WINTER SPORTS SCHOOLCHARTER SCHOOL APPLICATION– DRAFT
1. School Purpose and Goals
a. Executive Summary
The Winter Sports School in Park City (WSS) is a fully accredited (PNAIS and NAIS),
instructor-led, college preparatory program for dedicated winter sports athletes, currently
operating as an independent school in Park City, Utah. The school began in 1994 as part of
the Park City Ski Team, becoming its own independent 501c(3) in 1998. The success of the
program has been tremendous, both academically and athletically. Approximately 90% of
WSS alumni go on to a two-year or four-year college or university program of their choice
within a year of graduation, including such institutions as Stanford University, Dartmouth
College, Williams College, and Middlebury College. Of the other 10% of WSS graduates,
most are nominated to the national team for their respective athletic disciplines. WSS alumni
have collectively won multiple Olympic medals, National and World Championships, and
World Cup titles.
The WSS system works, but as an independent school it is tuition-based and available to a
relatively small subset of the student population due to cost considerations. Becoming a Park
City School District (PCSD) charter school will allow WSS to make its system available to
more college-bound students who are also dedicated winter sports athletes, and would
represent a first within the realm of public education in The United States. There is not, nor
has there ever been, any public education option like it in the country. The existence of WSS
as a charter school will also relieve some of the pressure on traditional public high schools in
the Park City and Salt Lake City regions, which must currently juggle the needs of winter
sports athletes – i.e. their competitive schedules and time away from school– with required
attendance policies during the winter months. Some public high schools have experimented
with online course offerings during the winter, but reports from students and parents in local
communities suggest that they are an inadequate substitute for the instructor-led curriculum
offered at WSS.
As an independent school, WSS has offered its college preparatory curriculum to grades 9
through 12. As a PCSD charter school, WSS will service grades 10 through 12 in order to
better mesh with the existing district break points between middle and high school.
Key Founders of The Winter Sports School as a charter entity are as follows.
i. WSS Board of Trustee Charter School Subcommittee Members
1. Tim Gaylord: Mr. Tim Gaylord joined the WSS Board of Trustees in 2010,
and was elected president in 2012. Mr. Gaylord has helped build Utah’s
Holiday River Expeditions into one of the premier backcountry outfitting
companies in the western U.S. during his 25 year tenure as their Director of
The Winter Sports School in Park City
Page 1
Operations. Mr. Gaylord was awarded the Canyonlands National Park Safety
Award in October, 2003. Mr. Gaylord’s son graduated from WSS in 2001.
Mr. Gaylord attended the University of Utah.
2. Tore Steen: After a career as CEO of both private and public companies, Tore
now serves as a director on several corporate and non-profit boards and as a
strategic advisor to chief executives. He is also involved in a number of
ventures, through his company World Intelligent Network LLC. Tore’s
business background includes serving as CEO and/or Board member for both
private and public (NYSE, NASDAQ, LSE) domestic and international
companies in the financial, leasing, shipping, technology, health care,
manufacturing and construction industries. He has a BS in Marketing, an
MBA in International Finance and Computer Science from the University of
Oregon and has attended the Board Executive Program at Harvard Business
School. He is also a professional ski instructor and a former ski race and ski
coach (for the University of Oregon Ski Team)
3. Bryon Friedman: Mr. Bryon Friedman joined the WSS Board of Trustees in
2011. A former U.S. Ski Team member, Mr. Friedman is the co-founder of
Soul Poles, an environmentally conscious producer of bamboo athletic poles,
and has remained a notable recording and touring artist since his debut music
album, “Road Sodas,” in 2005, opening for such acts as The Doobie Brothers,
Train, and Robert Earl Keen. Mr. Friedman graduated from the Winter Sports
School in 1996, and holds a bachelor’s degree from Dartmouth College.
ii. Winter Sports School Leaders
1. Robert Clayton: Mr. Robert Clayton has been the WSS Head of School since
2002. Mr. Clayton has been involved in winter sports athletics as an educator
and a coach for over 35 years, including 13 years as teacher, coach, and
administrator at Stratton Mountain School; 6 years as a coach on the U.S.
Alpine Olympic Team, and 5 years with the Park City Ski Team. Mr. Clayton
holds a bachelor’s degree in Zoology from The University of Vermont.
2. David Kaufman: Mr. David Kaufman joined the WSS staff as marketing
director and teacher in 2008, and has been the WSS Assistant Head of School
since 2011. From 1997 to 2007, Mr. Kaufman was a manager at Intel
Corporation, guiding product development and setting prices for all Intel
technology designed and sold into OEM laptop systems worldwide, a ~$5B
annual business. During 2007, Mr. Kaufman also established a new,
centralized pricing organization for Cypress Semiconductor. Mr. Kaufman
holds a bachelor’s degree in Economics and English from Bowdoin College
and an MBA in marketing from The University of Texas at Austin.
The Winter Sports School in Park City
Page 2
b. Mission Specific Goals
i. College Preparation: WSS students will exceed state and national averages on ACT,
SAT, and PSAT scores by the end of its second full year of operation as a charter
school.
ii. College Acceptance:>90% of WSS graduates will matriculate at a two-year or fouryear college or university or be nominated to a national athletic team within two years
of graduation, as of the end of its third full year of operation as a charter school.
iii. Citizenship: All WSS students will complete 10 hours of community service during
each school year, as of the end of its first full year of operation as a charter school.
iv. Athletic Enablement: WSS will enable its students to excel at sports contested
during the winter months by conducting the bulk of its instruction from mid-April to
mid-November, starting with its first full year of operation as a charter school.
v. Athletic Training: WSS will keep its students physically trained for athletic success
by offering at least 120 hours of supervised conditioning and physical education each
year, starting with its first full year of operation as a charter school.
c. Purpose
As a charter school, the purposes of WSS as a whole are to:
i. Continue to improve student learning. WSS commits, as stated in its Mission
Specific Goals, to prepare its students for college and keep its students ahead of state
and national averages, as measured by standardized test scores, in an increasingly
competitive academic environment.
ii. Encourage the use of different and innovative teaching methods. WSS will
enable its students to excel in both academics and athletics, with no compromises,
through the use of its innovative calendar and teaching methods, both inside the
classroom and through the use of instructor-led technology when students are
required to travel for their respective sports.
iii. Increase choice of learning opportunities for students. As a charter school, WSS
would represent the first public education option of its kind for college-bound
students who are also dedicated winter sports athletes in the history of The United
States.
2. Student Population
a. Target Population
WSS will serve college-bound students, grades 10 through 12, who are dedicated to winter
athletics, as measured by incoming grade point averages and participatory hours in validated
athletic programs. The bulk of the target student-athlete population will come from Park
City, Summit and Wasatch Counties, and the greater Salt Lake City metropolitan area.
The Winter Sports School in Park City
Page 3
Students may also matriculate from other regions of the United States and the world –
families of such students will need to pay state, district, and WSS mandated fees.
As noted above: as a charter school, WSS would represent the first public education option of
its kind for college-bound students who are also dedicated winter sports athletes in the
history of The United States.
b. Special Populations
Same as the target population.
c. Admission Procedures / Lottery Policy
WSS will hold an initial enrollment period from November 1st to December 31steach year,
and a second enrollment period from February 1st to March 15th each year. Dates of the
enrollment periods will be posted on the WSS web site. Application forms will be available
on the WSS website and may be sent to the Assistant Head of School either by email, FAX,
or U.S. Mail. The application form will require students and parents/guardians to provide:
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
Name(s)
Contact information – physical address(es), phone number(s), and e-mail address(es)
Student’s social security number
Student’s current school
Student’s grade point average for the prior two years of school
A current academic transcript for the student’s prior two years of school
Student’s sport discipline and athletic team / organization membership(s)
Number of years competing
Number of athletic participatory hours (training and competition) during the prior
year
x. Regional, national, and international athletic distinctions, if any
Years and hours of athletic participation are designated by time spent with valid athletic
programs, which are defined as 1) training and providing competition experience in athletic
disciplines overseen by national and (or) international governing bodies, and 2) offering
scholarships to athletes based on demonstrated financial need to defray the costs of
equipment, training, travel, and competition fees.
Applicants during the initial enrollment period will be notified of their acceptance, or their
status on the wait list, on or before January 15th of each year. Up to 50% of available spots
may be held for the second enrollment period. Applicants during the second enrollment
period will be notified of their acceptance, or their status on the wait list, on or before April
The Winter Sports School in Park City
Page 4
1st of each year.
Wait list orders for each class will be randomly generated by lottery at the WSS campus
offices on the business day nearest to March 25th, assuming class capacity has been filled
with admitted students. The first such lottery may occur on March 25th, 2013, provided that
WSS has been granted a charter and has reached student capacity for its 2013 school year by
then.
Waitlisted applications from the first enrollment period will carry over to the second
enrollment period if requested in writing by the applicant, although being carried over in this
manner does not guarantee any priority over applications received during the second
enrollment period. Applications will not carry over to future years.
Returning students in good academic and behavioral standing are exempt from the
application and lottery processes.
Siblings of current students and alumni may be exempt from the lottery, but will not be
exempt from the application process. Siblings must still announce their intention to attend
WSS by submitting an application, and are encouraged to do so as early in the initial
enrollment period as possible, since their potential acceptance is predicated in part on
available space.
5% of each class will be reserved for children of WSS founding members and current staff
who 1) have at least 5 continuous years of service to WSS, and 2) either hold a full-time,
salaried position with WSS, or teach a minimum of 4 full-credit courses each year (or the
equivalent) for WSS. Founding members are defined as WSS leadership (Head of School,
Assistant Head of School, and Board of Trustees Charter School Subcommittee members) as
of the day WSS receives its charter from Park City School District (PCSD) and the Utah
State Office of Education (USOE). Children of founding members will take precedence over
current faculty and staff meeting the minimum service requirement. The 5% of spaces in
each class will be held for children of founding members and faculty and staff meeting the
minimum service requirement during the first month of the initial enrollment period
(November) only.
WSS is committed to equal opportunity. No aspect of its lottery process – or its admission
process in general – will give any weight or consideration to gender, race, color, creed,
religious affiliation, sexual orientation, or socioeconomic status.
The Winter Sports School in Park City
Page 5
d. Student Attendance and Enrollment
Attendance: WSS is committed to upholding the documented and accepted state standard of
93% attendance for all secondary school students. Given the nature of our target student
body, however (please see Section 2.a above), it is anticipated that students will occasionally
need to be absent from school due to legitimate athletic training and competition
requirements. WSS will count time away from class for athletic purposes as contributing to
the 93% attendance goal as long the following protocols are followed:
i. Prior to each planned absence for training or other legitimate athletic purposes,
students must take a pre-arranged absence form to each current instructor. If all
current instructors believe that the planned absence will not limit the student’s
potential grade in the course, they will sign off on the absence, indicating their
permission for the student to miss the requested days, and indicating what work the
student will need to complete during the absence and (or) upon returning to class.
ii. The form must then be signed by the student’s parents or guardians.
iii. The form must then be signed by the Assistant Head of School or the Head of School.
A copy of the form will be kept in the student’s file.
iv. During the absence, students must complete all prescribed work, and check in with all
current instructors via e-mail, instructor blogs, or other (as prescribed by the
instructors on the pre-arranged absence form).
v. Upon returning to school, students will have two school days to set up a schedule for
any remaining make-up work. Said make-up work will then be completed per the
schedule.
Absences due to illness will not count against the 93% attendance target unless they
exceed three school days in length and a signed note from a doctor is not provided.
All other absences, whether due to family vacations, truancy, etc., will count against
the school’s 93% attendance target and may result in disciplinary action (please see
Section 11 below).
Within year enrollment rate: Given WSS’s unique calendar, we expect that a certain
percentage of students each year will matriculate after our school year has begun –
about 1/3 of the way through. This dynamic is expected because some students will
elect not to abandon the credits they have “in flight” at the end of their prior school
year, so they will join WSS in late-June / early-July as opposed to mid-April
(calendar details are provided in Section 3.a below). Based on past years of
operation, WSS expects such students to comprise up to 50% of the overall student
body in any given year, although the percentage will typically be lower than that.
WSS has mechanisms in place, such as winter reading programs, winter electives,
The Winter Sports School in Park City
Page 6
etc., to help students make up any credits required as a result of either leaving credits
from their prior school(s) unfinished, or missing partial credits during their initial
year with us – please see Section 10.b below.
Year-to-year reenrollment rate: Based on past years of operation, WSS expects to lose
up to 10% of non-graduating students each year either because of changes in family
circumstance, or electing to withdraw from school because they cannot handle the
pace of our rigorous, college preparatory curriculum within a compressed annual
calendar. We anticipate that that percentage may increase during our first few years
of operation as a charter school, given the potential rapid growth of our constituency.
Our percentage reenrollment goal for returning, non-graduating students as a charter
school is therefore 80%.
Continuous reenrollment rate: During WSS’s history as an independent school, this
percentage has been low. Typically about 10% of all students begin with us in our
first available year and go on to graduate from our program. The reasons are twofold.
1) Students often do not seek to attend WSS until they’ve reached an athletic
performance threshold – with an associated stringent time commitment – which all
but requires them to miss multiple weeks of school during a traditional academic
calendar. 2) Families of students often wish to avoid paying WSS tuition until, again,
the student’s athletic schedule all but demands that they do so. These “pain
thresholds” typically don’t make themselves felt until 16+ years of age. It is our
strong hope and belief that operating as a charter school for grades 10 through 12,
with no tuition charged to in-state residents, will somewhat alter these market
behaviors, allowing and encouraging student-athletes to free up their competitive
seasons as of a younger age, and therefore command a better competitive edge in
national and international events as they mature. We still expect, however, that
families from outside the state of Utah will apply to attend WSS as upperclassmen,
since they will seek to avoid the fee charged to non-taxpayers from outside the state
until the last possible year. Given our projected attrition rates described above, we
therefore project a “steady state” continuous reenrollment target of 60% after four full
years of operation as a charter school.
3. Calendar and Bell Schedule
a. Calendar
WSS will offer a full college preparatory curriculum in a compressed calendar. We will offer
136 hours of classroom instruction per credit earned, equivalent to the number of classroom
hours per credit at PCHS. Park City School District leadership has advised us that a calendar
The Winter Sports School in Park City
Page 7
comprised of 139 classroom days will meet their minimum requirements for days in school,
given that we will exceed the district and state standard of 990 hours of instruction, although
we will need a waiver from the Utah State Office of Education. WSS is able to offer more
than the required hours of instruction per credit within a compressed calendar by virtue of
focusing on core college preparatory subjects; very few electives or vocational training
courses will be offered.
In addition to the core WSS curriculum, WSS students will be required to complete 1.5
credits of Career and Technical Education (CTE), either online or through course offerings at
WSS (i.e. Economics & Personal Finance) and (or) at PCHS. CTE credits are part of the 24
overall credits earned from grades 9 through 12 which are required for graduation from WSS.
The proposed calendar below assumes that the USOE waiver is granted. If the waiver is not
granted, we will still conduct the bulk of our instruction within the proposed dates, but will
offer supplementary, supervised academic projects during the winter months (detailed
proposal to follow if necessary). The downside of requiring such supplemental activities is
that the WSS mission of allowing our students to pursue athletics unencumbered by
academic responsibilities during the winter months will be somewhat compromised.
April 15th, 2013
April 22nd – 26th
May 27th
June 17th – 21st
July 3rd
July 4th – 5th
July 8th
August 12th – 16th
September 2nd
September 17th
September 18th
October 17th – 18th
November 22nd
First Day of School
Spring Recess – No Classes Held
Holiday – Memorial Day
Vacation
End of First Trimester
Holiday – Independence Day
Start of Second Trimester
Vacation
Holiday – Labor Day
End of Second Trimester
Start of Third Trimester
Fall Recess – No Classes Held
End of Third Trimester, Last Day of School, Graduation
b. Bell Schedule
Since we expect WSS to be housed at PCHS for its first several years as a charter school
(please see Section 5.a below), we also expect to align with PCHS’s Daily 1st Lunch
Schedule, as follows:
1st Period:
The Winter Sports School in Park City
7:35 to 9:03am
Page 8
2nd Period:
Miner Morning Show:
LUNCH
3rd Period:
4th Period:
9:09 to 10:48am
9:09 to 9:20am
10:48 to 11:17am
11:23am to 12:51pm
12:57 to 2:25pm
4. Market Analysis
a. Location
WSS’s municipal location as an independent school – and its planned continued location as a
charter school – is ideal given its target population (please see Section 2.a above). Park City
and the surrounding areas are endowed with world class training facilities, competition
facilities, and coaching personnel in all disciplines contested in modern international winter
sports competitions; the Winter Olympics, World Cup, X-Games, and other World
Championship events governed and overseen by national and international governing boards.
As a result, the pool of young talent in winter athletics is arguably deeper in the Park City /
Salt Lake City region than anywhere else in the United States. According to the United
States Olympic Committee (USOC), out of the 216 Team USA athletes sent to the
Vancouver Winter Olympics in 2010, 51 either were born in Utah or claimed Utah as their
current residence at the time of selection to the team – over 23%. Most of those 51 Utah
athletes were born or resided in the Park City / Salt Lake City area, and those figures don’t
include domestic and international athletes who received training in the area during the runup to the 2010 Olympics, nor does it include international athletes like Australia’s Torah
Bright, a freestyle snowboarder who relocated to Salt Lake City before winning a gold medal
in women’s halfpipe in Vancouver. This area is the premiere U.S. location for young talent
to develop in winter sports.
As a charter school, WSS’s initial physical address location is likely to be the existing Park
City High School campus. We rely on that facility’s compliance with structural codes and
ADA accommodations. Other educational facilities within a five mile radius include the
other PCSD schools, the PCSD Learning Center, the PCSD district offices, the Soaring
Wings and Little Miners Montessori schools, and the Weilenmann School of Discovery.
Other than WSS, there are no accredited independent or charter secondary schools within a
five mile radius of PCHS.
b. Market Context and Trends
The athletic development talent in the Park City / Salt Lake City area is expected to grow –
particularly at the secondary school age. In the ~10 years since the 2002 Winter Olympics
were hosted in Utah, Summit County alone has grown by almost 7,000 people – an increase
The Winter Sports School in Park City
Page 9
of over 23%. Furthermore, natural births in Summit County exceeded 400 for the first time
in 1998, which is the precise birth year of the leading edge of today’s targeted WSS
demographic. Recorded births in Summit County for the past four WSS graduating classes’
birth years (that is, from 1994 through 1997) equaled 1,445. Recorded births in Summit
County for the next four WSS graduating classes birth years (1998 through 2002) equal 1745
– an increase of 300, or over 20%. (Data provided by the Utah Population Estimates
Committee on www.utah.gov.) Growth trends in Salt Lake area counties are somewhat more
muted on a percentage basis, but the trend is still upward and built on a much larger base.
WSS is committed to servicing secondary school students in all winter sports disciplines. As
a result, assuming the percentage of local secondary students participating in winter sports
remains constant, the need for the educational opportunity afforded by WSS will grow over
time, consistent with the local demographic trends noted above. Student and family interest
in WSS is not and will not be vulnerable to the decline in popularity of any one winter sport
in favor of another (i.e. the recent trend of interest away from Alpine Skiing in favor of
Freestyle Skiing).
It’s important to note that WSS is not meant to address any overall crowding situations in
Park City / Salt Lake City area schools, but to address issues arising from the somewhat
incompatible time demands placed on college-bound secondary school students pursuing
winter athletics. The resultant issues for those students in Utah’s public schools today include
unacceptable levels of absenteeism – especially during winter months – and detrimental
impacts to their preparedness for college and (or) to their results in athletic competition,
particularly at the international level. WSS has an established record of solving those issues,
based on our college acceptance record and the success our students and alumni have enjoyed
in the athletic arena.
Beyond the boundaries of our local community, WSS has proved itself a magnet for students
facing similar issues elsewhere in the United States and the world. We have had students
matriculate from most western U.S. states and from as far away as Europe, Australia, and
New Zealand. We expect to continue serving an out-of-state demographic, although we also
expect that, as a charter school, they will represent a smaller percentage of our student body,
since such students will have to pay a five-figure enrollment fee each year while in-state
students will pay nothing over and above their respective families’ tax burdens. Today, outof-state students comprise 40% to 50% of our student body, and we expect that figure to drop
to around 20%.
Given all the above noted trends, WSS intends to begin operation as a charter school with a
total capacity of 75 students. Assuming demand for spots outstrips supply, we will grow by
The Winter Sports School in Park City
Page 10
adding capacity to our lowest grade and allowing the increase in numbers to ripple through to
higher grades during subsequent years. If and when WSS reaches an enrollment of 120
students, we will likely need to relocate from the existing PCHS campus to a new facility
within the Park City School District boundary. One location has already been identified for
this potential use, but it has not been committed yet and others may be proposed, since we
believe we are 3 to 4 years away from reaching the enrollment threshold of 120 students.
c. Competitive Advantage
WSS is unique. As an independent secondary school we face regional and national
competition, but each competitor does only a facet of what we do. Institutions such as
Rowmark Academy in Salt Lake City, Burke and Stratton in the eastern U.S., etc. cater to
athletes in a small subset of winter sports disciplines. Rowmark is only for alpine ski racers,
for example. Burke is for skiers and snowboarders. The National Sports Academy in Lake
Placid, New York is the only other secondary school in the United States which offers
services to all winter sports athletes. Furthermore, no other institution in the U.S. has
adopted an academic calendar which frees their students from their academic responsibilities
during the winter competitive season.
Academically, WSS is in the top tier of winter sports academies in the nation. We are
accredited by the Pacific Northwest Association of Independent Schools (PNAIS) and
National Association of Independent Schools (NAIS). Our college preparedness
benchmarks, as measured by our students’ ACT and SAT test scores, are significantly above
state and national averages. As a small school with an alumni base of ~250, we have
produced several National Merit semifinalists and finalists, and produced one National Merit
Scholar. Our graduates have been accepted into some of the finest institutions of higher
learning in the country, and they have thrived there. We have an established track record
with respect to academic excellence, and we intend to retain that culture as a charter school.
Athletically, our student and alumni track record is just as impressive. WSS does not coach
its students (aside from summer conditioning) or manage “in house” athletic teams, which
frees our students to work with the best coaches and teams anywhere in the world in addition
to having their winters free for athletic pursuits. Our competitors insist that their students
join their own teams and be coached by their own staff, who may or may not be the most
talented or the best fit with the student(s). WSS provides choice. Our system works.
Approximately 20% of the U.S. Ski Team is comprised of WSS students and alums. Our
students and alums claim six Olympic medals and numerous titles at the national and world
level. During the 2011/12 season, WSS students and alums accounted for 15 World Cup
titles – more than most nations of the world. Again, these figures stem from a population of
~250 individuals. We hope to grow that population – and its associated successes – at a
The Winter Sports School in Park City
Page 11
quicker pace as a charter school, making the Park City area even more of a “Mecca” for the
development of young winter sports athletes.
d. Outreach
The foundation of our initial outreach and marketing plans as a charter school will center
around the Park City area. We will secure appearances on the local radio station (live
interviews and PSAs), take out ads in the Park Record, and hold a series of public forums to
help the local market understand that WSS has become a public entity, no longer requiring
tuition from local residents. We expect a significant wave of local interest as a result of that
message.
Thus far, direct mail advertisements and open houses have proven expensive and ineffective
for WSS, and so we don’t intend to pursue them as a charter school. We will, however, make
the Head of School and Assistant Head of School available for meetings with interested
families and parent groups by appointment.
We will also maintain a dynamic, active web presence – updated to feature our new charter
school status and associated changes in cost, application procedures, enrollment periods, etc.
Depending on initial out-of-state interest (i.e. whether significant numbers of out-of-state
families demonstrate willingness to relocate or pay the out-of-area matriculation fees), we
may continue our internet ad campaigns on such sites as live-timing.com, fasterskier.com,
and others which are heavily viewed by the winter sports community. Current rates for such
ads currently run at about $2,500 per site per season.
5. Capital Facility Plan
a. Building
The Winter Sports School currently is housed in three modular units. The total square footage of
these buildings is just under 5,000 square feet. There are 7 classrooms, a conference room, a
lobby, a lounge and three administrative offices. Additionally there are two bathrooms. The
current facility can accommodate up to 65 students.
The space requirement for classrooms for the initial year will be 7 classrooms capable of holding
up to 25 students each. The WSS will also need three offices and an available conference room
for WSS administration. The office space and some classroom space are already available in the
high school facility. There is space in the media studio area of the school that will be suitable for
classrooms and offices. The remainder of the classroom space will be determined through
collaborative scheduling and the usage of existing functional classrooms at the high school. Due
The Winter Sports School in Park City
Page 12
to the unique nature of the WSS scheduling, half of the WSS school year will occur when the
PCHS is on summer recess. The remaining part of the WSS calendar will overlap with the
PCHS calendar and the two schools will work together to maximize utilization of classrooms.
As the WSS grows in enrollment the PCHS facility should provide enough classroom space for
the WSS to reach its stated enrollment goal of 120 to 150.
At such a time that the WSS reaches the 120 student enrollment threshold, the WSS and PCSD
will consider building a stand-alone school on real property owned by the PCSD. This standalone facility will be designed to meet the needs of 150 students in grades 10, 11 and 12 who will
be engaged in a college preparatory curriculum. At that time the WSS will look to apply to the
Charter School Finance Authority for a Charter School Revolving Loan application.
Initiating operations within the existing Park City High School building allows the WSS Charter
School to establish its viability with little or no risk with respect to facility. Additionally there is
a further benefit to the school district of year-round facility usage. The new school facility has
the potential to be used as a home for the newly introduced CAPS program in addition to the
WSS Charter School.
b. Contingency
A contingency plan is not necessary because of the existing available space. The PCHS has been
recently remodeled and is a state of the art facility. The WSS is fortunate that it will simply be
able to move the operation into a facility that is already up to code and designed to meet the
needs of a high achieving high school student.
Demographics of the Park City School District show that there will be no sudden surge in
population that will cause a significant increase in the utilization of the PCHS facility.
In fact sharing space with the WSS Charter School greatly enhances the efficiency and usage of
the existing PCHS facility.
c. Financing
The WSS Charter School will not require initial financing to build a facility. The usage of
currently available district facility eliminates the building requirement. As enrollment grows,
WSS will work with the PCSD to investigate the potential of building a school dedicated to the
WSS Charter and the CAPS program on existing district property.
6. Detailed Business Plan & Budget
a. Planning Year
The Winter Sports School in Park City
Page 13
There is no business plan and budget necessary for the planning year. The WSS is already a
functioning and fully accredited high school. The WSS has just completed an audit of its 201112 fiscal year financial position. There will need to be considerations for the transitioning of
facility and some build out of the spaces available in the PCHS facility. The WSS has the entire
necessary infrastructure and technological hardware to open for the WSS calendared 2013 school
year. There will be expense for books and various classroom materials. Current policy is that
students are responsible for those materials. We will look to work with the district in what will
be the best method to provide textbooks and technology for the first year of the Charter School,
and a line item has been included in our Year 1 and Year 2 operating budgets in anticipation of
supplying textbooks to our students as a Charter School.
There are start up funds that should be provided by the state and we need to determine what that
figure is and how it will best apply to the material needs of the WSS Charter School.
b. Operational Years 1 – 2
The WSS Charter School will operate on a budget based on the assumption that there will be 75
total students. The assumed class breakdown will be 25 sophomores, 25 juniors and 25 seniors.
The school will look to incrementally grow this student population annually until a maximum of
120 to 150 students are enrolled. At this time it is difficult to predict what year that maximum
range will be reached. It could be in year 2 but more realistically year 4 or 5.
Our proposed budgets for Operational Years 1 – 2 are shown in Appendix B below. Given the
nature of the WSS school calendar, our school year falls within each calendar year but our fiscal
year begins in April just prior to the opening day and closes on March 31 of the following year.
Based on Utah State funding procedures for public schools, we may shift our fiscal year as a
charter school to run from August 1st to July 31st.
c. Contingency Budget
Contingency Budgets for Operational Years 1 – 2 are shown in Appendix B below.
7. Fiscal Procedures
a. Fiscal Procedures
The current fiscal year for the Winter Sports School is April 1 – March 31. All budgeting is
currently done according to this calendar. Monthly reports are generated for the Finance
Committee of the school’s Board of Trustees (BOT). The financials consist of several
reports. These reports are a balance sheet that uses a year-to-year comparison, a monthly
budget vs. actual, a year to date budget vs. actual including a comparison to the previous year
and the yearly budget template, accounts receivable and a tuition roster for all student
The Winter Sports School in Park City
Page 14
accounts.
The annual budget is prepared in February for BOT review in early March. If deemed
acceptable the budget for the subsequent year is approved in March for application effective
April 1.
WSS expenditure policy is that the Head of School must approve all payments under $5,000.
Any expenditure over $5,000 requires Board approval and consent. In the event of any
emergency this policy remains in effect. The Executive Committee of the WSS BOT has the
authority to approve the expenditure and can at a later date inform the full BOT as to their
action and why it was so decided. This is policy is outlined in the WSS BOT Policy manual.
The Winter Sports School will include in the Chartering Document that neither the Park City
School District nor the State of Utah will be liable for any debts or financial obligations
incurred by the WSS Charter School.
b. Purchasing Policies & Procedures – PP&P
Please see Appendix C.
c. USOE School Finance Training
As a District Dependent Charter School the WSS will function under the financial oversight
of the District Business Manager. The District Business Manager will be compliant with all
USOE School Finance and Statistics training. The WSS Head of School and Office manager
will attend whatever USOE finance and statistics training that the PCSD Business Manager
deems necessary.
d. Business Administrator
The Winter Sports School Charter would look to the PCSD Business Office to function as the
Business Administrator. The WSS Office manager in conjunction with the WSS Head of
School would manage the day-to-day financial operations of the school following the current
good practices currently administered by the school. These current practices have resulted in
no management concerns in the past three annual independent audits the WSS has
undergone. The WSS would look to the PCSD Business Office to provide the reconciliation
controls, budgeting, and financial reporting for the charter school. The school currently
employs an independent CPA who performs these duties. His approximately 5-7 hours a
month has resulted in a spotless accounting record over the past three years.
8. Organizational Structure and Governing Body
The Winter Sports School in Park City
Page 15
a. School Leaders
The following is a detailed profile of each WSS Board member and the key administrative
staff affiliated with the school, as dictated by the form provided in the application packet and
as provided by each named individual.
i. Board Members
1. Ted Morris
Background Information Sheet
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
Name
Ted Morris
Role with school
Board of Trustee
Expertise
Marketing / revenue generation
Statement of Intent:
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
I’ve always been impressed with the commitment that winter sports athletes make to excel at their respective
sport. Some athletes may clear snow off the race course on a powder day so they can train on the hard snow.
Others may wake at 5am on a cold, windy, snowy morning to go skate ski 20k . The Winter Sports School had
done an outstanding job of providing an environment that maximizes training opportunities for winter sport
athletes while educating students to succeed in college and life.
I spent 12 years at the U.S. Ski & Snowboard Association (USSA) witnessing WSS Students succeeding
athletically and academically. My role as the chief marketing and revenue officer at USSA, qualified me to
provide a unique perspective and expertise to the board and the school.
I whole heartedly support the application for the WSS to become the first charter school of its type in the U.S. I
feel strongly that this is the best path forward for the school, the State of Utah and the Park City School
District. We will create an opportunity for students, no matter their financial standing, that provides an ideal
academic and athletic environment.
The Winter Sports School in Park City
Page 16
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
My 12 years at USSA, also a nonprofit, qualifies me to have a seat on the board that operates a charter school.
I spent 8 of those 12 years sitting on the USSA Management Team which set the expense and revenue goals ona
$25 million a year budget. With my responsibilities at USSA including all revenue and marketing initiatives, I
planned and presented annual and five year goals to both the USSA Board of Directors and Board of Trustees,
twice a year. I learned how to build consensus among different constituent groups and set a plan that the entire
organization supported.
Employment History:
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
BBDO: NY: 1991-1998 Associate Media Director and Vice President
- Managed a $200 million a year advertising budget for Visa and other clients
USSA: 1998-2010 Vice President of Sales & Marketing
- Generated and managed $13 million in annual revenue and managed $5 million in expenses
- Member of USSA Management Team setting budget for $25 million athletic organization
- Involved in initial planning of USSA Academy (opened in fall of 2012)
Van Wagner Sports: 2010- current, Sr. Vice President
- Consult with nonprofit National Governing Bodies (USSA, US Figure Skating, US Speedskating, US
Track & Field and USA Wrestling) on revenue and marketing initiatives
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
University of Richmond
- Bachelor of Arts degree, major in American History and minor in Political Science
- Enrolled in 1987, graduated in 1991
The Winter Sports School in Park City
Page 17
-
4 year varsity Water Polo (2x Team Captain)
3 year varsity Swimming
2. Bryon Friedman
Background Information Sheet
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
Name
Bryon Friedman
Role with school
Board Member
Expertise
Experience in Entrepreneurship, Marketing/Branding, Winter Sports School Alumnus, US Ski
Team Alumnus
Statement of Intent:
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
My role on the governing board is to provide insight and an opinion from the point of view as a former student
of the Winter Sports School. My point of view helps represent the alumni network and brings perspective of
how we perceive the Winter School and how we would like to see it grow. I am also heavily involved in the
community through business and philanthropy.
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
I am the founder of a not-for-profit called World Cup Dreams Foundation. Our mission is to Support, Protect,
and Inspire our Nation’s best winter sport athletes. We do so by providing disability to injured athletes to help
them return to competition better and stronger than before. As a former World Cup skier I have a direct
connection to winter sports as well as the experience of what the athletes are faced with if they become injured.
My role is to make sure these athletes don’t have to forgo their lifelong dreams because they don’t have
necessary funds to do what it takes to achieve their goals. Over the past 5 years I have coordinated and
The Winter Sports School in Park City
Page 18
participated in many fundraisers and help define new and improved ways to support our athletes. The
organization continues to grow in strength, athlete and alumni participation and has served some of our most
successful Winter Olympians.
Employment History:
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
As a former World Cup Skier and current entrepreneur and small business owner I represent the point of view
of the alumni and what it takes for the WSS students to achieve their goals. My experience within the school
system brings clarity to the culture and mission of the school. Also, due to the relatively young career of the
WSS, its alumni base is small but important in preserving the foundation and integrity of the organization. This
is the point of view that I bring to board.
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
Alumnus Winter Sports School – Class of ‘97
Alumnus Dartmouth College – Class of ‘02
3. Tore Steen
Background Information Sheet
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
Name
Tore Steen
Role with school
Board of Trustees
Expertise
Executive/Strategy/Financial/Management/International
Statement of Intent:
The Winter Sports School in Park City
Page 19
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
As a former ski racer and ski coach, I know firsthand how difficult it is to balance education, training and
racing. I am delighted to see a school such as the Winter Sports School offering a program that will allow
students to study in the off season and be able to concentrate on training and racing in the ski season. I grew up
in Norway where my sister was a founder of a similar school, from which most of the Norwegian winter sports
top athletes graduated..
I have served on many boards of directors and trustees and have served in CEO roles for large publicly listed
(NYSE, NASDAQ, LSE) companies. I have also lectured on corporate governance and have founded several
non-profit, tax exempt organizations.
I am very proud to be part of this School and to be able to serve on the WSS Board of Trustees and I totally
support this Application.
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
I have served on over thirty boards, both public and private. Many of these have been non-profit Boards. I
presently serve on the Board of Trustees of Waterkeeper Alliance, The Directors Organization (as a Founder)
and The Utah 1033 Foundation (also as a Founder). Past non-profit boards include Outward Bound, The
Young Presidents’ Organization, the World Presidents’ Organization and the Chief Executives’ Organization,
as well as six years on the board of Brunswick School (large boys’ school in Greenwich, CT).
Employment History:
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
Tore started his career in the banking and financial industry with Citibank in New York, Canada and
London, England. He was recruited by Chemical Bank (now JP Morgan Chase), where he founded, built
and ran (from New York and London) a large multimillion dollar global finance organization in sixteen
countries in Asia, Europe and Latin America. He then ran a large New York Stock Exchange company and
served as CEO of companies listed on NASDAQ and the London Stock Exchange. Tore has also owned
The Winter Sports School in Park City
Page 20
several successful companies, some of which he started. He was a member of the Young Presidents’
Organization in the Metro New York chapter and served on the international boards of YPO and both of
the graduate groups: the World Presidents’ Organization and the Chief Executives Organization
Tore recently served on the Board of Directors of Deckers Outdoor Corporation (a NASDAQ listed
company owning UGG, Teva, Ahnu, Sanuk, Simple and Tsubo), where he served on the Audit Committee.
He is also the Chairman of the Advisory Board of World Technology Group, a large Canadian based
global franchising company and sits on the Board of Directors and serves as Chairman of the Advisory
Board for a Seattle integrated alarm company and a software company. He and his wife Mona currently
both serve on the Board of Trustees of the Waterkeeper Alliance. Tore is also the Chairman/CEO and
Founder of The Directors’ Organization and, with his wife Mona, The Utah 1033 Foundation (a non-profit
organization to provide financial assistance to the families of fallen law enforcement officer in Utah). Tore
also serves on the Park City Police Complaint Review Board and as a Trustee of the Winter Sports School
in Park City.
He serves on the Board of Directors (and Chairs the Audit Committee) of Sunstone Components Group
Inc., a world leader in electronic contact technology, as well as on the Board of Net2Text, a start-up Mcommerce company. Some of the past boards include The Mangum Group (a large NC construction
company), Outward Bound, Flexi-Van Corp., Castle & Cooke (Dole), NMR of America and a number of
other corporate and civic boards. He also served on the Board of Trustees for Brunswick School in
Greenwich, CT in several capacities including the Nominating Committee and the Development
Committee.
In his native Norway, Tore served in the Royal Norwegian Air Force. After an honorable discharge, he was
awarded a scholarship to study in the United States, where he earned a Bachelor of Science degree in
marketing, which he followed with an MBA in finance and international trade and computer science at the
University of Oregon. A professional ski instructor and former ski-racer and coach, Tore is passionate
about all aspects of the outdoors, including skiing, sailing, tennis, hiking, mountain biking, fishing, hunting,
and kite-surfing.
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
University of Oregon - BS Degree in Marketing
University of Oregon – MBA in International Finance and Computer Science
Harvard Business School – Board Executive Program
The Winter Sports School in Park City
Page 21
4. Tim Gaylord
Background Information Sheet
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
Name
Tim Gaylord
Role with school
President BOD
Expertise
Small Business
Statement of Intent:
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
Having a son that attended and graduated from the WSS has given me a great perspective of the effects this type
of educational opportunity can have on student athletes. I have taken a role on the board to try and help
continue to move the WSS concept forward. I am in full support of this application and feel the charter school
will be a great addition to the Park City community and winter sports student/athletes. The expertise I bring to
the board is my understanding of the demands required of the student/athletes as well as my entrepreneurial
skills developed in operating a small business.
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
I have had several opportunities to participate on non profit boards. I served on the Tupper Lake Chamber of
Commerce and Park City Ski Education Foundation Boards. I am currently on the Utah State Boating Advisory
Council, Utah Guides and Outfitters, and Winter Sports School Boards. I have held numerous executive level
positions on these boards.
The Winter Sports School in Park City
Page 22
I was a board member and held VP and President positions with the PCSEF during some of their most
productive years from 1997-2002. I am currently President of Utah Guides and Outfitters (until Nov 2012) and
am the current President of the Winter Sports School.
Employment History:
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
Holiday River Expeditions - Salt Lake City, UT (1990 - present) - Director of Operations
 Holiday River Expeditions offers Whitewater Rafting and Mountain Biking excursions throughout Utah.
Running over 150 multi day trips annually. I bring a multitude of small business skills to the table marketing, accounting, operational procedures, business development. We have 40+ employees,
including 2 area managers. As a backcountry outfitter we are responsible for all aspects of the trips we
offer: guide training, equipment, transportation, food, guests safety, interpretation, etc. As a partner
with the NPS and BLM we are required to submit and maintain concessionaire permits and work to
maintain compliance.
Big Tupper Ski Area - Tupper Lake, New York (1998-1990) - General Manager
 Managed day to day operations of a medium sized ski area in the Adirondacks. These included:
Marketing, administrative procedures, food and beverage, ski school, lift maintenance, grooming and
snowmaking, and accounting. Developed business and marketing plans.
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
Attended Utah State University - 1977-78
Attended University of Utah - 1978 - 80
5. Phyllis Hockett
Background Information Sheet
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
The Winter Sports School in Park City
Page 23
Name Phyllis Hockett
Role with school: Member of the Board of Trustees
Expertise :Non-Profit Management, Fundraising
Statement of Intent:
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
Phyllis Hockett is a dedicated philanthropist, and believes in the transformative power of giving. Her
philosophy of fundraising and nonprofit sustainability is founded on the principle of abundance and the
enormous potential that money holds for our world and the nonprofit organizations that serve it.
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
Hockett is a committed volunteer, currently serving as past chair of the Utah Nonprofits Association Board of
Directors, executive committee of the Nonprofit Academy for Excellence at the University of Utah, the Winter
Sports School at Park City and advisory board member of University of Utah Continuing Education. She is a
director of the philanthropic foundation, The Good Works Institute.
Employment History:
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
With almost thirty years experience, Phyllis has worked for and consulted with over one hundred organizations,
many for multiple years, while coaching and guiding them to more sustainable futures. In collaboration with
her clients, she has raised over $260 million. She has worked with her clients through the many challenges and
opportunities presented during the natural evolution of nonprofits. From founding to maturity, from financial
insecurity to sustainability, from volunteer founders to engaged board and professional staff – she’s
experienced these stages first hand. Under her passionate leadership, these organizations have become
sustainable and better able to meet their missions.
The Winter Sports School in Park City
Page 24
Phyllis is a veteran social sector consultant who focuses on aligning organizational mission with strategic
objectives, then setting clear pathways to accomplish those objectives. She accomplishes this through:
1. collaborative Board and staff engagement
2. comprehensive organizational strategic planning
3. fundraising strategic planning
4. creating Board of Directors policies and procedures that clearly define roles and responsibilities, and,
5. evaluating and implementing financial resource planning for long-term organizational sustainability.
An accomplished teacher and lecturer, Hockett speaks frequently on nonprofit issues including strategic
planning, board development and fundraising at local and national conferences. She was a co-founder of and
teaches at the Academy for Nonprofit Excellence program at the University of Utah. She serves as adjunct
faculty in the University of Utah Master of Public Administration program. She is a guest lecturer at
Westminster College Master of Community Leadership and Master of Business Administration programs, as
well as the University of Utah Master of Business Administration program.
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
Hockett holds a Bachelor’s degree in Economics and French from Florida State University and a Master of
Public Administration from the University of Utah. Following her undergraduate work, Hockett was a White
House Fellow. She has since pursued extensive postgraduate training in nonprofit studies and strategic
planning. Recently, she was a Fellow at the internationally recognized Stanford University Graduate School of
Business Nonprofit Leadership institute.
6. Abby Wright-Grissom
Background Information Sheet
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
Name Abigail Wright Grissom
Role with school: Member of the Board of Trustees, Secretary
The Winter Sports School in Park City
Page 25
Expertise :Attorney
Statement of Intent:
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
As an attorney I hope to use my experience in contract law and negotiation as a Board Member to help guide
the direction of the WSS’s future. I have lived in Park City since 1985 and have witnessed the school’s birth and
development. I completely support the WSS application to become a charter school. I believe there is a
tremendous need for a school with high academic standards and a schedule to accommodate those athletes that
attend.
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
I am a practicing attorney in the state of Utah, with 20 years of experience. I have been a partner in a law firm
in Park City where I litigated in a variety of legal areas including commercial litigation, construction law,
mediation, as well as other areas of contract law. I have also handled a variety of transactional cases dealing
with business entity organization and real estate development.
My experience as a business owner and attorney have given me an understanding of the organization and
negotiation skills required to guide a school and its policies. My ability to understand the law how it will be
applied is also helpful in the operation and management of a school.
Employment History:
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
Employment History:
US Congressional Staff for Rep. David Monson 1984-1986, Salt Lake City, UT
Lt. Governor’s Office (Val Oveson), Personal Staff, 1986-1987, Salt Lake City, UT
The Winter Sports School in Park City
Page 26
Partner in the law firm Wakefield and Wright, PLLC. 1993-2000.
 Responsibilities included handling a variety of civil litigation cases from inception to end, as
well as a variety of real estate transactional matters.
Adjunct Professor in College of Health at University of Utah 1995-1999.
 Instructed Sport Law 521 to undergraduates at the College of Health, responsible for all aspects
of the course including daily lectures, papers, and exams.
Solo Practitioner for the law firm Abigail Wright Grissom, PLLC. 2000-present
 Experience includes lender foreclosure representation, guardian ad litem representation, and
pro bono domestic violence advocacy.
Fitness Trainer and Group Fitness Instructor, 1982-present. Employed at a variety of local athletic clubs and
University of Utah for instructing classes and training clients.
 Certified as Group Fitness Instructor American Council on Exercise
 Certified as Personal Trainer American Council on Exercise
 Certified as Weight and Lifestyle Management American Council on Exercise
 Certified as Advanced Health and Fitness Specialist American Council on Exercise
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
B.A. Political Science and Philosophy, Utah State University, 1984, Cum Laude
 Minor degrees in French and Spanish
M.S. in Communication, University of Utah, 1989
J.D. College of Law, University of Utah, 1992
 Leary Scholar, Top 20% of class
 Active Member of the Utah State Bar since 1992
7. Bud Canaday
Background Information Sheet
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
The Winter Sports School in Park City
Page 27
Name Bud Canaday
Role with school Member of Board of Trustees, Treasurer, Chair of Finance Committee
Expertise
Finance, plus as former Board Chair of private school all aspects of private education
Statement of Intent:
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
I was board Chair of The Green Mtn. Valley School for 10 yrs. And a board member for another 10 yrs. GMVS
is a private boarding school for skiers. At WSS, I have been involved in virtually all aspects of Board activities
from long range planning to development to finance. I have given substantial input regarding the contents of the
application.
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
In addition to my 20 years at GMVS (10 yrs. as board chair), I have served on the board of the Lyme Academy
College of Fine Arts, the Finance Committee of the Florence Griswold Museum in Old Lyme, CT, Asst.
Treasurer of t he Village of Bronxville, NY. Treasurer of Old Lyme Stores Inc. Chair. of Education Committee
of Municipal Bond Club of NY, member of Board of Governors of Old Lyme Country Club and also the Old
Lyme Beach Club, Pension Committee of the town of Old Lyme
Employment History:
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
I spent 40 years in the investment business. My first job with R. W. Pressprich was selling securities to banks
and insurance companies. Following that, I moved to A. G Becker & Co where I was a municipal bond trade,
national syndicate manager and finally national manager of the Municipal Bond Dept.I had 50 professionals
working for me. My final job was at John Nuveen where I became national syndicate manager as well as
national sales manager with 40 professionals working for me. In addition, I was the firm’s spokesman on the
The Winter Sports School in Park City
Page 28
outlook for interest rates. I wrote a weekly market letter and dealt with the financial press, frequently giving
expert commentary quoted in the Wall St. Journal. In this capacity, I was the firm’s main public speaker
throughout the country. I also wrote numerous financial research reports on subjects such as Public Pension
Funds, Puerto Rico and the Alaska pipeline.
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
I graduated Cum Laude from the Lawrenceville School, Lawrenceville, NJ in 1953. That fall, I entered
Princeton University. I received a BA degree with Honors in English Literature in 1957.
8. Joe Tomlinson
Background Information Sheet
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
Name Joseph Tomlinson
Role with school
Expertise
Past President of the Board of Trustees – 3 years, Current Vice President
Strategy, Development, Execution
Statement of Intent:
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
I was an integral participant in the effort that led to this application. I worked closely with Rob Clayton, the
Winter Sports School Board encouraging this effort as its President, and met with Superintendent Timothy with
Rob to create the underlying foundation of collaboration that drove the document. I believe that the Winter
Sports School will bring tremendous value to the Park City community as a school charter school, and that the
community will, in turn, allow the school to flourish. My level of commitment to seeing this opportunity
realized is extremely high.
The Winter Sports School in Park City
Page 29
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
I have been a member of the Winter Sports School Board for 5 years, served as its President for the past 3
years. During that period, I oversaw the re-accreditation of the school, and drove the effort that generated the
detailed strategic plan that led to pursuing this opportunity with the Park City School District.
Employment History:
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
I have a long history with the Winter Sports School as stated above. During my tenure as President of the
Board, the school survived a very difficult economy that caused a sharp unexpected drop in enrollment, and
oversaw the creation and implementation of strategies that aggressively grew enrollment concurrent with fiscal
belt tightening by Rob Clayton and our finance committee, which has served the school well.
I founded and own a 50% stake in rTerra Renewable Energy Partners, LLC, headquartered in Middletown, RI –
please visitwww.terra.com for more background on me and our board. During the 3 years since founding the
business, we have become a leading solar developer in New England, and the largest solar developer in RI. I
also have 2 patents pending for new technologies/methods I created for deploying solar electric systems on
landfills, brownfields, reservoirs, and rooftops.
I am an excellent creative and strategic thinker, and collaborator.
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
BA Southeastern Massachusetts University
The Winter Sports School in Park City
Page 30
ii. School Administrators
1. Robert Clayton
Background Information Sheet
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
Name Robert Clayton
Role with school
Expertise
Head of School (Principal)
Have served as Head of School for the past 11 years
Statement of Intent:
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
I have been leading the Winter Sports School as the Head of School for the past 11 years. I have been one of
two administrators responsible for overseeing all of the day-to-day school operations as well as participating
with the school’s Board of Trustees in governing and strategically managing the school.
I am one of the two individuals who have been responsible for producing this application. Dave Kaufman, the
Assistant Head of School has also been instrumental in the application writing process. I am very committed to
this process and the benefit to our community that the Winter Sports School will be as a charter school.
My expertise has been the experienced gained by running this school in addition to my prior independent school
experience as an administrator, teacher and coach for 13 years.
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
My entire professional career has consisted of my working for non-profit organizations. I have worked for nonprofit educational institutions and sporting organizations for the past 30+ years.
Employment History:
The Winter Sports School in Park City
Page 31
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
2002 - Present
1997 -2002
1994-1997
1988-1994
Head of School, Winter Sports School in Park City
Head Coach, Park City Ski Team
Assistant Head of School, Stratton Mountain School
Head Coach, 3 different levels of the United States Ski Team
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
BA Zoology, University of Vermont ‘79
2. David Kaufman
Background Information Sheet
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
Name
David Kaufman
Role with school
Assistant Head of School
Expertise
Business Administration and Management, Marketing, Financial Management, Human Resource
Management, Education Policy Development and Enforcement, Classroom Instruction in Economics, Finance,
and English
Statement of Intent:
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
As Assistant Head of School, I’m charged with:
 Ensuring the quality of our student body through:
The Winter Sports School in Park City
Page 32




o Development and implementation of school admissions policies
o Development and enforcement of school behavioral policies
Ensuring the quality of our faculty and staff by evaluating employee candidates in conjunction with
our Head of School
Ensuring that our service offerings are consistent with our mission and in the best interests of our
constituency
Ensuring that our program is effectively marketed and communicated
Co-managing day-to-day operations in conjunction with the Head of School.
I’m expert in several facets of business administration and continue to bring those skills to bear in my role with
The Winter Sports School. I’ve been a school administrator for five years and have served as Assistant Head of
School for two. I’ve also served for five years as a teacher in Economics and Personal Finance, English, and
(or) Videography.
I’m co-author of this application and am strongly committed to the success of The Winter Sports School as part
of the Park City School District. I look forward to enhancing the program in the best interests of the school, the
district, and the community.
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
The bulk of my non-profit experience consists of my work with The Winter Sports School over the past five
years, during which time I’ve worked in close conjunction with the Head of School and our Board of Trustees to
guide the strategic direction, manage day-to-day operations, and ensure the overall health of the program. I
also completed a consulting project for the Villa Montessori School in Phoenix, AZ during the summer between
my junior and senior years as an undergraduate student.
Employment History:
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
THE WINTER SPORTS SCHOOL IN PARK CITY
The Winter Sports School in Park City
PARK CITY, UT
January 2008 – present
Page 33
Assistant Head of School
Re-branded the Winter Sports School by driving board consensus on school identity and marketing strategy,
then executing tactics to fulfill the new vision. Assumed development and administration of school marketing
programs and admissions policies – resultant increases in enrollment have returned the school to a positive
operating margin and positioned it well for future growth. Established new classes in Economics & Personal
Finance and Videography. Instructor for English 11.
 Roughly tripled new student applications and enrollment over three years
 Forged channel relationships with local and regional winter sports organizations, schools, and
professional recruiting agencies
 Optimized school service offerings to encourage and enable new enrollment
 Designed and launched Merit Scholarship Program to improve applicant pool quality
 Directed creation of the school’s new logo and ratified it with the board of directors
 Directed the creation of the school’s current web site, and wrote all associated copy
 Established an extended web presence for the school on social network and reference sites
The bulk of my professional work prior to joining The Winter Sports School resides in the for-profit sector, but
involves heavy components of developing training and pedagogical techniques, managing employees, and
financial and marketing management, as reflected below.
CYPRESS SEMICONDUCTOR
SAN JOSE, CA
March 2007 – September 2007
Marketing Director, Marketing Operations
Successfully established new specialized, centralized pricing organization for the corporation. Transitioned
Cypress from cost-based pricing to value-based pricing for proprietary products while maintaining competitive
market-based pricing for commodities. New team quickly took ownership for list pricing strategies,
competition exception pricing, competitive pricing analysis, and field and factory training.
 Recruited, hired, organized, and trained four managers and eleven individual contributors to cover
pricing responsibilities for over 8000 products with $1B+ in annual revenues.
 Introduced value-based pricing methodologies to the corporation and trained new pricing team, factory
marketing teams, and field sales with respect to new pricing techniques.
 Increased ASPs for proprietary products by ~50% while increasing market share for an estimated
revenue benefit of $200M/qtr.
 Established metrics to track pricing effectiveness for proprietary and commodity products.
 Worked with IT to set up new pricing system capabilities and pricing rules to improve responsiveness
and close revenue “leaks” with an estimated upside of $50M/qtr.
INTEL CORPORATION
The Winter Sports School in Park City
SANTA CLARA, CA
July 1997 – March 2007
Page 34
Senior Marketing Manager, Sales and Marketing Group
Led a ~12 member team responsible for pricing and demand/supply planning for Intel’s mobile platform
products, including CPUs, chipsets, LAN, wireless LAN, and peripheral technologies. The team optimized
revenue and earnings for a $10B+ product line, and guided product SKU definitions over a rolling 6 year
horizon to ensure long term revenue growth and Intel’s continued strength in the mobile platform space.
Ratified key pricing, demand/supply, product mix planning, and inventory management decisions with our CEO
and other executives, and trained the internal worldwide sales teams and external press and analysts on a
monthly cadence.
 Managed brand mix, product mix, production, and inventory to maximize competitiveness and ASP
while minimizing costs.
 Owned metrics and indicators for ASP, demand, market segment share, brand and product mix, and
inventory levels.
 Introduced segment based pricing models resulting in ASP uplift with an annual revenue upside of
~$1B.
 Introduced platform and mix based pricing models with an annual revenue upside of ~$500M.
 Championed development and defined requirements for new products and product features to improve
performance, extend battery life, and improve SKU flexibility, ensuring Intel’s competitive position
through 2010.
 Created and implemented a new cross-divisional pricing and product strategy for Intel’s mobile CPU
business with a revenue upside of ~$700 million over three years, which contributed to mobile CPU
annual revenue growth from $3.2 billion to $4.7 billion over two years and enabled the successful
launch of the Intel® CentrinoTM platform.
 Managed team roadmap, funding, and headcount plan of record through annual and quarterly budget
cycles.
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
B.A. in Economics and English, Bowdoin College, 1993
M.B.A. in Marketing, The University of Texas at Austin, 1997
3. Lani Jones
Background Information Sheet
The Winter Sports School in Park City
Page 35
Provide the following information on each founder, governing body member, and any individuals responsible
for the day-to-day operation of the school who have already been identified. Complete this form, do not include
a resume. This page may be copied as many times as necessary.*
Name
Lani Jones
Role with school
Director of Administration
Expertise
Administrative Management/Business Development ________
____________________
Statement of Intent:
Using as much space as necessary below, provide a personal statement regarding your role on the governing
board, expertise you bring to the board, and commitment to this application as it has been written.
My statement of Intent is to head the administrative duties required for the Winter Sports School while assisting
the Head of School, also creating and developing new programs to maintain sustainability and achieve success.
Activities include communications between faculty, students, parents, and alumni; fiscal responsibilities such as
A/P, A/R, purchasing, payroll, 401K, bank deposits; Facility management such as space & equipment;
Enrollment management as the main point of contact extending into file management and financial enrollment;
Heath & Safety responsibilities as required by the school. My responsibility to the board will be to continue
communication between members, writing and maintaining the board’s meeting minutes, and sending out those
minutes in a timely manner to all board members. I would also like to contribute more ideas and be more
involved in the direction of the school with regards to fundraising and recruitment.
Not-for-Profit History:
Using as much space as necessary below, please provide your nonprofit history that supports your qualifications
and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically
address your qualifications and experiences as they relate to the operation and management of a nonprofit
corporation, governing board experience, and background in group organization.
I have worked as part of a team governing a Non-Profit organization, the Telluride Association of Realtors, by
providing assistance on various projects and programs as follows. My role was to be a liaison between the
Affiliate Sponsors and the Association maintaining communication and information flow. I also provided
information and organized educational records for all of the Realtors. In regards to Not-for-Profit experience,
I fulfilled the reconciliation of all bank accounts for the Executive Vice President and assisted with billing for
the Association.
I also have worked for the Telluride Ski and Snowboard Club, another Non-Profit Association, as a freestyle ski
coach for two years coaching girls ages 9-12.
The Winter Sports School in Park City
Page 36
Employment History:
Using as much space as necessary below, please provide your employment history that supports your
qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school.
Specifically address your qualifications and experiences as they relate to the development of academic
programs, operations of a school or a small business, and background in financial management.
In my role as an education coordinator/ accounting assistant, I developed skills and experience with how a
Non-Profit organization operates on an accounting level. I reconciled the bank accounts through QuickBooks,
a process that is duplicated at the Winter Sports School, and carefully account for all expenditures. My
experience at the Association of Realtors developing relations with the Affiliate Sponsors and maintain
communication with all Realtors regarding educational requirements relates with the necessary skills for
communication and public relations responsibilities at the Winter Sports School. My experience managing an
office at Diamond Cluster International and at Sotheby’s International Real Estate, qualifies me for all other
office management responsibilities.
Education History:
Using as much space as necessary below, please provide information on your educational training (including
degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently
qualified to operate a charter school.
Certificate in Bookkeeping, Santa Barbara City College, 1995.
Certificate in Contract Management, University of California, Los Angeles, 1998.
I have an Undergraduate Degree, BBA, in Business Management with an emphasis in Procurement & Finance
from the University of San Diego. Graduated in May 1997.
Honor’s from University of San Diego School of Business 1996-1997
I have a Master’s Degree, MBA in International Management from Long Island University, CW Post, through
an Accelerated masters program at Franklin College in Lugano, Switzerland. Graduated in May, 1999.
b. Nonprofit Experience
The non-profit experience of the WSS Board of Trustees is exemplary. The average of this
board’s experience with non-profit is more than 5 years. One of our Board members serves
as the Chairman of the Board for the Utah Non-Profit Association. This is indicative of the
WSS Board’s non-profit experience. This level of experience is evidenced in the individual
profiles included above.
The Winter Sports School in Park City
Page 37
c. Articles of Incorporation
(double-click to open)
d. Bylaws
BYLAWS
OF
THE WINTER SPORTS SCHOOL IN PARK CITY
A Utah Nonprofit Corporation
ARTICLE I
Purpose
The Corporation has been organized, pursuant to the, Utah Nonprofit Corporation and
Co-operative Association Act, as a nonprofit corporation exclusively for the promotion of educational
and charitable purposes within, the meaning of Section 501 (c)(3) of the Internal Revenue Code of
1986, as amended (the "Code"), and Section 59-7-105(l)(a) of the Utah Code Annotated (1953). The
Corporation will operate a private school in Park City, Utah and engage in other educational and
charitable activities within the meaning of Section 501(c) (3) of the Code. It is the policy of the
Corporation to admit students of any race, color, national or ethnic origin to all of the rights, privileges,
programs and activities generally accorded or made available to students at the school. The Corporation
The Winter Sports School in Park City
Page 38
does not discriminate on the basis of race, color, national or ethnic origin in the administration of its
educational policies, admissions policies, scholarship or loan programs, employment practices or any
other school administered program.
ARTICLE II
Offices
The Corporation may have such offices, either within or without the State of Utah, as the Board
of Trustees may determine or as the affairs of the Corporation may require from time to time.
The Corporation shall have and continuously maintain in the State of Utah a registered office,
and a registered agent, as required by the Utah Nonprofit Corporation and Co-operative Association Act.
The registered office may be, but need not be identical with the principal, office, and the address of the
registered office may be changed from time to time by the Board of Trustees.
ARTICLE III
Members
The Corporation shall have no members.
ARTICLE IV
Board of Trustees
Section 1. General Powers. The property, business and affairs of the Corporation shall be
managed by its Board of Trustees. Trustees need not be residents of the State of Utah.
Section 2. Chairman. One member of the Board of Trustees shall be appointed Chairman of the
Board of Trustees by a vote of the majority of the trustees then serving.
Section 3. Number, Appointment and Tenure.
a.
Number. The number of trustees shall be not less than seven (7) or more than
fifteen (15), as determined by the Board of Trustees.
The Winter Sports School in Park City
Page 39
b.
Appointment. The Board of Trustees shall constitute itself by appointing
individuals to serve as trustees, consistent with the provisions of the Articles of Incorporation
and the Bylaws.
c.
Tenure. Each trustee shall serve for, a term of, three (3) years which may be
renewed on a yearly basis for a maximum of six (6) years. The terms shall be staggered.
Notwithstanding the foregoing, trustees shall serve until their successors have been duly elected
and qualified, unless they shall resign, become disqualified, disabled or shall otherwise be
removed. On a case-by-case basis, and upon good cause showing, the Board of Trustees may
agree to extend the term of any existing Trustee beyond the six-year term limit.
Section 4. Annual Meetings. Upon thirty (30) days’ notice in writing, an annual meeting of the
Board of Trustees shall be held prior to the start of the academics each year at a time and place
designated by the Chairman of the Board of Trustees who may fix any place, either within or without
the State of Utah, as the place for holding said annual meetings.
Section 5. Regular and Special Meetings. Regular meetings of the Board of 'Trustees shall be
held periodically as scheduled. Special meetings of the Board of Trustees may be called by the
Chairman of the Board of Trustees, or by a majority of the trustees, who may fix any place, either
within or without the State of Utah, as the place for holding any special meeting of the Board of
Trustees.
Section 6. Notice. Notice of any regular or special meeting of the Board of Trustees shall be
given at least seven (7) days previously thereto by written notice delivered personally or sent by mail,
fax or email to each trustee at his or her address shown by the record of the Corporation. If mailed,
such notice shall be deemed to have been delivered when deposited in the United States mail in a
sealed envelope so addressed, with postage thereon prepaid. Any trustee may waive notice of any
meeting. The attendance of a trustee at any meeting shall constitute a waiver of notice of such meeting,
except where a trustee attends a meeting for the express purpose of objecting to the transaction of any
business because the meeting was not lawfully called or convened. Neither the business to be
transacted at, nor the purpose of any regular or special meeting of the Board of Trustees need be
specified in the notice or waiver of such meeting.
Section 7. Quorum. A majority of the Board of Trustees then serving at the time of a meeting
shall constitute a quorum for the transaction of business at any meeting of the Board of Trustees.
Section 8. Manner of Acting. The act of a majority of the trustees present at a meeting at which
a quorum is present shall be the act of the Board of Trustees unless a greater number of Trustees is
required by law or these Bylaws.
The Winter Sports School in Park City
Page 40
Section 9. Vacancies. Any vacancy occurring in the Board of Trustees shall be filled by the
remaining members of the Board of Trustees. A trustee elected to fill a vacancy shall be elected for the
unexpired term of his or her predecessor in office.
Section 10. Compensation. Trustees, as such, shall receive no compensation for their services.
Notwithstanding, the Corporation may reimburse trustees, with prior approval by the Board, for any
monies advanced on behalf of the Corporation.
Section 11. Informal Action by Trustees. Any action required by law to be taken at a meeting of
the Board of Trustees, or any action which may be taken at a meeting of the Board of Trustees, may be
taken without a meeting if a consent in writing, setting forth the action so taken, shall be signed by all
of the trustees.
Section 12. Advisory Board Members. Advisory members of the Board of Trustees may be
elected by the Board of Trustees for indefinite terms with no privileges as trustees and without vote or
compensation. Such members shall lend their expertise and resources to further the purposes of the
Corporation. The Executive Committee shall review the advisory board membership bi-annually and
disassociate those no longer active.
ARTICLE V
Committees
Section 1. Standing Committees. The Board may organize one or more standing committees
including but not limited to Executive, Committee on Trustees, Finance, Audit, Governance, Planning
and Facilities and Development Committees. Committee membership is restricted to sitting Board
members.
Section 2. Executive Committee. If organized, the Executive Committee shall be composed of
the President, Vice President, Treasurer, Secretary and school Headmaster. The Executive Committee
shall have general supervision of the affairs of the Corporation between the full Board of Trustees
meetings and perform such other duties as specified in these Bylaws or by the Board of Trustees. The
Executive Committee is subject to the orders of the Board of Trustees, and none of its acts shall conflict
with action taken by the Board of Trustees. Regular minutes shall be taken of Executive Committee
meetings by a person designated by the Executive Committee. The minutes shall be furnished to the
Board of Trustees. A simple majority of the Executive Committee constitutes a quorum.
Section 3. Additional Committees. If organized, the other committees shall be composed of at
least one member of the Board of Trustees, and such additional individuals, that may or may not be
The Winter Sports School in Park City
Page 41
employed by the Corporation, to supervise and direct the fundraising activities of the Corporation. The
Board of Trustees shall appoint the members of the committees.
Section 4. Resignation and Removal. Any member or the chairman of any committee may resign
at any time by giving notice to the President or the Board of Directors. Such resignation need not be
accepted to be effective.
Section 5. Limitation of Authority. No committee, except the Executive Committee, created
under this Article, member thereof or chairperson thereof shall have or exercise the authority, or any
part thereof, of the Board of Trustees in the management of the Corporation.
ARTICLE VI
Officers
Section 1. Number. The officers of the Corporation shall be: The President, Vice President,
Secretary and Treasurer, and, such other officers as may be elected or appointed from time to time. All
officers are to be elected or appointed by the Board of Trustees from among the members of the Board.
Section 2. Appointment and Term of Office. The officers of the Corporation shall be appointed
at the annual meeting of the Board of Trustees to serve for one year except for the President whose
initial term shall be for two years. Each officer shall hold office until his or her successor shall have
been duly elected or appointed and shall have qualified or until his or her death or until he or she shall
resign or shall have been removed in the manner hereinafter provided.
Section 3. Removal. Any officer or agent may be removed, with or without cause, by the Board
of Trustees. Any and all officers are employees at will and serve at the will of the Board, committee or
officer who appointed such officer unless such officer serves pursuant to a mutually executed written
contract that provides otherwise. Removal of an officer shall be without prejudice to the contract rights,
if any, of the officer removed.
Section 4. Vacancies. A vacancy in any office because of death, resignation, removal,
disqualification or otherwise, may be filled by Chairman of the Board, the President or the
Board of Trustees for the unexpired portion of the term.
Section 5. President. The President shall be the principal executive officer of the Corporation
and is subject to the control of the Board of Trustees. The President shall, in general, supervise and
control all of the business and affairs of the Corporation. The President may sign any deeds, mortgages,
The Winter Sports School in Park City
Page 42
bonds, contracts, or other instruments authorized by the Board of Trustees, except in cases where the
signing and execution thereof shall be expressly delegated by the Board of Trustees or by these Bylaws
to some other officer or agent of the Corporation, or shall be required by law to be otherwise signed or
executed. The President shall perform all duties incident to the office of President and such other
duties as may be prescribed by the Board of Trustees from time to time which shall include without
limitation:
1. Work in partnership with the head to achieve the school’s mission.
2. Manage the Board and coordinate its work in collaboration with the executive committee.
3. Develop Board and executive committee agendas in collaboration with the head.
4. Preside at Board and executive committee meetings.
5. Appoints chairs of committees with the approval of the executive committee.
6. Serves as ex officio on all committees.
7. Plays a leading, visible role in fund development activities.
8. Assumes major responsibility for evaluating the head.
9. Acts as the chief promoter of the school and its students.
Section 6. Vice President. The Vice President shall perform the duties of the President in
his or her absence. These shall include without limitation:
1. Preside over Board and executive committee meetings in the absence of the President.
2. Represent the school at internal and external events in the absence of the President.
3. Assume other responsibilities as assigned by the President, including chairing a committee.
4. Coordinate the work of the committees as requested by the President.
Section 7. Secretary. The Secretary shall keep the minutes of the meetings of the Board of
Trustees in one or more books provided for that purpose; shall ensure that all notices are duly given in
accordance with the provisions of these Bylaws or as required; shall be the custodian of the corporate
records and of the seal of the Corporation and shall keep a register of the mailing address of each
member which shall be furnished to the Secretary by such member. The Secretary shall perform all
duties incident to the office of Secretary and such other duties as from time to time may be assigned by
the President or by the Board of Trustees.
Section 8. Treasurer. The Treasurer shall have charge and custody of, and be responsible for, all
funds and securities of the Corporation. The Treasurer shall oversee and be responsible for the
receipt of monies due and payable to the Corporation from any source whatsoever including
providing receipts for any monies paid to the Corporation; and the deposit all such monies in the
name of the Corporation in such banks, trust companies or other depositories as shall be selected
in accordance with these Bylaws and, in general, perform all of the duties incident to the office of
Treasurer and such other duties as from time to time may be assigned by the President or by the
The Winter Sports School in Park City
Page 43
Board of Trustees which shall include without limitation:
1. Interpret the organization’s financial information to the Board.
2. Bring up financial issues for Board consideration.
3. Chair the Finance Committee.
4. Facilitate the Finance Committee’s development of policies and the budget.
5. Lead the Finance Committee’s monitoring of budgeted income and expenses.
ARTICLE VII
Indemnification of Trustees, Officers, Etc.
Section 1. Authority to Indemnify Trustees: Third Party Actions. The Corporation shall
indemnify any trustee of the Corporation who was or is a party or is threatened to be made a party to
any threatened, pending or completed action, suit or proceeding, whether civil, criminal, administrative
or investigative (other than an action by or on behalf of the Corporation) by reason of the fact he or she
is or was an authorized representative of the Corporation. For the purposes of this Article, an
authorized agent shall mean a trustee, officer, employee or agent of the Corporation, or a person who is
or was serving at the request of the Corporation as a trustee, director, officer, employee or agent of
another corporation, person, partnership, joint venture, trust or other enterprise.
The Corporation shall indemnify an authorized agent against judgments, fines, amounts paid in
settlement and reasonable expenses (including attorneys' fees), incurred by the agent in connection with
such action, suit or proceeding if the agent acted in good faith and in a manner the agent reasonably
believed to be in, or not opposed to, the best interests of the Corporation. With respect to any criminal
action or proceeding, the Corporation, as set forth herein, shall indemnify an authorized agent if the
agent had no reasonable cause to believe the conduct was unlawful. Not withstanding the foregoing, no
indemnification shall be made in connection with any proceeding charging that an authorized agent
derived an improper personal benefit (whether or not involving action in an official capacity) or any
action that was adjudged liable on the basis that the agent derived an improper personal benefit from
the Corporation.
The termination of any legal action suit or proceeding by judgment, order, settlement,
conviction, or upon a plea of nolo contendere or its equivalent shall not create a presumption that the
person did not act in good faith and in a manner which he or she reasonably believed to be in, or not
opposed to, the best interests of the Corporation.
With respect to any criminal action or proceeding, the termination of any legal action or
proceeding by judgment, order, settlement, conviction, or upon a plea of nolo contendere or its
The Winter Sports School in Park City
Page 44
equivalent shall not create a presumption the authorized agent had reasonable cause to believe that the
conduct was unlawful.
Section 2. Authority to Indemnify Trustees; Derivative Actions. The Corporation shall
indemnify any trustee of the Corporation named as a party to or is threatened to be made a party to any
threatened, pending or completed legal action by or in the name of the Corporation by reason of the
fact that the agent is or was an authorized representative of the Corporation. Said indemnification shall
apply to expenses (including attorneys' fees) actually and reasonably incurred by the agent in
connection with the defense or settlement of such action or suit if the agent acted in good faith and in a
manner reasonably believed to be in, or not opposed to, the best interests of the Corporation.
Notwithstanding the foregoing, no indemnification shall be made in respect to any claim, issue or
matter wherein an authorized agent shall have been adjudged to be liable to the Corporation of deriving
an improper personal benefit, or in connection with any other proceeding wherein an authorized agent is
charged with or found liable of deriving an improper personal benefit, whether or not said authorized
agent was acting in an official capacity.
Section 3. Employees and Agents. To the extent that an authorized agent of the Corporation
(excluding trustees and officers of the Corporation) has been successful on the merits or otherwise in
defense of any action, suit or proceeding referred to in Sections 1 and 2 of this Article or in defense of
any claim, issue or matter therein, he or she shall be indemnified by the Corporation against expenses
(including attorneys' fees) actually and reasonably incurred by him or her in connection therewith. Such
an authorized representative may, at the discretion of the Board of Trustees, be indemnified by the
Corporation in any other circumstances and to any extent if the Corporation would be required by
Sections 1 and 2 of this Article to indemnify such person in such circumstances to such extent if he or
she were or had been a trustee or officer of the Corporation.
Section 4. Procedure for Effecting Indemnification. Indemnification under Sections 1, 2, or 3 of
this Article shall be made when ordered by a court or shall be made in a specific case upon a
determination that indemnification of the authorized representative is required or proper in the
circumstances because he or she has met the applicable standard of conduct set forth in Sections I or 2
of this Article. Such determination shall be made by the Board of Trustees by a majority vote of a
quorum consisting of trustees who were not parties to such action, suit or proceeding, or any other
manner allowed under the laws of the State of Utah.
If a claim under this Article is not paid in full by the Corporation within ninety (90) days after a
written claim (mailed by certified mail, return receipt requested) has been received by the Corporation,
the claimant may at any time thereafter bring suit against the Corporation to recover the unpaid amount
of the claim and if successful in whole or in part, the claimant shall also be entitled to be paid the
expense of prosecuting such claim. It shall be a defense to any such action (other than an action
The Winter Sports School in Park City
Page 45
brought to enforce a claim for expenses incurred in defending any action, suit or proceeding in advance
of its final disposition where the undertaking and determinations necessary for advancing expenses
have been made) that the claimant has not met the standards of conduct which make it permissible for
the Corporation to indemnify the claimant for the amount claimed, but the burden of proving such
defense shall be on the Corporation. Neither the failure of the Corporation (including its Board of
Trustees or its independent legal counsel) to have made a determination prior to the commencement of
such action that indemnification of the claimant is proper in the circumstances because he or she has
met the applicable standard of conduct, nor an actual determination by the Corporation (including its
Board of Trustees or its independent legal counsel) that the claimant has not met such applicable
standard of conduct shall be a defense to the action or create a presumption that the claimant had not
met the applicable standard of conduct.
Section 5. Advancing Expenses. Expenses (including attorneys' fees) incurred by a person that
may be indemnified under the provisions of this Article, in defending a civil or criminal action, suit or
proceeding, may be paid by the Corporation in advance of the final disposition of such action, suit or
proceeding upon receipt of:
1.
An undertaking by that person or on that person's behalf by an authorized
representative to repay such amount if it shall ultimately be determined that he or she is not
entitled to be indemnified by the Corporation as required in this Article or authorized by law;
2.
The person furnishes to the Corporation a written affirmation of his or her good
faith belief that he or she has met the standard conduct set forth in Section 1 and 2 of this
Article, and;
3.
A determination is made that the facts then known to those making the
determination under Section 4 of this Article would not preclude indemnification as provided by
this Article.
Section 6. Scope of Article. Each person who shall act as an authorized representative of the
Corporation shall be deemed to be doing so in reliance upon such rights of indemnification as are
provided in this Article.
The indemnification and advancement of expenses provided by the Article shall not be deemed
exclusive of any other rights to which those seeking indemnification or advancement of expenses may
be entitled under any agreement, vote of disinterested trustees, statute or otherwise, both as to any
action in his or her official capacity and as to action in another capacity while holding such office or
position. Any rights to indemnification herein shall continue as to a person who has ceased to be an
The Winter Sports School in Park City
Page 46
authorized representative of the Corporation and shall inure to the benefit of the heirs, executors and
administrators of such a person.
ARTICLE VIII
Insurance
Section 1. Insurance Against Liability Asserted Against Trustees, Officers, Etc.
The Corporation, whenever so authorized by the Board of Trustees, may purchase and maintain
insurance on behalf of any authorized representative (which, for the purposes of this Article shall
mean, a trustee, officer, employee or agent of the Corporation, or a person who is or was serving at the
request of the Corporation as a trustee, director, officer, employee or agent of another corporation,
person, partnership, joint venture, trust, or other enterprise) against any liability asserted against him or
her and incurred by him or her in such capacity, or arising out of his or her status as such, whether or
not the Corporation would be authorized or required to indemnify him or her by law or Article VII of
these Bylaws.
ARTICLE IX
Contracts, Checks, Deposits and Funds
Section 1. Contracts. The Board of Trustees may authorize any officer or officers, agent or
agents of the Corporation, in addition to the officers so authorized by these Bylaws, to enter into any
contract or execute and deliver any instrument in the name of and on behalf of the Corporation, and
such authority may be general or confined to specific instances.
Section 2. Checks, Drafts, etc. All checks, drafts, orders for the payment of money, notes, or
other evidence of indebtedness issued in the name of the Corporation shall be signed by such
officer or officers, agent or agents of the Corporation and in such manner as shall from time to time
be determined by resolution of the Board of Trustees. In the absence of such determination of the
Board of Trustees, such instrument shall be signed by the President.
Section 3. Deposits. Funds of the Corporation shall be deposited from time to time to the
credit of the Corporation in such banks, trust companies or other depositaries as the Board of
Trustees may designate.
The Winter Sports School in Park City
Page 47
Section 4. Gifts. The Board of Trustees may accept on behalf of the Corporation any
contribution, gift, bequest or devise for the general purposes or for any special purpose of the
Corporation.
ARTICLE X
Books and Records
The Corporation shall keep correct and complete books and records of accounts and shall also keep
minutes of the proceedings of the Board of Trustees and Committees.
ARTICLE XI
Fiscal Year
The fiscal year of the Corporation shall be the twelve (12) month period ending on the last day of
March.
ARTICLE XII
Waiver of Notice
Whenever any notice is required to be given under the provisions of the Utah Nonprofit
Corporation and Co-operative Association Act or under the provisions of the Articles of Incorporation or
the Bylaws of the Corporation a waiver thereof in writing signed by the person or persons entitled to
such notice, whether before or after the time stated therein, shall be deemed equivalent to the giving of
such notice.
ARTICLE XIII
Amendments to Bylaws
These Bylaws may be altered, amended or repealed and new Bylaws may be adopted by a vote
of two-thirds majority of the Board of Trustees then serving.
9. Comprehensive Program of Instruction
a. Educational Program
The WSS Charter School Educational program is a proven educational program. The WSS
educational has been in use by the school for the past 18 years with proven results. The
The Winter Sports School in Park City
Page 48
curriculum is college preparatory and is composed of core subjects. The subject areas are
English, Mathematics, Science, History, Foreign Language (Spanish) and Art. This
curriculum closely resembles the International Baccalaureate model. The school offers two
additional elective courses, which are a Public Speaking, and Group Communication course,
which is elective to foreign language students in their senior year. The other elective is a
Personal Finance and Economics course, which is elective to senior math students.
This curriculum has proven effective as is substantiated by data accumulated through ACT
test results over the course of the school’s history. The WSS students’ composite ACT
scores average about 3 points higher than the state averages in the last 10 years.
The mission of the Winter Sports School Charter School is to provide the best possible
college preparatory education to dedicated winter sports athletes. The educational program is
specifically designed to support this goal.
Through its history the WSS has had approximately a 95% four-year college or university
acceptance rate. The school intends to keep that record of college placement intact after
becoming a charter school.
The only modification the WSS intends to make from the current course offerings will be to
align with the Utah Common Core. The math curriculum will be changed from the current
offering of Geometry for 10th grade and Algebra II for the 11th grade to Secondary Math II
for 10th grade and Secondary Math III for the 11th grade. The English curriculum currently
being taught by the WSS has been informally aligned with the Utah Common Core. The
WSS will fully integrate the Utah Common Core for Language Arts/English for grades 10,
11 and 12 as a charter school.
b. Supplemental Curriculum
The Public Speaking/ Group Communication elective is offered to seniors and is approved by
the NCAA Clearinghouse as an English core credit course. It is also a mission appropriate
course because many of the graduates of the WSS will potentially be successful in their
athletic pursuits. Their ability to perform well in format of an audience or microphone could
be of great personal benefit and also beneficial in the way the school is represented in the
winter sport world.
The Personal Finance elective will be modified into a required course. The state high school
graduation requirements state that all graduates must have .5 credits of GeneralFinancial
Literacy. This course will be used to meet that requirement. Those are the only true
The Winter Sports School in Park City
Page 49
electives offered and this is statement of the applicability towards the school mission.
c. Methods of Instruction
The WSS will utilize a teacher led, traditional style classroom as the preferred method of
instruction. There will instances during the school year that various students will be away
from the campus at various training camps or competitive events. To facilitate learning
during these events the faculty of the WSS will utilize online communication and course
delivery for those students who are off site. This communication will occur at minimum of
weekly and will be preferably maintained daily.
To meet the needs of students who are not functioning at grade level the faculty will work
together with the district’s special education department in offering the appropriate level of
service to those individuals requiring assistance.
d. Elementary Schools – K to 8
Not applicable to the WSS charter application.
e. Secondary Schools – 7 to 12
The WSS intends to educate high school students in grades 10, 11, and 12. The WSS will
issue high school diplomas to all students completing the WSS course of study and meeting
the WSS’s graduation requirement. As a charter high school the WSS graduation
requirement will meet the state requirement of 24 units of credit and the individual course
requirements as set forth by the State Office of Education. The full WSS graduation
requirements are as follows:
4 units of English credit
3 units of Mathematics credit
3 units of Science credit
3 units of Social Studies credit which must include:
 1 unit of Geography for Life credit
 1 unit of U. S. Hisotry credit
 .5 unit of Government/civics credit
1.5 units of Arts credit
.5 units of General Financial Literacy credit
.5 units of Health instruction credit
2 units of PE credit which must include
.5 Participation Skills
.5 Fitness for Life
1 unit of CTE credit
The Winter Sports School in Park City
Page 50
The WSS Course Catalog and Scope and Sequence documents are included below. Both
these documents include a full 9th grade curriculum in addition to that proposed for grades
10, 11, and 12.
2012 COURSE CATALOG
ENGLISH
The English curriculum seeks to develop each student’s ability to think critically and creatively and to
express themselves with confidence and clarity in speech and writing. The English program is a
continuum of coursework in which reading and writing skills are developed as a student progresses from
grade to grade. The goal of the English Department is to teach students to read intelligently and learn to
interpret literature and language. The program provides various and challenging assignments to foster
these skills.
English 9
Ninth grade English will introduce students to concepts that will be further developed throughout their
time at the Winter Sports School. Writing assignments emphasize sentence structure and paragraph
construction, with the bulk of student writing focusing on personal experience. Students will also write
expository papers throughout the year. Some specific areas of writing will be memoirs, exposure to epic
writing, analysis of literature, persuasive writing, Letters to the Editor, autobiographies, and an end of
year portfolio.
English 10
Students will read many literary forms: novels, short stories, plays, and poetry as well as works of nonfiction such as memoir, articles and essays. Students will practice close readings of texts in an effort to
develop the necessary critical thinking skills to understand both content and style. Students continue to
refine their writing skills in supporting thesis statements with specific details. We concentrate on both
form and content in the writing. Prewriting, drafting, and revision are emphasized. Grammar and
vocabulary practice are strategically interwoven into each unit of study. Students also review responsible
and effective methods of library/Internet investigation, note taking, and documentation in completing an
“I Search” project involving direct experience with primary sources. Students will spend an entire block
of study working both independently and cooperatively on a Service Learning Project with focus on the
experiences of victims of genocide. The students in Honors English 10 are given additional assignments
for each unit of study to extend and augment their learning. A sampling of Sophomore English texts
include The Secret Life of Bees, To Kill A Mockingbird, A Lesson Before Dying, Night, Survival in
Auschwitz, The Glass Menagerie, Othello, A Raisin in The Sun, A Separate Peace and Lord of the Flies.
The Winter Sports School in Park City
Page 51
English 11
Building on the first two years of English at the Winter Sports School, Junior English continues to
develop concepts already introduced to students. American and English Literature are integral parts of
this course, and writing assignments begin to focus more on analysis of readings than on structure and
content. Selected readings include The Book of the Dun Cow, Life of Pi, Hamlet, The Adventures of
Huckleberry Finn, 1984, and Brave New World, among others.
English 12
The senior English course covers a historical sampling of novels, poetry, drama, and essays. The course
emphasizes critical reading skills and the application of literary themes and characters to the larger
world through writing and class discussion. Students practice a range of writing styles, including literary
analyses, personal narratives, original poems and short stories, rhetorical critiques, college application
essays, film analyses, and a modified research paper. Students are encouraged to approach writing as a
process and to deem revision as the most crucial element of the writing process. Students will continue
to build personal vocabulary and grammar skills. A sampling of Senior English texts include Writing
With Style, The Brief Bedford Reader, Perrine’s Sound and Sense, King Lear, A Thousand Acres, Death
of A Salesman, Their Eyes Were Watching God, The Catcher in the Rye, The Great Gatsby and
Revolutionary Road.
HISTORY
History 9: World Civilizations 1
Freshman history combines two areas of study: ancient/early-modern civilizations and physical/ human
geography. The purpose of the course is to provide factual information concerning the development and
geography of religious, political, social and commercial civilizations of the Ancient, Medieval and
Renaissance eras that have helped shape contemporary society.
History 10: World Civilizations 2
Sophomore history continues History 9’s conceptual basis, focusing on the rise of Europe from the end
of the Middle Ages to present day, with three main areas of study: the Renaissance, the French and
Industrial Revolutions, and the Twentieth Century. Students examine the development of the modern
state, the relationship between social/political forces and culture, and continue developing historical
skills.
History 11: History of the Americas 1
Junior history covers United States history from Columbus’s discovery of America to Reconstruction.
The course is split into four main areas of study: The Discovery of a Nation, The Making of a Nation,
Native Americans and the West, and concludes with The Civil War. Students learn to develop critical
thinking skills and assess history through different points of view.
The Winter Sports School in Park City
Page 52
History 12: History of the Americas 2
This course covers U.S. history from Reconstruction to the present, focusing on five main themes: race,
gender, government, foreign policy (with particular emphasis on Latin America) and the environment.
Students develop highly tuned critical thinking skills, looking at controversial issues throughout US
history and drawing their own conclusions.
LANGUAGE
The Language Department currently offers Spanish only. Students are placed in sections according to
their level of prior achievement and general aptitude.
Spanish 1
This course will lay the foundation of vocabulary and grammar. Students will become familiar with the
four language skills of speaking, reading, writing and oral comprehension. Hispanic culture will be
interwoven into the curriculum.
Spanish 2
This course will increase the students’ vocabulary, conversational and grammatical skills. They will
engage in more extensive conversations. Students will increase their exposure to Hispanic cultures.
Spanish 3
Students will increase their ability to use and understand intermediate Spanish in a variety of spoken and
written contexts. They will use a more sophisticated language structure while broadening their
vocabulary and include more varied expressions. Students will continue to learn about Hispanic society
and life.
Spanish 4
This course endeavors to teach the entire class in Spanish and to prepare students for college level
courses and eventual fluency. Students will become experienced in the complex tenses such as present
perfect and subjective.
MATH
Through the teaching of basic skills and concepts, the mathematics curriculum strives to respond to the
prior experience, current knowledge, aspirations, and learning style of each student.
Algebra I
This course is designed for students who have successfully completed pre-algebra. The course will
prepare students for Algebra II and create an understanding of how to apply mathematics. Topics
covered include translating written statements into equations and inequalities, using number lines,
The Winter Sports School in Park City
Page 53
solving linear equations and inequalities, proportional reasoning, graphing functions, and an introduction
to polynomials.
Algebra II
This course presents a more in-depth study of the topics included in Algebra I. Students will study
functions and relations, the development of formulas and their applications, conics, matrices, etc.
Graphing calculators will be used as a means to enhance lesson topics.
Geometry
This course presents a rigorous in-depth study of Euclidean and non-Euclidean geometry with an
introduction to trigonometry. Emphasis will be placed on inductive and deductive reasoning. Students
will deal with the real world applications of geometry.
Trigonometry
This course presents the study of right triangles and uses the six basic functions to solve actual
mathematical problems. Students will focus on the topics of graphs and transformations of the parent
functions, solving trigonometric equations and using identities to prove a variety of trigonometric
statements. A TI-82 or similar graphing calculator is required.
Calculus
This course is the study of mathematics of the continuum. Both the theory of elementary functions and
real world applications of mathematics will be studied. Students will learn differential and integral
calculus plus their applications. A TI-82 or similar graphing calculator is required.
Calculus II
A continuation of Calculus I that covers logarithmic, exponential and other transcendental functions.
The course highlights various applications of integration, which builds an understanding of threedimensional objects and their volumes, by delving into the function and development of the disc and
shell methods. Integration techniques and L’Hopital’s Rule are also covered. We spend quite a bit of
time doing problems in class, learning from mistakes, and working cooperatively to better understand
the concepts and their applications.
Economics & Personal Finance
(For Seniors only)
Upon successful completion of this course, students will be able to perform the mathematical
calculations necessary to set appropriate personal budgets, achieve near and long term savings goals, and
understand the true cost of taking on personal debts (mortgages, car loans, credit card debt balances,
etc.). Students will also gain rudimentary literacy levels with respect to financial instruments and
associated jargon. Specific topics include monetary and fiscal policy, supply and demand, equilibrium
The Winter Sports School in Park City
Page 54
pricing, income and taxes, personal budgeting, credit, the time value of money, inflation, investment
vehicles, tax deferred accounts, and retirement planning.
SCIENCE
All of the science courses teach the scientific method including hypothesizing, designing experiments,
observing, synthesizing and integrating, and drawing conclusions. A lab approach is emphasized
throughout the entire curriculum.
Introduction to Physical Sciences
This class is designed as an introduction to the physical sciences; from energy and motion, to the nature
and interaction of matter. Numerous class demonstrations bring to life physical concepts designed to
spark conversations and class discussions about the various demonstrated physical laws and principles.
Students have the opportunity to do group work near the end of the year to teach a chapter to the rest of
the class. Group-taught topics cover magnetism and its uses, electronics and computers, radioactivity
and nuclear reactions, and energy sources. Students discover that knowledge from previous chapters
comes in handy when teaching their particular chapter.
Biology
This course covers the origin of life, plant and animal life cycles, genetics and the major systems of
higher order animals. The course’s format emphasizes the assimilation of individual facts into a broader
understanding of life. Daily labs will acquaint students with basic laboratory equipment and conduct.
Students will keep a laboratory journal of methods and data interpretation throughout the course.
Physics
(Prerequisite: Algebra I)
This is an introductory course of the science that deals with how the world around us actually works.
Students will delve heavily into the mathematics and concepts of linear and non linear movement,
atomic make up of matter, and heat.
Geology
Students will be introduced to the basic geological forces that cause erosion and deformation of the
earth’s crust. They will earn to identify common rocks and minerals, as well as landforms. Local
examples will be used whenever possible.
Chemistry
This course provides students with a fundamental understanding of the chemical relationship between all
forms of matter. It examines the chemical structure, conservation, and kinetics of matter, as well as
quantification methods. Experimentation is conducted using a computer based laboratory. This setting
The Winter Sports School in Park City
Page 55
allows students the opportunity to prepare for experiments just as they would in a non-virtual reality
laboratory, right down to choosing the correct apparatus for the job.
ART
Listed below are representative samples of Art courses. Not every course is offered every year. In all
courses, students study their subjects in studio atmospheres.
Ceramics I
Introduction to ceramic techniques including wheel throwing, slab and coil hand-building and ceramic
sculpture. Through a series of projects and discussions students will explore elements of form, design
and surface treatment, as well as being introduced to the glazing and firing process.
Ceramics II
(Prerequisite: Ceramics I)
An intermediate level course where more advanced forms such as bottles, lidded containers and larger
sculptures will be explored. Alternative firing processes such as ra ku and primitive firing will be
introduced.
Ceramics III & IV
(Prerequisite: Ceramics II)
Special topics will be explored by the advanced student which may include sculptural forms, large
thrown forms, porcelain, glaze mixing and kiln firing. Students will write proposals for the black, but
may adjust their direction as their work progresses.
General Art
Introduction to basic two- and three-dimensional elements of art and design. Units covered will include
drawing with one- and two-point perspective, drawing objects with shading, hand built ceramics and
linoleum-cut relief print making.
Oil Painting
Students will draw and/or paint on a daily basis. Their work will cover such art as still life, portrait,
landscape and abstract forms. In addition, students will study the major periods to include classical,
romantic, impressionistic and modern.
Watercolor Painting
Students will learn basic design and color theory through use of transparent watercolors. Students will
draw and/or paint on a daily basis, experimenting with different techniques and styles. Exposure to art
history will be integrated into the studio setting.
The Winter Sports School in Park City
Page 56
Printmaking
Students will learn printmaking techniques with an emphasis on linoleum and wood cut block prints.
Drawing will be integrated into class and students will print black and white with multi color print as a
final project.
Independent Study / Special Topics
Students may work on special topics through independent study on such subjects as fiber art, sculpture,
jewelry, etc. A proposal must be submitted with a contract worked out with instructor. Instructor will set
up a schedule for student to meet on a regular basis.
World Art
Students will be introduced to the art of Asia, Africa and the Middle East. Students will study and make
art that is traditional to a region, from masks, basket weaving, mosaic to paper cutting.
Videography
(For Seniors only)
Working with video cameras, students will learn the principles of putting together short films and demo
reels, with a focus on sports, athletics, and dialogue (especially interviews). Students will work through
the process of conceptualizing, shooting, and editing their own project for use with potential sponsors
and college recruiters.
(end of 2012 Course Catalog)
THE WINTER SPORTS SCHOOL
2012
SCOPE & SEQUENCE
ENGLISH
English 9
Ninth grade English will introduce students to concepts that will be further developed throughout their
time at the Winter Sports School. Writing assignments emphasize sentence structure, paragraph
construction, and persuasive writing skills with the bulk of student writing focusing on personal
experience. Reading will focus on character development, complex figurative language in narrative and
The Winter Sports School in Park City
Page 57
poetry, and the difference between interesting and important information in informational text. Skills in
analytical evaluation and assessment of writing become more announced, and editing skills are both
taught and practiced. Inquiry skills are focused on questioning as a research technique and evaluating
sources of information.
Standard 1 (Reading): Students will use vocabulary development and an understanding of text
elements and structures to comprehend literary and informational grade level text.
Word analysis, vocabulary development
 Determine word meaning through word parts, definitions, and contexts clues.
o Analyze the meaning of words using knowledge of roots.
o Distinguish between the connotative and denotative meanings of words.
o Determine word meaning using sentence structure (e.g. parts of speech, grammatical
structures).
o Distinguish between commonly confused words (e.g. accept/except; advise/advice;
council/counsel; who/which/that; than/then; etc.
Comprehension of informational text
 Comprehend and evaluate informational text (e.g. web pages, newspapers, magazines,
encyclopedias, maps, schedules).
o Analyze the purpose of external text features and structures in a variety of printed texts
(e.g. textbooks, advertisements, posters, graphs, charts, maps, schedules, product
instructions)
o Comprehend text using internal text structures and their appropriate cue words and
phrases (e.g. cause/effect, problem/solution).
o Infer meaning from implicit information in text.
o Distinguish relevant from merely interesting information.
Comprehension of literary text
 Comprehend literature by evaluating the contribution to meaning of several literary elements
within a work of literature
o Describe how conflict, character, and plot work together.
o Explain how character is developed through implication and inference.
o Relate themes in literary works to real-life events.
o Analyze how setting contributes to characterization, plot, or theme.
o Interpret figurative language in literature (e.g. simile, metaphor, personification,
hyperbole, and symbolism).
o Identify the speaker in a poetic text.
The Winter Sports School in Park City
Page 58
Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate
experiences, report observations, and persuade others.
Writing to learn
 Compare multiple ideas and perspectives to extend thinking through writing.
o Compare/contrast significant or essential ideas, facts, or events.
o Choose facts, events, or ideas and distinguish their differences or demonstrate their
similarities.
o Compare/contrast connections between texts, between texts and self, and between texts
and different world connections.
Extended Writing
 Write to persuade others. (Emphasize expository compositions. Students should use the entire
writing process to produce at least one extended piece per term, not necessarily limited to the
type of writing emphasized at individual grade levels.)
o State a thesis that clearly takes a position.
o Organize writing effectively using leads, details, transitions, conclusions, personal
experience, facts, anecdotes, examples, and paraphrased ideas.
o Refute counter-arguments by using personal experience, facts anecdotes, examples and
paraphrased ideas.
Revision and editing
 Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and
conventions.
o Evaluate and revise for:
 Ideas: Anticipation of and answers to readers’ questions.
 Organization: Inviting leads and satisfying conclusions.
 Voice: A variety of voices for different audiences and purposes.
 Word Choice: Carefully chosen vocabulary to achieve voice and purpose.
 Sentence Fluency: Varied sentence structure (i.e. include complex and compound
sentences).
o Edit for:
 Correct grade level spelling.
 Correct use of commas in introductory phrases and clauses.
 Correct use of adverbs.
 Correct use of colons.
 Correct use of parentheses.
The Winter Sports School in Park City
Page 59

Correct capitalization
Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking
and giving information in conversations, group discussions, written reports, and oral
presentations.
Processes of Inquiry
 Use the process of inquiry to examine multiple points of view
o Formulate questions to evoke multiple, valid responses from different points of view.
o Gather information from multiple sources that reflect varied points of view.
o Analyze multiple points of view for credibility.
o Use primary and secondary sources.
Written communication of inquiry
 Write to analyze multiple points of view.
o Select an appropriate format to analyze multiple points of view
o Compile and analyze information from multiple points of view.
o Report analysis of multiple points of view using paraphrase, summary, and/or quotations.
o Use informal and formal citations where appropriate, to support inquiry.
Oral communication of inquiry
 Conduct interviews to support inquiry.
o Determine the purpose for interviews (e.g. to examine perspectives, to acquire
information, to clarify understanding, to respond to writing).
o Ask probing questions to seek elaboration and clarification of ideas.
o Make supportive statements to communicate agreement with or acceptance of others’
ideas.
o Present interview results.
English 10
Students will read may literary forms: novels, short stories, plays, and poetry as well as works of nonfiction such as memoir, articles and essays. Students will practice close readings of texts in an effort to
develop the necessary critical thinking skills to understand both content and style. Students continue to
refine their writing skills in supporting thesis statements with specific details. We concentrate on both
form and content in the writing. Prewriting, drafting n and revision are emphasized. Grammar and
vocabulary practice are strategically interwoven into each unit of study. Students also review responsible
The Winter Sports School in Park City
Page 60
and effective methods of library/Internet investigation, note taking, and documentation in completing a
project involving direct experience with primary sources.
Standard 1 (Reading): Students will use vocabulary development and an understanding of text
elements and structures to comprehend literary and informational grade level text.
Word analysis, vocabulary development
 Determine word meaning through word parts, definitions, and contexts clues.
o Analyze the meaning of words using knowledge of roots.
Comprehension of informational text
 Comprehend and evaluate informational text (e.g. essays, nonfiction articles, workplace and
consumer documents, electronic text).
o Analyze the purpose of external text features and structures in a variety of electronic texts
(e.g. e-mail, electronic newspapers, web pages)
o Analyze the function of multiple internal text structures in a single text.
o Use explicit and implicit information to arrive at conclusions.
o Evaluate text for reliability and accuracy.
Comprehension of literary text
 Comprehend literature by analyzing the use of literary elements across genres and cultures.
o Examine the relationship between oral and written narrative.
o Understand the uses of character development in conveying theme in literary works.
o Analyze themes in literature and their connection to politics, history, culture, and
economics.
o Evaluate setting as it contributes to characterization, plot, or theme.
o Analyze the use of simile, metaphor, pun, irony, symbolism, allusion and personification.
o Compare poetry on different topics from varied cultures and times.
Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate
experiences, report observations, and persuade others.
Writing to learn
 Interpret and analyze ideas and perspectives to clarify thinking through writing.
o Analyze varied ideas and opposing opinions.
o Analyze facts, events, or ideas to create meaning.
o Identify and analyze assumptions and perceptions by examining connections between
texts, between texts and self, and between texts and different world connections.
The Winter Sports School in Park City
Page 61
Extended Writing
 Write to persuade others. (Emphasize expository writing. Students should use the entire writing
process to produce at least one extended piece per term, not necessarily limited to the type of
writing emphasized at individual grade levels.)
o Experiment with varied organizational patterns and forms of writing (e.g. memos, letters,
reports, essays, brochures).
o Support arguments with personal experience, detailed evidence, examples, and reasoning.
o Use persuasive strategies including appeals to logic, emotion, and ethics.
Revision and editing
 Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and
conventions.
o Evaluate and revise for:
 Adequate support of ideas (e.g. quotations, facts, examples, anecdotes, and
excerpts).
 Control of organizational elements in multiple paragraph texts (e.g. thesis, details,
leads, conclusions, and transitions).
 Correct use of active and passive voice. Appropriate voice for specific audiences.
 Specific word choice for different audiences and purposes.
 Rhythm created through sentence construction (i.e. parallel sentence structure)
o Edit for:
 Spelling
 Correct use of commas to set off appositives.
 Correct subject/verb agreement.
 Correct sentence construction (e.g. fragments, run-ons).
 Correct placement of modifiers.
 Correct capitalization.
 Correct use of possessives.
 Correct use of semi-colon.
Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking
and giving information in conversations, group discussions, written reports, and oral
presentations.
Processes of Inquiry
 Use the process of inquiry to problem-solve and deepen understanding.
o Formulate essential questions that expose problems and explore issues.
The Winter Sports School in Park City
Page 62
o Analyze information to determine relevance to essential questions.
o Evaluate the accuracy and relevance of information that reflects multiple points of view.
o Evaluate, use, and cite nontraditional sources (e.g. Internet, interviews, media sources)
Written communication of inquiry
 Write to synthesize information to solve a problem or deepen understanding.
o Select an appropriate format to synthesize information.
o Gather and synthesize information to solve a problem or deepen understanding.
o Support synthesis of information using paraphrase, summary, and/or quotations.
o Use informal and formal citations, where appropriate, to support inquiry.
Oral communication of inquiry
 Plan and present orally using techniques appropriate to audience and purpose..
o Determine the purpose for oarl presentations (e.g. to inform, to persuade, to entertain).
o Anticipate and prepare to respond to potential audience questions.
o Respond effectively to audience questions and feedback.
o Present orally using visual aids/technology for support.
The Winter Sports School in Park City
Page 63
English 11
English 11 builds on the first two years of English at the Winter Sports School; Junior English continues
to develop concepts already introduced to students. American Literature is an integral part of this course,
and writing assignments begin to focus more on analysis of readings than on structure and content.
Standard 1 (Reading): Students will use vocabulary development and an understanding of text
elements and structures to comprehend literary and informational grade level text.
Word analysis, vocabulary development
 Determine word meaning through word parts, definitions, and contexts clues.
o Analyze the meaning of words using knowledge of roots.
Comprehension of informational text
 Comprehend and evaluate informational text (e.g. commentary, interviews, primary documents,
speeches, essays).
o Analyze the purpose of external text features and structures in a variety of printed texts
(e.g. books, newspapers, magazines)
o Synthesize information from a variety of sources.
o Analyze multiple texts on the same topic for conflicting information.
Comprehension of literary text
 Comprehend literature by analyzing the use of literary elements across genres and cultures.
o Compare plot structures in works of literature (e.g. plot within a plot, multiple points of
view, stream of consciousness).
o Explore character traits across literature.
o Compare recurring themes in literary works.
o Analyze how culture – the shared beliefs, values, and behaviors of a particular society at
a particular time and place – is an element of setting.
o Analyze the use of irony, tone, and/or mood.
o Identify the speaker in a poetic text.
Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate
experiences, report observations, and persuade others.
Writing to learn
 Analyze and synthesize ideas and information to refine thinking through writing.
o Form conclusions and recommend action.
The Winter Sports School in Park City
Page 64
o Integrate facts, events, or ideas to create new ideas.
o Consolidate and synthesize connections between texts and self, and between texts and
different world connections.
Extended Writing
 Write to analyze literary text and explain informational text. (Emphasize expository writing.
Students should use the entire writing process to produce at least one extended piece per term,
not necessarily limited to the type of writing emphasized at individual grade levels.)
o Select an organizational pattern that suits the topic
o Provide detailed evidence and examples to substantiate arguments.
o Support arguments with logic and text references.
Revision and editing
 Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and
conventions.
o Evaluate and revise for:
 Sufficiently developed key ideas and specific details that directly support and
advance the thesis statement.
 Control of organizational elements in multiple paragraph texts (e.g. thesis, details,
leads, conclusions, and transitions).
 Correct use of active and passive voice.
 Consistent, appropriate voice.
 Words intentionally and skillfully used.
 Rhythm created through sentence construction (i.e. parallel sentence structure)
o Edit for:
 Spelling
 Commas with introductory phrases and clauses.
 Correct use of relative pronouns.
 Capitalization of the first word in a sentence enclosed in parentheses (e.g. “She
grinned again. (That Grin!)”)
 Agreement of pronouns and antecedents.
Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking
and giving information in conversations, group discussions, written reports, and oral
presentations.
Processes of Inquiry
 Use the process of inquiry to draw conclusions.
The Winter Sports School in Park City
Page 65
o
o
o
o
Formulate questions that direct inquiry
Analyze information to determine relevance to essential questions.
Evaluate the accuracy and relevance of information that reflects multiple points of view.
Evaluate, use, and cite primary and secondary sources.
Written communication of inquiry
 Write to evaluate information and to make recommendations.
o Gather, evaluate, and organize evidence to support a position.
o Support evaluations and recommendations using paraphrase, summary, and/or quotations.
o Use informal and formal citations, where appropriate, to support inquiry.
Oral communication of inquiry
 Make informative and persuasive presentations.
o Determine the purpose for informative and persuasive presentations.
o Identify questions to be addressed in refutations.
o Refute counter-arguments.
English 12
The senior English course covers a historical sampling of novels, poetry, drama, and essays. The course
emphasizes critical reading skills and the application of literary themes and characters to the larger
world through writing and class discussion. Students practice a range of writing styles, including literary
analyses, personal narratives, original poems and short stories, rhetorical critiques, college application
essays, film analyses, and a modified research paper. Students are encouraged to approach writing as a
process and to deem revision as the most crucial element of the writing process. Students will continue
to build personal vocabulary and grammar skills.
Standard 1 (Reading): Students will use vocabulary development and an understanding of text
elements and structures to comprehend literary and informational grade level text.
Word analysis, vocabulary development
 Determine word meaning through word parts, definitions, and contexts clues.
o Analyze the meaning of words using etymologies (e.g. word origins and histories).
Comprehension of informational text
 Comprehend and evaluate informational text (e.g. literary analysis/criticism, historical
commentary, political statements, research documents, workplace/consumer documents).
The Winter Sports School in Park City
Page 66
o Evaluate the effectiveness of different text features in a variety of printed informational
texts.
o Evaluate the effectiveness of diverse internal text structures in a variety of texts.
o Identify an author’s implicit and stated assumptions about a subject based on the
evidence in the text.
o Evaluate multiple texts on the same topic for reliability and accuracy.
Comprehension of literary text
 Comprehend and compare culturally and historically significant literary forms.
o Evaluate the author’s use of common literary elements (e.g. plot, characterization, point
of view, theme, setting).
o Analyze archetypes on works from a variety of cultures and historical periods (e.g. the
question hero, the trickster, the anti-hero, the superhero).
o Analyze themes in literature and how they represent or comment on humanity of life in
general.
o Evaluate the impact of setting and historical context on literary works.
o Analyze the characteristics of sub-genres (e.g. satire, parody, allegory).
o Compare types of modern poetry (e.g. traditional, popular, rap, song lyrics, poetry slams,
etc.).
Standard 2 (Writing): Students will write informational and literary text to reflect on and recreate
experiences, report observations, and persuade others.
Writing to learn
 Evaluate ideas and information to refine thinking through writing.
o Evaluate the merit of varied ideas and opposing opinions.
o Evaluate ideas and examine causes and effects.
o Evaluate connections between texts, between texts and self, and between texts and
different world connections.
Extended Writing
 Write to critique literary test and to evaluate informational text. (Emphasize expository writing.
Students should use the entire writing process to produce at least one extended piece per term,
not necessarily limited to the type of writing emphasized at individual grade levels.)
o Write in formal style and format (e.g. academic papers, business reports, multi-media
presentations, etc.).
o Analyze information and systematically organize to support central ideas, concepts, and
themes.
The Winter Sports School in Park City
Page 67
o Convey a particular tone and voice through deliberate word choice.
Revision and editing
 Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and
conventions.
o Evaluate and revise for:
 Limited topic and controlling idea providing focus for extended pieces.
 Varied transitions that connect ideas within and between paragraphs.
 Correct use of active an passive voice. Formal or informal voice specific to
purpose.
 Words particular to the topic supported within the text for ease of understanding.
 Concise sentence structure to enhance sentence fluency.
o Edit for:
 Correct grade level spelling.
 Consistent and logical use of tenses.
 Correct punctuation of dialogue.
 Correct punctuation of direct quotations.
 Correct placement of modifiers.
Standard 3 (Inquiry/Research/Oral Presentation): Students will understand the process of seeking
and giving information in conversations, group discussions, written reports, and oral
presentations.
Processes of Inquiry
 Use the process of inquiry to explore, compile, and report research..
o Address and analyze a question using different types of inquiry (e.g. experimentation,
trial and error, survey, interview, and secondary sources).
o Evaluate the reliability of the information with regard to context and bias.
o Make inferences and draw conclusions based on data or evidence.
o Evaluate, use, and cite primary and secondary sources.
Written communication of inquiry
 Write to evaluate and report research results.
o Select an appropriate format to evaluate information, determine results and make
recommendations.
o Gather, evaluate, and organize research on a specific topic.
o Support main points using a variety of convincing and relevant information.
o Use informal and formal citations, where appropriate, to support inquiry.
The Winter Sports School in Park City
Page 68
Oral communication of inquiry
 Make oral presentations of research findings using visual media
o Evaluate audience, purpose, and information to be conveyed.
o Anticipate and prepare to answer potential audience questions.
o Respond effectively to audience questions and feedback, refuting counter-arguments.
Present information orally with poise and clear articulation. Enhance presentation with visual media
MATHEMATICS
Algebra 1
Prerequisite: Pre-Algebra
The main goal of Algebra is to develop fluency in working with linear equations. Students will extend
their experiences with table, graphs, and solve linear equations and inequalities and systems of linear
equations and inequalities. Students will use models to investigate and explore mathematical ideas and
relationships and develop multiple strategies for analyzing complex situations. Students will analyze
situations verbally, numerically, graphically, and symbolically. Students will apply mathematical skills
and make meaningful connections to life’s experiences. To bolster the students proficiency in dealing
with real (rational) numbers calculators will not be used (heavy enfaces is placed on the use of
calculators in Algebra 2)
Standard 1: Students will expand number sense to understand, perform operations, and solve
problems with real numbers.






Understand the number line and how it relates to real, rational, and irrational numbers.
Know the rules and understand how to add, subtract, multiply, and divide real and rational
numbers by following The Order of Operations.
Understand the Properties of Addition, Properties of Multiplication, and Distributive Property
and how these tie into the Identity Properties of Addition and Multiplication.
Solve equations and multi-step equations using the properties of addition and multiplication.
Solve simple absolute value equations.
In all cases students should be able to use the above to solve real-world problems.
Standard 2: Students will extend concepts to represent and analyze linear relations.

Build a strong understanding of slope.
The Winter Sports School in Park City
Page 69




o Be able to find the slope of a line given two points.
o Be able to find the slope of a graphed line.
o Be able to find the slope of a line given a linear equation.
o Understand the difference between the slope of a horizontal line and vertical line.
o Understand slope in real-world problems and relate it to rate of change.
Model and interpret problems having a constant rate of change using linear functions.
o Be able to graph a linear function using T-tables, and make the connection that there are
infinite number of points that can be represented on a graphed linear equation.
o Deeply understand Slope-intercept Form
 Know how the graph of a linear equation changes when the slope or y-intercept
changes.
 Be able to draw a graph of a linear equation using the quick graph.
 Be able to write an equation of a line given:
 One point and a slope
 Two points
o Understand how to use Point-slope Form and how it relates to Slope-intercept Form.
o Convert Slope-intercept Form and Point-slope Form, and Standard Form into any one of
the other two forms. Understand how all three forms are similar and different.
Approximate the equation of a line give a scatter plot especially in real-world examples. Students
should understand why linear equations are so important in real-world situations and what the
slope and y-intercept represent.
Understand the concept behind quick graphs in using x and y-intercepts.
Be able to graph linear inequalities and how these inequalities differ from linear equations.
Standard 3: Solve and interpret pairs of linear equations and inequalities.



Solve systems of two equations graphically, using the substitution method, and by using linear
combination.
Determine the number of possible solutions for a system of two equations.
Real-world applications of a system of equations
Standard 4: Students will understand some basic concepts from statistics.


Be able to display data in a stem-leaf plot and histograms.
Synthesize data by computing spread (mean, median, and mode) and using Box and Whisker
plots to help visually see the spread.
The Winter Sports School in Park City
Page 70
Algebra 2
Prerequisite: Algebra 1
A primary goal of Algebra 2 is for students to conceptualize, analyze, and identify relationships among
functions. This course builds on concepts learned in Algebra 1 by extending linear algebra to other
functions and systems of equations. Students will develop proficiency in analyzing and solving quadratic
functions using complex numbers. Students will investigate and make conjectures about absolute value,
radical, and exponential factions algebraically, numerically, and graphically, with and without a
graphing calculator. Students will analyze statistical data and apply concepts of probability using
permutations and combinations. Students will apply mathematical skills and make meaningful
connections to life’s experiences. A heavy emphasis is placed on the use of calculators, where students
will be tested on the use of the calculators.
Review from Algebra 1 curriculum:



Algebra 1 Standard 1 (Real numbers and operations): Students will review solving
equations. This includes multi-step equations (solving inequalities). Re-emphasize the Properties
of Addition, Properties of Multiplication, and Distributive Property.
Algebra 1 Standard 2 (linear relations): Students will review equations of a line and their
relationship with slope. Writing equations of lines given slopes and points, this includes scatter
plots, will also be emphasized.
Algebra 2 Standard 3 (Systems of equations): Students will review solving system of
equations.
Standard 1: Students will use the language and operations of algebra to evaluate analyze and solve
problems.

Evaluate, analyze, and solve mathematical situations using algebraic properties and symbols.
o Solve absolute value and compound inequalities of a single variable, paying attention to
extraneous solutions).
o Solve systems of equations in three variables.

Standard 2: Students will understand factoring


Factor using the Greatest Common Factor.
Factor and solve quadratic equations understanding how the property of zero plays a role in
solving these equations.
The Winter Sports School in Park City
Page 71

Factor and solve polynomials of degree three or greater by using the Rational Roots Theorem
and integrating the use of synthetic division.
Standard 3: Students will model and solve quadratic equations and inequalities





Solve quadratic equations of a single variable over the set of complex numbers by factoring,
completing the square, and using the quadratic formulas.
Be able to solve quadratic equations graphically.
Solve quadratic inequalities of a single variable.
Write a quadratic equation when given the solutions of a equation.
Model real-world situations using quadratic equations.
Standard 4: Compute fluently with exponents and radicals.





Simplify, add, subtract, multiply, and divide expressions with radicals.
Be able to apply the Properties of Multiplication and Division of Exponents.
Understand exponents with zero and negative numbers
Understand complex numbers and be able to manipulate them in expressions.
Use complex numbers, radicals, and exponents to solve equations.
Standard 5: Compute with matrices and use matrices to solve problems





Represent real-world situations with matrices.
Add, subtract, and multiply (including scalar multiplication0 matrices using paper and pencil,
and calculators.
Demonstrate that matrix multiplication is associative and distributive, but not commutative.
Determine additive and multiplicative identities and inverses of a matrix when they exist.
Solve systems of linear equations with up to three variables using matrices.
Standard 6: Students will understand concepts from probability and statistics and apply statistical
methods to solve problems



Distinguish between permutations and combinations and identify situations in which each is
appropriate.
Calculate probabilities using permutations and combinations to count events.
Compute conditional and unconditional probabilities in various ways, including by definitions,
the general multiplication rule, and probability trees.
The Winter Sports School in Park City
Page 72
Geometry
Prerequisite: Algebra I and II
The main goal of Geometry is for students to develop the structure of Euclidean geometry logically and
apply the resulting theorems and formulas to address meaningful problems. Students will use
experimentation and inductive reasoning to construct geometric concepts, discover geometric
relationships, and formulate conjectures. Students will employ deductive logic to construct formal
logical arguments and proofs. Students will extend their pre-existing experiences with algebra and
geometry to trigonometry and coordinate geometry. Students will use, compass and straight edge,
protractor, and other tools to investigate and explore mathematical ideas and relationships and develop
multiple strategies for analyzing complex situations. Students will apply mathematical skills and make
meaningful connections to life’s experiences.
Standard 1: Students will use algebraic, spatial, and logical reasoning to solve geometry problems.




Use inductive and deductive reasoning to develop mathematical arguments.
Analyze characteristics and properties of angles.
o Point, line plane
o Adjacent angles, complementary angles, supplementary angles, vertical angles, and linear
pair
o Parallel lines and transversals and the resulting angle relationships.
Analyze characteristics and properties of triangles
o Prove congruency and similarity of triangles using postulates and theorems
o Prove the Pythagorean Theorem in multiple ways
 find missing sides of right triangles
 determine whether a triangle is a right triangle
o Identify medians, altitudes, and angle bisectors of a triangle, and the perpendicular
bisectors of the sides of a triangle.
 Points of concurrency
o Triangle inequality theorems.
Analyze characteristics and properties of polygons and circles.
o Be able to classify the subsets of quadrilaterals.
o Use triangle congruency relationships to prove properties, postulates, and theorems of
quadrilaterals.
The Winter Sports School in Park City
Page 73


o Derive, justify, and use formulas for the number of diagonals, lines of symmetry, angle
measures, perimeter, and area of regular polygons.
o Define radius, diameter, chord, secant, arc, sector, central angle, inscribed angle, and
tangent of a circle, and solve problems using their properties.
o Show the relationship between intercepted arcs and inscribed or central angles, and find
their measures.
Perform basic geometric constructions, describing and justifying the procedures used.
o Investigate geometric relationships using constructions.
o Copy and bisect angles and segments.
o Construct perpendicular and parallel lines.
o Justify procedures used to construct geometric figures.
o Discover and investigate conjectures about geometric properties using constructions.
Analyze characteristics and properties of the three-dimensional figures.
o Identify and classify prisms, pyramids, cylinders and cones based on the shape of their
bases(s).
o Identify three-dimensional objects from different perspectives using nets, cross sections,
and two-dimensional views.
Standard 2: Students will use the language and operations of algebra to explore geometric
relationships with coordinate geometry.


Describe the properties and attributes of lines and line segments using coordinate geometry.
o Verify the classifications of geometric figures using coordinate geometry to find lengths
and slopes.
o Find the distance between two given points and find the coordinates of the midpoint
o Write an equation of a line perpendicular or a line parallel to a line through a given point.
Describe spatial relationships using coordinate geometry.
o Graph a circle given the equation in the form  x  h    y  k   r 2 , and write the
2
2
equation when given the graph.
o Determine whether points in a set are collinear.
Standard 3: Students will extend concepts of proportion and similarity to trigonometric ratios.

Use triangle relationships to solve problems.
The Winter Sports School in Park City
Page 74
o Solve problems using the properties of special right triangles (e.g 30o  60o  90o

45o  45o  90o ).
o Identify the trigonometric relationships of sine, cosine, and tangent with the appropriate
ratio of sides of a right triangle.
Use the trigonometric ratios of sine, cosine, and tangent to represent and solve for missing parts
of triangles.
o Find the angle measure in degrees when given the trigonometric ration.
o Find the trigonometric ration given the angle measure in degrees using a calculator.
o Find unknown measures of right triangles using sine, cosine, and tangent functions and
inverse trigonometric functions.
Standard 4: Students will use algebraic, spatial, and logical reasoning to solve measurement
problems.


Find measurements of plane and solid figures.
o Find linear and angle measures in real-world situations using appropriate tools or
technology.
o Develop surface area and volume formulas for polyhedral, cones, and cylinders.
o Determine perimeter, area, surface area, lateral area, and volume for prisms, cylinders,
pyramids, cones, and spheres when given the formulas.
o Calculate or estimate the area of an irregular region.
o Find the length of an arc and the area of a sector when given the angle measure and
radius.
Solve real-world problems using visualization and spatial reasoning.
o Solve problems using Pythagorean Theorem and its converse.
o Solve problems using the distance formula.
o Solve problems involving trigonometric ratios.
o Solve problems involving geometric probability.
The Winter Sports School in Park City
Page 75
Trigonometry
Prerequisite: Algebra 1, Algebra 2, Geometry
The main goal of Trigonometry is for students to gain a deep understanding of the fundamental concepts
and relationships of functions. Students will expand their knowledge of quadratic, exponential,
trigonometric, and logarithmic functions. Students will investigate and explore mathematical ideas,
develop multiple strategies for analyzing complex situations, and use graphing calculators to build
understanding, make connections between representations, and provide support in solving problems.
Students will apply mathematical skills and make meaningful connections to life’s experiences.
Trigonometry is highly recommended preparation for students who plan to continue their formal
education beyond high school.
Standard 1: Students will use their knowledge of triangles and ratios to build the foundation for
understanding trigonometry.




Definition of the trigonometric functions
o Be able to approximate values of trigonometric functions and their inverse with a
calculator.
o Be able to find the exact value of trigonometric functions (no calculator)
Understand radians, how they are used, and how to convert to degrees (how to convert from
degrees to radians).
o Find angular velocity
Be able to apply the trigonometric basics
o Use right triangle trigonometry to solve problems.
Model periodic (sinusoidal) functions.
o Be able to graph sine and cosine functions.
 Find amplitude, period, both vertical and horizontal phase shift.
o Be able to graph tangent, cotangent, secant, and cosecant functions.
o Use sinusoidal functions to model real world situations.
Standard 2: Students foundational knowledge of trigonometry will be used to solve problems.


Recognize when and how to use trigonometric identities to prove identities and solve equations.
o Fundamental identities
o Sum and difference identities
o Double and half angle identities
Be able to apply new laws to deal with non-right angle trigonometry
o Law of Sine and Cosine.
The Winter Sports School in Park City
Page 76

 Find the area of a triangle.
 Understand and be able to deal with ambiguous cases.
 Be able to find the general solutions of triangles.
o Understand and use vectors both algebraically and geometrically.
 Dot product and the angle between vectors
 Application of vectors
Apply the new found knowledge in dealing with real world triangle problems.
Standard 3: Students will delve into more complex mathematics and be able to make the
connection to basics learned in Algebra and Geometry to the more advanced mathematical
concepts.

Solve problems involving the geometric properties of conic sections.
o Write equations of conic sections in standard form.
o Identify the geometric properties of conic sections (i.e. vertex, foci, lines of symmetry,
directrix, major and minor axes, and asymptotes).
o Solve real-world applications of conic sections.

Understand the Complex Number system and understand how it relates to Polar numbers and
their graphs.
o Define and use polar coordinates and relate them to Cartesian coordinates.
o Represent complex numbers in rectangular and polar form, and convert between
rectangular and polar form.
o Translate equations in Cartesian coordinates into polar coordinates and graph them in the
polar coordinate plane.
o Multiply complex numbers in polar form and use DeMoivre’s Theorem to find roots of
complex numbers.

Understand the rules and concepts when it comes to exponents and logarithms.
o Rules for adding, subtracting, multiplying, and dividing exponents.
o Be able to use growth and decay models to solve problems.
o Understand where e came from and how to apply it to problems.
o Know what a log is and why and when we use them.
o Be able to solve equations that contain on need logs to solve them.
o Know and be able to use the laws of logarithms.
The Winter Sports School in Park City
Page 77
Calculus 1
Prerequisite: Trigonometry
(Advanced mathematics, Pre-Calculus)
This course starts off with the concept of limits. Each student develops a deep understanding of limits
and how the concept of limits ties into everything that the students have learned in math from preAlgebra through Trigonometry (pre-Calculus). Once the concept of limits has been established, students
will develop an understanding of the derivative and the integral and their applications. Every class is
different so the pace of the class is dictated by the students understanding. This is not an AP class. The
main goal of Calculus 1 is to give students a strong understanding of calculus, so when they take
calculus again in college, they will find it easy to stay with the speed at which a college calculus class
moves.
Review of concepts from Algebra 1 through Trigonometry:





General review: Students will review interval notation, set notation, and the use of the number
line graph as a notation.
Algebra 1 Standard 2 (Linear relations): Students will review linear equations with emphasis
on the slope of a line and how slope pertains to parallel and perpendicular lines.
Algebra 2 Standard 3 (quadratic equations): Students will review quadratic equations and the
use of the quadratic formula.
Trigonometry Standard 1 (foundation of trigonometry): Students will review the basic
definition of the six trigonometric functions and the difference between radian and degree
measures.
Trigonometry Standard 2 (trigonometric problem solving): Students will review the concept
of inverse trigonometry functions and the use of the trigonometric identities in solving problems.
Standard 1: Students will develop a deep understanding of the concept of limits.




Students will have a general understanding of what a limit is.
Students will be able to find the limit of a function by looking at a graph, making a table, and
using algebraic techniques (direct substitution, cancellation, and rationalization).
Students will be able to use the limits of special trigonometric functions and have an
understanding of limits of infinity.
Students will understand continuity, one sided limits, and the Intermediate Value Theorem.
Standard 2: Students will develop a deep understanding of what derivative is and its applications.
The Winter Sports School in Park City
Page 78




Students will understand the definition of the derivative and be able to derive it from the general
slope of a tangent line.
Once the definition is understood, students will learn the shortcut methods for finding the
derivative (eg: constant rule, power rule, constant multiple rule, sum difference rule, sine/cosine
rule, product rule, quotient rule, and the chain rule)
Students will be able to use the shortcut rules and apply them to implicit differentiation.
Students will understand the slope in regards to rates of change and apply this understanding to
related rate problems.
Standard 3: Students will understand the behavior of a function through the use of derivative.






Students will understand critical numbers (extrema) and how they correlate to the First
Derivative Test (increasing and decreasing).
Students will understand points of inflection and how to use the Second Derivative Test
(concavity).
Students will know how to find the asymptotes by using limits of infinity.
Students will be able to synthesize the above information to sketching curves of both polynomial
and rational functions.
Students will be able to apply their knowledge of derivatives to max/min problems.
Students will understand the concept behind Newton’s Method and be able to apply this method
to both graphically and in real world problems.
Standard 4: Students will understand ant-derivatives (integration) both computationally and
graphically.




Students will be able to use the shortcut rules to find the anti-derivative (integration) of a
function, with the understanding that they are “undoing” the derivative.
Students will understand sigma notation, and be able to use it to find upper and lower sums.
Students will understand the concept behind Riemann Sums and the definite integral, and its tie
in to the Fundamental Theorem of Calculus.
Students will be able to recognize patterns to perform substitution to change functions into a
form that they can find the integral (Integration by Substitution).
The Winter Sports School in Park City
Page 79
Calculus II
A continuation of Calculus I that covers logarithmic, exponential and other transcendental
functions. The course highlights various applications of integration, which builds an
understanding of three-dimensional objects and their volumes, by delving into the function and
development of the disc and shell methods. Integration techniques and L'Hopital's Rule are also
covered. We spend quite a bit of time doing problems in class, learning from mistakes, and
working cooperatively to better understand the concepts and their applications.
Standard 1: Students demonstrate their knowledge of the limits, continuity, the derivative and
problem solving using derivative concepts.
 Demonstrate the understanding of limit properties, e.g., limit of a constant, sum, product and
quotient.
 Find the high order derivatives, relation between differentiability and continuity.
o Associating inflection points using second derivative values of functions.
 Show different types of non-existent limits.
o Example: limits of vertex of absolute values don’t exist, or limits of tangent and
cotangent where asymptotes occur don’t exist.
 Identify different cases of discontinuity and differentiate between and non-removable
discontinuity.
 Students demonstrate an understanding and application of the formal definition of derivative of a
function at a point and the notion of different inability.
 Students demonstrate and understanding and application of the Intermediate Value Theorem,
Extieme Theorem, Mean Value Theorem, and Rolle’s Theorem.
 Use Newton’s method to appropriate the zeros of a function.
 Find the derivatives of elementary functions, of sum, product, quotient, of composite function
(chain rule) and of an implicity defined function.
o Example: f(x)=(x2+2x-3)3
Using chain rule and power rule for derivation in conjunction we see that
2
f’=3(x +2x-3)2(2x+2)
 Use limits to find horizontal, vertical and slant asymptotes. Use derivatives to find the
increasing and decreasing intervals, the critical points and relative extrema, the concavity and
inflection points of a function. Utilize the above findings to sketch the graph of the function.
o Example: Students are given a sketch of f upon which they are expected to sketch f’ and
f’’
 Evaluate the average and instantaneous rates of change and find the velocity and acceleration of
a particle moving along a line.
The Winter Sports School in Park City
Page 80
o Students must recognize that they can use derivatives of position function to determine
velocity at an instant, and second derivatives to determine acceleration.
 Solve problems involving rates and change.
Standard 2: Students demonstrate their knowledge of anti-derivative techniques and problem
solving in integral calculus.
 Use techniques of integration including basic integration formulas, integration by substitution,
change of variables, and simple integration by parts.
 Use integration techniques to find distance and velocity from acceleration with initial conditions
and problem solving in growth and decay.
 Apply the definite integral concepts such as area, approximations to the definite integral by using
rectangles and the limit as a sum.
o i.e. use integral to find area under a curve.
 Use the fundamental theorems of Calculus.
 Use of L’Hopital rule.
 Apply the integral as an average value of a function on an interval, area between curves and
volume of a solid of revolution (disks, washers, and shell method) about the X and Y axes or line
parallel to the axes. Find the volume of a solid by integrating the area of a known cross-section.
 Use Riemann sums to approximate definite integrals of functions represented algebraically,
geometrically and by tables of values.
 Apply Partial fractions to solve integral problems
 Apply Integration by Parts method to solve integral problems
Standard 3: Students will demonstrate their knowledge and understanding of limits and
integration to solve Infinite series.
 Use prior algebraic and summation knowledge and apply it to sequences
 Determine if series and sequences converge to a single value or not.
 Use Comparison theorem to prove convergence or lack of convergence.
o Example: (n+1)/n2 will have similar behavior to 1/n
 Gain understanding of Taylor polynomials


Represent a function as a Power Series
o Example: 1/(1-x) = 1+ x + x2 + x3 + …
Apply infinite series concepts towards Taylor and Maclaurin Series.
o Example: sin(X) = x- x3/3! + x5/5! - …
The Winter Sports School in Park City
Page 81
SCIENCE
Biology
This course covers the origin of life, plant and animal life cycles, genetics and the major systems of
higher order animals. The course's format emphasizes the assimilation of individual facts into a broader
understanding of life. Daily labs will acquaint students with basic laboratory equipment and conduct.
Students will keep a laboratory journal of methods and data interpretation throughout the course.
Standard 1: Students will understand that living organisms interact with one another and their
environment.
 Summarize how energy flows through an ecosystem.
o Arrange components of a food chain according to energy flow.
o Compare the quantity of energy in the steps of an energy pyramid.
o Describe strategies used by organisms to balance the energy expended to obtain food to
the energy gained from the food.
o Compare the relative energy output expended by an organism in obtaining food to the
energy gained from the food.
o Research food production in various parts of the world.
 Explain relationships between matter cycles and organisms.
o Use diagrams to trace the movement of matter through a cycle in a variety of biological
communities and ecosystems.
o Explain how water is a limiting factor in various ecosystems.
o Evaluate the impact of personal choices in relation to the cycling of matter within an
ecosystem.
 Describe how interactions among organisms and their environment help shape ecosystems.
o Categorize relationships among living things according to predator-prey, competition,
and symbiosis.
o Research and evaluate local and global practices that affect ecosystems.
Standard 2: Students will understand that all organisms are composed of one or more cells that
are made of molecules, come from preexisting cells, and perform life functions.
 Describe the fundamental chemistry of living cells
o List the major chemical elements in cells.
o Identify the function of the four major macromolecules.
The Winter Sports School in Park City
Page 82


o Explain how the properties of water contribute to maintenance of cells and living
organisms.
o Explain the role of enzymes in cell chemistry.
Describe the flow of energy and matter in cellular function.
o Distinguish between autotrophic and heterotrophic cells.
o Illustrate the cycling of matter and the flow of energy through photosynthesis
and respiration.
o Measure the production of one or more of the products of either photosynthesis or
respiration.
Investigate the structure and function of cells and cell parts.
o Explain how cells divide from existing cells.
o Describe cell theory and relate the nature of science to the development of cell theory.
o Describe how the transport of materials in and out of cells enables cells to maintain
homeostasis.
o Describe the relationship between the organelles in a cell and the functions of that cell.
o Experiment with microorganisms and/or plants to investigate growth and reproduction.
Standard 3: Students will understand the relationship between structure and function of organs
and organ systems.
 Describe the structure and function of organs.
o Diagram and label the structure of the primary components of representative organs in
plants and animal.
o Describe the function of various organs.
o Relate the structure of organs to the function of organs.
o Compare the structure and function of organs in one organism to the structure and
function of organs in another organism.
 Describe the relationship between structure and function of organ systems in plants and
animals.
o Relate the function of an organ to the function of an organ system.
o Describe the structure and function of various organ systems and how these systems
contribute to homeostasis of the organism.
o Examine the relationships of organ systems within an organism and describe the
relationship of structure to function in the relationship.
o Relate the tissues that make up organs to the structure and function of the organ.
The Winter Sports School in Park City
Page 83
o Compare the structure and function of organ systems in one organism to the structure and
function in another organism.
Standard 4: Students will understand that genetic information coded in DNA is passed from
parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same
in all living things. Changes in DNA may alter genetic expression.
 Compare sexual and asexual reproduction.
o Explain the significance of meiosis and fertilization in genetic variation.
o Compare the advantages/disadvantages of sexual and asexual reproduction to survival of
species.
o Formulate, defend, and support a perspective of a bioethical issue related to intentional
or unintentional chromosomal mutations.
 Explain how the structure and replication of DNA are essential to heredity and protein
synthesis.
o Explain the DNA structure and the importance of DNA replication in cell reproduction.
o Summarize how genetic information encoded in DNA provides instructions for
assembling protein molecules.
o Relate the historical events that lead to our present understanding of DNA to the
cumulative nature of science knowledge and technology.
Standard 5: Students will understand that biological diversity is a result of evolutionary
processes.
 Relate principles of evolution to biological diversity.
o Describe the effects of environmental factors on natural selection.
o Relate reproductive isolation to speciation.
o Compare selective breeding to natural selection and relate the differences to agricultural
practices.
 Classify organisms into a hierarchy of groups based on similarities that reflect their
evolutionary relationships.
o Classify organisms using a classification tool such as a key or field guide.
o Generalize criteria used for classification of organisms.
o Explain how evolutionary relationships are related to classification systems.
o Justify the ongoing changes to classification schemes used in biology.
The Winter Sports School in Park City
Page 84
Geology
Geology is a laboratory science course that explores the origins and the connections between the
physical, chemical, and biological processes that govern the earth system. Students will be introduced to
the basic geological forces that cause erosion and deformation of the earth’s crust. They will learn to
identify common rocks and minerals, as well as landforms. Local examples will be used in class
whenever possible.
Standard 1: Students will interpret the geologic history of the Earth.
 Describe the formation and evolution of the Earth including the lithosphere,
hydrosphere, and atmosphere as driven by internal/external energy sources (i.e. solar,
radioactive, gravitational).
 Use fossils, radiometric dating and stratigraphic relationships and geologic maps (e.g.
cross cutting, superposition, uniformitarianism) to interpret Earth’s history.
 Explain how catastrophic and long-term events have impacted the evolution of life on
Earth.
 Relate the geologic history of Utah to that of surrounding regions.
Standard 2: Students will interpret the geologic conditions and processes that form different rocks
and minerals.
 Describe how minerals form under diverse geological conditions.
 Distinguish between the processes that form plutonic (intrusive) and volcanic
(extrusive) igneous rocks of differing compositions, including magmatic
differentiation.
 Differentiate between processes that form various types of sedimentary rocks.
 Interpret the changes in common sedimentary and igneous rocks under a variety of
metamorphic conditions.
Standard 3: Students will investigate the evidence for plate tectonics; evaluate the importance of
Earth’s internal processes and assess the relationship between plate tectonic boundary type and
certain disasters such as earthquakes and volcanic eruptions.
 Analyze the mechanisms that drive plate motion, the different types of plate
boundaries, and how boundary type relates to mountain building, earthquakes,
volcanism, and features such as island arcs, hot spots, and mid ocean ridges.
 Compare and contrast folded, fault-block, and volcanic mountains and analyze their
relationship to plate tectonic setting.
 Analyze cross-sectional diagrams to differentiate between types of folds and faults
The Winter Sports School in Park City
Page 85
and the landforms they produce.
 Classify volcanoes, using their interior/exterior features, magma composition and
their plate tectonic settings and assess current volcanic hazards in the United States.
 Research current technology that improves our ability to predict natural disasters and
mitigate their effects.
 Evaluate the differences in seismic activity at plate margins versus mid-plate areas
and assess the degree of seismic risk in different parts of the United States including
Utah.
Standard 4: Students will evaluate how climate systems affect landforms on the surface of the
Earth.
 Analyze the effects of climate on weathering processes and soil formation.
 Characterize the geologic processes and resulting landforms of desert and glacial
areas.
 Distinguish specific landforms and geologic features on topographic maps.
 Examine the features of various coastal systems in different areas; erosion and
depositional features, barrier islands, coastal management, and tides as an energy
resource.
Standard 5: Students will apply geologic knowledge to the use of resources in the Earth and the
control of human impacts on Earth’s systems.
 Investigate the geologic origin, distribution, limitations, and economic importance of
mineral resources, including those obtained in Utah.
 Compare and contrast the types and origins of gemstones and their occurrence in
Utah.
 Research current controversies regarding the extraction and use of geologic resources
 (e.g. causes of global warming, drilling for oil, safety and environmental impact of
mining).
 Compare and contrast the impacts of using energy resources obtained from the Earth,
with those of energy alternatives.
The Winter Sports School in Park City
Page 86
Chemistry
This course provides students with a fundamental understanding of the chemical relationship between all
forms of matter. It examines the chemical structure, conservation, and kinetics of matter as well as,
quantification methods. Experimentation is conducted using a computer-based laboratory. This setting
allows students the opportunity to prepare for experiments just as they would in a non-virtual reality
laboratory, right down to choosing the correct apparatus for the job.
Standard 1: Students will understand that all matter in the universe has a common origin and is
made of atoms, which have structure and can be systematically arranged on the periodic table.
 Recognize the origin and distribution of elements in the universe.
o Identify evidence supporting the assumption that matter in the universe has a common
origin.
o Recognize that all matter in the universe and on earth is composed of the same elements.
o Identify the distribution of elements in the universe.
o Compare the occurrence of heavier elements on earth and the universe.
 Relate the structure, behavior, and scale of an atom to the particles that compose it.
o Summarize the major experimental evidence that led to the development of various
atomic models, both historical and current.
o Evaluate the limitations of using models to describe atoms.
o Discriminate between the relative size, charge, and position of protons, neutrons, and
electrons in the atom.
o Generalize the relationship of proton number to the element’s identity.
o Relate the mass and number of atoms to the gram-sized quantities of matter in a mole.
 Correlate atomic structure and the physical and chemical properties of an element
to the position of the element on the periodic table.
o Use the periodic table to correlate the number of protons, neutrons, and electrons in an
atom.
o Compare the number of protons and neutrons in isotopes of the same element.
o Identify similarities in chemical behavior of elements within a group.
o Generalize trends in reactivity of elements within a group to trends in other groups.
o Compare the properties of elements (e.g., metal, nonmetallic, metalloid) based on their
position in the periodic table.
Standard 2: Students will understand the relationship between energy changes in the atom
specific to the movement of electrons between energy levels in an atom resulting in the emission or
absorption of quantum energy. They will also understand that the emission of high-energy
The Winter Sports School in Park City
Page 87
particles results from nuclear changes and that matter can be converted to energy during nuclear
reactions.
 Evaluate quantum energy changes in the atom in terms of the energy contained in
light emissions.
o Identify the relationship between wavelength and light energy.
o Examine evidence from the lab indicating that energy is absorbed or released in discrete
units when electrons move from one energy level to another.
o Correlate the energy in a photon to the color of light emitted.
o After observing spectral emissions in the lab (e.g., flame test, spectrum tubes), identify
unknown elements by comparison to known emission spectra.
 Evaluate how changes in the nucleus of an atom result in emission of
radioactivity.
o Recognize that radioactive particles and wavelike radiations are products of the decay of
an unstable nucleus.
o Interpret graphical data relating half-life and age of a radioactive substance.
o Compare the mass, energy, and penetrating power of alpha, beta, and gamma radiation.
o Compare the strong nuclear force to the amount of energy released in a nuclear reaction
and contrast it to the amount of energy released in a chemical reaction.
o After researching, evaluate and report the effects of nuclear radiation on humans or other
organisms.
Standard 3: Students will understand chemical bonding and the relationship of the type of
bonding to the chemical and physical properties of substances.
 Analyze the relationship between the valence (outermost) electrons of an atom and
the type of bond formed between atoms.
o Determine the number of valence electrons in atoms using the periodic table.
o Predict the charge an atom will acquire when it forms an ion by gaining or losing
electrons.
o Predict bond types based on the behavior of valence (outermost) electrons.
o Compare covalent, ionic, and metallic bonds with respect to electron behavior and
relative bond strengths.
 Explain that the properties of a compound may be different from those of the elements or
compounds from which it is formed.
The Winter Sports School in Park City
Page 88
o Use a chemical formula to represent the names of elements and numbers of atoms in a
compound and recognize that the formula is unique to the specific compound.
o Compare the physical properties of a compound to the elements that form it.
o Compare the chemical properties of a compound to the elements that form it.
o Explain that combining elements in different proportions results in the formation of
different compounds with different properties.
 Relate the properties of simple compounds to the type of bonding, shape of
molecules, and intermolecular forces.
o Generalize, from investigations, the physical properties of substances with different bond
types.
o Given a model, describe the shape and resulting polarity of water, ammonia, and methane
molecules.
o Identify how intermolecular forces of hydrogen bonds in water affect a variety of
physical, chemical, and biological phenomena.
Standard 4: Students will understand that in chemical reactions matter and energy change forms,
but the amounts of matter and energy do not change.
 Identify evidence of chemical reactions and demonstrate how chemical equations
are used to describe them.
o Generalize evidences of chemical reactions.
o Compare the properties of reactants to the properties of products in a chemical reaction.
o Use a chemical equation to describe a simple chemical reaction.
o Recognize that the number of atoms in a chemical reaction does not change.
o Determine the molar proportions of the reactants and products in a balanced chemical
reaction.
o Investigate everyday chemical reactions that occur in a student's home.
 Analyze evidence for the laws of conservation of mass and conservation of energy
in chemical reactions.
o Using data from quantitative analysis, identify evidence that supports the conservation of
mass in a chemical reaction.
o Use molar relationships in a balanced chemical reaction to predict the mass of product
produced in a simple chemical reaction that goes to completion.
o Report evidence of energy transformations in a chemical reaction.
o After observing or measuring, classify evidence of temperature change in a chemical
reaction as endothermic or exothermic.
The Winter Sports School in Park City
Page 89
o
Using either a constructed or a diagrammed electrochemical cell, describe how electrical
energy can be produced in a chemical reaction.
o Using collected data, report the loss or gain of heat energy in a chemical reaction.
Standard 5: Students will understand that many factors influence chemical reactions and some
reactions can achieve a state of dynamic equilibrium.
 Evaluate factors specific to collisions (e.g., temperature, particle size, concentration,
and catalysts) that affect the rate of chemical reaction.
o Design and conduct an investigation of the factors affecting reaction rate and use the
findings to generalize the results to other reactions.
o Use information from graphs to draw warranted conclusions about reaction rates.
o Correlate frequency and energy of collisions to reaction rate.
o Identify that catalysts are effective in increasing reaction rates.
 Recognize that certain reactions do not convert all reactants to products, but achieve
a state of dynamic equilibrium that can be changed.
o Explain the concept of dynamic equilibrium.
o Given an equation, identify the effect of adding either product or reactant to a shift in
equilibrium.
o Indicate the effect of a temperature change on the equilibrium, using an equation
showing a heat term.
Standard 6: Students will understand the properties that describe solutions in terms of
concentration, solutes, solvents, and the behavior of acids and bases.
 Describe factors affecting the process of dissolving and evaluate the effects that
changes in concentration have on solutions.
o Use the terms solute and solvent in describing a solution.
o Sketch a solution at the particle level.
o Describe the relative amount of solute particles in concentrated and dilute solutions and
express concentration in terms of molarity and molality.
o Design and conduct an experiment to determine the factors affecting the relative rate of
dissolution.
o Relate the concept of parts per million (PPM) to relevant environmental issues found
through research.
 Summarize the quantitative and qualitative effects of colligative properties on a
solution when a solute is added.
The Winter Sports School in Park City
Page 90

o Identify the colligative properties of a solution.
o Measure change in boiling and/or freezing point of a solvent when a solute is added.
o Describe how colligative properties affect the behavior of solutions in everyday
applications.
Differentiate between acids and bases in terms of hydrogen ion concentration.
o Relate hydrogen ion concentration to pH values and to the terms acidic, basic or neutral.
o Using an indicator, measure the pH of common household solutions and standard
laboratory solutions, and identify them as acids or bases.
o Determine the concentration of an acid or a base using a simple acid-base titration.
o Research and report on the uses of acids and bases in industry, agriculture, medicine,
mining, manufacturing, or construction.
o Evaluate mechanisms by which pollutants modify the pH of various environments
Physical Science
This class is designed as an introduction to the physical sciences; from energy and motion, to the nature
and interaction of matter. Numerous class demonstrations bring to life physical concepts designed to
spark conversations and class discussions about the various demonstrated physical laws and principles.
Students have the opportunity to do group work near the end of the year to teach a chapter to the rest of
the class. Group-taught topics cover magnetism and its uses, electronics and computers, radioactivity
and nuclear reactions, and energy sources. Students discover that knowledge from previous chapters
comes in handy when teaching their particular chapter.
Standard 1: Understand motion in terms of speed, velocity, acceleration and momentum.
 Explain motion in terms of frame of reference, distance, and displacement.
o Compare speed, velocity, acceleration and momentum using investigations, graphing,
scalar quantities and vector quantities.
Standard 2: Understand the relationship between forces and motion.
 Explain how gravitational force affects the weight of an object and the velocity of an object in
freefall.
o Classify frictional forces into one of four types: static, sliding, rolling, and fluid.
o Explain forces using Newton’s three laws of motion.
Standard 3: Understand types, properties, and structure of matter.
The Winter Sports School in Park City
Page 91

Classify matter as: homogeneous or heterogeneous; pure substance or mixture; element or
compound; metals, nonmetals or metalloids; solution, colloid or suspension.
o Explain the phases of matter and the physical changes that matter undergoes.
o Compare physical and chemical properties of various types of matter.
o Interpret data presented in Bohr model diagrams and dot diagrams for atoms and ions of
elements 1 through 18.
Standard 4: Understand chemical bonding and chemical interactions.
 Infer valence electrons, oxidation number, and reactivity of an element based on its location in
the Periodic Table.
o Infer the type of chemical bond that occurs, whether covalent, ionic or metallic, in a
given substance.
o Predict chemical formulas and names for simple compounds based on knowledge of bond
formation and naming conventions.
o Exemplify the law of conservation of mass by balancing chemical equations.
o Classify types of reactions such as synthesis, decomposition, single replacement or
double replacement.
o Summarize the characteristics and interactions of acids and bases.
Standard 5: Understand the types of energy, conservation of energy and energy transfer.
 Explain thermal energy and its transfer.
o Explain the law of conservation of energy in a mechanical system in terms of kinetic
energy, potential energy and heat.
o Explain work in terms of the relationship among the applied force to an object, the
resulting displacement of the object and the energy transferred to an object.
Standard 6: Understand the nature of waves.
 Explain the relationships among wave frequency, wave period, wave velocity and wavelength
through calculation and investigation.
o Compare waves (mechanical, electromagnetic, and surface) using their characteristics.
o Illustrate the wave interactions of reflection, refraction, diffraction, and interference.
Standard 7: Understand electricity and magnetism and their relationship.
 Summarize static and current electricity.
The Winter Sports School in Park City
Page 92
o Explain simple series and parallel DC circuits.
o Explain how current is affected by changes in composition, length, temperature, and
diameter of wire.
o Explain magnetism in terms of domains, interactions of poles, and magnetic fields.
o Explain the practical applications of magnetism.
Physics
This is an introductory course of the science that deals with how the world around us actually works.
Students will delve heavily into the mathematics and concepts of linear and non-linear movement,
atomic make up of matter, and heat.
Standard 1: Students will understand how to measure, calculate, and describe the motion of an
object in terms of position, time, velocity, and acceleration.
 Describe the motion of an object in terms of position, time, and velocity.
o Calculate the average velocity of a moving object using data obtained from
measurements of position of the object at two or more times.
o Distinguish between distance and displacement.
o Distinguish between speed and velocity.
o Determine and compare the average and instantaneous velocity of an object from data
showing its position at given times.
o Collect, graph, and interpret data for position vs. time to describe the motion of an object
and compare this motion to the motion of another object.
 Analyze the motion of an object in terms of velocity, time, and acceleration.
o Determine the average acceleration of an object from data showing velocity at given
times.
o Describe the velocity of an object when its acceleration is zero.
o Collect, graph, and interpret data for velocity vs. time to describe the motion of an
object.
o Describe the acceleration of an object moving in a circular path at constant
o Analyze the velocity and acceleration of an object over time.
 Relate the motion of objects to a frame of reference.
o Compare the motion of an object relative to two frames of reference.
o Predict the motion of an object relative to a different frame of reference.
o Describe how selecting a specific frame of reference can simplify the description of the
motion of an object.
The Winter Sports School in Park City
Page 93

Use Newton's first law to explain the motion of an object.
o Describe the motion of a moving object on which balanced forces are acting.
o Describe the motion of a stationary object on which balanced forces are acting.
o Describe the balanced forces acting on a moving object commonly encountered.
Standard 2: Students will understand the relation between force, mass, and acceleration.
 Analyze forces acting on an object.
o Observe and describe forces encountered in everyday life
o Use vector diagrams to represent the forces acting on an object.
o Measure the forces on an object using appropriate tools.
o Calculate the net force acting on an object.
 Using Newton’s second law, relate the force, mass, and acceleration of an object.
o Determine the relationship between the net force on an object and the object’s
acceleration.
o Relate the effect of an object’s mass to its acceleration when an unbalanced force is
applied.
o Determine the relationship between force, mass, and acceleration from experimental data
and compare the results to Newton’s second law.
o Predict the combined effect of multiple forces on an object’s motion.
 Explain that forces act in pairs as described by Newton’s third law.
o Identify pairs of forces acting between two.
o Determine the magnitude and direction of the acting force when magnitude and direction
of the reacting force is known.
o Provide examples of practical applications of Newton’s third.
o Relate the historical development of Newton’s laws of motion to our current
understanding of the nature of science.
Standard 3: Students will understand the factors determining the strength of gravitational and
electric forces.
 Relate the strength of the gravitational force to the distance between two objects and
the mass of the objects.
o Investigate how mass affects the gravitational force.
o Distinguish between mass and weight.
o Describe how distance between objects affects the gravitational force.
The Winter Sports School in Park City
Page 94
o

Explain how evidence and inference are used to describe fundamental forces in nature,
such as the gravitational force.
o Research the importance of gravitational forces in the space program.
Describe the factors that affect the electric force.
o Relate the types of charge to their effect on electric force.
o Describe how the amount of charge affects the electric force.
o Investigate the relationship of distance between charged objects and the strength of the
electric force.
o Research and report on electric forces in everyday applications found in both nature and
technology
Standard 4: Students will understand transfer and conservation of energy.
 Determine kinetic and potential energy in a system.
o Identify various types of potential energy.
o Calculate the kinetic energy of an object given the velocity and mass of the object.
o Describe the types of energy contributing to the total energy of a given system.
 Describe conservation of energy in terms of systems.
o Describe a closed system in terms of its total energy.
o Relate the transformations between kinetic and potential energy in a system.
o Gather data and calculate the gravitational potential energy and the kinetic energy of an
object and relate this to the conservation of energy of a system.
o Evaluate social, economic, and environmental issues related to the production and
transmission of electrical energy.
 Describe common energy transformations and the effect on availability of energy.
o Describe the loss of useful energy in energy transformations.
o Investigate the transfer of heat energy by conduction, convection, and radiation.
o Describe the transformation of mechanical energy into electrical energy and the
transmission of electrical energy.
o Research and report on the transformation of energy in electrical generation
and include energy losses during each transformation.
Standard 5: Students will understand the properties and applications of waves.
 Demonstrate an understanding of mechanical waves in terms of general wave properties.
o Differentiate between period, frequency, wavelength, and amplitude of waves.
o Investigate and compare reflection, refraction, and diffraction of waves.
The Winter Sports School in Park City
Page 95

o Provide examples of waves commonly observed in nature and/or used in technological
applications.
o Identify the relationship between the speed, wavelength, and frequency of a wave.
o Explain the observed change in frequency of a mechanical wave coming from a moving
object as it approaches and moves away.
o Explain the transfer of energy through a medium by mechanical waves.
Describe the nature of electromagnetic radiation and visible light.
o Describe the relationship of energy to wavelength or frequency for electromagnetic
radiation.
o Distinguish between the different parts of the electromagnetic spectrum.
o Explain that the different parts of the electromagnetic spectrum all travel through empty
space and at the same speed.
o Explain the observed change in frequency of an electromagnetic wave coming from a
moving object as it approaches and moves away.
o Provide examples of the use of electromagnetic radiation in everyday life.
HISTORY
History of America 1
History of America covers events and issues from the Age of Exploration through Reconstruction,
emphasizing the 18th and 19th centuries. Topics covered will include, but are not limited to: exploration,
colonization, Revolutionary War, constitutional issues, nation building, Civil War, Reconstruction, and
western movement. Standards 1 and 2 should be integrated through the course rather than taught
independently. The remaining standards can be taught either chronologically or thematically. Although
the emphasis of the course is on the 18th and 19th centuries, additional content may be covered as time
permits.
Standard 1: Students will interpret the role of geography in shaping United States history.


Determine how geography affected the development of the United States focusing on common
themes (e.g. location, place, human-environmental interaction, movement, and region)
Utilize geographic skills as they relate to the study of the United States (physical features and
political features)
The Winter Sports School in Park City
Page 96
Standard 2: Students will investigate the relationship between events of different time periods


Develop an awareness of current events (understanding the difference between fact and opinion)
Analyze how contemporary concerns and events affect and are affected by history.
Standard 3: Students will understand the changes caused by European exploration in the
Americas



Explore life among the various American Indian nations prior to European exploration of the
New World (e.g. languages, beliefs, traditions).
Analyze the reasons for European exploration
o Economic (trade routes, discovery of new goods)
o Political (empire building, European rivalries)
o Social (spreading of ideas and beliefs, religious freedoms)
o key individuals
Assess the reasons and impact of European exploration on African slaves and American Indian
nations. Trace the beginnings of the slave trade in America and how this affected the triangular
trade routes and the middle passage.
Standard 4: Students will analyze European colonization and settlement of North America.



Explain where and why European countries colonized North America and the various
contributions and influences that the major European powers played.
Assess the reasons for settlement of the English colonies (New England, Middle, and Southern
colonies).
o identify key groups (Virginia Company, Pilgrims, Puritans, Quakers)
o key individuals involved in these settlements
o Consider the reasons for conflict between the European powers in North America (i.e.
French and Indian War)
Examine the economic, political (development of self-government in the colonies), and social
patterns (lifestyles and cultures) in the development of the 13 English colonies and the three
major Colonial regions (New England, Middle, and Southern).
Standard 5: Students will understand the significance of the American Revolution in the
development of the United States.

Analyze what ideas (and their origin), and events that led to the Revolutionary movement
(explain the major ideas expressed in the Declaration of Independence).
The Winter Sports School in Park City
Page 97



Assess the factors affecting the course of the war and contributing to American victory.
o How did the war affect the colonists?
o What events brought European aid to the Americans cause
o Examine the advantages and disadvantages of the Continental Army against British
resources.
Evaluate the contributions of key people and groups to the Revolution (i.e. George Washington,
Thomas Paine, Alexander Hamilton, Sam Adams, John Adams …).
Examine the effects of the Revolution on the United States (e.g. the Treaty of Paris of 1783)
o Determine the weakness of the Articles of Confederation
o What problems did the emerging nation face
o What affect did the Revolution have on Native American Indians, slaves, and European
immigrants.
Standard 6: Students will understand the structure and function of the United States government
established by the Constitution.




Assess the foundations (i.e. Magna Carts, Iroquois confederation, European philosophers) and
principles that led to the development of the Constitution.
Analyze the compromises that led to the ratification of the Constitution
o Compare the Federalists & Anti-Federalist ratification debates
o Examine the Constitution ratification compromises (i.e. 3/5 compromise, Great
compromise, Bill of Rights).
Examine the basic structure of the Constitution.
o Identify the major elements of the United States Constitution
o Explain the purpose of the Constitution as outlined in the preamble
o Explore the role and functions of the three branches of government.
o Examine the Constitutional principles of separation of powers and checks and balances
o Determine the role of the Constitution as a living document
Analyze the rights, liberties, and responsibilities of citizens (i.e. Bill of Rights, vote, perform jury
duty, obey laws, etc.)
Standard 7: Students will explore the territorial growth of the United States before the Civil War.



Describe the ideas and events that motivated the expansion of the United States (Manifest
Destiny, Louisiana Purchase, the role of explorers…)
Examine the conflicts during the American expansion. (e.g. causes of War of 1812, American
Indians, Mexican War, Texas, Gadsden Purchase…)
Analyze how new inventions and transportation methods stimulated western expansion.
The Winter Sports School in Park City
Page 98

Assess the impact of the Industrial Revolution on the United States (North, South, and West).
Standard 8: Students will examine the expansion of the political system and social rights before
the Civil War.



Investigate the development of the American political party system.
o Examine the differences between the Federalists and the Democratic-Republicans.
o Trace the development of new political parties throughout the 18th and 10th centuries (i.e.
Whigs, Jacksonian Democrats, and Republicans.
o Determine the role of third parties as an agent of reform
Analyze the evolution of democracy and the extension of democratic principles (e.g. Supreme
Court, states’ rights, how political process changed to involve more people…)
Analyze the impact of social reforms on Americans during the 19th century (e.g. abolitionist
movement, education, religion…)
Standard 9: Students will understand the significance of the Civil War Era to the United States.



Analyze differences (cultural and economic) and events that led to the Civil War (e.g. States
rights, Missorui compromise, compromise of 1850, Kansas Nebraska Act, John Brown’s raid,
Dred Scott decision, Uncle Tom’s Cabin, Fugitive Slave Law, election of 1860)
Determine the factors that affected the course of the war and contributed to Union victory (e.g.
advantages and disadvantages between the Union and Confederacy, Emancipation Proclamation,
Lincoln, Davis, Lee, Grant)
Evaluate the Reconstruction period (social, economic, and political) and how it affected the
United States following the Civil War.
Standard 10: Students will understand the development of the American West following the Civil
War.


Analyze the factors that brought people west.
Analyze the settlement of the American West
Investigate the conflict among various groups involved in the settlement of the West.
The Winter Sports School in Park City
Page 99
History of America 2
Understanding United States history is essential for the continuation of our democratic society. This
course will help students make connections between their world and the rich heritage of the United
States. The course is designed as a survey of American history with an emphasis on post-reconstruction
(1876 – Present), focusing on five main themes: race, gender, government, foreign policy (with
emphasis on Latin America). The course can be taught using a thematic approach or in chronological
order.
Standard 1: Students will understand how the growth of industry changed the United States




Assess how transportation, communication, and marketing improvements and innovations
transformed the American economy in the late 19th and early 20th centuries.
Evaluate the prominent business leaders and the business organizations that influenced the
growth of industrialization in the United States.
Assess how the growth of industry affected the movement of people into and within the United
States.
Investigate the challenges presented to urban inhabitants.
Standard 2: Students will recognize how social reform occurred at the turn of the century


Investigate reform movements and their prominent leaders.
o American farmers and the new market
o Muckrakers, progressives
o Civil rights (women and Afro-Americans)
Assess the growth and development of labor unions and their key leaders.
o Analyze the development of socialism in the United States
Standard 3: Students will understand how war affected the early 20th century.


Investigate how the United States became involved in imperialism (economic, social and
military) and the Spanish-American War.
Examine how World War I affected the military and the home front of the United States.
o Major causes of World War I and the United States involvement and influence (Wilson’s
fourteen points, the Versailles Treaty).
o United States and its refusal to join the League of Nations
o Impact of World War I on the United States (e.g. government policy, industrial might,
civil liberties)
The Winter Sports School in Park City
Page 100
Standard 4: Students will understand how Americans reacted to rapid social change during the
1920’s.


Analyze how the United States coped with rapid economic and technological advances.
o How mass media affected American society
o How new inventions and consumerism influenced daily life
o Explain how the automobile affected the business and landscape of America
Examine the experiences of black Americans and women in the early 20th century
Standard 5: Students will understand how the Great Depression and the New Deal affected the
United States.


Investigate the causes and impact of the Great depression on the United States
Analyze the long-term effects of the New Deal on the United States (e.g. presidency, economics,
politics, the shift of power from stat to federal government)
Standard 6: Students will understand the causes, course, and consequences of the United State’
role in World War II.



Determine how America shifted from isolationism to intervention
o Analyze the factors that led to militarism and fascist aggression in the world
o Determine how the attack on Pearl Harbor forced the United States out of isolationism
o Examine how the alliance systems led the United States in to World War II.
o Investigate the major campaigns of the United States in the European and Pacific theaters
(e.g. Midway, D-Day, Battle of the Bulge, island hopping, and the bombing of Japan.
Examine the impact World War II had on the American home front (what role did women play,
American mobilization for war).
Evaluate how the rules and weapons of war changed during World War II (military targets to
civilian ones, technology and the atomic age).
Standard 7: Students will understand the United States’ domestic and international position in the
Cold War.


Investigate how the postwar goals and action of the United States and the Soviet Union was
manifested throughout the world (e.g. the United Nations, world’s reaction to nuclear weapons).
Analyze the Cold War ideology of the United States’ involvement in Asia.
o Explain America’s reaction to the fall of China to communism under Mao Zedong.
The Winter Sports School in Park City
Page 101


o Trace American and United Nations involvement in the Korean Police Action
o Examine the various factors that drew the United States into conflict with North Vietnam
and Ho Chi Minh.
o Investigate how the Vietnam War changed the nature of warfare.
Summarize the political, social, and economic reactions to the Cold War in the United States.
o Examine the successes and failures of the various political administrations (e.g. Kennedy,
Lyndon B. Johnson, Nixon)
o Analyze the Great Society programs aimed at ending poverty.
o Examine McCarthyism and Watergate on citizens’ attitude toward government.
o Trace the development of space exploration.
Investigate the end of the cold War and examine America’s role in the changing world.
o Compare differing American reactions to overseas military involvement.
o Trace the events that resulted in the breakup of the USSR.
o Examine the superpower status of the United States in the world.
Standard 8: The students will understand the emergence and development of the human rights
and culture in the modern era.


Analyze how the civil rights movement affected United States society
o Identify the causes and consequences of civil rights legislation and court decisions.
o Investigate the fight for political, economic, and social equality of women.
o Analyze how the black civil rights movement utilized both social and political actions to
achieve its goals.
o Investigate the gains in civil rights made by the American Indian nations, Mexican
Americans, and other ethnic groups in the last half of the twentieth century.
Analyze the impact of the counter culture since the 1960’s
o Trace the development of the counter culture from the anti-Vietnam movement.
o Assess the development of mass media as the voice of the counter culture.
o Examine the impact of drugs on the counter culture and the United States
Standard 9: The students will understand the economic and political changes of contemporary
America.


Analyze the economy of the contemporary United States
o Examine the effects of economics on modern society
o Trace the development of computers and the Internet and their impact on American
business and globalization.
Determine how politics was changed by the end of the Cold War
The Winter Sports School in Park City
Page 102
o Examine the “Reagan Revolution,” its goals, success, and failures.
o Determine the impact of environmentalism on the United States.
o Analyze the impact of international terrorism on the United States
Standard 10: The students will recognize the present domestic and international position of the
United States.


Analyze the impact of the wars in Afghanistan and Iraq
o Identify the causes and consequences of 9/11
o Examine the coalition invasion of Afghanistan, its goals, success, and failures.
o Examine the invasion of Iraq, its goals, success and failures.
Analyze the current political trends in the United States.
o Analyze recent regional and National elections
World Civilization 1
Freshman history combines two areas of study: ancient/early-modern civilizations and physical/human
geography. The purpose of the course is to provide factual information concerning the development of
civilization and the study of geography and its relation to religious, political, social and commercial
civilizations of the Ancient eras.
Standard 1: Students will gain an understanding of early civilizations and their contributions to
the foundations of human culture.



Speculate about the factors that led to civilized society.
o Investigate hunters and gatherers.
o Explore man’s domestication for plants and animals.
o Examine the role of irrigation in early agriculture.
Assess the impact of geography on the locations of early civilizations
o Examine why early civilizations developed in river environments.
o Evaluate the diffusion of civilizations.
Examine the major characteristics of the early civilizations of Mesopotamia, Egypt, athe Indus
Valley, and the Yellow River.
o Analyze the social, political, and economic structure of ancient civilizations.
o Investigate the technological advancements and writing systems that developed in early
river valley cultures.
The Winter Sports School in Park City
Page 103
o Identify the factors that led to the rise of cities
Standard 2: Students will comprehend the contributions of classical civilizations.





Investigate the purpose and influence of religions and philosophies on classical civilizations of
Greece, Rome, China, and India.
o Examine the essential elements and diffusion of the belief systems of Greek mythology,
Judaism, Christianity, Confucianism, Buddhism, Hinduism, and Islam.
o Compare and contrast the major philosophies of the Greeks and Chinese.
Analyze the development of classical political systems.
o Contrast the evolutions of Athenian democracy and Spartan rule.
o Examine the consequences of Persian and Macedonian expansion.
o Contrast Zhou feudalism, the Greek city-stat, and the caste system of India.
o Compare the development of the Roman and Han empires.
Investigate the importance of the expansion of trade.
o Identify routes of early colonization (eg: Phoenician,
Greek, Hellenistic, Korean/Japanese
o Examine the technological improvements in transportation over time.
Evaluate the significance of classical sculpture, architecture, and performing arts.
o Examine the importance and influence of Greco-Roman art and architecture.
o Assess the development of Indian and Chinese architecture and art.
o Investigate the importance and influence of the performing arts on classical civilizations.
Analyze the social organization of classical cultures.
o Describe the role of slavery in Greece and Rome.
o Compare the role of the family in Imperial Rome and Confucian China.
o Explain the caste system of India.
o Compare the treatment of women in China, Athens, Sparta, India, and Rome
Standard 3: Students will investigate the diffusion and interaction of cultures from the Classical
Period through the Age of Discovery.

Appraise the major characteristics of interregional contact that linked the people of Africa, Asia
and Europe.
o Describe the impact the Silk Road had on trade across Europe and Asia.
The Winter Sports School in Park City
Page 104



o Analyze the impact of Mongol invasion on Europe and Asia.
o Examine the influence of Chinese culture on Southeast Asia, Korea, and Japan.
Assess the influence of advancing technologies on the development of societies.
o Identify the significant technological developments in Tang China.
o Investigate key technologies that diffused to Europe from Asia (e.g. gun powder,
printing).
o Explain the consequences of the cannon and the longbow on European warfare and
society.
o Analyze the impact of movable type printing on Europe.
Compare and contrast the founding and organization of Spanish and Portuguese colonial empires
to northern European trading empires.
o Assess the expansion of Portugal and Spain on Africa, India, and Southwest Asia.
o Examine the political and military conflict between the Spanish, Portuguese, and the
peoples of the New World.
Investigate the rise and development of the modern European political system.
o Describe the political and economic importance of the growth of towns in northern
Europe.
o Examine the influence of mercantilism and commercial capitalism on France, England,
and the Netherlands.
Standard 5: Students will understand the world in spatial terms.


Use maps and other geographic tools to acquire information from a spatial perspective.
o Explain the differences between major types of map projections.
o Examine characteristics of maps and globes such as latitude, longitude, great circle
routes, cardinal directions, compass rose, legend, scale, relief, grid system, and time
zones.
o Explain selected map concepts, including rotation, revolution, axis, seasons, solstice,
equinox, and the earth/sun relationship of weather patterns.
o Collect and interpret geographic data using maps, charts, population pyramids,
cartograms, remote sensing, and Geographic Information Systems (GIS)
Explore the concept of mental maps to organize information about people, places, and
environments.
o Define mental mapping
The Winter Sports School in Park City
Page 105

o Appraise mental maps, form simple to complex.
Analyze the spatial organization of people, places, and environments on the earth’s surface.
o Describe the importance and role of location in geographic studies.
o Apply the geographic mode of inquiry (What? Where? How? And So What?) to world
regions.
o Evaluate the locational importance of human and natural resources using maps, satellite
images, and databases.
o Define absolute and relative location recognizing political and physical boundaries.
Standard 6: Students will understand the human and physical characteristics of places and
regions.



Interpret place by its human and physical characteristics.
o Examine human characteristics, including language, religion, population, political and
economic systems, and quality of life.
o Investigate physical characteristics such as landforms, climates, water cycle, vegetation,
and animal life.
o Recognize that places change over time.
Assess how people create regions to interpret the earth’s surface.
o Recognize how peoples create regions to understand a large, complex, and changing
world.
o Characterize the similarities and differences within and between regions.
Evaluate how culture and experience influence the way people live in places and regions.
o List and define components of culture (EG: race, gender roles, education, religion).
o Explain the effects of cultural diffusion from country to country.
Standard 7: Students will understand how physical processes shape the earth’s surface.


Examine the physical processes that shape the earth’s surface.
o Examine the role of plate tectonics in shaping the earth’s surface.
o Assess the external forces of weathering and erosion.
o Explain the factors that combine to shape climatic and vegetation patterns on earth.
Assess the characteristics and location of ecosystems.
o Identify the characteristics of ecosystems.
The Winter Sports School in Park City
Page 106
o Use geographic tools to identify the location and distribution of global ecosystems.
o Compare regions of the earth with similar physical features, such as semi-arid regions in
Utah with other semiarid regions of the world.
Standard 8: Students will understand how human activities shape the earth’s surface.



Analyze the characteristics, distribution, and migration of human populations on the earth’s
surface.
o Describe how physical environments provide geographic advantage or disadvantage.
o Examine the importance of water to settlement patterns.
o Explain why people who modify their physical environment in one place cause change in
other places.
o Investigate how people adapt to their environment.
Analyze economic interdependence among regions and countries.
o Examine economic networks, from local to global.
o Assess how nations and cultures are linked through transportation, communication,
language, currency, goods, and services.
Investigate various forms of governance and how they affect peoples and landscapes.
o Compare and contrast political systems within world regions.
o Determine the role of government in contemporary and historical world issues.
Standard 9: Students will understand the interaction of physical and human systems.


Explore how humans change the environment and how the environment changes humans.
o Evaluate the role of technology in modifying the physical environment.
o Explain how historical events affect physical and human systems.
o Discuss regional issues (eg: desertification, deforestation, pollution.
o Predict the potential effect of human modification on the physical environment.
Assess the importance of natural and human resources.
o Describe the roles of natural and human resources in daily life.
o Identify worldwide distribution and use of human and natural resources.
o Compare and contrast the use f renewable and nonrenewable resources.
o Evaluate the role of energy resources as they are consumed, conserved and recycled.
The Winter Sports School in Park City
Page 107
Standard 10: Students will use geographic knowledge to connect to today’s world.


Apply geographic concepts to interpret the past
o Apply an understanding of cultures as an integrated whole including traditions, behavior
patterns, and technologies.
o Explain why and how individuals, groups, and institutions respond to continuity and
change.
o Relate economic development to the distribution of resources.
o Recognize that both human choices and natural events have consequences.
Apply geographic concepts to interpret the present and plan for the future.
o Examine how the unequal distribution of resources effects economic development.
o Investigate career opportunities available through the application of geography skills and
concepts.
o Participate in community activities respecting the environment and personal property.
World Civilization 2
This continues WCIV 1 conceptual basis, focusing on the rise of Europe from the end of the Middle
Ages to present day, with three main areas of study: the Renaissance, the French and Industrial
Revolutions, and the Twentieth Century. Students examine the development of the modern state, the
relationship between social/political forces and culture, and continue developing historical skills.
Standard 2: Students will comprehend the contributions of classical civilizations.



Investigate the purpose and influence of religions and philosophies on classical civilizations of
Greece, Rome, China, and India.
o Examine the essential elements and diffusion of Judaism, Christianity, Confucianism,
Buddhism, Hinduism, and Islam.
Investigate the importance of the expansion of trade.
o Identify routes of early colonization
o Examine the technological improvements in transportation over time.
o Assess the importance of the Mediterranean and East Asian trade routes.
Evaluate the significance of classical sculpture, architecture, and performing arts.
o Assess the development of Indian and Chinese architecture and art.
The Winter Sports School in Park City
Page 108

o Investigate the importance and influence of the performing arts on classical civilizations.
Analyze the social organization of classical cultures.
o Explain the caste system of India.
o Compare the treatment of women in China, Athens, Sparta, India, and Rome
Standard 3: Students will investigate the diffusion and interaction of cultures from the Classical
Period through the Age of Discovery.




Appraise the major characteristics of interregional contact that linked the people of Afric, Asia
and Europe.
o Describe the impact the Silk Road had on trade across Europe and Asia.
o Examine the consequences of the Crusades.
o Analyze the impact of Mongol invasion on Europe and Asia.
o Examine the influence of Chinese culture on Southeast Asia, Korea, and Japan.
Assess the influence of advancing technologies on the development of societies.
o Investigate key technologies that diffused to Europe form Asia (e.g. gun powder,
printing).
o Analyze the impact of movable type printing on Europe.
Compare and contrast the founding and organization of Spanish and Portuguese colonial empires
to northern European trading empires.
o Assess the impact of the exchange of ideas and goods on the New and Old Worlds.
o Investigate French, Dutch, and English merchants’ impact on European overseas
expansion.
Investigate the rise and development of the modern European political system.
o Describe the political and economic importance of the growth of towns in northern
Europe.
o Examine the influence of mercantilism and commercial capitalism on France, England,
and the Netherlands.
Standard 4: Students will understand the influence of revolution and social change in the
transition from early modern to contemporary societies.

Assess the importance of intellectual and cultural change on early modern society.
The Winter Sports School in Park City
Page 109


o Compare the “rebirth” of European culture during the Renaissance with the flowering
Chinese culture of the Ming dynasty (e.g. literature, art, architecture, ant humanities).
o Examine the key events and ideas of the Protestant Reformation, the Counter
Reformation, and Neo-Confucianism.
o Analyze the significant ideas and philosophies of the scientific revolution and the
Enlightenment.
o Examine the roles and conditions of men, women, and children in European monarchies.
Analyze the economic transformation of production and distribution of goods in Europe.
o Compare and contrast capitalism and socialism.
o Explain the significance of the agricultural revolution.
o Investigate the impact of the first and second Industrial Revolutions.
Evaluate the impact of Western imperialism in Africa, Asia, and the Pacific.
o Examine the impact of Western imperialism of Africa.
o Compare the reactions of China, India, and Japan to foreign domination.
FOREIGN LANGUAGE
Spanish 1
This course will lay the foundation of vocabulary and grammar. Students will become familiar with the
four language skills of speaking, reading, writing and oral comprehension. Hispanic culture will be
interwoven into the curriculum.
Communication
Standard 1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions.




Participate in brief guided conversation related to needs, interests, likes, and dislikes (e.g. what
you like to do on the weekend; what do you like to eat).
Understand and use culturally appropriate responses and non-verbal gestures (e.g. greetings;
respond appropriately to comments).
Make introductions (e.g. introduce yourself; introduce others to teacher or friends).
Ask and answer simple questions (e.g. how are you? what time is it?).
The Winter Sports School in Park City
Page 110



Make routine requests in the classroom and public areas.
Describe state of being in simple phrases.
Express basic agreement and disagreement.
Standard 2: Students understand and interpret written and spoken language on a variety of
topics.





Read, comprehend and respond to works and phrases in a variety of situations (e.g. Respond
through physical action to classroom commands; Follow simple directions given by the teacher
or another student).
Read, comprehend and respond to words and phrases in a variety of situations (e.g. Read and
order from a menu; Read a train schedule and plan your departure and return time).
Exchange descriptions of people and products through oral and written descriptions (e.g.
Describe what you are wearing; Write a list of the things you have in your bedroom).
Identify ideas ad topics from simple texts.
Read short narrative texts on simple topics.
Standard 3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.


Write and share familiar words, phrases and sentences (e.g. write a post card to a pen pal; write
and present a skit with classmates).
Give short oral presentations (e.g. Memorize and present a poem in the target language; Present
an artist from the target culture; Sing songs in the target language; Present you family tree with
names and ages of each member of the family).
Cultures
Standard 4: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture.
 Demonstrate culturally appropriate behaviors for introductions, greetings and leave-taking in a
variety of social situations.
 Use appropriate courtesy expressions.
 Make simple polite requests.
The Winter Sports School in Park City
Page 111

Examine cultural differences (e.g. Identify similar holidays, foods and customs that the two
cultures share and then identify some differences in celebration; Examine the correct notation for
time and dates).
Standard 5: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
 Identify major products of the target culture (e.g. Create a map illustrating products of a target
country; Collect samples of a magazine and movie ads, product labels or newspaper articles from
the target culture).
Connections
Standard 6: Students reinforce and further their knowledge of other disciplines through the world
language.
 Identify the major geographical features of countries or regions where the target language is
spoken.
 Identify key historical events in target cultures.
 Apply mathematical skills in the world language.
 Identify typical cuisine and the variation of cuisines in the different cultures that use the target
language.
 Demonstrate an awareness of music and art from the target cultures.
Standard 7: Students acquire information and recognize the distinctive viewpoints that are only
available through studying the target language and its culture.
 Study authentic media in order to recognize different cultural view points (e.g. Examine
authentic movie ands and TV guides).
Comparisons
Standard 8: Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own.
 Identify and use borrowed words and cognates in the students’ own language and in the target
language (e.g. Study maps and identify place names that originated in the target language;
Identify and compare cognates in both language. (e.g. Express state of being and age; Discuss
likes and dislikes).
The Winter Sports School in Park City
Page 112



Identify basic idiomatic expressions in the students’ own language and use some of them in the
target language (e.g. Express state of being and age; Discuss likes and dislikes).
Recognize differences in the writing systems among languages (e.g. Write a paragraph
demonstrating appropriate punctuation and structure; Compare formal and informal discourse).
Recognize that other languages and/or dialects may be spoken by people within the target culture
(e.g. Listen to samples of different dialects in the target language).
Standard 9: Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
 Identify similar and different behavioral patterns, including the use of non-verbal gestures,
between the target culture and the student’s own culture (e.g. Identify similarities and differences
in teacher0-student relationships in the target culture; Describe similarities and differences in
behaviors such as greetings, attire, shopping and ordering food).
 Identify the similarities and differences in cultural reaction to local and world issues. (e.g. read
newspaper articles in both languages about current events).
 Recognize cultural stereotyping (e.g. discuss students; impressions of the target culture; Identify
problems associated with stereotyping).
Communities
Standard 10: Students us eth language both within and beyond the school setting.
 Identify uses for the target language within both local and national communities (e.g. Identify
occupations in want ads and Internet job searches for which the target language would be
helpful; Identify news stories about the target cultures).
 Practice the target language with family, peers, or community members (e.g. Share the target
language with parents or siblings, specific to class vocabulary or assignments; Outside of class,
initiate a conversation or respond to questions from the teacher in the target language.
Spanish 2
This course will increase the students; vocabulary, conversational and grammatical skills. They will
engage in more extensive conversations. Students will increase their exposure to Hispanic cultures.
Communication
The Winter Sports School in Park City
Page 113
Standard 1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions.




Ask questions regarding routine activities.
Participate in conversations on a variety of familiar and everyday topics (e.g. weather, sports,
and news).
Give and respond to oral directions and commands (e.g. use a map to give and respond to
directions; be able to ask for information about public transportation).
Interact in a variety of situations for basic survival and to meet personal needs (e.g. Role play a
situation in a world post office and make appropriate requests for stamps and envelopes, cost of
mailing a post card or a letter to the US via air mail, etc.; Express basic needs and problems such
as I don’t have any paper. Do you have some paper; Role play a restaurant situation, using a
menu and target culture currency).
Standard 2: Students understand and interpret written and spoken language on a variety of
topics.



Understand and interpret authentic writing, video, and music (e.g. Read ads in target culture
newspapers; View videos about the target culture in the target language; Listen to and sing music
from the target culture).
Understand and interpret written messages and announcements on topics of interest (e.g. Read
about sporting events in newspapers and magazines in the target language; Follow oral and
written directions for daily classroom activities; Read daily television schedules in the target
language).
Understand in interpret simple personal written communication such as notes, invitations, and
letters (e.g. Exchange letters; Write announcements; Analyze plots, characters and themes in
target culture literary works).
Standard 3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.

Write and share short texts at the paragraph level of discourse using culturally appropriate
language with increasing accuracy (e.g. dialogues, simple skits, poem, journal).
Cultures
The Winter Sports School in Park City
Page 114
Standard 4: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture.
 Identify similarities and differences in everyday life in the United States and the target culture.
Standard 5: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
 Identify and describe various products or symbols of the target culture.
 Identify and describe examples of artistic expression in the target culture (e.g. Compare and
contrast architectural styles; Examine and present the work of an artist from the target culture).
 Study current events from the target culture (e.g. Read target cultural newspapers about current
events; Listen to a newscast from a target culture).
 Study the geography and history of the target culture.
Connections
Standard 6: Students reinforce and further their knowledge of other disciplines through the world
language.
 Demonstrate knowledge of key historical and current events in the target culture.
 Apply composition techniques learned in English class to writing in the target language (e.g.
Write a simple, well organized paragraph in the target language).
 Transfer technology skills to the target language classroom.
Standard 7: Students acquire information and recognize the distinctive viewpoints that are only
available through studying the target language and its culture.
 Examine and discuss authentic literature (e.g. Present a memorized poem to the class; Create a
schedule for a typical school day).
 Access media from the target culture to gain information and to identify different perspectives
(e.g. Analyze and compare views of current world events in the target culture; Explain different
perceptions of beauty represented in popular media).
The Winter Sports School in Park City
Page 115
Comparisons
Standard 8: Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own.
 Recognize cognates.
 Recognize idiomatic expressions.
 Recognize and use differences in grammatical structures among languages.
 Recognize differences in pronunciation (e.g. Use appropriate intonation and pronunciation).
Standard 9: Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
 Understand and use appropriate verbal and non-verbal communication of the target language.
 Analyze the similarities and differences in cultural reaction to local and world issues.
 Recognize contributions and influences on the target culture to the United States (e.g. Collect
and prepare recipes of the target culture; Compare and contrast holiday celebrations of both
cultures).
Communities
Standard 10: Students us eth language both within and beyond the school setting.
 Practice the target language with family, peers, or community members (e.g. Write and illustrate
a simple story and present it to others; Teach a mini-grammar or culture lesson to others; Write
letters or emails to a friend).
 Identify community resources to expand student awareness of the target cultures.
The Winter Sports School in Park City
Page 116
Spanish 3
Students will increase their ability to sue and understand intermediate Spanish in a variety of spoken and
written contexts. They will use a more sophisticated language structure while broadening their
vocabulary and include more varied expressions. Students will continue to learn about Hispanic society
and life.
Communication
Standard 1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions.



Provide and exchange detailed information on familiar topics (e.g. describe food and leisure time
preferences to a native speaker of the language; Inquire about price, size, and availability of
items while simulating shopping in the target culture; Us the target language to greet one another
and engage in conversation about everyday topics, such as weather, friends, school, and family).
Describe and explain state of being and feelings (e.g. Share opinions, preferences and feelings in
the target language with classmates; Compare and contrast opinions about sporting events, films
or popular music in the target culture; Exchange information about personal events and
memorable experiences).
Express agreement and disagreement, and support opinions with simple reasoning (e.g. Use
culturally appropriate expressions to manage conversations, such as expressions used to interrupt
a conversation, to apologize, or to express agreement or disagreement; Use the target language to
support opinions and individual perspectives on a variety of contemporary topics; Use the target
language to discuss and propose solutions to issues and problems in the community).
Standard 2: Students understand and interpret written and spoken language on a variety of
topics.


Identify main ideas and topics in a variety of authentic written materials.
Comprehend and respond to main ideas in language spoken with another person on
familiar/simple topics (e.g. follow directions on how to use a cell phone, use an ATM).
Standard 3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
The Winter Sports School in Park City
Page 117


Write and share texts at the multi-paragraph level of discourse using culturally appropriate
language with increasing accuracy (e.g. Write and share journal entries, letters and short
compositions).
Give oral presentations using culturally appropriate language with increasing accuracy (e.g.
prepare, illustrate and present an advertisement for a product; Perform scenes from target
language plays, live or on video).
Cultures
Standard 4: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture.
 Explain cultural practices and behaviors of everyday life in the target culture.
 Demonstrate appropriate non-verbal communication in a variety of social contexts (e.g. Use
appropriate gestures as a means of communication in the target culture; Respond appropriately to
non-verbal cues).
Standard 5: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
 Identify geographical features, historical events and political structures of various target
countries.
Connections
Standard 6: Students reinforce and further their knowledge of other disciplines through the world
language.
 Transfer knowledge and understanding of the basic elements of art to the study of the target
culture (e.g. Identify the basic elements of style, color, and content in selected paintings
representative of the target culture).
 Apply the grammatical knowledge acquired in the target language to achieve a better
understanding of English grammatical structures and vocabulary
 Apply the information learned through target language resources to other disciplines.
Standard 7: Students acquire information and recognize the distinctive viewpoints that are only
available through studying the target language and its culture.
The Winter Sports School in Park City
Page 118


Demonstrate an understanding of various topics by examining them from the perspectives of
other cultures where the language is spoken (e.g. read and listen to poetry, folk tales, songs and
short stories written for native speakers of the target language; Read magazines, newspapers, and
electronic media for information about the target culture; Access target language Internet sites to
locate authentic target culture recipes).
Use target language skills to acquire new information and discover new cultural perspectives
(e.g. Find and report on information found in target language newspapers and magazines on
weather information and current events in target country).
Comparisons
Standard 8: Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own.
 Integrate the use of idiomatic expressions
 Apply more complex structural patterns of the target language.
 Apply more complex structural patterns of the target language (e.g. Write a passage using
complex sentences).
Standard 9: Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
 Use the target language in a manner acceptable to native speakers.
 Explain similarities and differences in verbal and non-verbal behavior between cultures.
 Explain the impact of the target culture on the student (e.g. Identify possible future encounters
when studying or traveling in a target country).
Communities
Standard 10: Students us eth language both within and beyond the school setting.
 Practice the target language with family, peers, or community members (e.g. Write and illustrate
a simple story and present it to others; Teach a mini-grammar or culture lesson to others; Write
letters or emails to a friend).
 Identify community resources to expand student awareness of the target cultures.
The Winter Sports School in Park City
Page 119
Spanish 4
This course endeavors to teach the entire class in Spanish and to prepare students for college level
courses and eventual fluency. Students will become experienced in the complex tenses such as present
perfect and subjective.
Communication
Standard 1: Students engage in conversations, provide and obtain information, express feelings
and emotions, and exchange opinions.




Ask and respond to a variety of questions giving reasons for answers (e.g. express opinions and
preferences regarding events, experiences and school subjects).
Interact in complex social situations (e.g. Role-play a conversation at a party asking a d
answering questions about leisure activity preferences; Develop and propose solutions to issues
and problems related to the school or community).
Express and support opinions.
Analyze and react to expository and literary texts in the target language (e.g. Engage in
conversation with peers and/or native speakers of the target language about themes and points of
views in authentic texts; Present an analysis of a poem or short story written in the target
language; Share points of view with peers and/or native speakers about an article in a target
language newspaper).
Standard 2: Students understand and interpret written and spoken language on a variety of
topics.



Understand selected authentic written and oral materials on topics of personal interest (e.g. Read
and discuss a subject of interest found in a target culture magazine or lyrics to songs sung in the
target language).
Demonstrate an understanding of the main ideas and some details of live and recorded
discussions in the target language (e.g. demonstrate understanding of an authentic travel guide
written in the target culture; Write a culturally appropriate letter requesting hotel
accommodations).
Comprehend and respond to formal written communication (e.g. Write a letter requesting hotel
accommodations; Write a culturally appropriate invitation or announcement).
The Winter Sports School in Park City
Page 120
Standard 3: Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.


Write and share texts using culturally appropriate language with increasing accuracy (e.g. Write
and present a play in the target language using culturally appropriate discourse; Present a
dramatic reading of a poem from the target culture).
Give oral presentations using culturally appropriate language with increasing accuracy (e.g.
Simulate a television newscast in the target language; Role play a job interview in the target
language).
Cultures
Standard 4: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture.
 Identify differences in cultural practices among same-language cultures (e.g. Describe
similarities and differences in family roles observed in films or literary works).
 Recognize sociolinguistic features of the target culture (e.g. Demonstrate knowledge of the use
of gestures in the target culture; Role play greetings based on levels of formalities).
 Interpret the cultural connotations of common words, phrases, and idioms (e.g. Write a
comparison if idiomatic expressions from the target language and English; Read authentic
language samples to identify idiomatic expressions).
 Discuss unfounded generalizations and stereotypes (e.g. Discuss the stereotypes presented about
the American culture in a movie from the target culture; Read and discuss newspaper and
magazine articles in the <American media about the target culture).
 Discuss social and geographic factors that affect cultural practices (e.g. Research the food
preferences of the regions in a target culture and how they are influenced by bordering countries;
Discuss the ways that geography has affected the development of sports and their popularity).
Standard 5: Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
 Describe various aspects of the culture, including major historical events and political structures
(e.g. discuss the current events in the target culture and their influence on your culture; Discuss
the differences in social practices as they relate to the workplace, home and leisure activities).
The Winter Sports School in Park City
Page 121

Identify and discuss major artistic periods and genres of at least one of the target cultures (e.g.
Compare and contrast the work produced in a target country and the United States during any
given art period; Examine the hip-hop music of the United States and one of the target cultures;
Research the different architectural styles of the target country and present your findings to the
class).
Connections
Standard 6: Students reinforce and further their knowledge of other disciplines through the world
language.
 Read and discuss authentic literature (e.g. Identify and discuss elements of literature such as plot
development and characterization).
Standard 7: Students acquire information and recognize the distinctive viewpoints that are only
available through studying the target language and its culture.
 Access a variety of entertainment media available to speakers of the language (e.g. View videos,
films and television programs from the target country to understand the roles of males and
females in t eh target culture; Use a variety of authentic sources to prepare reports on topics of
personal interest, comparing the target culture perspectives to America’s).
 Read and interpret short stories, poetry, or plays in the target language.
 Expand knowledge, through the target language, of other subject areas (e.g. Report orally or in
writing in the target language on topics being studied in other classes; Discuss worldwide issues
in the target language).
Comparisons
Standard 8: Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own.
 Analyze differences between identified grammatical structures of English and the target
language (e.g. Apply the correct possessive structures used in the target language; Demonstrate
correct word order in writing and speaking).
 Identify the historical and cultural reasons for cognates, loan words, and borrowed words (e.g.
Explain the historical reasons for specified place names in the United States).
The Winter Sports School in Park City
Page 122

Use correct stress and intonation patterns to communicate in particular contexts (e.g. Read a
poem with correct intonation, phrasing, and stress; Sing with correct pronunciation and
phrasing).
Standard 9: Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
 Use the target language in a manner acceptable to native speakers.
 Explain similarities and differences in verbal and non-verbal behavior between cultures.
 Explain the impact of the target culture on the student (e.g. Identify possible future encounters
when studying or traveling in a target country).Identify and compare current issues in the target
culture and student’s own culture (e.g. Interview a native speaker about current political issues;
Research and present findings on immigration policies for both cultures).
Communities
Standard 10: Students use the language both within and beyond the school setting.
 Communicate orally or in writing with members of the target culture on a variety of topics (e.g.
Ask questions after a formal presentation or when encountering a speaker of the target language;
Invite professionals to explain their use of the target language in their occupations, such as health
care, law enforcement, social services and business).
ART
Winter Sports School Art Classes
Ceramics I
Introduction to ceramic techniques including wheel throwing, slab and coil hand-building and ceramic
sculpture. Through a series of projects and discussions students will explore elements of form, design
and surface treatment, as well as being introduced to the glazing and firing process.
Ceramics II
Prerequisite: Ceramics I
An intermediate level course where more advanced forms such as bottles, lidded containers and larger
sculptures will be explored. Alternative firing processes such as ra ku and primitive firing will be
introduced.
The Winter Sports School in Park City
Page 123
Ceramics III & IV
Special topics will be explored by the advanced student which may include sculptural forms, large
thrown forms, porcelain, glaze mixing and kiln firing. Students will write proposals for the black, but
may adjust their direction as their work progresses.
General Art
Introduction to basic two and three dimensional elements of art and design. Units covered will include
drawing with one and two point perspective, drawing objects with shading, hand built ceramics and
linoleum cut relief print making.
Oil Painting
Students will draw and/or paint on a daily basis. Their work will cover such art as still life, portrait,
landscape and abstract forms. In addition, students will study the major periods to include classical,
romantic, impressionistic and modern.
Watercolor Painting
Students will learn basic design and color theory through use of transparent watercolors. Students will
draw and/or paint on a daily basis, experimenting with different techniques and styles. Exposure to art
history will be integrated into the studio setting.
Printmaking
Students will learn printmaking techniques with an emphasis on linoleum and wood cut block prints.
Drawing will be integrated into class and students will print black and white with multi-color print as a
final project.
Independent Study/ Special Topics
Students may work on special topics through independent study on such subjects as fiber art, sculpture,
jewelry, etc. A proposal must be submitted with a contract worked out with instructor. Instructor will set
up a schedule for student to meet on a regular basis.
World Art
Students will be introduced to the art of Asia, Africa and the Middle East. Students will study and make
art that is traditional to a region, from masks, basket weaving, mosaic to paper cutting.
Videography (For Senior Students Only)
Working with a video cameras, students will learn the principles of putting together short films and
demo reels, with a focus on sports, athletics, and dialogue (especially interviews). Students will work
The Winter Sports School in Park City
Page 124
through the process of conceptualizing, shooting, and editing their own project for use with potential
sponsors and college recruiters
(end of WSS 2012 Scope & Sequence Document)
There is a difference 2 credits required by the district high school and the WSS. The PCSD
high school requires 26 units of credit and the WSS will require 24. The difference in credits
required is driven by the intensity of the curriculum. With the limited amount of course
offerings and rigor of those courses the WSS feels that 24 units of credit is a sufficient
measure of preparedness to move on from high school to a college or university. Both the
PCSD and the WSS adhere to the same core graduation requirement in English, Math,
Science and Social Studies. The WSS also adheres to the NCAA Clearinghouse core
curriculum requirements for NCAA Division I athletic eligibility.
f. Support for Standards and Use of Data
The WSS will work in conjunction with the PCSD Director of Curriculum to insure the
proper alignment of WSS curriculum with the requisite courses defined by the Utah Common
Core. Data will be gathered and shared with the Director of Curriculum by the Head of
School of the WSS.
The WSS will follow district policy and administer all testing (UPASS, UBSCT, CRT, etc.)
that is required by the State Office of Education in addition to insuring that all students take
the requisite college entrance exams along with the PSAT and PLAN tests. the data gathered
through that testing to insure that the WSS is meeting the educational expectations of the
district and state.
10. School Closure Plan
a. Identification of Missed Target
TBD.
b. Student Transition
Upon receiving notification of admission to WSS and committing to matriculate, incoming
students will be counseled by the WSS Head of School and (or) Assistant Head of School
with respect to two key decisions: matriculation timeframe and course selection.
Students matriculating at WSS will choose between 1) abandoning “in-flight” credits at their
previous schools to begin our program in mid-April, and 2) completing their “in-flight”
credits at their previous schools to begin our program in late-June / early-July. In either case,
partial credits will be missed as a result of the transition, some of which may need to be
The Winter Sports School in Park City
Page 125
completed or made up before graduation. WSS will continue to provide mechanisms to
facilitate such required make-up work – through winter classes, winter projects, lunch
tutoring, etc. We have found these mechanisms highly effective in our history of operation
as an independent school.
Each incoming student will also be counseled with respect to course selection. Since our
curriculum is streamlined and geared solely towards college preparation, choices are
somewhat limited. Still, students will be assessed as necessary for placement in
mathematics, foreign language, and other courses that are assigned according to ability and
prior study as opposed to grade level.
At the close of each WSS school year, non-graduating students will be surveyed with respect
to their intent to reenroll (the close of each academic year will typically fall two to three
weeks into the initial enrollment period for the following year). As noted in Section 2.c
above, returning students in good academic and behavioral standing are exempt from the
application and lottery processes. Students leaving WSS prior to graduation due to changes
in family circumstances, etc. will be provided with transcripts, letters of recommendation,
and any other materials they may need to ensure a smooth transition.
c. Employee Transition
Salaried employees will be compensated each semi-monthly pay period throughout the
school’s fiscal year. Salaried positions at WSS are limited to the Head of School, the
Assistant Head of School, and the Office Manager. The Head of School and Assistant Head
of School will serve under three year contracts, consistent with Park City School District
practice and with financial compensation determined by the PCSD administrative salary
schedule. The Office Manager will serve under a single year contract, with financial
compensation determined by mutual agreement between the Office Manager and the Head of
School. All salaried positions will be eligible for full medical coverage throughout the fiscal
year, unemployment and disability coverage, and such retirement and other benefits as are
available to wider PCSD employees. Holders of salaried positions may pursue other parttime employment opportunities during the school’s annual closure (i.e. ski instructor, coach,
tutor, etc.), but their first duty must remain to the school, as the school’s few salaried
positions are considered full-time year-round, and are critical to WSS’s success.
All other contracted WSS employees are adjunct, serving under contracts issued within a
single academic year only. Adjunct employees will be compensated each semi-monthly pay
period while their contracted duties are performed. We currently do not have or intend to
offer an option for adjunct employees to have their payments distributed over the entire fiscal
year. Adjunct employees are ineligible for medical coverage, unemployment and disability
The Winter Sports School in Park City
Page 126
coverage, and retirement benefits. Adjunct employees are free to pursue other part-time or
full-time employment opportunities during the school’s annual closure. They and WSS have
no duty to each other outside the dates of their contracts, although adjunct employees
intending to return in subsequent years are encouraged to state their intention to return to the
Head of School, and to attend regular (but informal) monthly meetings traditionally held
during the school’s closure to keep faculty and staff informed with respect to policy
decisions, etc. Adjunct contract renewals are typically executed within two weeks of the
contract start date.
Other service providers will be compensated according to their individual agreements, with
no contracts.
d. Records
The records of the school are managed and maintained by the WSS office manager. All files
and records are to be kept in the schools administrative offices. In the event of school
closure the WSS will turn these files and records over to the PCSD for safe keeping and
dissemination of records as needed when they are requested by colleges and universities in
the case of student transcripts.
The registrar of the PCHS will be the recipient and holder of the records should the WSS
close.
e. Reports
As a district dependent charter school the WSS will look to the PCSD to become the
reporting agent should the school cease to exist. As a charter school under district
supervision the ongoing reporting will be handled by the district office.
f. Financial Reserves
The WSS currently has 3 months of operating expense in reserve. These funds will follow
the WSS as it transitions to charter school status. This amount exceeds the recommended
reserve asked for in the application.
11. Dismissal Procedures and suspension/expulsion
a. Dismissal
WSS is committed to due process for all its constituents. Our policies regarding due process
for short-term and long-term student suspensions from school are as follows.
i. DEFINITIONS AND CONTROLLING POLICIES
The Winter Sports School in Park City
Page 127
1. Only the WSS Head of School or Assistant Head of School may suspend a
student – faculty and other staff may recommend only.
2. Whenever possible, suspended students will be allowed a reasonable
opportunity to make up missed work, assuming the student is allowed to
return to school in time to do so. If the suspension is too long in duration or
the volume of missed work is too great, course work may have to be repeated
in a later semester or school year as opposed to made up during the current
one.
3. “Notification” means notice to parents by a reasonable, reliable process, e.g.
by mail, by email, by notice in a school newsletter, by student delivery, at
school registration.
4. “Timely hearing” means that a hearing will be scheduled no more than 5
school days following the suspension/expulsion. Allowance may be made by
mutual agreement of the parties, inability of WSS or PCSD to contact
parent(s)/guardian(s) despite documented good faith efforts, or lack of
cooperation by parent(s)/guardian(s).
5. If a WSS administrator offers a student/parent the opportunity to explain their
side of the story or have a hearing, and student or parent refuses or waives the
right, due process is satisfied.
ii. SHORT-TERM SUSPENSION
If a WSS administrator intends to suspend a student for less than 10 school days the
following procedures should be followed:
1. Student and parents should be notified immediately of the school’s intent to
suspend.
2. A student should hear a brief explanation of reason(s) for suspension prior to
suspension.
3. A student should have the opportunity to tell his or her side of the story prior
to suspension.
4. This student/administrator or student/teacher conversation or meeting should
be documented by the teacher/administrator in writing or on a permanent
computer file.
iii. LONG-TERM SUSPENSION
If a student is suspended for more than 10 school days, the following minimum
standards will be followed:
1. Notice of reasons to student and parents, preferably in writing.
2. Notice of opportunity for a timely hearing.
The Winter Sports School in Park City
Page 128
3. If a hearing is requested, the student and parents shall have and receive notice
of:
a. Names of witnesses against the student and opportunity to present
witnesses (witnesses’ names may be protected if WSS determines they
would suffer physical/psychological harm; witnesses cannot be
compelled);
b. Reasonable time to prepare the case;
c. The opportunity for counsel, if WSS or PCSD uses an attorney;
d. The right to notice of procedures for the hearing in writing, in student
handbook or on WSS website;
e. The right to have the hearing recorded;
f. A fair hearing officer (credible and objective person or panel – not
necessarily uninformed).
4. The decision must not be based solely on hearsay; rules of evidence do not
control.
5. The student has no official protection against self-incrimination; though if
criminal charges are also pending, this may require consultation with local law
enforcement.
6. A decision must be made only on evidence presented at the hearing.
7. Student/parent has right to written findings.
8. Decision is by preponderance (>50%) of the evidence.
9. Student has the right to appeal decision made at the hearing to:
a. at least one member of the WSS Board of Trustees, and (or)
b. at least one member of the Park City School District Board of
Trustees, and (or)
c. the Park City School District Superintendent.
10. Student/parents must participate in the outlined available due process steps
and fully exhaust the available appeal process prior to appealing a decision to
district court.
b. Suspension/Expulsion
Please see Appendix D.
12. Complaints
a. Policy
Please see Appendix E.
The Winter Sports School in Park City
Page 129
b. Timeframe
Please see Appendix E.
13. Parental Involvement
a. Opportunities
The WSS will make every effort to involve the parental constituency of the school with the
school’s day-to-day functions. The school will be open to many aspects of parental
involvement. There will be the formation of a parent association or PTO. When the charter
goes into effect the school’s Board will look to the parent community for potential new
Board members. The WSS intends to continue its fundraising program as a supplemental
revenue stream and parental involvement in fundraising will be a critical component of that
process.
b. Notification
The WSS will insure excellent communication with the parental constituency in the same
fashion currently employed. The parents will be made aware of all school activities through
several communication mediums. E-mail, postal service and newsletters (both hard copy and
electronic) will be the methods of communication. In addition there will be tri-annual
parent/conferences ensuring good communication between teachers and parents. There will
also be monthly forums held informally over coffee with the Head of school.
c. Volunteering
Parent volunteerism will be encouraged but not required by the WSS. In an effort to foster
good school/parent relations opportunities to volunteer will made available to any willing
parents. These opportunities will be decided upon both by the school administration and in
consultation with the PTO organization.
14. Employees
a. Administrators
Winter Sports School administrative positions are limited to the Head of School, the
Assistant Head of School, and the Office Manager. Desired qualifications are as follows:
i. Head of School: As a charter school, hiring and firing authority for this position will
reside with the WSS Board of Trustees. The Head of School must have at least a
bachelor’s degree; a graduate degree is preferred. Must have at least 5 years
experience in secondary school administration. Additional experience as a teacher or
coach of secondary school students preferred. Should demonstrate detailed
The Winter Sports School in Park City
Page 130
knowledge of business management, such as employment policies, annual budgets,
marketing and promotional methods, etc.
ii. Assistant Head of School: As a charter school, hiring and firing authority for this
position will reside with the WSS Head of School. The Assistant Head of School
must have at least a bachelor’s degree; a graduate degree is preferred. Must have at
least 5 years experience in secondary school education, either as teacher or as
administrator. Should demonstrate detailed knowledge of business management,
such as employment policies, annual budgets, marketing and promotional methods,
etc.
iii. Office Manager: As a charter school, hiring and firing authority for this position will
reside with the WSS Head of School with consultation from the Assistant Head of
School. A bachelor’s degree is preferred for the Office Manager role. Must have at
least 3 years experience in an office management capacity. Secondary school
experience preferred.
b. Teachers
As a charter school, hiring and firing authority for this position will reside with the WSS
Head of School, with consultation from the Assistant Head of School. Winter Sports School
teachers will be licensed by PCSD to teach within the PCSD only, should they not already
hold a license issued by the USOE. WSS teachers should hold at least a bachelor’s degree in
or related to the subjects they’re hired to teach. Prior secondary school teaching experience
is preferred. Additional endorsements and certifications are a plus. WSS does not anticipate
hiring teachers into any highly qualified assignments.
c. Paraprofessionals
d. Background Check
e. Job Descriptions
i. Head of School
Responsibilities include, but are not limited to the following:
1. Articulate the school’s mission to the community, articulate ongoing
common vision for school improvement, and solicits support in
accomplishing the mission.
2. Initiate publicity through press contact and communication with families and
other stakeholders. Represent the school in public relations events, joint
activities, etc.
3. Work collaboratively with staff, parents, students, district, higher education
partner, and community personnel, leading, developing, communicating, and
implementing high performance goals for staff and students.
The Winter Sports School in Park City
Page 131
4. Follow the overarching curriculum direction established by Board policy.
Review proposed curriculum changes and enhancements with the Board at
the completion of each school year.
5. Supervise, promote, and evaluate the school’s curriculum program, teaching
process, and extracurricular programs.
6. Aid teachers in implementing effective instructional practices, monitor
academic achievement of students on a regular basis, and observe teachers to
insure goals are consistent with school, district and state guidelines.
7. Utilize tests results to analyze program effectiveness and identify areas
needing improvement.
8. Incorporate the Utah State Core Curriculum and Utah State Board of
Education adopted guidelines.
9. Supervise all professional, paraprofessional, administrative, and nonprofessional personnel attached to the school. Interview, select, orient, and
promote staff.
10. Foster collegiality and team building among staff members. Encourage their
active involvement in the decision making process.
11. Direct planning activities and put programs in place with staff to ensure
attainment of school’s mission. Define expectations for staff performance
with regard to instructional strategies, classroom management, and
interaction with the community.
12. Observe employee performance, record observations, and evaluate and
counsel all staff members regarding their individual and group performance.
Work with staff to plan and develop professional growth activities.
13. Foster the success of all students by facilitating the development and
communication of a shared vision of learning that reflects excellence.
14. Maintain visibility in the school environment, observe and respond to all
situations, solving problems quickly and fairly before they become critical.
15. Conduct conferences about student and school issues with parents, students,
and teachers/staff.
16. Participate in special events held to recognize student excellence and
achievement.
17. Attend, supervise, and assist with school sponsored activities and functions.
18. Develop and set annual school performance objectives. Identify, analyze,
and apply researched findings to promote school improvement.
19. Develop school budgets based on documented programs, estimated
enrollments, personnel and other needs. Keep programs within budget limits,
maintain fiscal control, and accurately report fiscal information.
The Winter Sports School in Park City
Page 132
20. Maintain compliance with state, district, and federal law, regulations,
reporting, and testing.
21. Interpret and enforce school, district, and state policies and administrative
regulations.
22. Serve as non-voting member of the WSS Board.
23. Communicate regularly with the Board of Trustees about the needs,
successes recommendations, and general operation of the school.
24. Coordinate facility use with appropriate Park City School District and Park
City High School officials and staff.
25. Other duties as assigned by the WSS Board of Trustees.
ii. Assistant Head of School
Responsibilities include, but are not limited to the following:
1. Carry out the policies and directives of the Winter Sports School Head of
School and of the Board of Trustees as set by required membership vote
2. Manage daily operations of the school in the Head of School’s absence
3. Responsible for all marketing and service definition strategy in conjunction
with Head of School
4. Manage and refine the school’s admissions policies and processes
5. Enforce school policy with respect to student behavior; maintain WSS student
/ parent handbook
6. Participate in staff recruitment and selection process
7. Assist Head of School with staff evaluations
8. Ensure all faculty and staff are utilizing WSS e-mail addresses and blogs, with
support from Head of School
9. Maintain, manage, and improve the school’s web site utilizing contracted
resources as required
10. Supervise and orient all faculties to the school’s grading application. Ensure
that all grades are submitted to administration on schedule.
11. Create and distribute school community communications.
12. Publish newsworthy items on school blog and social media sites
13. Teach courses in areas of expertise as administrative duties allow
14. Moderate student yearbook team
iii. Office Manager
1. Responsibilities include, but are not limited to the following:
a. Assist the Head of School in the day-to-day operations of the school
b. Coordinate and maintain all school records
c. Coordinate communications between all students, families, faculty,
board and administration (verbal, written and electronic)
The Winter Sports School in Park City
Page 133
d. Manage finances (deposits, transfers, billing, payments and
purchasing)
e. Keep the school’s website updated and current
f. Assist in the coordination and execution of special school events
g. Improve and maintain school’s contact database
h. Manage all telephone calls and messaging
i. Other duties as assigned
2. Requirements:
a. Fulltime job (8-5 daily)
b. Proficiency in Quickbooks
c. Advanced MS Office skills including Word, Excel, Powerpoint and
Access
d. Understanding of basic bookkeeping
e. Positive and outgoing personality
iv. Teacher
Responsibilities include, but are not limited to the following:
1. Orient students to their coursework and communicate course and school
requirements
2. Employ technology as needed (including emails and online blogs) to
supplement course content and monitor student progress
3. Maintain regular office hours, to be reachable by students or parents
4. Implement student's IEPs and attend IEP conferences, as needed
5. Set deadlines for student work and grant extensions
6. Participate in State Testing – this includes, but is not limited to:
a. Proctoring for a three week testing window
b. Assigning students to test sites
c. Following up with students who have not been tested
d. Helping site coordinator
e. Following up with student, parent and/or administrator if there are
issues
f. Organizing testing materials
7. Assess and grade student work
8. Contribute to and complete student report cards
9. Communicate with parents as needed. This includes, but is not limited to:
a. Calling students and parents
b. E-mailing students and parents
c. Returning phone calls/emails ASAP but no longer than 24 hours after
the initial contact
10. Face-to-face meetings with students and parents as scheduled
The Winter Sports School in Park City
Page 134
11. Collaborate with other WSS teachers
12. Attending all in person meetings as scheduled
13. Other duties as assigned
f. Evaluations
Except as provided under Utah Code 53A-8a-301 for temporary or part-time employees,
WSS employees will be evaluated annually. Provisional or probationary teachers will be
evaluated at least twice each school year. The completed, written evaluations will be
compiled by the WSS Head of School or Assistant Head of School and will include:
i. Self-evaluation
ii. Peer evaluation
iii. Supervisor observation, including evidence of student performance, classroom
management, and growth in instructional techniques.
Copies of all evaluations will be provided to the appropriate employee and kept in the
employee’s personnel file.
g. Relatives
Please see Appendix F below.
h. Terms and Conditions of Employment
WSS is committed to equal employment opportunity. WSS will not discriminate against
employees or applicants for employment on any legally recognized basis (“protected class”)
including, but not limited to, veteran status, uniform service member status, race, color,
religion, gender, national origin, physical or mental disability or any other protected class
under federal, state, or local law.
Employment at WSS is at will. Signed employment contracts will be honored except in the
case of egregious, unprofessional conduct as outlined in the WSS Employee Handbook.
15. Services
a. Administrative
The WSS intends upon providing all the current administrative services as a Charter School.
We outsource our financial oversight and special needs work to consultants. As a Charter
School we look to outsource our financial management and oversight to the district. We will
utilize the district special education department to provide the consulting required for special
educational needs as the cases arise. The Winter Sports School Charter School
administration will continue to handle the management of curriculum, instructional
The Winter Sports School in Park City
Page 135
supervision and evaluation as specified in district policy, school test data interpretation,
community relations, professional development, counseling, employment issues, student
placement, maintenance of school materials and supplies, preparation of all federal and state
reporting and support of all faculty and staff.
b. Budget
The budgeting for the services contracted should be found in Appendix B of this application.
c. Library Plan
The WSS is currently fully accredited by NWAC/ADVANCED ED. We have been using
online library resources as a mechanism to meet our library needs. With our location being
inside the PSHS facility we will intend to utilize their library as our resource.
d. Technology Plan
Charter School
Principal
Technology Coordinator
Winter Sports School
Rob Clayton
Rob Clayton
Plan Objectives:
 The plan establishes clear goals and a realistic strategy for using telecommunications and information
technology to improve education (e.g., library services, CBT, assessment, etc.).

The plan has a professional development strategy to ensure that staff knows how to use these new
technologies to improve education.

The plan includes an assessment of the telecommunication services, hardware, software, and other
services that will be needed to improve education.

The plan provides a sufficient budget to acquire and maintain the hardware, software, professional
development, and other services that will be needed to implement the strategy.
Description of Technology Plan:
The Winter Sports School in Park City
Page 136
The WSS Technology plan is to continue functioning as a laptop school. The WSS was the first
school in Utah to become fully wireless in 2004. We currently implement a system were the
school is networked wireless to both the internet and all printer stations. We will not require all
students to own laptops but will encourage everyone to provide their own machine.
We will provide desktop machines that we currently own for those students who do not have
laptops.
We will work the district to utilize some of their platforms such as Canvas and possibly
PowerSchool. These platforms will e helpful in maintaining contact with students who are
participating in training camps away from the school.
We will look to the PCHS infrastructure to provide our internet service. We will also work to
integrate into their network as much as they deem appropriate and secure.
The WSS currently owns 4 smart boards, which will carry over to the Charter School to
supplement those classrooms at the PCHS that may not have that technology.
To summarize we currently have most of the apparatus required to continue serving students
with the level of technology that is appropriate for a modern day high school student.
Assessment of telecommunication services, hardware, software, and other services (Yr 1)
Planned
Future
Compute Classroo
Admin.
Other
Acquisitions
Library
r Lab
m
Office
Locations Yr Yr Yr
2
3
4
Computers - List
by type (e.g.,
laptop, desktop)
A. < 4 yrs old
B. > 4 yrs old
C.
# of above
computers that are
Internet capable
Peripheral Devices
A. Printers
B. Scanners
C. Assistive /
adaptive devices
D. TVs ( digital
signal)
4
desktop
14
laptop
3 laptop
1
desktop
14
4
4
14
4
1
2
3
1
4
The Winter Sports School in Park City
4
7
1
Page 137
E. DVD Players
F. LCD Projectors
G.
Network
Equipment
A. Hubs
B. Routers
C. Servers
D.
Total Classrooms
Number of
classrooms wired
for internal
connections
Telecommunicatio
n Links
A. Gigabit Ethernet
B. Multiple T1s or
T3
C. Microwave
D.
7
5
1
1
1
7
e. Education Service Providers
As per current WSS policy any consultant or non-school service that the WSS hires is subject
to WSS board approval. As a Charter School this policy would remain in effect.
16. Extra-curricular Activities
a. Policies
The WSS will initially be housed in the PCHS facility. The WSS will work with the PCHS
to make it possible for WSS students to engage in whatever extracurricular activities that are
available to the PCHS students.
These activities should include all sports, clubs music or theatre programs that are part of the
PCHS programming.
17. Special Education
The Winter Sports School in Park City
Page 138
a. Services and Placement
The WSS will be servicing grades 10-12. The WSS will intend to follow the prescribed
methodology prescribed in any of the WSS students IEP or 504 plans. We will follow
district policy for the implementation of prescribed interventions or accommodations on an
individual basis for any and all students with such educational plans.
Those students with physical disabilities will be accommodated in such a fashion as that they
will be functional members of the school community.
b. Qualified Staff
We will use the PCSD Special Education office as the resource for qualified staffing for
special education staffing. We look to the district Special Education office to provide
training to all faculty and staff as necessary to prepare them to carry out all IDEA prescribed
accommodations or intervention strategies.
c. Policies
The WSS Charter School will follow all PCSD policies. The PSCD utilizes the Special
Education Rules Manual produced by the Utah State Board of Education Special Education
Rules (copyright August 2007). This rulebook functions as the District policy manual The
WSS Charter Schools intends to utilize the same resource for their special education policies.
This policy can be found in section III.O.4 of the district and state policy manual.
d. Child Find
The school years serviced by the WSS Charter School will be 10th, 11th and 12th grade. Our
faculty will receive training from the district on identified students with special needs. The
faculty of the WSS is currently very aware of student needs and is able to identify students in
need of assistance.
The PCSD has a very comprehensive identification system in place for the elementary school
system for finding students at risk or in need of special education services. We will assume
that when students reach the 10th grade that the thoroughness of the district system will have
identified those individuals with special needs. We will have our faculty on watch for
individuals who have not been identified or have become disabled in their maturation.
e. Special Education Records
All records will kept in accordance with state and district regulation. The records for all
students will be in secure files stored in the school’s fireproof safe.
The Winter Sports School in Park City
Page 139
APPENDIX A – WSS LOTTERY POLICY
WSS will hold its annual lottery, assuming each class is filled to capacity, on March 25thof each year at
the WSS Campus office. The first such lottery may occur on March25th, 2013, provided that WSS has
been granted a charter and has reached student capacity for its 2013 school year by then.
WSS is committed to equal opportunity. No aspect of its lottery process – or its admission process in
general – will give any weight or consideration to gender, race, color, creed, religious affiliation, sexual
orientation, or socioeconomic status.
Please see Section 2.c – Admission Procedures / Lottery Policy of this application for additional details.
The Winter Sports School in Park City
Page 140
APPENDIX B – BUDGETS FOR OPERATIONAL YEARS 1 - 2
Charter School Name: The Winter Sports School in Park
Fiscal Year: 2013 - 2014
City
100% Enrollment
First Operational Year
Number of Students:
Grade Configuration:
Revenue
Child Nutrition Program (CNP) and Lunchroom Sales
Student Activities
Other
Total Revenue From Local Sources (1000)
Total Revenue from State Sources (3000)
Lunch and Breakfast Reimbursement
Donated Commodities (CNP)
Restricted Federal Through State
Programs for the Disabled (IDEA)
No Child Left Behind (NCLB)
Total Revenue from Federal Sources (4000)
Private Grants & Donations:
Source(s) (specify)
Loans:
Commercial
Contributions and Donations from Private Sources
Other (specify) (Out-of-State Tuition)
Total Revenue from Other Sources (5000)
Total Revenue
Expenditures
Number Salary or Cost
131 Salaries - Teachers
7.00
$35,714
132 Salaries - Substitute Teachers
30.00
$46
161 Salaries - Teacher Aides and Paraprofessionals
100 Salaries - All Other
Total Salaries (100)
210 Retirement
7.00
$857
220 Social Security
7.00
$2,857
240 Insurance (Health/Dental/Life)
7.00
$1,786
200 Other Benefits (specify ) (Teacher Training)
7.00
$143
Total Benefits (200)
300 Purchased Professional and Technical Services
1.00
$5,000
600 Instructional Supplies (Copy Machine)
1.00
$6,094
641 Textbooks
250.00
$60
Total Supplies (600)
700
Total Property (Instructional Equipment) (700)
10.00
$500
800 Other Objects (SAT/ACT Prep)
1.00
$920
810 Dues and Fees
(Bank Charges)
12.00
$17
Total Other Objects (800)
Total Instruction (1000)
75% Enrollment
75
$0
$0
$383,824
$383,824
$277,560
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$50,000
$146,160
$196,160
$857,544
Total
Number Salary or Cost
$250,000
5.00
$30,000
$1,385
20.00
$46
$0
$0
$251,385
$6,000
5.00
$857
$20,000
5.00
$2,857
$12,500
5.00
$1,786
$1,000
5.00
$143
$39,500
$5,000
1.00
$5,000
$6,094
1.00
$6,094
$15,000
187.50
$60
$21,094
$5,000
10.00
$500
$920
1.00
$920
$200
12.00
$17
$1,120
$323,099
56
$0
$0
$287,868
$287,868
$208,170
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$74,000
$109,620
$183,620
$679,658
Total
$150,000
$920
$0
$0
$150,920
$4,286
$14,286
$8,929
$714
$28,214
$5,000
$6,094
$11,250
$17,344
$5,000
$920
$200
$1,120
$207,598
(Operational Year 1 continued on next page)
The Winter Sports School in Park City
Page 141
141
142
143
144
152
100
210
220
240
200
300
600
700
800
810
145
162
100
210
220
240
200
300
600
644
650
660
700
800
810
Salaries - Attendance and Social Work Personnel
Salaries - Guidance Personnel
Salaries - Health Services Personnel
Salaries - Psychological Personnel
Salaries - Secretarial and Clerical
Salaries - All Other
Total Salaries (100)
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Supplies
Property
Other Objects
Dues and Fees
Total Other Objects (800)
Total Student Support Services (2100)
Salaries - Media Personnel - Certified
Salaries - Media Personnel - Noncertified
Salaries - All Other
Total Salaries (100)
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Supplies
Library Books
Periodicals
Audio Visual Materials
Total Supplies (600)
Property
Other Objects
Dues and Fees
Total Other Objects (800)
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
Total Instructional Staff Support Services (2200)
$0
$0
(Operational Year 1 continued on next page)
The Winter Sports School in Park City
Page 142
121
152
100
210
220
240
200
300
600
700
800
810
Salaries - Principals and Assistants
Salaries - Secretarial and Clerical
Salaries - All Other
Total Salaries (100)
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Supplies
Property
Other Objects (Promotional Expenses)
Dues and Fees (Postage and Shipping)
Total Other Objects (800)
2
1
92500
$35,000
3
3
3
$8,333
$5,867
$8,333
1
1
$10,000
$1,751
Total School Administration (2400)
100
210
220
240
200
300
400
460
500
600
700
800
810
Salaries
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Purchased Property Services (Rent)
1.00
Construction and Remodeling
Total Property (400)
Other Purchased Services (Graduation Expenses)
1.00
Supplies
1.00
Property
(Telephone)
1.00
Other Objects (BOT Expenses, Liability Insurance, + Yearbooks)
1.00
Dues and Fees (Faculty / Student Meetings)
1.00
Total Other Objects (800)
Total Operation & Maintenance of Facilities (2600)
$204,330
$3,605
$7,416
$3,600
$9,700
$2,000
$185,000
$35,000
$0
$220,000
$25,000
$17,600
$25,000
$0
$67,600
$0
$0
$0
$10,000
$1,751
$11,751
2
1
92500
$35,000
3
3
3
$8,333
$5,867
$8,333
1
1
$10,000
$1,751
$185,000
$35,000
$0
$220,000
$25,000
$17,600
$25,000
$0
$67,600
$0
$0
$0
$10,000
$1,751
$11,751
$299,351
$299,351
$0
$0
$0
$0
$0
$0
$0
$204,330
$0
$204,330
$3,605
$7,416
$3,600
$9,700
$2,000
$11,700
$0
$0
$0
$0
$0
$0
$0
$145,950
$0
$145,950
$3,605
$7,416
$3,600
$9,700
$2,000
$11,700
$230,651
1.00
$145,950
1.00
1.00
1.00
1.00
1.00
$3,605
$7,416
$3,600
$9,700
$2,000
$168,666
(Operational Year 1 continued on next page)
The Winter Sports School in Park City
Page 143
100
210
220
240
200
300
600
630
700
780
800
Salaries
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Non-Food Supplies
Food
Total Supplies (600)
Property
Depreciation - Kitchen Equipment Depreciation
Total Property (700)
Other Objects (Specify )
Total Food Services (3100)
100
210
220
240
200
300
400
460
500
600
641
644
710
720
731
732
733
734
735
739
800
Salaries
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Purchased Property Services
Construction and Remodeling
Total Property (400)
Other Purchased Services
Supplies - New Buildings
Textbooks - New Buildings
Library Books - New Libraries
Total Supplies (600)
Land and Improvements
Buildings
Machinery
School Buses
Furniture and Fixtures
Technology Equipment
Non-Bus Vehicles
Other Equipment
Total Property (700)
Other Objects (Specify )
Total Building Acquisition & Instruction (4500)
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
(Operational Year 1 continued on next page)
The Winter Sports School in Park City
Page 144
830
840
Interest
Redemption of Principal
Total other financing sources (uses) and other items
1000 Total Local
3000 Total State
4000 Total Federal
TOTAL REVENUES
100
200
300
400
500
600
700
800
Salaries
Employee Benefits
Purchased Professional and Technical Services
Purchased Property Services
Other Purchased Services
Supplies
Property
Other Objects
TOTAL EXPENDITURES
Excess or Deficiency of Revenues over Expenditures
Other Sources of Funding (5000)
Net Asset Balance (Fund Balance)
Reserves as Percentage of Total Revenue
Percentage of Funding Contributed to Reserve Balance
Necessary Closure Fund
$0
$0
$0
$0
$0
$0
$383,824
$277,560
$0
$287,868
$208,170
$0
$661,384
$496,038
$471,385
$107,100
$5,000
$204,330
$3,605
$28,510
$8,600
$24,571
$370,920
$95,814
$5,000
$145,950
$3,605
$24,760
$8,600
$24,571
$853,101
$679,220
-$191,717
$196,160
$4,443
1%
-0.289872
$38,150
-$183,182
$183,620
$438
0%
-37%
$28,420
(End of Operational Year 1 Budget)
The Winter Sports School in Park City
Page 145
Charter School Name: The Winter Sports School in Park
Fiscal Year: 2014 - 2015
City
100% Enrollment
75% Enrollment
Second Operational Year
100
Number of Students:
Grade Configuration:
Revenue
$0
Child Nutrition Program (CNP) and Lunchroom Sales
$0
Student Activities
$400,000
Other
$400,000
Total Revenue From Local Sources (1000)
Total Revenue from State Sources (3000)
$370,080
Lunch and Breakfast Reimbursement
$0
Donated Commodities (CNP)
$0
Restricted Federal Through State
$0
Programs for the Disabled (IDEA)
$0
No Child Left Behind (NCLB)
$0
Total Revenue from Federal Sources (4000)
$0
$0
Private Grants & Donations:
$0
Source(s) (specify)
$0
Loans:
$0
Commercial
$50,000
Contributions and Donations from Private Sources
$194,880
Other (specify) (Out-of-State Tuition)
Total Revenue from Other Sources (5000)
$244,880
$1,014,960
Total Revenue
Expenditures
Total
Number Salary or Cost
Number Salary or Cost
131 Salaries - Teachers
8.00
$35,750 $286,000
7.00
$35,714
132 Salaries - Substitute Teachers
30.00
$46
$1,385
30.00
$46
161 Salaries - Teacher Aides and Paraprofessionals
$0
100 Salaries - All Other
$0
Total Salaries (100)
$287,385
210 Retirement
8.00
$858
$6,864
7.00
$751
220 Social Security
8.00
$2,860
$22,880
7.00
$2,503
240 Insurance (Health/Dental/Life)
8.00
$1,788
$14,300
7.00
$1,564
200 Other Benefits (specify ) (Teacher Training)
8.00
$125
$1,000
7.00
$143
Total Benefits (200)
$45,044
300 Purchased Professional and Technical Services
1.00
$5,000
$5,000
1.00
$5,000
600 Instructional Supplies (Copy Machine)
1.00
$6,094
$6,094
1.00
$6,094
641 Textbooks
310.00
$60
$18,750
250.00
$60
Total Supplies (600)
$24,844
700
Total Property (Instructional Equipment) (700)
10.00
$500
$5,000
10.00
$500
800 Other Objects (SAT/ACT Prep)
1.00
$1,224
$1,224
1.00
$920
810 Dues and Fees
(Bank Charges)
12.00
$17
$200
12.00
$17
Total Other Objects (800)
$1,424
Total Instruction (1000)
$368,697
75
$0
$0
$383,824
$383,824
$277,560
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$55,000
$146,160
$201,160
$862,544
Total
$250,000
$1,385
$0
$0
$251,385
$5,255
$17,518
$10,948
$1,000
$34,721
$5,000
$6,094
$15,000
$21,094
$5,000
$920
$200
$1,120
$318,320
(Operational Year 2 continued on next page)
The Winter Sports School in Park City
Page 146
141
142
143
144
152
100
210
220
240
200
300
600
700
800
810
145
162
100
210
220
240
200
300
600
644
650
660
700
800
810
Salaries - Attendance and Social Work Personnel
Salaries - Guidance Personnel
Salaries - Health Services Personnel
Salaries - Psychological Personnel
Salaries - Secretarial and Clerical
Salaries - All Other
Total Salaries (100)
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Supplies
Property
Other Objects
Dues and Fees
Total Other Objects (800)
Total Student Support Services (2100)
Salaries - Media Personnel - Certified
Salaries - Media Personnel - Noncertified
Salaries - All Other
Total Salaries (100)
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Supplies
Library Books
Periodicals
Audio Visual Materials
Total Supplies (600)
Property
Other Objects
Dues and Fees
Total Other Objects (800)
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
Total Instructional Staff Support Services (2200)
$0
$0
(Operational Year 2 continued on next page)
The Winter Sports School in Park City
Page 147
121
152
100
210
220
240
200
300
600
700
800
810
Salaries - Principals and Assistants
Salaries - Secretarial and Clerical
Salaries - All Other
Total Salaries (100)
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Supplies
Property
Other Objects (Promotional Expenses)
Dues and Fees (Postage and Shipping)
Total Other Objects (800)
2
1
95275
$36,050
3
3
3
$8,333
$6,027
$8,333
1
1
$10,000
$1,751
Total School Administration (2400)
100
210
220
240
200
300
400
460
500
600
700
800
810
Salaries
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Purchased Property Services (Rent)
1.00
Construction and Remodeling
Total Property (400)
Other Purchased Services (Graduation Expenses)
1.00
Supplies
1.00
Property
(Telephone)
1.00
Other Objects (BOT Expenses, Liability Insurance, + Yearbooks)
1.00
Dues and Fees (Faculty / Student Meetings)
1.00
Total Other Objects (800)
Total Operation & Maintenance of Facilities (2600)
$291,900
$3,605
$7,416
$3,600
$9,950
$2,000
$190,550
$36,050
$0
$226,600
$25,000
$18,080
$25,000
$0
$68,080
$0
$0
$0
$10,000
$1,751
$11,751
2
1
95275
$36,050
3
3
3
$8,333
$6,027
$8,333
1
1
$10,000
$1,751
$190,550
$36,050
$0
$226,600
$25,000
$18,080
$25,000
$0
$68,080
$0
$0
$0
$10,000
$1,751
$11,751
$306,431
$306,431
$0
$0
$0
$0
$0
$0
$0
$291,900
$0
$291,900
$3,605
$7,416
$3,600
$9,950
$2,000
$11,950
$0
$0
$0
$0
$0
$0
$0
$204,330
$0
$204,330
$3,605
$7,416
$3,600
$9,700
$2,000
$11,700
$314,866
1.00
$204,330
1.00
1.00
1.00
1.00
1.00
$3,605
$7,416
$3,600
$9,700
$2,000
$227,046
(Operational Year 2 continued on next page)
The Winter Sports School in Park City
Page 148
100
210
220
240
200
300
600
630
700
780
800
Salaries
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Non-Food Supplies
Food
Total Supplies (600)
Property
Depreciation - Kitchen Equipment Depreciation
Total Property (700)
Other Objects (Specify )
Total Food Services (3100)
100
210
220
240
200
300
400
460
500
600
641
644
710
720
731
732
733
734
735
739
800
Salaries
Retirement
Social Security
Insurance (Health/Dental/Life)
Other Benefits
Total Benefits (200)
Purchased Professional and Technical Services
Purchased Property Services
Construction and Remodeling
Total Property (400)
Other Purchased Services
Supplies - New Buildings
Textbooks - New Buildings
Library Books - New Libraries
Total Supplies (600)
Land and Improvements
Buildings
Machinery
School Buses
Furniture and Fixtures
Technology Equipment
Non-Bus Vehicles
Other Equipment
Total Property (700)
Other Objects (Specify )
Total Building Acquisition & Instruction (4500)
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
(Operational Year 2 continued on next page)
The Winter Sports School in Park City
Page 149
830
840
Interest
Redemption of Principal
Total other financing sources (uses) and other items
1000 Total Local
3000 Total State
4000 Total Federal
TOTAL REVENUES
100
200
300
400
500
600
700
800
Salaries
Employee Benefits
Purchased Professional and Technical Services
Purchased Property Services
Other Purchased Services
Supplies
Property
Other Objects
TOTAL EXPENDITURES
Excess or Deficiency of Revenues over Expenditures
Other Sources of Funding (5000)
Net Asset Balance (Fund Balance)
Reserves as Percentage of Total Revenue
Percentage of Funding Contributed to Reserve Balance
Necessary Closure Fund
$0
$0
$0
$0
$0
$0
$400,000
$370,080
$0
$383,824
$277,560
$0
$770,080
$661,384
$513,985
$113,124
$5,000
$291,900
$3,605
$32,260
$8,600
$25,125
$477,985
$102,801
$5,000
$204,330
$3,605
$28,510
$8,600
$24,571
$993,599
$855,402
-$223,519
$244,880
$21,361
3%
-0.290254
$52,838
-$194,018
$201,160
$7,142
1%
-29%
$38,150
(End of Operational Year 2 Budget)
Source Spreadsheet File
WSS Budget -- USOE
Template.xlsx
(double-click to open)
The Winter Sports School in Park City
Page 150
APPENDIX D – WSS SUSPENSION/EXPULSION POLICY
Suspension and Expulsion Defined
A. Suspension is disciplinary removal from school with an offer of educational services.
B. Expulsion is a disciplinary removal from school by the School Board for more than 10
school days without an offer of alternative educational service.
WSS reserves the right to suspend students for major behavioral infractions and (or) for consistent
behavior that endangers the school’s ability to fulfill its mission. Examples include:







Safe school violations, including assault, threats to kill/harm, discrimination
Drug, alcohol, and tobacco violations
Physical aggression including fighting and throwing objects at a person
Any criminal action occurring at school such as vandalism, fire setting, possession or use of
combustibles, forgery, and theft
Chronic or excessive abusive language, truancy, tardies, or non-compliance with school rules
Bullying and harassment
Failure to maintain an academic performance at or above a 2.7 GPA, consistent with the
goals and mission of a college preparatory program.
Prohibited conduct is forbidden at school, on school property, including school or district vehicles
(whether owned or rented), and at any school activity. A serious violation that threatens or harms WSS,
WSS property, a person connected with WSS, or property associated with a person connected with
WSS is forbidden regardless of where it occurs.
I. A student WILL be removed from school for at least 1 year for a serious violation involving the
following:
1. A real weapon or
2. Explosive or flammable material or
3. Actual or threatened use of a look-alike weapon with intent to intimidate or cause disruption.
Exceptions may be made on a case by case basis through the Park City School District
Superintendent’s office.
If a student is removed from school under Section I, readmission depends upon satisfactory
evidence that the student will not be a danger to self, others, or school property.
The Winter Sports School in Park City
Page 151
II. A student WILL be removed from school for the following:
1. Possession, control, actual or threatened use of a real weapon, explosive, noxious, or
flammable material;
2. Actual or threatened use of a look-alike weapon with intent to intimidate or cause
disruption;
3. The sale, control or distribution of a drug, controlled substance, imitation controlled
substance, or drug paraphernalia;
4. Using or threatening to use serious force;
5. The commission of an act involving the use of force or the threatened use of force which
if committed by an adult would be a felony or class A misdemeanor.
III. A student MAY be removed from school for the following:
1.
2.
3.
4.
5.
6.
7.
8.
Willful disobedience or violating a school or district rule;
Defying authority;
Disruptive behavior;
Foul, profane, vulgar, or abusive language;
Defacing or destroying school property;
Truancy;
Theft;
Posing a significant threat to the welfare, safety or morals of a student, school personnel, or
the operation of the school;
9. Fighting;
10. Bullying (including, but not limited to, behavior intended to cause harm or distress in a
relationship with an imbalance of power, especially if repeated over time);
11. Possessing, using, controlling, or being under the influence of alcohol, a drug, an imitation
drug, drug paraphernalia, or misusing any substance;
12. Possessing or using tobacco;
13. Hazing, demeaning, or assaulting someone, or forcing someone to ingest a substance;
14. Inappropriate exposure of body parts;
15. Sexual or other harassment;
16. Gang-related attire or activity, or any other violation of the WSS dress code; or
17. Failure to maintain a minimum GPA of 2.7.
If a student is removed from school under II or III, the student may be readmitted after the
parent/guardian meets with school officials to make a plan to correct the behavior(s) and after
the student completes both the days of suspension and any conditions imposed.
The Winter Sports School in Park City
Page 152
The district may deny admission to a student who has been expelled from any school in the
last twelve months.
School personnel may use reasonable physical restraint, if necessary, to protect a person or property
from physical injury or to remove a violent or disruptive student.
If damage or loss of school property occurs, official report cards, diploma, and transcripts may be
withheld until payment for the damage is received or the lost property is recovered.
If a student has a qualified disability, the WSS Head of School will explain the separate procedures that
may apply based on the procedural safeguards under the Individuals with Disabilities Education Act
(IDEA) or Section 504 of the Rehabilitation Act.
The Winter Sports School in Park City
Page 153
APPENDIX E – COMPLAINT POLICY
If students or parents have concerns or issues with the quality of instruction, culture, safety, or any other
aspect of the educational experience at The Winter Sports School, they are encouraged to bring their
concerns to the attention of the WSS Head of School and (or) the WSS Assistant Head of School, either
verbally or in writing. WSS will act to remedy those concerns if possible and if doing so is considered
in the best interests of the WSS community by the Head of School and (or) the Assistant Head of
School.
Students or parents voicing concerns to the WSS administration should expect some form of response (a
proposed meeting time, e-mail, phone call, letter, etc.) within 5 working days.
WSS may not act upon concerns directed towards any individual which are presented with only hearsay
or circumstantial evidence, or are based on subjective opinion.
The Winter Sports School in Park City
Page 154
APPENDIX F – EMPLOYMENT OF RELATIVES POLICY
The WSS administrative team is permitted to hire relatives of current WSS teachers and of the Office
Manager. The hiring of relatives of the current WSS Head of School, WSS Assistant Head of School,
WSS Board Member, member of the PCSD Superintendant’s Office, PCSD Board Member, or anyone
with direct or indirect hiring authority over WSS faculty and staff is prohibited.
The Winter Sports School in Park City
Page 155