiful facility Next Step Archery 22313 70th Avenue W Suite U1A, Mountlake Terrace, WA. 425-977-2770. Archers must have taken a Beginner/intermediate class at Next Step Archery previously or must have instructor’s approval to take this course.

Instructor demonstration, direction and feedback. Instructor created activities

Mastery of objectives, instructor observation

This class is designed for archers with previous training who have an interest in learning advanced skills. Archers will try different types of equipment and will learn basic equipment maintenance. They will learn about competitive and Olympic-class archery and participate in team building and fun archery games. All necessary equipment will be provided. Classes take place weekly at our beautiful facility Next Step Archery 22313 70th Avenue W Suite U1A, Mountlake Terrace, WA. 425-977-2770. Archers must have taken a Beginner/intermediate class at Next Step Archery previously or must have instructor’s approval to take this course.

Mastery of objectives, instructor observation

Instructor demonstration, direction and feedback. Instructor created activities.

This class is designed for archers with previous training who have an interest in learning advanced skills. Archers will try different types of equipment and will learn basic equipment maintenance. They will learn about competitive and Olympic-class archery and participate in team building and fun archery games. All necessary equipment will be provided. Classes take place weekly at our beautiful facility Next Step Archery 22313 70th Avenue W Suite U1A, Mountlake Terrace, WA. 425-977-2770. Archers must have taken a Beginner/intermediate class at Next Step Archery previously or must have instructor’s approval to take this course.

Instructor demonstration, direction and feedback. Instructor created activities.

Mastery of objectives, instructor observation.

Let’s travel the world with Phileas Fogg. We will learn some geography, world history and world culture as we enjoy this great adventure of literature. There will be some reading out loud in class, as well as some skits. Some outside of class work will be expected.

Let’s travel the world with Phileas Fogg. We will learn some geography, world history and world culture as we enjoy this great adventure of literature. There will be some reading out loud in class, as well as some skits. Some outside of class work will be expected.

Around the world in 80 days - Jules Verne Trail Guide to World Geography - Cindy Wiggers World Study Guide - Literature Series - Around the World in 80 Days - World for Learning.

Vocabulary games, Chapter worksheets

Let’s travel the world with Phileas Fogg. We will learn some geography, world history and world culture as we enjoy this great adventure of literature. There will be some reading out loud in class, as well as some skits. Some outside of class work will be expected. There will be no class on Sept 24rd and Sept 26th.

• Trail Guide to World Geography - Cindy Wiggers • World Study Guide - Literature Series - Around the World in 80 Days - World for Learning. • Reading Records for Around the World in 80 Days (Fortunately For You Books) • Around the World in 80 Days (Jules Verne) • Dictionary • Thesaurus

• Teacher and parent observations • Vocabulary Games • Feedback on Homework Assignments

This class is designed to introduce students to various award winning children's literature and provide opportunities and activities to respond to that literature both in writing, art, and communication activities. Students will have opportunity to participate in handwriting, art, and communication activities. Students will also have the opportunity to participate in various group activities as well as classroom discussions.

Various children's books, Enchanted Learning.com, other internet sources, Teaching Beginning Writing-Creative Teaching Press Grades K-2

Teacher observation. self-reflection, peer evaluation, formative assessment.

In this twice a week , full year class, students will explore and produce art that relates to the artists that produced art within the art movement of Impressionism . A variety of artists will be studied and many artistic mediums will be used in producing the art. Homework expected/required but minimal.

Teacher will create power points or research-based assignments to teach students about artists' lives and artistic styles. Students will explore a variety of websites in order to learn about an artist or their art. A variety of art mediums will be used/ provided including clay, photoshop, paint and paper.

Teacher will evaluate students' knowledge of art history and facts about specific artists through in class quizzes. Teacher will evaluate students' artwork on the application of certain skills in regards to the mediums used.

In this twice a week , full year class, students will explore and produce art that relates to the artists that produced art within the art movement of French Impressionism . A variety of artists will be studied with age-appropriate information provided about their lives and artistic processes and many artistic mediums will be used in producing the art.

Teacher created power points about the artists of the Impressionist movement that will be viewed in class and available on her website. Teacher created assignments: written and artistic using a variety of artistic mediums.

The teacher will evaluate students using short written reflections about various artists/ historical facts and observe the success of a student to progress while reflecting on an artistic style or experimentation with a certain artistic medium .

In this twice a week , full year class, students will explore and produce art that relates to the artists that produced art within the art movements of the Middle Ages on a Global Scale ( not exclusively Europe) . A variety of artists will be studied and many artistic mediums will be used in producing the art. Homework expected/required but minimal.

Teacher will create power points or research-based assignments to teach students about artists' lives and artistic styles. Students will explore a variety of websites in order to learn about an artist or their art. A variety of art mediums will be used/ provided including clay, photoshop, paint and paper.

Teacher will evaluate students' knowledge of art history and facts about specific artists through in class quizzes. Teacher will evaluate students' artwork on the application of certain skills in regards to the mediums used.

Look into the past for inspiration for your present art! This class explores the seven elements of visual art and design and applies them to the artwork produced by seven ancient civilzations: Asia (China and Japan), Mezo-American(Maya/Aztec/Inca), Middle East, India, Greece, Rome and Egypt. Students will view art produced in each civilization and produce their own individual pieces of art as well as collaborative pieces inspired by these cultures. The students will also learn to apply and increase their understanding of the seven elements of visual art and design and how they were used in ancient art as well as art today.

Online websites and resources supplied by instructor and also supplied by instructor, art supplies/tools: cameras, computers, cardboard, paints, pastels, charcoal, linoleum block printing, paper making, collage.

Instructor will look for the student's willingness to explore ancient art by the accumulation of facts and presentations of these. Instructor wil observe/ assess the student's comprehension of the 7 elements of art, their progress in artistic skills and their promptness in attendance and class participation as well as the completion of assignments and projects.

This class is 12-weeks long starting September 20th. Schedule of class days will be handed out on the syllabus the first day of class. This class is a wonderful experience for young artists who wish to have the freedom to choose the medium they will work in from one class to the next. Pottery and metalworking are always available. New materials and processes will be introduced from week to week. Hand building with clay is great for developing fine motor skills and produces colorful, functional works of art. Metalworking is introduced according to student's interests and abilities. All students will take home many one-of-a-kind works of art and an increased sense of accomplishment. The progression of this class is student directed. Much of the class is dedicated to familiarizing students with pottery and metal working tools, materials and processes. As students gain confidence in their skills, projects improve and a great sense of accomplishment is achieved. **Class is 12 weeks**

This class is 12-weeks long starting September 21st. Schedule of class days will be handed out on the syllabus the first day of class. This class is a wonderful experience for young artists who wish to have the freedom to choose the medium they will work in from one class to the next. Pottery and metalworking are always available. New materials and processes will be introduced from week to week. Hand building with clay is great for developing fine motor skills and produces colorful, functional works of art. Metalworking is introduced according to student's interests and abilities. All students will take home many one-of-a-kind works of art and an increased sense of accomplishment. The progression of this class is student directed. Much of the class is dedicated to familiarizing students with pottery and metal working tools, materials and processes. As students gain confidence in their skills, projects improve and a great sense of accomplishment is achieved. **Class is 12 weeks**

This class is 12-weeks long starting September 22nd. Schedule of class days will be handed out on the syllabus the first day of class. This class is a wonderful experience for young artists who wish to have the freedom to choose the medium they will work in from one class to the next. Pottery and metalworking are always available. New materials and processes will be introduced from week to week. Hand building with clay is great for developing fine motor skills and produces colorful, functional works of art. Metalworking is introduced according to student's interests and abilities. All students will take home many one-of-a-kind works of art and an increased sense of accomplishment. The progression of this class is student directed. Much of the class is dedicated to familiarizing students with pottery and metal working tools, materials and processes. As students gain confidence in their skills, projects improve and a great sense of accomplishment is achieved. **Class is 12 weeks**

***Class is 12-weeks long*** This class is a wonderful experience for young artists who wish to have the freedom to choose the medium they will work in from one class to the next. Pottery and metalworking are always available. New materials and processes will be introduced from week to week. Hand building with clay is great for developing fine motor skills and produces colorful, functional, works of art. Metalworking is introduced according to student's interest and ability. All students will take home many one of a kind works of art and an increased sense of accomplishment. The progression of this class is child directed. Much of the class is dedicated to familiarizing students with pottery and metal working tools, materials and processes. As students gain confidence in their skills, projects improve and a great sense of accomplishment is achieved. **Class is 12 weeks**

Resources: Tongs and tweezers Sheet metal and wire cutters Hammers Files Awls Pliers Sanding and polishing mediums Ring and bracelet mandrels Dapping blocks Torch

Completion of in class projects Attendance Class Participation

***Class is 12-weeks long*** This class is a wonderful experience for young artists who wish to have the freedom to choose the medium they will work in from one class to the next. Pottery and metalworking are always available. New materials and processes will be introduced from week to week. Hand building with clay is great for developing fine motor skills and produces colorful, functional, works of art. Metalworking is introduced according to student's interest and ability. All students will take home many one of a kind works of art and an increased sense of accomplishment. The progression of this class is child directed. Much of the class is dedicated to familiarizing students with pottery and metal working tools, materials and processes. As students gain confidence in their skills, projects improve and a great sense of accomplishment is achieved. **Class is 12 weeks**

Resources: Tongs and tweezers Sheet metal and wire cutters Hammers Files Awls Pliers Sanding and polishing mediums Ring and bracelet mandrels Dapping blocks Torch

Completion of in class projects Attendance Class Participation

***Class is 12-weeks long*** This class is a wonderful experience for young artists who wish to have the freedom to choose the medium they will work in from one class to the next. Pottery and metalworking are always available. New materials and processes will be introduced from week to week. Hand building with clay is great for developing fine motor skills and produces colorful, functional, works of art. Metalworking is introduced according to student's interest and ability. All students will take home many one of a kind works of art and an increased sense of accomplishment. The progression of this class is child directed. Much of the class is dedicated to familiarizing students with pottery and metal working tools, materials and processes. As students gain confidence in their skills, projects improve and a great sense of accomplishment is achieved. **Class is 12 weeks**

Resources: Tongs and tweezers Sheet metal and wire cutters Hammers Files Awls Pliers Sanding and polishing mediums Ring and bracelet mandrels Dapping blocks Torch

Completion of in class projects Attendance Class Participation

**Class begins 9/18/2102** This class is a wonderful experience for young artists who wish to have the freedom to choose the medium they will work in from one class to the next. Pottery and metalworking are always available. New materials and processes will be introduced from week to week. Hand building with clay is great for developing fine motor skills and produces colorful, functional, works of art. Metalworking is introduced according to student's interest and ability. All students will take home many one of a kind works of art and an increased sense of accomplishment. The progression of this class is child directed. Much of the class is dedicated to familiarizing students with pottery and metal working tools, materials and processes. As students gain confidence in their skills, projects improve and a great sense of accomplishment is achieved. **Class is 12 weeks**

Resources: Tongs and tweezers Sheet metal and wire cutters Hammers Files Awls Pliers Sanding and polishing mediums Ring and bracelet mandrels Dapping blocks Torch

Completion of in class projects Attendance Class Participation

**Class Begins 9/19/2012** This class is a wonderful experience for young artists who wish to have the freedom to choose the medium they will work in from one class to the next. Pottery and metalworking are always available. New materials and processes will be introduced from week to week. Hand building with clay is great for developing fine motor skills and produces colorful, functional, works of art. Metalworking is introduced according to student's interest and ability. All students will take home many one of a kind works of art and an increased sense of accomplishment. The progression of this class is child directed. Much of the class is dedicated to familiarizing students with pottery and metal working tools, materials and processes. As students gain confidence in their skills, projects improve and a great sense of accomplishment is achieved. **Class is 12 weeks**

Resources: Tongs and tweezers Sheet metal and wire cutters Hammers Files Awls Pliers Sanding and polishing mediums Ring and bracelet mandrels Dapping blocks Torch

Completion of in class projects Attendance Class Participation

**Class begins 9/20/2012** This class is a wonderful experience for young artists who wish to have the freedom to choose the medium they will work in from one class to the next. Pottery and metalworking are always available. New materials and processes will be introduced from week to week. Hand building with clay is great for developing fine motor skills and produces colorful, functional, works of art. Metalworking is introduced according to student's interest and ability. All students will take home many one of a kind works of art and an increased sense of accomplishment. The progression of this class is child directed. Much of the class is dedicated to familiarizing students with pottery and metal working tools, materials and processes. As students gain confidence in their skills, projects improve and a great sense of accomplishment is achieved. **Class is 12 weeks**

Resources: Tongs and tweezers Sheet metal and wire cutters Hammers Files Awls Pliers Sanding and polishing mediums Ring and bracelet mandrels Dapping blocks Torch

Completion of in class projects Attendance Class Participation

In this art class students will have a blast creating works of art in the style of a variety of famous artists! From Picasso to Davinci and everything inbetween, kids will learn about many different artists and their influential styles while creating a piece of artwork inspired by that partifular artist! Students will gain confidence in their own artistic skills as they learn about the elements of art and techniques in using paint, pencil, pastels and more. Kids will be proud of the beautiful portfolio they create with an amazing array of art pieces. This class will be fun and a challenge for all skill levels!

Teacher directed curriculum and a variety of art books, that covers a weekly art project, art concepts and history, including lessons on specific, well-known artists throughout the centuries and their works of art. All resources needed to complete the artwork will be provided by the instructor, including paints (acrylic, watercolor, tempera), pencils (colored and drawing), pens (colored and black for outline), paper, pastels (oil and soft), canvas and more.

Student work and participation in class, teacher evaluation, weekly art projects and completion of final portfolio of student artwork. Student will also have a folder of weekly lessons that cover that week's artist and his/her influential style which student will collect throughout the semester.

This class will cover beginning ballet technique skills that will enhance body posture, self esteem, movement, and strengthening of joints. We will also explore Level I Ballet choreography. Black leotard, pink tights and ballet shoes are required for girls. Boys, see instructor regarding attire. Please talk to Sandy, the instructor, the first week before purchasing ballet shoes or dance wear. Wear loose sweats and socks to the first class."

Instructor Demonstrations

Attendance, Class Participation

This class will cover beginning ballet technique skills that will enhance body posture, self esteem, movement, and strengthening of joints. We will also explore Level I Ballet choreography. Black leotard, pink tights and ballet shoes are required for girls. Boys, see instructor regarding attire. Please talk to Sandy, the instructor, the first week before purchasing ballet shoes or dance wear. Wear loose sweats and socks to the first class."

Instructor demonstration, direction and feedback.

Instructor observation and class attendance

This class will cover beginning ballet technique skills that will enhance body posture, self esteem, movement, and strengthening of joints. We will also explore Level I Ballet choreography. Black leotard, pink tights and ballet shoes are required for girls. Boys, see instructor regarding attire. Please talk to Sandy, the instructor, the first week before purchasing ballet shoes or dance wear. Wear loose sweats and socks to the first class." The class fee covers 16 classes. 1st class starts on Thursday September 13, 2012

Resources: 1. Instructor’s professional background 2. Instructor’s forty years of teaching experience

Evaluations : 1. The student is evaluated during the barre warm-up combinations o Focused o Memory o Technique o Flexibility 2. The student is evaluated during the center floor part of the class o Ability to keep straight lines and formations o Ability to take the combinations and strengths taught at the barre and perform then in the center floor

The class will continue to cover basic core technique skills that will enhance body posture, self esteem, movement, and strengthening of joints. We will continue to work on ballet choreography, concentrating on more difficult combinations and turns. 1 yr. of basic ballet required for this class. Instructor permission to move up from the Ballet Level I class. Black leotard, pink tights and ballet shoes are required for girls. Boys, see instructor regarding attire. Please talk with Sandy, the instructor, before purchasing ballet shoes and dance wear. Wear loose sweats and socks to the first class if you do not have dance wear."

Instructor Demonstrations

Attendance, Class Participation

The class will continue to cover basic core technique skills that will enhance body posture, self esteem, movement, and strengthening of joints. We will continue to work on ballet choreography, concentrating on more difficult combinations and turns. 1 yr. of basic ballet required for this class. Instructor permission to move up from the Ballet Level I class. Black leotard, pink tights and ballet shoes are required for girls. Boys, see instructor regarding attire. Please talk with Sandy, the instructor, before purchasing ballet shoes and dance wear. Wear loose sweats and socks to the first class if you do not have dance wear."

Instructor demonstration, direction and feedback.

Instructor observation and class attendance

The class will continue to cover basic core technique skills that will enhance body posture, self esteem, movement, and strengthening of joints. We will continue to work on ballet choreography, concentrating on more difficult combinations and turns. 1 yr. of basic ballet required for this class. Instructor permission to move up from the Ballet Level I class. Black leotard, pink tights and ballet shoes are required for girls. Boys, see instructor regarding attire. Please talk with Sandy, the instructor, before purchasing ballet shoes and dance wear. Wear loose sweats and socks to the first class if you do not have dance wear." The class fee covers 17 classes. The class time is: 2:00-3:15 pm

1. Instructor’s professional background 2. Instructor’s forty years of teaching experience

1. The student is evaluated during the barre warm-up combinations o Focused o Memory o Technique o Isolation of muscles o Flexibility 2. The student is evaluated during the center floor part of the class o Ability to perform choreography o Ability to take the combinations and strengths taught at the barre and perform then in the center floor

The class will continue to cover basic core technique skills that will enhance body posture, self esteem, movement, and strengthening of joints. We will continue to work on ballet choreography, concentrating on more difficult combinations and turns. Black leotard, pink tight and ballet shoes are required for girls. Boys, see insrtuctor regarding attire. Please talk to Sandy, the instructor, before purchasing ballet shoes. Wear loose sweats to the first class if you do not have dance wear. A minimum of 3 years of basic ballet required and instructor permission." The class fee covers 16 classes. The first class will meet on September 13, 2012

1. Instructor’s professional background 2. Instructor’s forty years of teaching experience

1. The student is evaluated during the barre warm-up combinations o Focused o Memory o Technique o Isolatine muscles o Flexibility 2. The student is evaluated during the center floor part of the class o Ability to perform choreography o Ability to take the combinations and strengths taught at the barre and perform then in the center floor

Classes will introduce the first 5 steps in social ballroom dancing: Fox Trot which allows progressive steps around the dance floor. Waltz, one of the most traditional ballroom dances, and an introduction to 3/4 rhythm. Cha Cha has the Latin feel with syncopated steps and upbeat timing and can be used with most current up tempo music. On the slower more dramatic side of ballroom dances, the Tango.

Variety of music selections.

Observational Assessment

Classes will introduce the first 5 steps in social ballroom dancing. Fox Trot, which allows progressive steps around the dance floor. Waltz one of the most traditional ballroom dances and an introduction to 3/4 rhythm. Cha Cha has the Latin feel with syncopated steps and upbeat timing and can be used with most current up tempo music, and on the slower more dramatic side of ballroom dances, the Tango.

Variety of music selections.

Observational Assessment

Classes will introduce the first 5 steps in social ballroom dancing. Fox Trot, which allows progressive steps around the dance floor. Waltz one of the most traditional ballroom dances and an introduction to 3/4 rhythm. Cha Cha has the Latin feel with syncopated steps and upbeat timing and can be used with most current up tempo music, and on the slower more dramatic side of ballroom dances, the Tango.

Variety of music selections.

Observational Assessment

Classes will introduce the first 5 steps in social ballroom dancing. Fox Trot, which allows progressive steps around the dance floor. Waltz one of the most traditional ballroom dances and an introduction to 3/4 rhythm. Cha Cha has the Latin feel with syncopated steps and upbeat timing and can be used with most current up tempo music, and on the slower more dramatic side of ballroom dances, the Tango.

Variety of music selections.

Observational Assessment

Beginning String Orchestra: Learn the basics on any of the string instruments:  bass, cello, viola, or violin. Correct bow hold and instrument posture to start, and then let the music-making begin! We will start with easy songs learned together, and practiced at home, then move into two, three and four-part songs with exciting rhythms and singable melodies. School performance at the end of each semester. Class will run from September 13 to January 25. Violinists may take this class concurrently with Beginning Violin Class. For more information, contact Mark Lotz at Lotzviolin@yahoo.com; 206.542.8147.

Beginning Violin Class: Learn to play the violin in a supportive and fun environment. Emphasis will be on individual instruction as we  learn correct instrument and bow hold, note and rhythm reading, and music terms. Students will start with solo songs such as "Twinkle, Twinkle, Little Star" and advance to folk songs such as "Long, Long Ago", and the wonderful J. S. Bach Minuets.  School performance at the end of each semester. Class will run from September 13 to January 25. May be taken concurrently with Beginning String Orchestra. Individual lessons also available at parent expense and through private arrangement with instructor; budget money will not be used for private lessons. For more information, contact Mark Lotz at Lotzviolin@yahoo.com; 206.542.8147.

Beginning Violin Class: Learn to play the violin in a supportive and fun environment. Emphasis will be on individual instruction as we  learn correct instrument and bow hold, note and rhythm reading, and music terms. Students will start with solo songs such as "Twinkle, Twinkle, Little Star" and advance to folk songs such as "Long, Long Ago", and the wonderful J. S. Bach Minuets.  School performance at the end of each semester. Class will run from September 13 to January 25. May be taken concurrently with Beginning String Orchestra. Individual lessons also available at parent expense and through private arrangement with instructor; budget money will not be used for private lessons. For more information, contact Mark Lotz at Lotzviolin@yahoo.com; 206.542.8147.

This class will allow students to master scientific skills, develop an understanding of key concepts and models and apply the scientific method to biological topics. The course begins with the study of cell and molecular biology and covers experimental design, chemistry and the biochemical basis of life, cell structure and function, basic metabolism, and genetics. Building on this foundation is an exploration into changes over time, evolution, biodiversity, ecology and classification of living things. As part of the study of vertebrates, the structure and function of major organ systems and biological processes in humans are introduced.

Textbook - HOLT "Cells, Heredity and Classification" Supplementary Textbook - HOLT "Environmental Science" Supplementary Textbook - HOLT "Human Body Systems" Portfolio: 3-ring notebook and lab booklet

Students will be evaluated on their understanding in each of the Learning Goals / Objectives through a portfolio of evidence that will consist of homework, lab investigations, in-class assignments, projects and tests and quizzes.

This class will allow students to master scientific skills, develop an understanding of key concepts and models and apply the scientific method to biological topics. The course begins with the study of cell and molecular biology and covers experimental design, chemistry and the biochemical basis of life, cell structure and function, basic metabolism, and genetics. Building on this foundation is an exploration into changes over time, evolution, biodiversity, ecology and classification of living things. As part of the study of vertebrates, the structure and function of major organ systems and biological processes in humans are introduced.

Textbook - HOLT "Cells, Heredity and Classification" Supplementary Textbook - HOLT "Environmental Science" Supplementary Textbook - HOLT "Human Body Systems" Portfolio: 3-ring notebook and lab booklet

Students will be evaluated on their understanding in each of the Learning Goals / Objectives through a portfolio of evidence that will consist of homework, lab investigations, in-class assignments, projects and tests and quizzes.

This class will allow students to master scientific skills, develop an understanding of key concepts and models and apply the scientific method to biological topics. The course begins with the study of cell and molecular biology and covers experimental design, chemistry and the biochemical basis of life, cell structure and function, basic metabolism, and genetics. Building on this foundation is an exploration into changes over time, evolution, biodiversity, ecology and classification of living things. As part of the study of vertebrates, the structure and function of major organ systems and biological processes in humans are introduced.

Textbook - HOLT "Cells, Heredity and Classification" Supplementary Textbook - HOLT "Environmental Science" Supplementary Textbook - HOLT "Human Body Systems" Portfolio: 3-ring notebook and lab booklet

Students will be evaluated on their understanding in each of the Learning Goals / Objectives through a portfolio of evidence that will consist of homework, lab investigations, in-class assignments, projects and tests and quizzes.

This class will allow students to master scientific skills, develop an understanding of key concepts and models and apply the scientific method to biological topics. The course begins with the study of cell and molecular biology and covers experimental design, chemistry and the biochemical basis of life, cell structure and function, basic metabolism, and genetics. Building on this foundation is an exploration into changes over time, evolution, biodiversity, ecology and classification of living things. As part of the study of vertebrates, the structure and function of major organ systems and biological processes in humans are introduced.

Textbook - HOLT "Cells, Heredity and Classification" Supplementary Textbook - HOLT "Environmental Science" Supplementary Textbook - HOLT "Human Body Systems" Portfolio: 3-ring notebook and lab booklet

Students will be evaluated on their understanding in each of the Learning Goals / Objectives through a portfolio of evidence that will consist of homework, lab investigations, in-class assignments, projects and tests and quizzes.

This class will allow students to master scientific skills, develop an understanding of key concepts and models and apply the scientific method to biological topics. The course begins with the study of cell and molecular biology and covers experimental design, chemistry and the biochemical basis of life, cell structure and function, basic metabolism, and genetics. Building on this foundation is an exploration into changes over time, evolution, biodiversity, ecology and classification of living things. As part of the study of vertebrates, the structure and function of major organ systems and biological processes in humans are introduced.

Textbook - HOLT "Cells, Heredity and Classification" Supplementary Textbook - HOLT "Environmental Science" Supplementary Textbook - HOLT "Human Body Systems" Portfolio: 3-ring notebook and lab booklet

Students will be evaluated on their understanding in each of the Learning Goals / Objectives through a portfolio of evidence that will consist of homework, lab investigations, in-class assignments, projects and tests and quizzes.

This class will allow students to master scientific skills, develop an understanding of key concepts and models and apply the scientific method to biological topics. The course begins with the study of cell and molecular biology and covers experimental design, chemistry and the biochemical basis of life, cell structure and function, basic metabolism, and genetics. Building on this foundation is an exploration into changes over time, evolution, biodiversity, ecology and classification of living things. As part of the study of vertebrates, the structure and function of major organ systems and biological processes in humans are introduced.

Textbook - HOLT "Cells, Heredity and Classification" Supplementary Textbook - HOLT "Environmental Science" Supplementary Textbook - HOLT "Human Body Systems" Portfolio: 3-ring notebook and lab booklet

Students will be evaluated on their understanding in each of the Learning Goals / Objectives through a portfolio of evidence that will consist of homework, lab investigations, in-class assignments, projects and tests and quizzes.

Students will meet at Robin Hood Lanes and bowl weekly. A bowling professional will be in attendance to coach students in bowling technique/form, scoring, and bowling etiquette. Students will choose teams of 2-3 members and compete in tournament play set up by Robin Hood Lanes. Students will be able to bowl 2 games each class.

Professional bowling coach. Robin Hood Lanes staff.

Weekly scores will be recorded and students can monitor their improvement throughout the semester. Subjective coaching and evaluation will be given by resident professional bowling coach along with the classroom instructor.

Students will meet at Robin Hood Lanes and bowl weekly. A bowling professional will be in attendance to coach students in bowling technique/form, scoring, and bowling etiquette. Students will choose teams of 2-3 members and compete in tournament play set up by Robin Hood Lanes. Students will be able to bowl 2 games each class.

Professional bowling coach. Robin Hood Lanes staff.

Weekly scores will be recorded and students can monitor their improvement throughout the semester. Subjective coaching and evaluation will be given by resident professional bowling coach along with the classroom instructor.

Students will meet at Robin Hood Lanes and bowl weekly. A bowling professional will be in attendance to coach students in bowling technique/form, scoring, and bowling etiquette. Students will choose teams of 2-3 members and compete in tournament play set up by Robin Hood Lanes. Students will be able to bowl 2 games each class.

Professional bowling coach. Robin Hood Lanes staff.

Weekly scores will be recorded and students can monitor their improvement throughout the semester. Subjective coaching and evaluation will be given by resident professional bowling coach along with the classroom instructor.

“Broadway dance” is an exciting dance form where dancing and drama become truly integrated. It is now recognized as a new style of jazz dance which incorporates all forms of dance. Dancers will learn fun and exciting combinations from selected Broadway musical styles and instructor created choreography, while focusing on the importance of developing character and portrayal of the story. Instruction for this class will include styles from famous choreographers such as Jerome Robbins-West Side Story; Agnes de Mille, Oklahoma; Bob Fosse-Chicago; Michael Bennett-Chorus Line; the style of Gene Kelly and the classic Hollywood film dance genre, African Dance, stomp, etc. While learning the dances we will also discuss how different choreographers and their styles have created a signature for the particular shows and are integrated into many other musicals. This class will meet one day a week.

Various broadway musicals, choreographers

Teacher Observational assessment Student performances