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Academic Planning Guide
2013-2014
TABLE OF CONTENTS
Redmond Proficiency Academy Background
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Using Your Planning Guide
Graduation Requirements
Advanced Placement/College Now Courses
Honors
Planning Ahead
Counseling and Guidance
Career Center
Athletics/Activities Planning
Schedule Policies
Sample Schedules
Course Descriptions
Language Arts
Social Science
Mathematics
Science
Second Language
Physical Education/Health
Elective Options: Fine Arts, Performing Arts
Online and Hybrid Courses
WHAT IS REDMOND PROFICIENCY ACADEMY?
The Redmond Proficiency Academy is a public charter school located in Redmond,
Oregon. It was created by parents, educators and community members to increase
learning opportunities for students and to better meet individual student academic interests.
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RPA will offer a college preparatory curriculum to prepare students to succeed in the global
community through innovative programs, positive relationships, and community
partnerships. RPA’s curriculum is also designed assist students in meeting high school
graduation requirements. RPA serves school students (grades 6th-12th) and offers a
unique approach that measures student ability through proficiency, or the ability to
demonstrate skill level.
HOW IS REDMOND PROFICIENCY ACADEMY DIFFERENT?
Unlike traditional school environments, RPA provides a flexible, individualized learning
environment allowing students to follow their own interests, create their own learning, meet
State and college readiness standards, and graduate ready for college success. Each
student will create a Personalized Education Plan (PEP) with help from teachers,
assistants, parents and community contacts. The PEP helps the student align personal,
academic, career and social goals with graduation requirements.
WHAT IS PROFICIENCY BASED LEARNING?
Proficiency-based learning allows a student to earn credit toward a diploma by
demonstrating “proficiency” or the ability to master a required course skill through
alternative options other than the traditional course exam. Using these methods, the
artificial barriers to student learning are removed and students are asked to demonstrate
understanding rather than complete teacher-assigned work that may or may not reflect a
student’s competency or be directly aligned to state standards. In January 2007, the
Oregon State School Board of Education approved the ability to earn a diploma through a
“wider use of proficiency” in Oregon schools. With adoption of this policy, credit for courses
can now be earned if a student can “demonstrate proficiency inside or outside the
classroom, through documentation of prior learning, by examination, or by any combination
thereof.”
USING YOUR PLANNING GUIDE
Prior to selecting courses, students should refer to this guide and become familiar with
course options and learning opportunities at Redmond Proficiency Academy. When
choosing courses, students should refer to their current transcript to ensure that selections
are appropriate to meet graduation requirements and post- graduation plans such as
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college entrance requirements. As you are looking at course descriptions, pay attention to
the following information:
• Graduation requirement(s) the course fulfills
• Length and credits of the course
• Time and Location of course offered
Specific information unique to the course such as supplies, fees, or the possibility of
earning college credit.
Students are encouraged to see their advisor if they have specific questions about
course selections or their graduation plan. RPA strongly encourages parents to review this
curriculum guide with their students. Parents should work with their students during the
course selection process. Parent signature are requested on the completed course
selection forms, graduations plans, and schedule change forms.
GRADUATION REQUIREMENTS
The State of Oregon is now requiring that students not only receive the required amount of
credits to earn their High School Diploma, but also demonstrate the ability to pass one or
more Essential Skill Assessments, depending on their grade level. Most students will
demonstrate their reading, writing and math skills by participating in the Oregon
Assessment of Knowledge and Skills (commonly referred to as the OAKS). If students are
unable to demonstrate these skills by passing the OAKS Reading there are a number of
other alternative assessment options listed on the following page.
School year when students were first enrolled in Grade 9
2009-2010
2010-2011
2011-2012 and beyond
Reading
Required
Required
Required
Writing
Required
Required
Required
Students who receive the required amount of credits but DO NOT demonstrate the ability to pass the
Essential Skills Assessment will not receive a high school diploma. The essential skills required are based on
the school year the student first enrolled in grade 9.
ASSESSMENT OPTIONS
Assessment Option and Achievement Standard Matrix
Math
Required
Required
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The following table summarizes the approved assessment options available as of October
30, 2009. In addition to assessment options for the Essential Skill of Reading, this table
also includes approved assessment options for the Essential Skills of Writing and
Mathematics, which will be phased in starting with students first enrolled in Grade 9 in
2009-10 (see the table below for the phase-in schedule). Please note that while the State
Board of Education may either raise or lower the achievement standards for future
graduating classes, the achievement standards included in the table below are the
established standards which will apply to students first enrolled in Grade 9 in 2008- 2009.
ASSESSMENT OPTIONS
(ONLY ONE ASSESSMENT IS
ESSENTIAL SKILL
REQUIRED PER ESSENTIAL
SKILL)
Read and
Oregon Assessment of Knowledge and
comprehend a
Skills (OAKS) Reading Assessment
variety of text
ACHIEVEMENT STANDARD*
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ACT
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PLAN
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Work Keys
5
Compass
81
ASSET
42
SAT
440
PSAT
44
2 Reading Work Samples:
at least one informational reading
selection (the second reading selection
may either be informational or literary)
Score: 12 across the three required traits for each work sample
(each trait must receive an individual score of at least 3). (Work
samples are locally scored with the Official State Reading
Scoring Guide)
Office of Assessment and Information Services L-2 Oregon Department of Education
Career Related Learning Experience
Career-related learning experiences are structured educational experiences that connect
learning to the world beyond the classroom. Essentially the career related learning
experience provides a platform to display the career related learning standards. They are
planned in the student’s education plan in relation to his/her career interests and post-high
school goals. Experiences provide opportunities in which students apply academic, careerrelated, and technical knowledge and skills and may also help students to clarify career
goals. Please visit http://rpacademy.org/counseling/career-related-learning/ for additional
information. The career related learning experience replaces the Careers/Marketing You
class. It is a requirement however there is no credit issued for completion of the
experience.
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GRADUATION ACTIVITIES
Class of 2014 students must complete a petition in order to participate in graduation
ceremonies by January 28, 2014. The petition will include current credit and essential skill
standing. Students will be notified if they are not eligible to graduate with their class and
plans will be designed to have them meet graduation requirements at the nearest possible
time. Seniors should meet with their advisor in order to ensure they are on track to
graduate. A student who successfully completes all required essential skills and credit
requirements of the State of Oregon, the Redmond Proficiency School Board, Redmond
Proficiency Academy, and who is in good standing may participate in graduation activities.
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DIPLOMA OPTIONS
There are two diploma choices at Redmond Proficiency Academy, the proficiency diploma
and the standard diploma. Students are strongly encouraged to obtain the proficiency
diploma.
Proficiency Diploma (college preparatory track)
This diploma will be awarded to students who complete a course of study that includes
additional core course requirements in math, science and foreign language, and social
science as recommended for admission to most colleges/universities.
Class of 2013
Credits
Notes
Language Arts
4.0
Math
4.0
Class of 2014 and beyond: All
classes must be at Algebra I or
higher
Science
4.0
2.0 credits in lab sciences
Geography
.5
US History
.5
Government
.5
Economics
.5
World History
.5
Social Science Selective
1.5
Physical Education
1.0
Health
1.0
Change for class of 2014 and beyond
Change for Class of 2014 and beyond
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2.0 credits must be the same foreign
language
Second Language/Career Technical/Fine
Arts
3.0
Electives
7.0
**Essential Skills Required
Class of Reading (236), Writing (40), Math
2014 and (236)
beyond
Career Related Learning Experience
Total
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Standard Diploma (high school proficiency track)
This diploma will be awarded to students who successfully complete all state of Oregon
credit, and essential skills requirements. This diploma may not meet college/university
entrance requirements.
Class of 2013
Credits
Notes
Language Arts
4.0
Math
3.0
Class of 2014 and beyond: All
classes must be at Algebra I or
higher
Science
3.0
2.0 credits in lab sciences
Geography
.5
US History
.5
Government
.5
Economics
.5
New for Class of 2014 and beyond
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World History
.5
Social Science Elective
.5
Physical Education
1.0
Health
1.0
Second Language/Career Technical/Fine
Arts
3.0
Electives
6.0
**Essential Skills Required
Class of Reading (236), Writing (40), Math
2014 and (236)
beyond
Career Related Learning Experience
Total
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2.0 of the Same Foreign Language
is Required For College/University
Admission
Changes Since Last Year
1) There is no longer a categories called CTE/Applied/Fine Art (previously seen on the standard
and proficiency diplomas) or Foreign Language (previously seen on the proficiency diploma). It is
now called SL/CTE/FA (second language, career technical, fine art) category and can be seen on
both diploma types. If a student is aiming for the proficiency diploma is it necessary to manually
look in Focus at the SL/CTE/FA category in the graduation requirements report to see if you are on
track to meet second language requirements (because there is not a separate category). Or you
can look on your transcript. Students are not required to take a second language to graduate
(with the Standard Diploma).
2)
The social science department has changed graduation requirements and it is no longer
necessary to take one full credit of US History. The requirement is now .5 credit and .5 credit of
social science selective. If students have already completed a full year of US History the second
half will roll into the social science selective category (this will not roll over in Focus yet- students
need to look on their transcript to see if they have taken an additional social studies class that will
count towards the social science selective). For the proficiency diploma students will be required to
take 1.5 additional social science credits. There is no additional credit awarded for taking AP US
History. Students should wait until Junior year to take AP US History. Sophomores should
take World History this year if they plan on taking AP US History junior year.
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3)
This year is the first graduating class where Algebra 1 or higher is required to meet Oregon
diploma requirements (therefore, pre-algebra, consumer math, business math etc will not count in
the math category). The math department is now offering a two year algebra class to students
beginning next year (Basic Algebra A + Basic Algebra B (first year) Basic Algebra C+ Basic Algebra
D (second year).
4)
This year all graduates must meet essential skills (OAKS) in Reading, Writing and Math.
Students who have not met in these categories will most likely be placed in classes to assist
them in passing. The math course will be offered in the Fall and Spring. The Language Arts OAKS
class will occur in the spring.
5)
All students were switched to the Standard Diploma within Focus last year. Some students
have been switched to the proficiency diploma. If you would like to switch to the Proficiency
Diploma your advisor may do so. Students are encouraged to switch to the proficiency
diploma sophomore year.
The difference between diploma types is that the proficiency diploma requires 1.0 additional credit
of math, 1.0 additional credit of science, 1.5 additional credits of social sciences, and it also
requires two years (2.0 credits) of the same second language. Students may gain admittance to
colleges and universities on the standard diploma, however they must take the two years of the
same second language to qualify (and I would recommend completing Algebra 2).
6) Students must complete the Career Related Learning Experience in order to graduate. This
requirement may be achieved in either Sophomore or Junior years. It is required to be completed by
the end of a student’s Junior year. Advisors are responsible for guiding students through this
process. This requirement replaces the Careers/Marketing You class. Students who have
completed this class are not required to complete the career related learning experience.
COLLEGE NOW AND ADVANCED PLACEMENT COURSES
Recent studies have shown that Advanced Placement (AP) exams and students taking
college classes during high school are significant predictors of performance and success at
universities. Individual universities may vary in the amount of credit they will grant incoming
students for passing scores on AP exams or College Now classes. Please visit the
university’s websites and/or admission office for more information.
Advanced Placement Courses (AP)
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The College Board’s Advanced Placement Program enables students to pursue collegelevel studies while still in high school. The AP program develops students’ time
management, study habits and discipline, all skills required for success in college.
Research shows that student who complete AP courses are more likely to earn a
bachelor’s degree in four years.
Completing AP courses increases a student’s eligibility for scholarships and creates a more
attractive candidate when applying to colleges.
• 31% of colleges and universities consider a student’s AP experience when making
scholarship recipient selections.
• 85% of selective colleges and universities report that a student’s AP experience favorably
impacts admission decisions.
A successful score on an AP exam is a recognized sign of college-level achievement. In
over 90% of four-year colleges in the United States and 60 other countries, students
achieving successful scores on AP exams may be eligible for College level credit and/or
advanced placement in college course.
AP is a choice you make for yourself. Choosing AP can help set you apart in a competitive
academic world, give you a head start on your future and change the way you view
yourself. Courses are hard work but it is work that pays off.
FEES FOR EXAMS
RPA will pay for exam fees for students choose to take the SAT or ACT (maximum of two
exams per year). RPA will also pay for students to take AP tests. Students who qualify for
free and reduced lunch will need to complete fee waivers. Students who choose to take
college level classes are responsible for associated fees to earn college credit.
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WEIGHTED GRADES
All courses designated AP (Advanced Placement), or dual-credit CN (College Now) in core
subject areas (Language Arts, Mathematics, Social Science, Science, and Second
Language) will be weighted on a 5.0 system (A=5.0, B=4.0, C=3.0, F=0).
VALEDICTORIAN/SALUTATORIAN REQUIREMENTS
The valedictorian and salutatorian will be selected according to the following procedure:
The valedictorian will be the student(s) who have successfully completed the proficiency
diploma requirements and have a GPA of 4.0 or higher.
• Salutatorian will be the next highest GPA (also proficiency diploma is required) cosalutatorians will be honored if there is a tie.
CLASS RANKINGS WILL NO LONGER BE NOTED FOR COLLEGE ADMITTANCE
PURPOSES.
HONORS CORD
Students who achieve certain academic levels will be awarded a cord to wear at
graduation.
Valedictorian
Silver Cord
Salutatorian
White Cord
3.5 GPA or higher
Black Cord
National Honor Society
White Tassel
IT IS IMPORTANT TO PLAN AHEAD
Redmond Proficiency Academy is committed to preparing all students for the intense and
competitive academic setting of college. Entrance requirements vary greatly among
colleges and universities. Please contact individual colleges or universities for their specific
entrance requirements. Please note that a number of California colleges and universities
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require two semesters of the same fines arts (etc. ceramics 1, ceramics 2). Please visit this
website for additional information : www.calstate.edu.
Students who have the potential of participating in athletics in college need to pay special
attention to the NCAA (www.eligibilitycenter.org) and NAIA (www.playnaia.org)
requirements section under Athletic Planning and Policies.
Smarter Balance
Beginning with the class 2015 the state of Oregon will be moving away from the OAKS as a
graduation requirement. The new assessment that will begin in the 2014-2015 school year
and is called Smarter Balance. It has yet to be determined how it will be utilized as a
graduation requirement. RPA is working with the common core standards to prepare
students to pass this exam. More information will be distributed as it becomes available.
EARLY GRADUATION
Students who plan to complete their program in less than four years must work with their
advisor to develop a course of study that meets graduation requirements. At the time of
early graduation, the student is withdrawn from school per State requirements. They may
return to participate in graduation activities if they have made prior arrangements to do so.
It is the responsibility of the student to access school information regarding graduation
exercises and requirements.
TRANSFERRING COLLEGE CREDIT
Students who take college courses may have those courses and credits placed on their
high school transcript. However, prior planning with the high school advisor is critical. A
three- hour college class equals 0.5 high school credit. A four-hour college class equals 1.0
high school credit.
COLLEGE CREDIT OPPORTUNITIES
Some high school courses offer the opportunity for the student to earn college credits while
enrolled in the course at the high school. Please take note of this information as you are
reviewing course descriptions. Below is a list of classes that offer college credit:
Biology 101/102/103
Math 111- Pre-Calc
AP US History
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Anatomy and Function
121/122
Math 112-Trig
Criminology
Writing 121/122
Math 251/252-Calc
Western Civilization
EXPANDED OPTIONS
Expanded options offers students the opportunity to take classes through COCC. Contact
the career center for more information.
ADVANCED DIPLOMA
This is a post high school diploma opportunity to earn college credit at one of Oregon’s
community colleges. Please contact the career center for more information.
COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAM
Redmond Proficiency Academy’s counseling and guidance program is a system-wide effort
that supports each student’s academic and personal success. Our program is based on
national school counselor standards and the Oregon Department of Education’s framework
for school counseling. Components of the program include:
●
Guidance Curriculum (i.e. classroom based instruction regarding career exploration
resources)
●
Individual Planning (i.e. guidance on course selection and college entrance
procedures)
●
Responsive Services (i.e. assisting students with personal concerns or crisis
intervention)
●
System Support and Integration (i.e. assisting with master schedule development)
●
Student Advocacy (i.e. facilitating effective communication between teachers and
students)
The efforts of the counseling and guidance program support students in their:
●
Academic Development (Learning to Learn)
●
Career Development (Learning to Work)
●
Personal and Social Development (Learning to Live)
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●
Community Member Development (Learning to Contribute)
Students and parents are encouraged to access the Career Center on campus or online for
information about the following:
●
College visit dates and times
●
College Fair information
●
Financial Aid and Scholarship Opportunities and deadlines
●
SAT/ACT deadlines and registration
●
ASPIRE Mentorship Opportunities
●
Job Readiness Opportunities
●
Technical/Vocational Training
●
Employment
●
Chat with a professional
Throughout the year, Open Houses will be held in the Career Center. The Open Houses
may include college representatives, scholarship donors and employers.
There are a variety of career related options that juniors and seniors may explore through
partnerships established with business and industry. Since off-campus opportunities are
driven by business / industry availability, most options do not follow traditional school
timelines but are open entry/open exit experiences.
ATHLETIC/ACTIVITY ELIGIBILITY
Students who attend RPA are allowed to fully participate in athletic programs within their
resident home district (as determined by the address on file with RPA).
Athletic programs include:
Fall: Cheer/Stunt, Football, Cross Country, Soccer, Volleyball
Winter: Cheer/Stunt, Basketball, Swimming, Wrestling
Spring: Tennis, Golf, Softball, Baseball, Track & Field
*Note: Water Polo, Lacrosse, OHSET and Rodeo are considered to be club activities and therefore
not included in the above list. Some of these sports do however have athletic eligibility requirements.
Please check with the organization you plan to participate through.
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Eligibility requirements:
Student must be enrolled as a “full-time student”
Current grading period - enrolled in and passing 5 classes / 2.5 credits
Student must make “satisfactory progress towards graduation”
Previous grading period - passed 5 classes / 2.5 credits
Must have earned at least 4 credits before Sophomore year, 9.5 credits before
Junior year, 16 credits before Senior year
As stated by OSAA:
To be eligible to participate in an OSAA co-curricular activity, a student must have passed a
minimum number of courses/credits during the term prior to their activity, as well as be
enrolled in, and passing a minimum number of courses/credits while their athletic/activity is
occurring. The minimum number of courses required is based on the number of
courses/credits the student attempted during the prior term and the current term, as shown
below:
Number of classes offered: Minimum number of classes passed/passing
Number of classes offered:
Minimum number of classes passed/passing
5 (2.5 credits)
4 (2.0 credits)
6 (3.0 credits)
5 (2.5 credits)
7 (3.5 credits)
5 (2.5 credits)
8 (4.0 credits)
5 (2.5 credits)
*Note: Work experience does not count as one of the five classes. Office assistant and teacher
assistant assignments will count as one of the five classes.
NCAA / NAIA REQUIREMENTS
Families and students are responsible for knowing the NCAA and/or NAIA requirements
and deadlines. Students who have the potential of participating in athletics at the NCAA or
NAIA level need to log on to the appropriate website to find out what the academic
eligibility requirements are to be certified by the NCAA or NAIA. If students choose
courses that do not meet the requirements, they could be risking eligibility. Please review
the academic standards below.
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Academic Standards
The NCAA Eligibility Center verifies the academic and amateur status of all studentathletes who wish to compete in Division I or II athletics.
College-bound student-athletes who want to practice, compete and receive athletically
related financial aid during their first year at a Division I or II school need to meet the
following requirements:
● Graduate from high school.
● Complete a minimum of 16 core courses for Division I or 14 core courses for
Division II. After August 1, 2013, student-athletes who wish to compete at Division II
institutions must complete 16 core courses.
● Earn a minimum required grade-point average in core courses.
● Earn a qualifying test score on either the ACT or SAT.
● Request final amateurism certification from the NCAA Eligibility Center.
For Division I student-athletes who will enroll in August 2015 and later, the requirements to
compete in the first year will change. In addition to the above standards, prospects must:
● Earn at least a 2.3 grade-point average in core courses.
● Meet an increased sliding-scale standard (for example, an SAT score of 1,000
requires a 2.5 high school core course GPA)
● Successfully complete 10 of the 16 total required core courses before the start of
their senior year in high school. Seven of the 10 courses must be successfully
completed in English, math and science.
Prospects that earn between a 2.0 and 2.3 GPA and meet the current sliding scale
standard (for example, an SAT score of 1,000 requires a 2.025 high school core course
GPA) will be eligible for practice and athletically related financial aid but not competition.
Division III college and universities set their own admission standards. The NCAA does not
set initial eligibility requirements in Division III.
For more detail about academic requirements visit:
http://www.ncaa.org/wps/wcm/connect/public/NCAA/Eligibility/Becoming+Eligible/Academic
+Standards
http://www.ncaa.org/wps/wcm/connect/public/NCAA/Eligibility/Becoming+Eligible/Academic+Standards
http://www.ncaa.org/wps/wcm/connect/public/NCAA/Eligibility/Becoming+Eligible/Academic+Standards
SCHEDULE CHANGE AND COURSE WITHDRAWS
Students are expected to attend and complete all scheduled courses. Every effort is made
to enroll students in their first choice of courses. Course offerings are based on graduation
requirements and student requests. Some courses may not be offered due to low student
enrollment or other circumstances. It is important that students carefully select courses.
Students are encouraged to make schedule changes within the first ten days of
the semester. Students must pick up a schedule change form from their advisor and
get the appropriate signatures in order to receive a schedule change.
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If a course is dropped after the first ten days of the semester, the student will receive
an W (for withdraw) for the course on their permanent high school transcript.
Students can choose to retake the course and have the W removed from their
transcript.
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TYPICAL CLASS SEQUENCE BY SUBJECT AREA
Even though Proficiency Academy™ students are often placed into classes based on skill-level rather than
grade-level, there is nonetheless a “traditional” path of taking classes that suits most students. The following
chart illustrates the typical sequence in which most students will register for classes within a subject area:
Science
Grade Level
Biology
Freshman
Natural Science
Sophomore
Chemistry or Science Selectives
Junior
COCC Biology, COCC Anatomy, Physics, Chemistry, Senior
or other science selectives
Math
Grade Level
Algebra or Basic Algebra
Freshman
Geometry
Some Freshman, Mostly Sophomores
Algebra 2
Some Sophomores, Mostly Juniors
Pre- Calc
Some Juniors, Mostly Seniors
Trigonometry
Some Juniors, Mostly Seniors
Calculus
Mostly Seniors
English
Grade Level
Introduction to Literature and Composition
Freshman
Advanced Literature and Composition
Some Freshman, Sophomore
College Writing 121, 122, Creative Writing,
Some Sophomores, Junior or Senior
Contemporary Lit, Communications, AP Prose, AP Lit
Philosophy, AP Lit Poetry, AP Lit Drama, Film As
Literature
College Writing 121, 122, Creative Writing,
Some Sophmores, Junior or Senior
Contemporary Lit, Communications, AP Lit Prose, AP
Lit Philosophy, AP Lit Poetry, AP Lit Drama
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Social Science
Grade Level
Geography
Freshman
US History
Sophomore (unless taking AP US History Junior
Year).
Sophomore (take world history if planning on taking
AP US History Junior year)
Social Science Elective
Sophomore (if aiming for Standard Diploma)
World History
Junior (Sophomore year take World History if you
plan on taking AP US History Junior Year)
Social Studies Selective
Junior (if aiming for proficiency diploma)
Social Studies Selective
Senior(if aiming for proficiency diploma)
Government
Senior
Economics
Senior
TYPICAL CLASS SEQUENCE BY GRADE LEVEL
Even though Proficiency Academy™ students are often placed into classes based on skill-level rather than
grade-level, there is nonetheless a “traditional” path of taking classes that suits most students. The following
chart illustrates the typical sequence in which most students will register for classes within each grade level:
Freshman
Credits
Notes
English
1.0
Introduction to Lit and Comp
Math
1.0
Algebra 1, Geometry or other ability level
Biology
1.0
Required to take all other science classes
Geography
.5
Typical Social Science Class
Health
.5
Freshman Seminar
.5
Electives
2.5
Total Credits
7.0
Sophomore
Credit
Could Include Foreign Language (if on Standard Diploma)
Notes
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English
1
Advanced Lit and Comp
Math
1
Geometry
Science
1
Natural Science
US History
.5
US History
Students should take AP US History junior year.
Sophomores planning on taking AP US History junior year
should take World History Sophomore year.
Social Science Selective
.5
Second Language/Career
Technical/Fine Art
1
Health
.5
Electives
1.5
Career Related Learning
Experience
Could be two courses of the same foreign language
This is a graduation requirement- but no credit is issued.
Please visit the link below for more information
http://rpacademy.org/counseling/career-related-learning/
It may be completed Sophomore or Junior Year
Total Credits
7.0
Junior
Credits
Notes
English
1
College Writing 121, 122, Creative Writing, Contemporary
Lit, Communications, AP Prose, AP Lit Philosophy, AP Lit
Poetry, AP Lit Drama
Math
1
Algebra 2
Science
1
Chemistry or Science Selectives
World History
.5
Social Science Selective
.5
Required For Proficiency Diploma
Second Language/ Career
Tech/Fine Arts
2
2 sections of the same language taken in previous year
Career Related Learning
Experience
This is a graduation requirement- but no credit is issued.
Please visit the link below for more information
http://rpacademy.org/counseling/career-related-learning/
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It must be completed by the end of a student’s Junior Year.
Electives
.5
Total Credits
7
Senior
Credits
Government
.5
Economics
.5
Social Science Selective
.5
Required For Proficiency Diploma
English
1
English Explorations, Writing 121 and 122, Lit Drama, Lit
Philosophy, Lit Poetry, Lit Prose, Communications, Contemp
Lit, Creative Writing
Math
1
Pre-Calculus, Trigonometry, Calculus
Science
1
COCC Bio, COCC Anatomy, Physics, Chemistry
Electives
2.5
Total
7
Notes
Courses At RPA
The following courses are for the first semester of the 2013-2014 school year. Every
effort has been made to provide accurate information regarding class offerings,
credit, prerequisites etc. With that being said there will be changes to course
offerings (classes may be added, dropped, or moved). We encourage you to read the
course descriptions carefully and consider taking classes that will help fulfill your
educational goals.
Most students will take approximately 5 to 7 classes each semester (Math, English,
Science, Social Science, and 2-3 electives). In addition to this students also will
complete one class during our January term. Students will also have the ability to
take up to two classes during Summer Term. The RPA schedule is intentionally
designed to allow students time to meet with teachers, collaborate with classmates,
and study. Developing time management skills is a key focus at RPA. To summarize,
we would like students to choose rigorous courses that meet their academic needs
and focus on quality rather than quantity. We understand that some students may
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move at faster pace and others more slowly. However, our mission is for students to
focus on learning (not simply credit accumulation).
During advisory, before arena scheduling, students will examine their graduation
requirements, their transcript and the course catalog. It is our hope that parents and
guardians assist students in their course selection and play an active part in their
education.
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English Language Arts – “English Lab”
The PLATO Learning Environment for English Language Arts is for students who are skill and/or
credit deficient. Students will not choose English Lab as a course. Rather, the course will be
assigned to students who are 1.0 credit or more behind on their graduation requirements
report. The English Lab course mainly targets Juniors who are credit deficient.
In the English Lab, students will need to take the Accucess (placement test) for both Reading and
Language Arts. Once these tests are taken, students will work through their prescriptions until they
have demonstrated grade-level skills. After both sets of prescriptions are finished through grade
level, the teacher of record will award credits to get each student back “on track” to graduate.
Students will be notified if they are to take English Lab. During Arena Scheduling, students
must sign up for one of the various sections of English Lab that are offered throughout the week.
This is a specific time with a specific location, and attendance will be taken as in a regularly
scheduled class. Students will then exit the PLATO system and return to taking one of the many
teacher-led English classes.
Mathematics – “Math Lab”
The PLATO Learning Environment for Mathematics is for students who are skill and/or credit
deficient. Students will not choose Math Lab as a course. Rather, the course will be assigned to
students who are 1.0 credit or more behind on their graduation requirements report. The Math Lab
course mainly targets Juniors and Seniors who are credit deficient.
In the Math Lab, students will need to take the Accucess (placement test) for Math. Once this test is
taken, students will work through their prescriptions until they have demonstrated grade-level skills.
A math teacher will be in the lab during classes to further assist students with the material as
needed. After both sets of prescriptions are finished through grade level, the teacher of record will
award credits to get each student back “on track” to graduate. Students will then exit the PLATO
system and return to taking one of the many teacher-led Math classes.
Students will be notified if they are to take Math Lab. During Arena Scheduling, students must
sign up for one of the various sections of Math Lab that are offered throughout the week. This is a
specific time with a specific location, and attendance will be taken as in a regularly scheduled class.
Science & Social Studies
Some credits in Science and Social Studies may be earned in the PLATO Learning Environment as
well. Students who would like to pursue this opportunity must fill out an application during Arena
Scheduling. The teachers of record will review the applications and will notify students of their
placement in the online course. Students will then sign up for one of the time slots in the Learning
Lab in order to be held accountable for progress. Either the teacher of record or the Learning Coach
in the Learning Lab will monitor attendance and progress during these scheduled time slots
throughout the semester.
Language Arts
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Prezi of English Language Arts Progression
Introduction to Literature & Composition A + B (Level 4)
When Offered: Part A Semester 1/Part B Semester 2
Day(s)/Time(s): Mon/Wed/Fri 8:00am, Mon/Wed/Fri 8:00am
Location: West campus
Credit: .5 Per Semester/Two semesters/Language Arts
Typical Grade Level: 9
Prerequisites: None
Teacher: English Language Arts Staff
Goal: High School Proficiency and College Preparatory Tracks
This course is intended to give students a foundation of skills in critical reading and
academic writing that will be expected in all other academic courses. Successful
completion of this course will enable students to critically read both informational and
literary texts, and to be able to write in a variety of modes in both academic and informal
settings.
Advanced Literature & Composition A+ B (Level 5)
When Offered: Part A Semester 1/Part B Semester 2
Day(s)/Time(s): MWF 9.00 AM - 10.00 AM; MWF 11.00 AM - 12.00 AM; TTH 12.15 PM - 1.45 PM
Location: Downtown Campus
Credit: .5 Per Semester
Prerequisites: Successful completion of HS Introduction to Literature & Composition (Level 4) or or other
placement data including teacher approval.
Teacher: English Language Arts Staff
Goal: High School Proficiency and College Preparatory Tracks
Level 5 builds on the foundational skills acquired in Level 4. Students will refine skills in
English grammar and usage, vocabulary acquisition and usage, critical reading, critical
thinking, and effective written communication. Students will be exposed to a variety of short
fiction, novels, poetry, drama, and non-fiction.
English Lab (Level 5 & 6)-Must Be Placed By Instructor
When Offered: Semester 1 & 2
Day(s)/Time(s): MWF - 12.00 PM - 1.00 PM, 1.00 PM - 2.00 PM, 2.00 PM - 3.00 PM (Wagner); TTH 10.00
AM - 11.30 AM (West), 12.15 PM - 1.45 PM (Hegarty)
Location: Downtown Campus
Credit: Credits earned depends on student progress
Typical Grade Level: Sophomores/Juniors/Seniors
Prerequisites: Credit deficiency by at least 1.0 credit
Teacher: English Language Arts Staff
Goal: High School Proficiency Track
Students must be credit deficient by at least 1.0 Language Arts credits to participate
in this class. Students will meet regularly in a computer lab setting for instruction
with an English teacher. This class will meet regularly in a computer lab setting. This
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course is designed for students who are credit and/or skill deficient in the areas of reading
comprehension and English language arts. The material is generated to personalize a
learning pathway for each student based on current skill levels in the subject matter.
Students will complete work that demonstrates proficiency up to grade level and will be
awarded credit based directly on that level of proficiency.
Film as Lit (Level 6)
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): TTH 12.15 PM - 1.45 PM
Location: Downtown Campus
Credit: .5/One semester/Language Arts
Typical Grade Level: Junior/Senior or by teacher approval
Prerequisites: None
Teacher: Sterling Scott
Goal: High School Proficiency Track
Film as Literature introduces students to analysis of film that is heavily emphasized on
aspects of literature. Film is looked at as an art and a way to convey meaning. Through
writing intensive assignments, students express their understanding of a particular film’s
use of plot, characters, themes, motifs, etc. and how the director uses film to express each.
Students will hone and define effective pre-writing techniques designed to enhance the student’s
thinking process and thereby produce clear, logical writing. Define, interpret, and evaluate
relationships between and among characters in film as a form of literature. The course will begin
with an introduction to the art of filmmaking. Key concepts will be discussed that parallel literary
terms (angles, perspective, focus, and music to create feeling and tone). After an introduction to
film, movies are viewed with particular literary themes, such as The Graduate, Big Fish, Donnie
Darko, etc. Films will be lumped into categories (teenage angst, coming of age, the art of
storytelling, the American Dream, classics, etc.) After each film category, students will be required
to write thesis essays that demonstrate understanding of key ideas, themes, motifs, etc. within the
given film.
Creative Writing (Level 6)
When Offered: Semester 1 & 2
Day(s)/Time(s): Tues/Thurs at 8AM; MWF 1.00 PM - 2.00 PM (West)
Location: Downtown Campus
Credit: .5 Per Semester/One semester/Language Arts
Typical Grade Level: Junior/Senior or by teacher approval
Prerequisites: Successful completion of HS Advanced Literature & Composition or with teacher approval.
Teacher: George Hegarty
Goal: High School Proficiency Track
This journal-based writing course is designed to give students the opportunity to explore
their mind in ways that are not usually addressed in a standard English course. Here at
RPA, there are very limited opportunities in the teacher-designed courses that allow for
creative writing. Usually, the focus is on academic, analytical, thesis-driven writing. In this
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class, we do all writing BUT analytical, academic, thesis-driven writing. This class exists to
allow for a creative outlet that is normally not met in the other standard English courses.
Students will produce a portfolio of original work produced throughout the course.
Communications (Level 6)
When Offered: Semester 1 & 2
Day(s)/Time(s): MWF 8.00 AM - 9.00 AM
Location: Downtown Campus
Credit: .5/One semester/Language Arts
Typical Grade Level: Junior/Senior or by teacher approval
Prerequisites: Successful completion of HS Advanced Literature & Composition or with teacher approval.
Teacher: English Language Arts Staff
Goal: High School Proficiency Track
In Communications, students will explore and analyze how both written and visual
messages are constructed. Viewing and reading visual and written texts concerning
contemporary issues, students will learn to create their own arguments and to be
knowledgeable about how print and video media create compelling arguments. Critical
viewing, reading and speaking skills will be the focal points of student development.
Contemporary Lit (Level 6)
When Offered: Possibly Semester 2
Day(s)/Time(s): TBD
Location: Downtown Campus
Credit: .5/One semester/Language Arts
Typical Grade Level: Junior/Senior or by teacher approval
Prerequisites: Successful completion of HS Advanced Literature & Composition or with teacher approval.
Teacher: English Language Arts Staff
Goal: High School Proficiency Track
This thematically driven course will give students exposure to a variety of contemporary
literature with an emphasis on the contemporary novel (1950 to present). Through critical
reading of short fiction and novels, students will learn and apply a variety of literary devices
to uncover the varied themes found in literature and apply those themes to their lives.
Senior English OAKS Lab- Seniors will placed in this class
When Offered: Semester 2
Day(s)/Time(s):
Location: Downtown Campus
Credit: .5/One semester/Language Arts
Typical Grade Level: 12
Prerequisites: Not passing Reading OAKS, Writing OAKS, or both
Teacher: Hector West
This course is designed for seniors who have not passed the OAKS graduation
requirement in Reading and/or Writing. Students will be given some OAKS test prep and
practice, and will be building a portfolio of proficient work that satisfies the "local option" for
this graduation requirement.
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Newspaper/RPA Gazette/Journalism
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): Tuesday/Thursday at 10AM
Location: Downtown Campus
Credit: .5/One semester/Language Arts
Typical Grade Level: 9/10/11/12
Prerequisites: Teacher Approval
Teacher: George Hegarty
Goal: High School Proficiency and College Preparatory Track
In this course, students will be active members of the RPA Gazette staff. Students will
actively pursue all aspects (reporting, layout, graphics, photography) of creating a school
newspaper. Success on this course is based on successfully completing all assignments
(meeting all deadlines) and working as a team to produce a school newspaper every three
weeks.
AP Lit Drama (Level 6)
When Offered: Semester 2
Day(s)/Time(s): TBD
Location: Downtown Campus
Credit: .5/One semester/Language Arts
Typical Grade Level: Junior/Senior
Prerequisites: Successful completion of HS Advanced Literature & Composition or with teacher approval.
Teacher: English Language Arts Staff
Goal: College Preparatory Track
Lit Drama provides the opportunity for a motivated student to experience Ashland’s Oregon
Shakespeare Festival in Redmond. Students will read, study and analyze four plays that
the company will perform during the 2014 season. Accompanying the study of the genre,
students will learn to look closely at the playwrights’ language in order to effectively write
analyses of the texts. This semester-long course, accompanied by Lit Philosophy, Lit
Poetry and/or Lit Prose will effectively prepare students to succeed at the college level.
Assessments will involve both single-text analyses as well as comparative analyses.
AP Lit Philosophy (Level 6)
When Offered: Semester 1 & 2
Day(s)/Time(s): Tuesday/Thursday at 2:15P
Location: Downtown Campus
Credit: .5/One semester/Language Arts
Typical Grade Level: Junior/Senior
Prerequisites: Successful completion of HS Advanced Literature & Composition or with teacher approval.
Teacher: George Hegarty
Goal: College Preparatory Track
Lit Philosophy provides the opportunity for a motivated student to read, study and analyze
the works and ideas from great thinkers from Western Civilization. Students will not only
consider the different philosophers’ core ideas, but also how those ideas relate to the
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production of literature and other art forms. In this course, students will have the
opportunity to study the work of a single philosopher and apply it to their worlds. This
semester-long course, accompanied by Lit Poetry, Lit Drama and/or Lit Prose will
effectively prepare students to succeed at the college level. Assessments will involve both
single-text analyses as well as comparative analyses.
AP Lit Poetry (Level 6)
When Offered: Semester 2
Day(s)/Time(s): TBD
Location: Downtown Campus
Credit: .5/One semester/Language Arts
Typical Grade Level: Junior/Senior
Prerequisites: Successful completion of HS Advanced Literature & Composition or with teacher approval.
Teacher: English Language Arts Staff
Goal: College Preparatory Track
Lit Poetry provides an opportunity for a motivated student to explore the work of one or two
poets and broadly explore a greater poetic world. Students will master the ability to identify
and apply the primary poetic devices (including, but not limited to, alliteration, assonance,
consonance, rhyme, personification, allusion, metaphor and simile, etc.). Students will also
learn how to interpret poetry and apply poetic notions to everyday life. This semester-long
course, accompanied by Lit Philosophy, Lit Drama and/or Lit Prose will effectively prepare
students to succeed at the college level.
AP Lit Prose (Level 6)
When Offered: Semester 1 & 2
Day(s)/Time(s): T/TH 8.00 AM - 9.30 AM (West)
Location: Downtown Campus
Credit: .5/One semester/Language Arts
Typical Grade Level: Junior/Senior
Prerequisites: Successful completion of HS Advanced Literature & Composition or with teacher approval.
Teacher: English Language Arts Staff
Goal: College Preparatory Track
Lit Prose provides the opportunity for a motivated student to read, study, and analyze
fictional prose from a variety of eras. Students will master the ability to identify and analyze
literary devices and how they relate to the varied themes explored in short fiction and in
novels. Assessments will involve both single-text analyses as well as comparative
analyses. This semester-long course, accompanied by Lit Philosophy, Lit Drama and/or Lit
Poetry will effectively prepare students to succeed at the college level.
OIT Articulated Classes: English
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College Writing 121
When Offered: Semester 1
Day(s)/Time(s): at 9:00am M/W/F
Location: Downtown Campus
Credit: 3 College Credits /.5 High School Language Arts Credit - Weighted Class
Typical Grade Level: Junior/Senior
Prerequisites: Pre-Requisite: Passing OIT Placement Scores
Note: This class will not begin until September
Teacher: Jon Bullock
Goal: College Preparatory Track
Students will use the writing process: inventing, drafting, revising, and editing toward a final
draft. At the invention stage, students will find a topic and develop and write on that topic
from their own perspective. During drafting, students will employ processes and strategies,
which fit purpose, context, and audience. In revision, students will evaluate the
effectiveness of their work with peer responders, tutors, and/or instructors, demonstrating a
focused process of improvement from early to final drafts. Students will edit for correctness
and clarity. Finally, students will locate, evaluate, and ethically incorporate information to
understand and avoid plagiarism. Students will write expository essays to accomplish a
clear purpose by adopting appropriate voice, tone, and level of formality as well as
organizational pattern(s). Students will develop a controlling idea in each completed essay.
The thesis must be clear and specific in order to express a focused approach to ideas,
insights, and/or applications. Students will organize their essays with an introduction,
logically arranged body paragraphs that develop the thesis, and a conclusion. Connections
between sections, paragraphs, and sentences will be clear. Students will demonstrate
control of a variety of sentence types to achieve clear and fluent writing. Students will
provide adequate explanatory details and reasons to develop the thesis. Students will
select and use appropriate techniques and materials to support their thesis, which may
include rhetorical strategies, concrete detail, sensory and narrative detail, dialogue,
summary of outside sources, synthesis of information from sources, and a conclusion.
Students will look analytically at a text or situation as part of forming their own
interpretation, supporting it with rational and logical thinking. Students will demonstrate
critical reading skills such as inference, judgment, and conclusion. Student will demonstrate
the ability to use standard academic English in order to address an academic audience, to
summarize, paraphrase, and quote passages from sources. Students will be introduced to
MLA (or Chicago or APA) format, citation, and documentation.
College Writing 122
When Offered: Semester 2
Day(s)/Time(s): TBD
Location: Downtown Campus
Credit: 3 College Credits /.5 High School Language Arts Credit - Weighted Class
Typical Grade Level: Junior/Senior
Prerequisites: Passing College Writing 121
Teacher: Jon Bullock
Goal: College Preparatory Track
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In working through the writing process, students will generate ideas from texts and
demonstrate the ability to evaluate those texts they choose to include in their final drafts for
sound reasoning and validity of evidence. Students will write persuasive or argumentative
essays to accomplish a clear purpose by adopting appropriate voice, tone, and level of
formality as well as organizational pattern(s). Students will anticipate and prepare for
reactions to their text by an audience outside the classroom. Students will include a thesis
or claim in each completed essay that identifies the essay as a form of argument or
analysis. Students will use patterns of reasoning and formal logic in organizing their essays
with an introduction, body, and conclusion. Students will organize support for a particular
audience and purpose. Students will use appropriate rhetorical strategies and reasons to
support the thesis or claim. Students will employ rhetorical strategies for their own
purposes, such as analysis, persuasion, argument, evaluation, and synthesis for a variety
of audiences in order to develop the thesis and effectively organize the essay. Students
will critically analyze texts and/or situations and not accept at face value what they see.
Students will adopt the habit of looking closely and questioning not only the reliability of
opinions and statements from sources, but also their own assumptions and opinions.
Student will identify evaluate and use the element of argument. Students will distinguish
between observation, fact, inference, etc.
College Speech 111
Day(s)/Time(s): Semester 2/Begins March 2014 (third trimester on the OIT calendar)
Location: Downtown Campus
Credit: .5 LA Credit ( 3 college credits available)
Typical Grade Level: 11/12
Prerequisites: College Placement Test
Note:
Teacher: Greg Scott
Students will use the writing process: inventing, drafting, revising, and editing toward a final
draft. At the invention stage, students will find a topic and develop and write on that topic
from their own perspective. During drafting, students will employ processes and strategies,
which fit purpose, context, and audience. In revision, students will evaluate the
effectiveness of their work with peer responders, tutors, and/or instructors, demonstrating a
focused process of improvement from early to final drafts. Students will edit for correctness
and clarity. Finally, students will locate, evaluate, and ethically incorporate information to
understand and avoid plagiarism. Students will write expository essays to accomplish a
clear purpose by adopting appropriate voice, tone, and level of formality as well as
organizational pattern(s). Students will develop a controlling idea in each completed
essay. The thesis must be clear and specific in order to express a focused approach to
ideas, insights, and/or applications.
Students will organize their essays with an introduction, logically arranged body paragraphs
that develop the thesis, and a conclusion. Connections between sections, paragraphs, and
sentences will be clear.
Students will demonstrate control of a variety of sentence types to achieve clear and fluent
writing. Students will provide adequate explanatory details and reasons to develop the
thesis. Students will select and use appropriate techniques and materials to support their
33
thesis, which may include rhetorical strategies, concrete detail, sensory and narrative
detail, dialogue, summary of outside sources, synthesis of information from sources, and a
conclusion.
Students will look analytically at a text or situation as part of forming their own
interpretation, supporting it with rational and logical thinking. Students will demonstrate
critical reading skills such as inference, judgment, and conclusion.
Student will demonstrate the ability to use standard academic English in order to address
an academic audience, to summarize, paraphrase, and quote passages from
sources. Students will be introduced to MLA (or Chicago or APA) format, citation, and
documentation.
Social Science (RPA Teacher Taught Courses)
Social Studies
Freshman
Geography (.5 credit)
Sophomore
US History*** (.5 credit)
Social Science Selective (.5)
Note: If you are interested in taking AP US History please wait until
Junior Year. Take World History Sophomore year. AP US History
counts as .5 credits US History and .5 credits SS Selective
Junior
World History (.5 credit)
Social Studies Selective (.5) – For Proficiency Diploma
Senior
Government (.5 credit)
Economics (.5 credit)
Social Studies Selective (.5) – For Proficiency Diploma
***NOTE: AP US History will substitute for .5 credit US History and .5 credit SS Selective
Frosh Seminar
When Offered: Semester 1
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Day(s)/Time(s): M/W/F 9-9:50am;10-10:50am; 11-11:50am; 1-1:50pm
Location: West 202
Credit: .5/ Elective Credit One Semester
Typical Grade Level: Freshman
Prerequisites: None
Note: Required for Freshman
Teacher: Brandy Berlin
Goal: High School Proficiency and College Preparatory Track
This course is designed to empower freshmen and give them the tools they need to make a
successful transition to high school (as well as introduce them to the mystery of
knowledge). It will teach them time management, organization as well as give them the
opportunity to uncover their own unique answers to three important questions: Who am I?
What do I want? How do I get it?
Global Geography
When Offered: Semester 2
Day(s)/Time(s):
Location: West Campus
Credit: .5/One semester/Social Science Elective
Typical Grade Level: 9
Prerequisites: None
Teacher: Brandy Berlin
Goal: High School Proficiency and College Preparatory Track
Global Geography introduces students to the study of geography by emphasizing the
relevance of human and physical geographic concepts to the global community. Through
the lens of the five themes of geography, students will investigate global case studies and
develop skills that allow them to better understand, analyze and ultimately participate in the
global community. Students will investigate both contemporary issues and historical events
reflecting on their implications on international society. This approach encourages students
to examine topics from an international perspective and better recognize and understand
patterns of human behavior.
US History Survey
When Offered: Semester 1/Semester 2
Day(s)/Time(s): Tuesday and Thursday 12:15-1:45pm
Location: Downtown Campus
Credit: .5/2 Semesters/US History Credit
Typical Grade Level: 10/11/12
Prerequisites: None
Teacher: Ryan McLaughlin
Goal: High School Proficiency Track
The purpose of this class is to examine how individuals, issues and events changed or
significantly influenced the course of U.S. history from Reconstruction (1865) to modern
times. Students will identify and analyze themes that occur throughout this chronological
survey class while identifying the lasting influence of events on contemporary society.
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Students will be expected to develop and engage in critical thinking and analysis, interpret
texts and documents in order to relate them to larger themes, evaluate and delineate
arguments, and understand how different points of view can shape the content and style of
a text.
World History A
When Offered: Semester 1
Day(s)/Time(s): T/Th 8:00am, 10:00am, 12:15pm
Location: Downtown Campus
Credit: .5/1 Semester/World History Credit
Typical Grade Level: 11
Prerequisites: None
Teacher: Judd Wagner
Goal: High School Proficiency and College Preparatory Track
World History A focuses upon the development of authoritarian and single-party states in
the 20th Century. The course will examine the political, social, economic, religious,
technological, and cultural implications of 20th century World History events. Students will
demonstrate understanding of 20th century World History through the acquisition, selection,
effective use and synthesis of historical knowledge. Students will be expected to
comprehend, analyze, evaluate, and integrate source material critically as historical
evidence. Course content will include an examination the Russian revolution(s) and the
creation of the Soviet Union up through the era of Joseph Stalin. The rise of the Nazi Party
and the role of Adolph Hitler will be explored next, with an emphasis upon the pre-World
War ll years. The course concludes with an exploration of the origins and rise of the
Chinese Communist party under the leadership of Mao Zedong.
World History B
When Offered: Semester 2
Day(s)/Time(s): TBD
Location: Downtown Campus
Credit: .5/1 Semester/World History Credit
Typical Grade Level: 11
Prerequisites: None
Teacher: Judd Wagner
Goal: High School Proficiency and College Preparatory Track
World History B World History B focuses upon the Cold War that developed between the
United States and the Soviet Union following World War ll through the present era. The
course will examine the political, social, economic, religious, technological, and cultural
implications of 20th century World History events. Students will demonstrate
understanding of 20th century World History through the acquisition, selection, effective
use and synthesis of historical knowledge. Students will be expected to comprehend,
analyze, evaluate, and integrate source material critically as historical evidence. Course
content will include an exploration of American and Soviet foreign policy, the “wall” dividing
Europe, the Cuban missile crisis, proxy wars, McCarthyism, and finally, Communism in
crisis and the collapse of the Soviet Union.
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Government
When Offered: Semester 1
Day(s)/Time(s): T/TH 8am to 9:30am, or 10am to 11:30am, or 2:15pm to 3:45pm
Location: Downtown Campus
Credit: .5/One Semester/Government Credit
Typical Grade Level: 12
Prerequisites: None
Teacher: Matt Killpack
Goal: High School Proficiency and College Preparatory Track
The purpose of this class is to introduce students to the fundamentals of American
government and politics, particularly the major institutions and processes via the Oregon
State Standards for U.S. Government. Students will analyze and discuss U.S. citizens’
personal and political rights as well as their personal participatory responsibility in the
political process. They will examine and engage in debate about how the political
framework and process can be amended by support and dissent among individuals, groups
and international organizations and evaluate how the actions of other nations can affect the
US’s political system and vice versa. In addition, this course will be an introduction to other
world political systems. The class is designed to stimulate interest in American politics and
impart genuine interest in becoming global citizens of the world. Students will be expected
to develop and utilize critical thinking skills and actively participate in analysis, discuss and
debate. Students will be encouraged to seek opposing perspectives on political issues and
build personal worldviews on a variety of topics and issues, backed by civic discussion and
research.
Economics and Personal Finance
Day(s)/Time(s): Semester 2
Location: Downtown Campus
Credit: .5/One Semester/Economics
Typical Grade Level: 12
Prerequisites: None
Teacher: Matt Killpack
Goal: High School Proficiency and College Preparatory Track
This course is designed to provide students with an introductory understanding of
economics. Students will analyze concepts and issues such as the nature of competition
and resources, costs and benefits of economic choices, supply and demand, advantages
and disadvantages of different economic systems, the role of government and institutions in
various economic systems, the interdependence of the global economy, the notion that
money makes it easier to trade, borrow, save, invest, and compare the value of goods and
services and finally, the application of economic concepts and principles to issues of
personal finance. This class will incorporate personal finance principles into the curriculum.
Students will learn the fundamentals of personal finance through hands on activities, guest
speakers, and project based assessment.
AP Art History A + B
When Offered: Part A Semester 1/Part B Semester 2
Day(s)/Time(s): Monday, Wednesday, Friday 2:00-3:00
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Location: Downtown Campus
Credit: 1.0/2 Semesters/Social Science Selective Credit (Or elective credit)
Typical Grade Level: 11/12
Prerequisites: None
Teacher: Ryan McLaughlin
Goal: College Preparatory Track
This rigorous course is intended to prepare students for the AP Art History Exam. The class
chronologically surveys the artistic achievements of humanity across cultures from ancient
to contemporary times spending about 80% of its time looking at the development of the
Western artistic tradition and the other 20% investigating non-Western Traditions. This
class is in an opportunity for students to develop a broad and sweeping base of knowledge
regarding global cultural history that will inform and enliven their relationship to every
aspect of their future endeavors. While challenging and at times daunting, this class will
allow students to interact with aspects of their cultural history which they will have had no
experience and yet has been integral in the creation of their identity.
The scope of the class allows students to experience the richness of human culture from a
standpoint that inspires awe (Such as the opportunity to compare and contrast the the
cultural richness of 1100 CE: The Islamic Caliphates are in a golden age, the Song Dynasty
is flourishing, the Maya are living in Chichen Itza, and Europe is in the High Middle Ages).
The course will give students the ability to effectively analyze a work for its artistic merit, but
also to express and elaborate on their emotive and physical responses to works of art.
Students will identify themes that can be tracked developing across time and cultures as
their knowledge base and analytical abilities develop and grow.
AP US History A + B
When Offered: Part A Semester 1/Part B Semester 2
Day(s)/Time(s): Monday, Wednesday, Friday 1:00-2:00
Location: Downtown Campus
Credit: 1.0/2 Semesters/
Typical Grade Level: 10/11/12
Prerequisites: None
Teacher: Ryan McLaughlin
Goal: College Preparatory Track
The purpose of this class is to prepare students to pass the AP US History Class by
examining how individuals, issues and events changed or significantly influenced the
course of U.S. history from European settlement until modern times. Students will identify
and analyze themes that occur throughout this chronological survey class while identifying
the lasting influence of events on contemporary society.
Students will be expected to prepare for the AP US History test. To do so they must
develop and engage in critical thinking and analysis, interpret texts and documents in order
to relate them to larger themes, evaluate and delineate arguments and be able to different
points of view can shape the content and style of a text. These skills will be supported with
a collection of secondary and primary sources that will be analyzed and synthesized.
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Epistemology: Theory of Knowledge (TOK A)
When Offered: Semester 1: Part A Semester 2: Part B and C (see note below)
Day(s)/Time(s): T/Th 10-11:30; 12:15-1:45
Location: West 202
Credit: .5/One semester/Social Science Elective
Typical Grade Level: 10,11,12
Prerequisites: None
Teacher: Brandy Berlin
Goal: High School Proficiency and College Preparatory Track
Note: Course can be taken in any sequence (A, B, or C)
Goal: High School Proficiency and College Preparatory Track
How do you know what you know? Did someone or something tell you? How did they
know? If you have ever questioned what some claim to be ‘the truth’, this course will arm
you with deadly ninja tools so you can dissect and combat the barrage of ‘knowledge’ you
encounter daily. Designed as an inquiry seminar you will be challenged to think divergently
and make the familiar strange. BUT BEWARE, AFTER TAKING THIS COURSE YOU
WILL NEVER THINK OR SEE THE WORLD THE SAME WAY AGAIN, and if you leave this
class with more questions than when you entered, the goal of this course has been
satisfied. TOK ‘A’ examines the many interpretations and facets of what knowledge actually
is with its strengths and limitations as we wrestle with the nature of ‘truth’. It will also
examine sense perception as a way of knowing. TOK ‘B’ looks at language, reason and
emotion as a way of knowing. TOK ‘C’ looks at the arts, mathematics, natural sciences and
human sciences as areas of knowledge. YOU CAN A/B/C IN ANY ORDER.
Model United Nations (MUN)
When Offered: Semester 1 and 2 (see the day and times offered)
Day(s)/Time(s): This course will be offered at lunch time one time per week from October through April
Location: Glacier TBD
Credit: .5/One semester/Social Science
Typical Grade Level: 9,10,11,12
Prerequisites: None
Teacher: Brandy Berlin
Goal: High School Proficiency Track and College Preparatory Track
This course will focus on the issues, goals, and procedures of the United Nations and will
prepare students for participation in the Oregon Model United Nations Conference in
Eugene, Oregon next April. Model United Nations aims replicate the rigorous yet successful
process international leaders must go through to find agreeable solutions major problems in
the world today. By actively engaging in discussion about global issues from both the past
and the present, this course hopes to create engaged students knowledgeable about the
workings of the United Nations.
Conspiracy Theories
When Offered: Semester 1
Day(s)/Time(s): M/W/F 8am to 9am, or 1pm to 2pm
Location: Downtown Campus
Credit: .5/One Semester/Social Science Selective Credit (Or elective credit)
Typical Grade Level: 10,11,12
Prerequisites: None
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Teacher: Matt Killpack
Goal: High School Proficiency Track
Conspiracy thinking has been a part of American society from the colonial period through
the present day. Americans have labeled as enemies numerous groups, including
Catholics, Communists, Democrats, Jews, Masons, Mormons, Republicans, and women, to
name just a few. They have accused leaders such as George H.W. Bush, Bill Clinton,
Lyndon B. Johnson, and Franklin Pierce of working to undermine the American way of life,
not to mention the various conspiracy theories about aliens, AIDS, and the One World
Government.
This course will explore a sample of those theories in United States history. Using an array
of written and visual sources (personal correspondence, newspaper articles, editorial
cartoons, televised speeches, etc.), students will be exposed to the conspiratorial language
used by Americans to explain the unexplainable. They will emerge from the course with a
better understanding of the differences between conspiracies and conspiracy theories, the
historical context for the belief in conspiracy theories, and the use of evidence and
argumentation in critically analyzing conspiracy theories.
Introduction to Criminology
When Offered: Semester 1
Day(s)/Time(s): M/W/F 10am to 11am, or 12pm to 1pm
Location: Downtown Campus
Credit: .5/One Semester/Social Science Selective Credit (Or elective credit)
Typical Grade Level: 10,11,12
Prerequisites: None
Teacher: Matt Killpack
Goal: High School Proficiency Track
Criminology is the study of crime, criminal behavior patterns and the law. This course
examines the three main components of criminal justice: policing, judicial and correctional
systems. This course covers basics in criminology theories, patterns and behaviors.
Students learn socioeconomic and sociocultural influences that have affected crime over
the years. American criminal justice theories are introduced with an emphasis on current
practices in community, juvenile, and corporate environments. Students study court
systems, correctional institutes, laws, judicial procedures and measurements of crime
severity. This is a course that will include some type of practical training in the form of roleplaying, class projects or supervised visits to criminal justice agencies. Students learn from
the perspective of all sides, from police, probation officers and court officials to the
criminals themselves. This course considers the roles of social, cultural, economic, political,
psychological, chemical, biological, and ideological factors in the causes and treatment of
criminal behaviors. It exposes students to the major theoretical perspectives in the field, as
well as to the critiques and uses of these perspectives in the prevention of and response to
crime. Topics in this course may also cover crime prevention, law enforcement, criminal
justice systems and crime victims.
COCC Criminal Justice
When Offered: Semester 2
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Day(s)/Time(s): TDB 2nd Semester
Location: Downtown Campus
Credit: .5/One Semester (College Credit)
Typical Grade Level: 10,11,12
Prerequisites: None
Teacher: Matt Killpack
Goal: College Preparatory Track
Criminology is the study of crime, criminal behavior patterns and the law. This course
examines the three main components of criminal justice: policing, judicial and correctional
systems. This course covers basics in criminology theories, patterns and behaviors.
Students learn socioeconomic and sociocultural influences that have affected crime over
the years. American criminal justice theories are introduced with an emphasis on current
practices in community, juvenile, and corporate environments. Students study court
systems, correctional institutes, laws, judicial procedures and measurements of crime
severity. This is a course that will include some type of practical training in the form of roleplaying, class projects or supervised visits to criminal justice agencies. Students learn from
the perspective of all sides, from police, probation officers and court officials to the
criminals themselves. This course considers the roles of social, cultural, economic, political,
psychological, chemical, biological, and ideological factors in the causes and treatment of
criminal behaviors. It exposes students to the major theoretical perspectives in the field, as
well as to the critiques and uses of these perspectives in the prevention of and response to
crime. Topics in this course may also cover crime prevention, law enforcement, criminal
justice systems and crime victims.
COCC Western Civilization 102
When Offered: Semester 2
Day(s)/Time(s):
Location: Downtown Campus
Credit: .5/One Semester/Social Science Selective Credit (Or elective credit)
Typical Grade Level: 11,12
Prerequisites: None
Teacher: Brandy Berlin
Goal: College Preparatory Track
Surveys the development of European civilization from the Late Medieval period through
the 1700s. Focuses on cultural, religious, political and intellectual changes brought about
by the Renaissance, Reformation, Enlightenment and the Scientific Revolution, as well as
the tensions in European society that culminated in the French Revolution.
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Mathematics
Graduation Requirements
Students aiming for the proficiency diploma must complete 4.0 credits of math. Students aiming for the
standard diploma must complete 3.0 credits. Students graduating in the Spring of 2013 and beyond all
classes must be at Algebra 1 or higher. PLEASE SEE THE FOLLOWING PAGE FOR THE MATH
PATHWAYS.
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Math Lab (placed by instructor only)
When Offered: Part A Semester 1/Part B Semester 2
Day(s)/Time(s): Tuesday/Thursday at 8am, Tuesday/Thursday 10am, Tuesday/Thursday 2:15pm,
Monday/Wednesday/Friday 2:00pm
Location: TBD
Credit: Depending on student progress
Typical Grade Level: 10,11,12
Prerequisites: None
Teacher: TBD
Goal: Credit Recovery
The PLATO Learning Environment for Mathematics is for students who are skill and/or credit
deficient. Students will not choose Math Lab as a course. Rather, the course will be assigned to
students who are 1.0 credit or more behind on their graduation requirements report. The Math Lab
course mainly targets Juniors and Seniors who are credit deficient.
In the Math Lab, students will need to take the Accucess (placement test) for Math. Once this test is
taken, students will work through their prescriptions until they have demonstrated grade-level skills.
A math teacher will be in the lab during classes to further assist students with the material as
needed. After both sets of prescriptions are finished through grade level, the teacher of record will
award credits to get each student back “on track” to graduate. Students will then exit the PLATO
system and return to taking one of the many teacher-led Math classes.
Students will be notified if they are to take Math Lab. During Arena Scheduling, students must sign
up for one of the various sections of Math Lab that are offered throughout the week. This is a
specific time with a specific location, and attendance will be taken as in a regularly scheduled class.
Algebra 1A/1B (Level 4)
When Offered: Part A Semester 1/Part B Semester 2
Day(s)/Time(s): M/W/F 10AM, MWF 12PM
Location: TBD
Credit: .5 Credit Per Semester; 1 credit per year/ Math
Typical Grade Level: 9,10 (this is the mainstream freshmen math class)
Prerequisites: None
Teacher: TBD
Goal: College Preparatory and High School Proficiency Track
This curriculum emphasizes a multi-representational approach to algebra, with concepts,
results, and problems being expressed graphically, analytically, and verbally. It develops
algebraic fluency by providing students with the skills needed to solve equations and
perform important manipulations with numbers, variables, equations, and inequalities. The
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main unifying themes of the course include understanding, writing, solving, and graphing
linear equations, systems of linear equations and inequalities.
Basic Algebra A
When Offered: Semester 1
Note:This is the first section of the four part Basic Algebra sequence (A, B, C, D). Part B will occur semester
2. Students will be expected to take Parts C and D the following year. Algebra will be taught across four
semesters.
Day(s)/Time(s): M/W/F 8AM
Location:
Credit: .5 Credit Per Semester; 1 credit per year/ Math
Typical Grade Level: 9/10
Prerequisites: Instructor Approval
Teacher: TBD
Goal: High School Proficiency Track
Participation in this class requires instructor recommendation/approval. This
curriculum emphasizes a multi-representational approach to algebra, with concepts,
results, and problems being expressed graphically, analytically, and verbally. It
develops algebraic fluency by providing students with the skills needed to solve equations
and perform important manipulations in the context of real-world relationships. The main
unifying themes of the course include: functions, graphs, evaluating expressions, and
operations with rational numbers.
Basic Algebra B
When Offered: Semester 2
Note:This is the second section of the four part Basic Algebra sequence (A, B, C, D). Algebra C and D should
be taken the following year after this course.
Day(s)/Time(s): TBD
Location:
Credit: .5 Credit Per Semester; 1 credit per year/ Math
Typical Grade Level: 9/10
Prerequisites: Basic Algebra A or Instructor Approval
Teacher: Instructor Approval
Note: High School Proficiency Track
Participation in this class requires instructor recommendation/approval. This
curriculum emphasizes a multi-representational approach to algebra, with
concepts, results, and problems being expressed graphically, analytically, and verbally. It
develops algebraic fluency by providing students with the skills needed to solve equations
and perform important manipulations in the context of real-world relationships. The
main unifying themes of the course include: solving multi-step equations, forms of linear
equations, ratios, and proportions, and statistics.
Basic Algebra C
When Offered: Part C Semester 1
Note: This is the third section of the four part Basic Algebra sequence (A, B, C, D). It is only offered semester
1.
Day(s)/Time(s):M/W/F 1:00PM
Location:
Credit: .5 Credit Per Semester; 1 credit per year/ Math
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Typical Grade Level: 9/10
Prerequisites: Basic Algebra A and B or Instructor Approval
Teacher: TBD
Note: High School Proficiency Track
Participation in this class requires instructor recommendation/approval. This
curriculum emphasizes a multi-representational approach to algebra, with
concepts, results, and problems being expressed graphically, analytically, and verbally. It
develops algebraic fluency by providing students with the skills needed to solve equations
and perform important manipulations in the context of real-world relationships. The
main unifying themes of the course include: solving multi-step inequalities, systems of
linear equations and inequalities, and probability.
Basic Algebra D
When Offered: Semester 2
Note: This is the final section of the four part Basic Algebra sequence (A, B, C, D). It will only be offered 2nd
semester.
Day(s)/Time(s): TBD
Location:
Credit: .5 Credit Per Semester; 1 credit per year/ Math
Typical Grade Level: 9/10
Prerequisites: Basic Algebra A, B, and C or Instructor approval
Teacher: TBD
Note: High School Proficiency Track
Participation in this class requires instructor recommendation/approval. This
curriculum emphasizes a multi-representational approach to algebra, with
concepts, results, and problems being expressed graphically, analytically, and verbally. It
develops algebraic fluency by providing students with the skills needed to solve equations
and perform important manipulations in the context of real-world relationships. The
main unifying themes of the course include: exponential functions, operations with
polynomials, and quadratic equations.
Geometry A/B (Level 4)
When Offered: Part A Semester 1/ Part B Semester 2
Day(s)/Time(s): M/W/F 8am, M/W/F 10am, M/W/F 12pm
Location: TBD
Credit: .5 Credit Per Semester; 1 credit per year/ Math
Typical Grade Level: 10,11 (this is the mainstream math class for sophomores)
Prerequisites: Algebra 1 or Instructor Approval
Teacher: TBD
Goal: High School Proficiency and College Preparatory Track
This curriculum emphasizes a multi-representational approach to geometry, with concepts,
results, and problems being expressed graphically, analytically, and verbally. It develops
mathematical fluency by providing students with the skills needed to solve problems
logically.
In addition, the course develops proficiency through inductive and deductive reasoning with
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geometric definitions, properties, theorems, postulates and formulas. The main unifying
themes of the course include understanding, constructing, proving, and solving geometric
concepts with triangles, polygons, circles, area, volume, similarity and trigonometry.
Algebra 2A/2B (Level 5)
When Offered: Algebra 2A Semester 1 and Algebra 2B Semester 2
Day(s)/Time(s): MWF 9am or MWF 1pm or MWF 2pm
Location: Downtown Campus
Credit: .5 Credit Per Semester; 1 credit per year/ Math
Typical Grade Level: 10,11
Prerequisites: Algebra 1 and Geometry or Instructor Approval
Teacher: Bayley Killpack
Goal: College Preparatory Track
This curriculum emphasizes a multi-representational approach to advanced algebra, with
concepts, results, and problems being expressed graphically, analytically, and verbally. It
develops algebraic fluency by providing students with the skills needed to solve equations
and perform important manipulations with numbers, variables, equations, and inequalities.
In addition, the course develops proficiency with algebraic operations. The main topics of
the course include polynomial functions, rational equations, radical relationships, modeling
with functions, and inferences/conclusions from data.
Pre-Calculus (MTH 111) (Level 6)
When Offered: Semester 1 & 2
Day(s)/Time(s): MWF 10am and Tuesday 10am
Location: Downtown Campus
Credit: .5 Credit Per Semester; 1 credit per year/ Math
Typical Grade Level: 11,12
Prerequisites: Algebra 2 or Instructor Approval
Teacher: Bayley Killpack
Goal: College Preparatory Track
This course is designed to emphasize topics that are fundamental to the study of calculus.
Emphasis for the course is placed on equations and inequalities, functions (linear,
polynomial, rational, exponential), and systems of equations and inequalities. Upon
completion, students should be able to solve practical problems and use appropriate
models for analysis and predictions.
Trigonometry (MTH 112) (Level 6)
WhenOffered: Semester 1 & 2
Day(s)/Time(s): MWF 11am and Thursday 10am
Location: Downtown Campus
Credit: .5 Credit Per Semester; 1 credit per year/ Math
Typical Grade Level: 11,12
Prerequisites: Algebra 2 or Instructor Approval
Teacher: Bayley Killpack
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Goal: College Preparatory Track
This course is designed to emphasize topics that are fundamental to the study of calculus.
Emphasis for the course is placed on theoretical and real-world implications of the trigonometric
functions of angles and real numbers, as well as a introduction to polar coordinates and vectors.
Upon completion, students should be able to solve practical problems and use appropriate models
for analysis and predictions.
Calculus A/B (MTH 251 and MTH 252) (Level 6)
When Offered: Calc A (Math 251) Semester 1 and Calc B (Math 252) Semester 2
Day(s)/Time(s): MWF 8am and TTh 8am
Location: Downtown Campus
Credit: .5 Credit Per Semester; 1 credit per year/ Math
Typical Grade Level: 11,12
Prerequisites: Pre-Calculus and Trigonometry or Instructor Approval
Teacher: Bayley Killpack
Goal: College Preparatory Track
This course is designed to acquaint you with calculus principles such as derivatives,
integrals,limits, approximation, and modeling. Emphasis will be placed on theory,
computation, and the application of the mathematical content. During this course students
will gain experience in the use of calculus methods and learn how calculus methods may
be applied to practical applications.
Math Lab (placement by instructor)
When Offered: Semester 1 & 2
Day(s)/Time(s): Tuesday/Thursday 8am, Tuesday/Thursday 10am, Tuesday and Thursday 12:15pm
Location: Downtown Campus
Credit: variable math credit based on student's credit situation
Typical Grade Level: 10,11,12
Prerequisites: credit deficiency
Teacher: TBD
Goal: High School Proficiency Track
A computer-based math class managed and supervised by an instructor. Students in this
class will take a placement exam that will prescribe a personalized math curriculum tailored
individually for their mathematical needs. Students will then proceed through the curriculum
at their own pace with support from an instructor and teacher assistants. This class is
intended for students who are credit deficient and need to recover math credits in order to
get back on track for graduation, for those who wish to earn math credit but prefer to work
at their own pace (fast or slow), and/or for those whom no other appropriate math class is
currently offered. Math credit is awarded based on student performance and completion of
their prescribed curriculum.
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Senior OAKS Math Prep
When Offered: Semester 1 & 2
Day(s)/Time(s): M, W, and F: 10 a.m. - 11:00 a.m.; Tues and Thursday: 10:00 a.m. - 11:30 a.m.
Location: Printing Post
Credit: 0.5 Elective and/or variable math credit based on student's credit situation
Typical Grade Level: 11
Prerequisites: none
Teacher: Greg Scott
Goal: High School Proficiency Track
This class is intended for the 11th grade student who has not yet passed the OAKS Math
Test but has enough credits to be on track to graduate. (Note: Passing the OAKS Math
Test is a requirement for graduation). The class will provide students with an opportunity to
practice problems from state sample tests, learn OAKS test taking strategies, and review
key Algebra 1 and Geometry topics. Students can exit out of the class as soon as they
pass the OAKS Math Test. In order to ensure that students remain on track to graduate, it
is highly encouraged that OAKS Math Lab is taken concurrently with another regular math
course, particularly Algebra 2.
Science Offerings Are Below!!! (please scroll down)
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Science
Science Progression for the Standard Diploma
The Oregon State Diploma requires students to complete a minimum of 3 credits of
science, two of which must be lab science.
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Science Progression for Proficiency Diploma
The Redmond Proficiency Diploma requires students to complete a minimum of 4 credits of
science, two of which must be lab science. Students are encouraged to complete the fourth
credit through the completion of an advanced or college-level science course.
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Biology A and B
When Offered: Part A Semester 1/Part B Semester 2
Day(s)/Time(s): MWF 12pm or MWF 1pm or MWF 2pm
Location: Room 181, West Campus
Credit: .5 Credit Per Semester; 1 credit per year/ Science
Typical Grade Level: 9 (this is the mainstream science class for freshmen)
Teacher: Mitchell
Prerequisites: None
Goal: High School Proficiency and College Preparatory Tracks
Biology is the study of living organisms, the processes that allow an organism to function,
and the interactions between living organisms and their environment. The course is based
on Next Generation Science Standards as well as Oregon State Science Standards. All
students must successfully complete both semesters of Biology before moving on to other
RPA science courses.
Natural Science A and B
When Offered: Part A Semester 1/Part B Semester 2
Day(s)/Time(s): MWF 8:00, 9:00, 10:00, 12:00, 1:00
Credit: .5 Credit Per Semester; 1 credit per year/ Lab Science
Typical Grade Level: 10 (this is the mainstream science class for sophomores)
Prerequisites: Successful completion of Biology sequence. Students need this science class before
Chemistry.
Goal: High School Proficiency and College Preparatory Tracks
This class is an introduction to the Oregon State high school standards for Physical and
Earth Science (Life Science standards will also be reviewed). The Natural Sciences enable
us to understand how the world around us works. The major branches of Natural Science
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include: Biology, Chemistry, Earth Science, and Physics. This class is required for all tenth
graders and serves as a lab science alternative for this year's eleventh graders who choose
not to take Chemistry.
Chemistry A and B
When Offered: Part A Semester 1/Part B Semester 2
Day(s)/Time(s): MWF 8am or MWF 10am or MWF 11am
Location: Room 182, West Campus
Credit: .5 Credit Per Semester; 1 credit per year/ Lab Science
Typical Grade Level: 11/12
Teacher: Baxter
Prerequisites: Successful completion of Biology, Natural Science and Algebra 1 or instructor
approval
Chemistry A will be offered first semester. Chemistry B second semester.
Goal: College Preparatory Track
Chemistry addresses the interaction between matter and energy within in the universe.
Students will explore the reasons behind chemical reactions and their impact on the world.
Additionally students will engage in laboratory exercises and scientific inquiry to further
their understanding of how events at the atomic level impact every part of their lives.
Introduction to Chemistry of Cooking
When Offered: Semester 1
Day(s)/Time(s): Tue/Th 2:15
Location: West Campus TBA
Credit: 0.5 Science Credits Per Semester
Typical Grade Level 10/11/12
Prerequisite: Successful completion of Biology
Teacher: Baxter
Goal: High School Proficiency Track
Students in this class will learn how the chemical composition of food impacts flavor,
texture and consistency through a variety of cooking and laboratory activities. Students will
investigate the major macromolecules present in food and demonstrate how varying the
chemical structure of these macromolecule produces changes in food characteristics. In
addition, students will learn how living organisms (ex. bacteria and yeast) play a major role
in food production and food safety.
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COCC Anatomy and Function 121 and 122
When Offered: 121 Semester 1/ 122 Semester 2
Day(s)/Time(s): MWF 1pm and Thursday 1215-200pm
Location: West Campus, Room 182
Credit: 1 credit per trimester / 8 College Credits/Two College Trimesters /Science Credit
Typical Grade Level: 11/12
Prerequisites: Successful completion of Biology and Chemistry.
Note: This course is two college trimesters *Must be taken in sequence: Anatomy and Function 121 followed
by Anatomy and Function 122.
Teacher: Christina Baxter
Goal: College Preparatory Track
Anatomy and Function 121 is the first of a 2-term Anatomy and Function course and covers
body organization, cell, skin, blood, heart and circulation, immunity, respiration, bones and
skeletal muscles. BI 122 is the second of the 2-term Anatomy and Function course and
covers the nervous system, eyes, ears, reproduction, genetics, digestion, urinary system,
hormones and diabetes. Designed for students interested in exploring career options in the
health and medical fields.
Students will earn a total of eight college credits upon completion of the sequence.
COCC Biology 101, 102, 103
When Offered: Semester 1 will be 101 and part of 102. Semester 2 102 will finish and 103 will be offered.
Day(s)/Time(s): MWF 12pm and Tuesday 1215-2pm
Location: Downtown Campus
Credit: 1 credit per trimester; High School Credits/12 College Credits/Three College Trimesters/Science
Credit
Typical Grade Level: 11/12
Prerequisites: Successful completion of Biology and Chemistry.
Note: This course is three, college trimesters
*Must be taken in sequence: 101, 102, 103
Teacher: Christina Baxter
Goal: College Preparatory
During the first trimester, Biology 101, students will investigate the chemistry of life, cell
theory, macromolecules, energy flow through biological systems, genetics and the current
procedures and methodologies being used in science today. During the second trimester,
Biology 102, students will explore how genetics and evolution have created a wide array of
diverse habitats and species and how different species carry out and exhibit the
fundamental characteristics and behaviors shared by all living things. During the final
trimester, Biology 103, students will investigate how plants and animals create and utilize
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energy and how that energy is passed through larger systems such as ecosystems and
biomes. Designed for students interested in pursuing science, health or medical careers in
college. Students will earn a total of 12 college credits upon completion of the sequence.
Veterinary Science
When Offered: Semester 1
Day(s)/Time(s): Tuesday and Thursday 8am
Location: TBA
Credit: 0.5 Credit Per Semester
Typical Grade Level: 10/11/12
Pre-requisite: Successful completion of Biology sequence
Teacher: Baxter
Goal: High School Proficiency Track
This course provides students with the opportunity to explore different portions of the
veterinary profession. Students will be exposed to veterinary science topics including
anatomy, physiology, chemistry and evaluation of animal health and disease. Students will
learn to evaluate basic health factors in different animal species and will utilize their skills
during laboratory activities.
Introduction to Genetics
When Offered: Semester 2
Credit: 0.5 Credit Per Semester
Typical Grade level: 10/11/12
Pre-requisite: Successful completion of Biology sequence
Teacher:
Goal: High School Proficiency Track
Students taking the Introduction to Genetics course will learn and apply the basic principles
of genetics while investigating mendelian genetics, the chromosomal theory of inheritance,
DNA structure and replication, protein synthesis and the genetic basis for disease. Current
genetic topics, including cloning, DNA fingerprinting and genetic modification will be
explored through projects, discussions and activities.
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Geology
When Offered: Semester 2
Credit: 0.5 Credit/Semester
Typical Grade Level: 10/11/12
Prerequisites:Successful completion of Biology Sequence
Teacher: Amy Herauf
Goal: High School Proficiency Track
This course will focus on the bounty of our local geology. Topics covered will include
minerals, rocks, the rock cycle, geologic history, plate tectonics, earthquakes, volcanoes,
geologic maps, topography and landforms. Explore physical aspects of Earth’s processes
and cycles through field and laboratory investigations.
Physics/Conceptual Physics A and B
When Offered: Part A Semester 1/Part B Semester 2
Day(s)/Time(s): Tuesday and Thursday 8am
Credit: .5 Credit Per Semester; 1 credit per year/ Science
Typical Grade Level: 10/11/12
Prerequisites: Successfully complete Algebra 1 and Biology Sequences
Teacher: Josh White
Goal: High School Proficiency Track
Physics: Learn how physics is the fundamental science of the world you experience every
day. This is course offers an introduction to the fundamental concepts of gravity, motion,
sound, heat, electricity, and magnetism. Students will learn to use mathematical models as
a guide for critical thinking and problem solving. Emphasis will be placed on concepts with
the use of labs, group work, and an inquiry based approach to learning.
Conceptual Physics: This course is designed for students with a strong foundation in the
physical sciences, algebra, and trigonometry. The study of physics aids students in
synthesizing the fundamental concepts and principles of mechanics, gravity, waves,
electricity, magnetism, heat, light, and nuclear physics using laboratory experiments and
computer analysis. Emphasis is on problem solving and the applications of mathematical
modeling to the physical world.
Astronomy
When Offered: Semester 1
Day(s)/Time(s): Tu/Th 2:15
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Location: Room 181, West Campus
Credit: 0.5 Credit/Semester
Typical Grade Level: 10/11/12 (10th graders should also be enrolled in Natural Science)
Prerequisites: Successful completion of Biology Sequence
Teacher: Mitchell
Goal: High School Proficiency Track
This course is an introduction to the universe with an emphasis on conceptual (as
contrasted with mathematical) comprehension. We will study everything from modern
theories to ancient observations. Topics will include the evolution of galaxies, quasars,
stars, black holes, planets, our solar system, and much more! There will be a mandatory
field trip to Pine Mountain Observatory the last week of September (details to follow).
Oceanography
When Offered: Semester 1
Day(s)/Time(s): Tuesday and Thursday; 12:15 pm
Credit: 0.5 Credit/Semester
Typical Grade Level: 10/11/12
Prerequisites:Successful completion of Biology Sequence
Teacher: Amy Herauf
Goal: High School Proficiency Track
An introductory course in general oceanography including laboratory and field
investigations of marine environments. Topics include: the history and scope of
oceanography, properties of sea water, ocean currents, ocean waves and tides, submarine
morphology and geology, life in the sea, and the significance of the oceans to man.
Marine Biology
When Offered: Semester 2
Credit: 0.5 Credit/Semester
Typical Grade Level: 10/11/12
Prerequisites:Successful completion of Biology Sequence
Teacher:
Goal: High School Proficiency Track
Students will learn about the different marine ecosystems, various marine phyla, and ocean
circulation. Students may also learn about basic water chemistry, how waves impact
marine life, formulas for population growth and how humans impact the sea.
Forensics
When Offered: Semester 1
Day(s)/Time(s): Tuesday and Thursday 8:00 am
Credit: 0.5 Credit/Semester
Typical Grade Level: 10/11/12
Prerequisites: Successful completion of Biology Sequence
Teacher: Amy Herauf
Goal: High School Proficiency Track
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Forensic science is a class that will examine issues in crime scene investigation. Topics will
include fingerprint analysis, blood spattering, DNA analysis, ballistics, forensic entomology
and anthropology, and impressions. Crimes and investigations from early and recent
incidents will be studied. Emphasis will be placed on analysis of evidence. Some details,
photos and descriptions may be graphic to some students. An effort will be made to
substitute activities for those that are sensitive, but will not be available at all times.
Mandatory Courses for Graduation
University 101 or The Career Related Learning Experience
Career Related Learning Experience
Career-related learning experiences are structured educational experiences that connect learning to
the world beyond the classroom. Essentially the career related learning experience provides a
platform to display the career related learning standards that are listed at the bottom of this page.
They are planned in the student’s education plan in relation to his/her career interests and post-high
school goals. Experiences provide opportunities in which students apply academic, career-related,
and technical knowledge and skills and may also help students to clarify career goals. Please visit
http://rpacademy.org/counseling/career-related-learning/ for more information. Students can receive
more information at arena scheduling.
University 101
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): Thursday at 4:00pm-6:45pm (George Hegarty)
Location: Downtown campus
Credit: .5/ Careers-Required Junior Year for Graduation (Mandatory)
Typical Grade Level: 11/12
Prerequisites: Open to all 10th & 11th grade students planning on 4-year university immediately after
graduation
Teacher: George Hegarty
The goal of this class is to have students land exactly where they want to be after they’ve
graduated from RPA. In this course, students will prepare for successful post-secondary
admission to 4-year universities. As a result, the course will emphasize a two-pronged
approach to the application and admissions processes. The first is SAT preparation.
Students will learn test taking strategies as well as practice for all three aspects of the
college admissions test. Also, students will develop a portfolio that will streamline their
application processes during their senior years.
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Foreign Language
Spanish
Here at RPA we believe in doing our utmost to provide students with real-world Spanish abilities.
To accomplish this we use a wide range of techniques and activities, but one constant is our belief
that immersion is the best way to learn a language. Our classes are held almost entirely in Spanish
and students are encouraged to find ways to communicate their ideas even when they don't have
the right vocabulary. It is our goal for our students to live in Spanish in our classrooms: to think,
speak, work, converse, joke, and perform in the language. Students are taught using national
standards from the American Council of Teachers of Foreign Language.
Two consecutive years of the same foreign language are required for students wishing to earn a
proficiency diploma. Credit by proficiency is available to students who demonstrate sufficient
language skills.
Spanish 1A/1B
When Offered: Semester 1 Part A/Semester 2 Part B
Class times/locations/Instructor:
8:00-9:00 MTWTF Downtown, Troy
Longstroth
9:00-10:00 MTWTF RPA West, Shawn Diez
10:00-11:00 MTWTF RPA West Campus, Shawn Diez
Credit: 0.5 Credit/Semester
Typical Grade Level: 9/10/11/12
Prerequisites:None
Goal: College Preparatory Track
The goal for this course is for students to reach the American Council of Teachers of
Foreign Language (ACTFL) proficiency level of Novice-mid. At this level students will
function mostly in memorized phrases and lists, but can still get their message across
about a large variety of everyday themes. Modes of communication will include listening,
speaking, reading, and writing. With rare exception the class will be conducted entirely in
Spanish.
Spanish 2A/2B
When Offered: Semester 1 Part A/Semester 2 Part B
Class times/location/Instructor: 9:00-10:00 MTWTF Downtown, Troy Longstroth
10:00-11:00 MTWTF Downtown, Troy Longstroth
1:00-2:00 MTWTF
Downtown, Troy Longstroth
Credit: 0.5 Credit/Semester
Typical Grade Level: 10/11/12
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Prerequisites: Successful completion of Spanish 1A + 1B
Goal: College Preparatory Track
The goal for this course is for students to reach the American Council of Teachers of
Foreign Language (ACTFL) proficiency level of Novice-high. At this level students will be
able to communicate about a large variety of common themes using memorized words and
phrases, but will also begin to use sentence level discourse and create with the language.
Modes of communication will include listening, speaking, reading, and writing. With rare
exception the class will be conducted entirely in Spanish.
Spanish 3A/3B
When Offered: Semester 1 Part A/Semester 2 Part B
Class times/location/Instructor: 12:00-1:00 MWF Downtown, Troy Longstroth
Credit: 0.5 Credit/Semester
Typical Grade Level: 10/11/12
Prerequisites: Successful completion of Spanish 2A + 2B
Goal: College Preparatory Track
The goal for this course is for students to reach the American Council of Teachers of
Foreign Language (ACTFL) proficiency level of Intermediate-Low. At this level students
will be able to communicate about a large variety of common themes using sentence level
discourse and creating with the language most of the time. Modes of communication will
include listening, speaking, reading, and writing. With rare exception the class will be
conducted entirely in Spanish.
Spanish 4A/4B
When Offered: Semester 1 Part A/Semester 2 Part B
Class times/location/Instructor: 12:00-1:00 MWF Downtown, Troy Longstroth
Credit: 0.5 Credit/Semester
Typical Grade Level: 11/12
Prerequisites: Successful completion Spanish 3A + 3B
Goal: College Preparatory Track
The goal for this course is for students to reach the American Council of Teachers of
Foreign Language (ACTFL) proficiency level of Intermediate-Mid. At this level students will
consistently be able to communicate about a large variety of common themes using
sentence level discourse and creating with the language. Modes of communication will
include listening, speaking, reading, and writing. With rare exception the class will be
conducted entirely in Spanish.
Spanish 5A/5B
When Offered: Semester 1 Part A/Semester 2 Part B
Class times/location/Instructor: 12:00-1:00 MWF Downtown, Troy Longstroth
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Credit: 0.5 Credit/Semester
Typical Grade Level: 10/11/12
Prerequisites: Successful completion of Spanish 4A+ 4B
Teacher:
Goal: College Preparatory Track
This course will push students toward the American Council of Teachers of Foreign
Language (ACTFL) proficiency level of Intermediate-High. At this level students will
consistently be able to communicate about a large variety of common themes using
sentence level discourse and creating with the language. They will also be able to narrate
in all major time frames using paragraph level discourse much of the time. Modes of
communication will include listening, speaking, reading, and writing. With rare exception
the class will be conducted entirely in Spanish.
Introduction to American Sign Language A and B
When Offered: Semester 1 Part A/Semester 2 Part B
Day(s)/Time(s): Tuesday and Thursday 12:15pm
Location: Downtown Campus
Credit: .5 Credit/Per Semester/Year Long Class/Second Language Credit
Typical Grade Level: 10/11/12
Prerequisites: A: n/a B: Intro to ASL A
Teacher: Meg Rozek
Goal: College Preparatory Track
This course covers the beginning level of American Sign Language for high school students.
Beginning American Sign Language is designed to assist the student in obtaining a basic
introductory knowledge of ASL. The student will learn basic ASL, sign vocabulary, grammatical
structure, facial expression and body language.
Advanced American Sign Language A and B
When Offered: Semester 1 Part A/Semester 2 Part B
Day(s)/Time(s): Tuesday and Thursday 10am
Location: Downtown Campus
Credit: .5 Credit/Per Semester/Year Long/Second Language Credit
Typical Grade Level: 10/11/12
Prerequisites: Intro to ASL
Teacher: Meg Rozek
Goal: College Preparatory Track
This is an introductory course in the study of American Sign Language. The content
includes the basic receptive and expressive sign skills and sign vocabulary required to be
able to communicate at a beginner's level in American Sign Language. Included in the
class content are beginning linguistic and grammatical principles; appropriate facial
markers and body movement; the manual alphabet and signed numbers; information on the
effect of deafness on the individual; needed terms; the history of the development of ASL
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and other sign systems; the education of deaf children; ASL stories, songs and poetry; and
information about the deaf culture and community.
HEALTH
Personal Health
When Offered: Semester 1 and 2
Day(s)/Time(s): Tu/TH 8-9:30 or Tu/TH 12:15-1:45
Location: West Campus
Credit: .5 Credit/One Semester/Health Credit
Typical Grade Level: 9
Teacher: Tamara Bremont
Prerequisites: None
Goal: High School Proficiency and College Preparatory Track
This personal health course is designed to help students learn to choose healthful
behaviors that enhance a student's life span. The goal of the course is the transfer of
learning into living... that is, giving students experiences with skills needed to make
healthful behaviors a comfortable part of daily life. Students will study topics related that
meet the Oregon State Standards including substance abuse, sexual health, as well as
concepts of wellness including Mental, Emotional, Physical and Social Health issues.
** This course is a graduation requirement designed to meet Oregon State Standards.
Community Health
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): M/F (no class on Wednesdays) at 8-8:50 or 9-9:50
Location: Downtown Campus
Credit: .5 Credit/One Semester/Health Credit
Typical Grade Level: 9/10/11/12
Prerequisites: Personal Health
Teacher: Tamara Bremont
Goal: High School Proficiency and College Preparatory Track
In this course several topics will be addressed that will prepare the student to be safe or
provide safety and first aid in a variety of community environments. All of the skills taught in
this course will be verified by exam and skill demonstration. At the completion of each unit
students will be issued a certificate indicating their proficiency in each topic. Trainings
offered during this course include: Before giving care/ recognize emergencies, Blood borne
Pathogens, CPR Adult, Child, Infant, AED Adult and Child, First Aid: Soft Tissue Injuries,
First Aid: Muscles, Bones and Joints, First Aid: Sudden Illness, First Aid: Special
Conditions, Food Safety, Health Insurance Portability and Accountability Act of 1996
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(HIPAA Training), Child Abuse Prevention Training. Students will have the option to pay
for official certifications from the Red Cross ($27) or for an Oregon Food Handlers
Card, but it is not required for the course.
Health Opportunities through Physical Education (HOPE)
When Offered: Semester 1
Day(s)/Time(s): Tu/TH 10-11:30
Location: West Campus
Credit: Students can earn .5 PE and .5 HE in one semester
Typical Grade Level: 9/10/11/12
Prerequisites: None
Teacher: TBD
Health Opportunities through Physical Education (HOPE) combines health and physical education
and enables students to experience first-hand the many benefits of regular physical activity, proper
nutrition, and healthy decision making. The healthy choices students make today will have an
impact for a lifetime. Students begin the course with an assessment of their current physical fitness
levels and define personal goals. Fitness training principles are applied to workouts to enhance and
improve health-related and skill-related areas of fitness. Students maintain workout logs to track
weekly physical activity and assess their progress toward personalized goals. Additional course
topics challenge students to become educated consumers, manage stress, choose nutritious foods,
make healthy lifestyle choices, be effective members of a team, and influence others in the
community in a positive way. Projects challenge students to seek solutions for issues facing teens
in today’s culture.
See Below for the Fine Arts Course Offerings!!!
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Fine Arts
VISUAL ARTS COURSE SEQUENCE SCHEDULING GUIDE
please note: Intro to Art (called Art 9a previously) are the preferred prerequisite for ALL art classes, but not
mandatory
also: the master schedule lists only Digital Photo, Ceramics or Jewelry, but level 1,2,or 3 students may be
scheduled to any time the class is offered.
Course
Prerequisite
Intro to Art
none
Art 2 – Materials Exploration
Intro to Art
Drawing and Painting
Intro to Art
Art 3/AP Studio Art
instructor approval
Ceramics 1
none
Ceramics 2
Ceramics 1
Advanced Ceramics
Ceramics 2
Digital Photography
none
Advanced Digital Photo
Digital Photo
Jewelry 1
none
Jewelry 2
Jewelry 1
Graphic Design
none
35mm Darkroom Photo
Digital Photo
Yearbook
none
Grade Levels
9-12
9-12
9-12
10-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
Intro to Art
When Offered: Semester 1
Day(s)/Time(s): Monday/Wednesday/Friday 10am
Location: West Campus
Credit: .5 Credit/One Semester/Art Credit
Typical Grade Level: 9-12
Prerequisites: none
Teacher: Adam Mendel
Intro to Art - Foundations is designed for the beginning artist who intends to pursue a future
in art, as well as non-artistically inclined students who wish to improve their ability and
familiarity with art. This course will provide students with the fundamental skills and
information necessary to create and analyze art. Students will develop basic drawing skills,
become familiar with a variety of media and techniques, learn to look critically art, and
utilize the elements and principles of design to create artwork. Emphasis will be placed
upon drawing, applying elements and principles of art, and art history.
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Drawing and Painting
When Offered: Semester 1
Day(s)/Time(s): Monday/Wednesday/Friday at 11am
Location: Art Annex Downtown Campus
Credit: .5 Credit/One Semester/Art Credit
Typical Grade Level:10/11/12
Prerequisites: Art 9
Teacher: Ethan Stelzer
Drawing and Painting is designed for the intermediate artist who wishes to continue to
develop drawing and painting skills and explore new media and techniques. This course
will provide students with an in-depth study of various drawing styles, media and rendering
techniques as they relate to the individual's particular interests. Students will examine
modern and historical artists as they pursue individual artistic interests. Emphasis will be
placed upon building a strong foundation in representational drawing, creating expressive
work, color theory, and composition.
Ceramics 1,2, Advanced Ceramics
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): Tuesday/Thursday 8:00am, Tuesday/Thursday 10:00am, Tuesday/Thursday 12:15pm
When Offered: Semester 1 & 2
Location: Art Annex/Downtown Campus
Credit: .5 Credit/One Semester/Art Credit
Typical Grade Level:10/11/12
Prerequisites: None
Note: All levels of ceramics will be taught at the same time
Teacher: Ethan Stelzer
In this class, students will learn the basics of ceramic sculpture including hand-building and
throwing on a potter's wheel, kiln firing and glazing. Students will use a variety of
techniques to make functional and sculptural pieces as they become familiar with ceramic
styles throughout history. Emphasis will be placed upon design skills, exploring different 3D forms, craftsmanship, and sculptural techniques.
Ceramics 2 students will build upon their foundation skills as they learn more complex
pottery and sculpture techniques such. Wheel projects include closed forms, lidded
containers, and altered pieces. Handbuilding techniques will include creating complex slab
structures and representational sculpture.
Advanced Ceramic students will have the opportunity to pursue an individually-chosen area
of study including glaze formulation, complex wheel constructions, and advanced sculpture
techniques.
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Jewelry 1, 2
When Offered: Semester 1 & 2
Day(s)/Time(s): Tuesday/Thursday at 2:15pm
Location: Art Annex/Downtown Campus
Credit: .5 Credit/One Semester/Art Credit
Typical Grade Level:10/11/12 (grade 9 by instructor approval)
Prerequisites: None
Note: All levels of jewelry will be taught at the same time
Teacher: Adam Mendel
Jewelry 1 students will learn to design and create different types of jewelry and small
sculptures. Emphasis is placed upon developing basic skills, gaining familiarity with a
variety of tools, and learning different properties of metals and non-precious stones.
Students will analyze and critique their work and the work of professional metalsmiths as
they learn about practical and decorative metal working applications.
Jewelry 2 is designed for students that have successfully met all standards for Jewelry 1
and wish to develop more advanced skills. Students will work on casting, soldering, and
fabrication techniques as they learn about various jewelry styles and applications.
Digital Photography
When Offered: Semester 1 & 2
Day(s)/Time(s): Monday/Wednesday/Friday at 8am
Location: Art Annex/Downtown Campus
Credit: .5 Credit/One Semester/Art Credit
Typical Grade Level: 10/11/12
Prerequisites: None
Note: All levels of photography will taught at the same time
Teacher: Ethan Stelzer
In Photography 1, students will learn basic photographic principles such as lighting,
composition, shutter speed, aperture, along with an exploration into various stylistic
approaches and basic editing techniques. Students will also learn about significant
photographers and how photographs have impacted society. An emphasis will be placed
upon technique and camera function familiarity. Students will be learning to use
Photoshop, iPhoto, and flickr to edit, organize and publish photos. Students are
encouraged to provide their own camera, but will have access to a digital SLR camera.
Advanced Digital Photography
When Offered: Semester 2
Day(s)/Time(s):
Location: Art Annex/Downtown Campus
Credit: .5 Credit/One Semester/Art Credit
Typical Grade Level: 10/11/12
Prerequisites: Digital Photography
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Note: All levels of photography will taught at the same time
Teacher: Ethan Stelzer
Advanced Digital Photography students will explore a deeper understanding of
photographic concepts and style. Students will develop skills in Photoshop and improve
familiarity with digital darkroom techniques. Emphasis will be placed upon creating a
personal style, developing a comprehensive portfolio, and exploring a variety of styles and
techniques.
Graphic Design
When Offered: Semester 2
Day(s)/Time(s):
Location: Art Annex/Downtown Campus
Credit: .5 Credit/One Semester/Art Credit
Typical Grade Level: 10/11/12
Prerequisites: None
Teacher: Adam Mendel
Graphic Design is a foundation course in which students will develop an understanding of
the basic design principles, including space, line, form, color and the use of symbols and
text and design to convey a visual message. Projects will be completed with various 2-D
and digital formats. Emphasis is placed upon building visual communication skills while
exploring the importance of working in stages from rough idea to finished design work.
Areas of study include logo design, font creation, poster layout, simple animation, and label
design.
Art 3/AP Studio Art
When Offered: Must take both semester 1 and semester 2
Day(s)/Time(s): By appointment with instructor
Location: Art Annex/Downtown Campus
Credit: .5 Credit/One Semester/Art Credit
Typical Grade Level: 9/10/11/12
Prerequisites: Instructor Approval
Teacher: Ethan Stelzer
The AP Studio Art portfolios are designed for students who are seriously interested in the
practical experience of art and wish to have the opportunity to earn college credit. AP
Studio Art is not based on a written exam; instead, students submit portfolios for evaluation
at the end of the school year. The AP Studio Art Program consists of three portfolios – 2-D
Design, 3-D Design, and Drawing – corresponding to the most common college foundation
courses.
Print Making
When Offered: Semester 1
Day(s)/Time(s): M/W/F at 1:00pm
Location: Art Annex/Downtown Campus
Credit: .5 Credit/One Semester/Art Credit
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Typical Grade Level:10/11/12
Prerequisites: None
Teacher: Ethan Stelzer
In this course, student will explore a variety of methods used throughout history to create various
styles of prints. Students will learn the fundamentals of carving in relief, intaglio, and collograph
plate creation as well as monotype printmaking and various bookmaking techniques. Participants
will learn how to transfer imagery to a linoleum block, a plexiglass plate, and create a metal
etching. This class will also explore uses of a printing press, transfer brayer, and baren in order to
capture and create unique imagery. Students will also learn a variety of bookmaking and binding
techniques and apply those methods to create hand-made books and journals. Emphasis will be
placed upon exploring different methods personal expression and mastery of printing processes.
Yearbook
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): M/W/F 10am
Location: Downtown Campus
Credit: .25 Credit/One Semester/Art Credit
Typical Grade Level: 9/10/11/12
Prerequisites: None
Teacher: Ethan Steltzer
This course introduces the theory and practice of journalism including design, writing, and
photography through the production of a school yearbook. Students will cover events,
develop layout, conduct interviews, research stories, write features, take photographs, and
provide other material in the production of the school yearbook.
35 MM Darkroom Photography
When Offered: Semester 1
Day(s)/Time(s): M/W/F 8am
Location: Downtown Campus
Credit: .25 Credit/One Semester/Elective Credit
Typical Grade Level: 9,10,11/12
Prerequisites: Completion of digital photography
Teacher: Ethan Stelzer
35mm Photography – Students that have successful met all standards in digital
photography can learn about darkroom techniques, processing film, and shooting with a
manual camera as they learn about 35mm black and white photography. Emphasis will be
placed upon developing composition and exposure techniques as well as learning about
developing 35mm film and making prints in the darkroom. Advanced 35mm Photography –
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Students that have successful met all standards in 35mm Photography can further explore
35mm photography including advanced darkroom development.
Redmond Sculpture Project
When Offered: Semester 1
Day(s)/Time(s): MWF 2-3
Location: Downtown Campus Art Annex
Credit: .5 Credit Per Semester/ Art Credit
Typical Grade Level: 10,11,12
Prerequisites: High School Art Course or Instructor Approval
Teacher: Ethan Stelzer with visiting artist Ryan Beard
This course will provide serious art students with the opportunity to design, develop, create,
and install a large-scale permanent public sculpture for the City of Redmond’s Yew Ave.
roundabout. Professional sculptor Ryan Beard will serve as a visiting artist and assist in all
phases of the project. Throughout the course, participants will collaborate with students
from other schools as well as community members, learn about the development and
approval process of public art, and participate in the fabrication of the final sculpture. Due
to the nature of this course, students may be required to attend meetings outside of the
designated class time. Open to students who have successfully completed at least one
visual arts course or by teacher recommendation.
Performing Arts
Course
HS Beginning Instruments
HS Symphonic Band
Show Choir
HS Choir
Ukulele
Rock Band
Theater Arts I
Guitar
Scene Study Showcase
Prerequisite
None
Audition Required
See Course Description
None
None
See Course Description
None
None
None
Grade Levels
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
Schedule
MWF/8-9
MWF/9-10
MWF/9-10
MWF/10-11
MWF/10-11
TTh/8-9:30
TTh/10-11:30
TTh/10-11:30
TTh/2:15-3:45
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High School Beginning Instruments
When Offered: 2013 Semester 1
Day(s)/Time(s): MWF / 8:00 -9:00
Location: West Campus
Credit: .5 Credit/One Semester/ SL/CTE/FA Credit
Typical Grade Level: 9/10/11/12
Prerequisites: None
Teacher: John Geffert
This course is designed to provide students with the opportunity to learn and develop
musicianship skills and performance techniques on woodwind, brass, and percussion
instruments. Students will concentrate on developing technique, breath control, tone
quality, range and proper posture. Also, through the use of appropriate band, jazz, and pop
literature we will explore the fundamentals of music as well as its historical and cultural
context and significance. This course is for students who have never played an instrument
before as well as for those that have in the past and want to be part of a large ensemble.
High School Symphonic Band
When Offered: 2013 Semester 1
Day(s)/Time(s): MWF / 9:00 -10:00
Location: West Campus
Credit: .5 Credit/One Semester/ SL/CTE/FA Credit
Typical Grade Level: 9/10/11/12
Prerequisites: Audition required
Teacher: John Geffert
This course is designed to develop your musical independence as we explore many styles
of music, from Baroque and Classical, to Jazz and Pop! Students will be required to play
both as part of a large ensemble, as well as individually. This semester we will be focusing
on becoming competent musicians by learning to take control of our craft. We will begin by
learning to quickly evaluate our current abilities and allow that knowledge to help us set
realistic short and long term goals. Inherent in each student’s growth is the process of
developing one’s own individual practice routine. Everyone comes to music in different
ways, and it is crucial for all musicians to understand and appreciate their own musical
style if they hope to play with confidence. Grades will be based on individual playing
assessments covering fundamental instrumental techniques, as well as knowledge based
assessments covering fundamental music terminology and theory. Additionally, a factor of
each student’s grade is attending all ensemble and individual concerts.
Show Choir
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When Offered: 2013 Semester 1
Day(s)/Time(s): M,W,F 9:00 - 10:00
Location: West Campus
Credit: .5 Credit/One Semester/ SL/CTE/FA Credit
Typical Grade Level: 8/9/10/11/12
Prerequisites: prior harmony experience and some music reading knowledge preferred
Teacher: Marianne Thomas
Show Choir is a more advanced vocal group open to grades 8-12. Interested students should feel
confident about their singing and harmony abilities and have some knowledge of music reading.
Show Choir will offer more performing opportunities in the community for solos, duos, and small
groups and will require more independent rehearsing outside of class. We will practice sightsinging,
ear training, harmonization and music reading as needed to increase our music literacy. We will
practice correct vocal techniques for a strong personal voice with increased vocal range. Feel free
to speak with Mrs. Thomas before signing up to make sure Show Choir is a good fit for you.
High School Choir
When Offered: 2013 Semester 1
Day(s)/Time(s): M,W,F / 10:00 - 11:00
Location: West Campus
Credit: .5 Credit/One Semester/ SL/CTE/FA Credit
Typical Grade Level: 9/10/11/12
Prerequisites: None
Teacher: Marianne Thomas
A vocal group for High School Students. We will learn about correct vocal techniques for a strong
personal voice with increased range. Besides learning great songs, we will practice sightsinging,
ear training, harmonization and music reading as a part of rehearsals. High School Choir will
perform at least twice a year with the High School Band. There will be solo and small group
opportunities for these performances. Through the joy of singing together and creating a beautiful
sound, we will learn the skills of harmony and reading music on the road to becoming not just good
singers, but literate musicians!
Uke’ Can Too - Ukulele
When Offered: 2013 Semester 1
Time(s)/Day(s): MWF / 10:00 - 11:00
Location: West campus
Credit: .5 SL/CTE/FA
Grade Level: 6,7,8,9,10,11,12
Prerequisites: None
Teacher: John Geffert
This class will have everyone playing a song by the end of the first week! Ukulele is a fun
and easy way to begin your music-making journey. We will be learning basic music reading
skills and building our song portfolio in preparation for having a short recital at the end of
the semester, and participating in Ukulele Christmas Caroling. (A few school ukes are available,
however please be prepared to spend between $35 and $40 for your instrument - keep in mind this is an
instrument you will be able to enjoy for a long time to come!)
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Rock Band
When Offered: 2013 Semester 1
Day(s)/Time(s): TTh / 8:00 - 9:30
Location: West Campus
Credit: .5 Credit/One Semester/ SL/CTE/FA Credit
Typical Grade Level: 9/10/11/12
Prerequisites: None
Teacher: John Geffert
This course is designed to allow students the opportunity to explore various styles, genres
and periods of music by organizing into small groups allowing individual students to have
more control of their art and expression. Students will be encouraged to consider how
various groupings of instruments may come together to create new and interesting sounds
and textures. Also, students will be exposed to the planning and work ethic needed to
conceive of and present a concert. This course requires students to have some ability or
capacity to play some instrument, or sing. The groups that will be formed will depend
heavily on the students that enroll and the instruments, talents, and creativity they bring
with them. Some examples of the types of genres open for exploration include but are not
limited to: rock, pop, blues, bluegrass, jazz, country, broadway, classical, rap, funk....etc
Theatre Arts I
When Offered: Semester 1
Day(s)/Time(s): TTh: 10:00-11:30
Location: West Campus
Credit: .5 Credit/One Semester/ SL/CTE/FA Credit
Typical Grade Level: 9-12
Prerequisites: None
Teacher: Tori Miller
This is a general theatre course where students will learn rehearsal, performance, and
audience etiquette, text and character analysis, theatre history, basic acting theory, and
beginning voice and movement for the actor. The course also provides an introduction to
theatre design and technical theatre.
Guitar
When Offered: 2013 Semester 1
Day(s)/Time(s): TTh / 10:00 - 11:30
Location: West Campus
Credit: .5 Credit/One Semester/ SL/CTE/FA Credit
Typical Grade Level: 9/10/11/12
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Prerequisites: None
Teacher: John Geffert
This course is designed to provide students with the opportunity to learn and develop
musicianship skills and performance techniques on acoustic guitar. Students will
concentrate on the fundamentals of music as we explore the techniques and styles inherent
in various genres of music. This class is for both beginning and intermediate guitar students
and is designed to challenge everyone based on their current abilities.
Scene Study Showcase
When Offered: Semester 1
Day(s)/Time(s): TTh: 2:15-3:45
Location: West Campus
Credit: .5 Credit/One Semester/ SL/CTE/FA Credit
Typical Grade Level: 6-12
Prerequisites: None
Teacher: Tori Miller
This class emphasizes character and text analysis. Students will select contrasting scenes
and monologues to work on in depth with the guidance and direction of the teacher. The
students work will culminate in two showcase performances later in the semester. Students
who are very interested and enthusiastic about acting, and have taken or will be taking an
additional theatre class are encouraged to enroll. Both middle and high school students will
be accepted.
ELECTIVES
Child Development
When Offered: Semester 1
Day(s)/Time(s): M/W/F 11-11:50 or 1-:1:50
Location: Downtown Campus
Credit: .5 Credit/One Semester/SL/CTE/FA Credit
Typical Grade Level: 10/11/12 (9th grade with teacher approval)
Prerequisites: None
Teacher: Tamara Bremont
The goal of this course is to develop students’ understanding of the complexities of child
development through examining physical, social, emotional, cognitive and language
development of young children as well as empirical studies from conception through the
preschool years. Students will have opportunities to visit several preschool programs and
interact with children in local preschools. Students will demonstrate their in-depth
understanding and analyses of concepts as applied to important issues that have
implications for the growth and development of young children through a final
comprehensive project.
** Students will be working with young children on a weekly basis within a preschool setting
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Advanced Child Development
When Offered: Semester 2
Day(s)/Time(s): TBD
Location: Downtown Campus
Credit: .25 Credit/One Semester/ SL/CTE/FA credit
Typical Grade Level: 10/11/12
Prerequisites: Child Development or permission from instructor
Teacher: Tamara Bremont
This is an advanced course of study in the area of early childhood development utilizing a
topical study focusing on the influences on development of the child from age three to
eight. Topics of study include a review of developmental domains, parenting styles, cultural
influences, effects of media, gender development, family relationships, child abuse/neglect,
behavior, early literacy, childhood poverty, and learning patterns.
Learning Lab
When Offered: Semester 1
Day(s)/Time(s): M/W/F 8am, Tuesday and Thursday at 8am, M/W/F 9am, M/W/F 10am, M/W/F 11am, MWF
12pm, MWF 1:00pm, M/W/F 2:00pm, Tuesday and Thursday 2:00pm
Location: Downtown Campus
Credit: None
Typical Grade Level: 10/11/12
Teacher: Learning Coach/Teacher of Record
This is a structured study hall where computers will be available to complete academic work.
Students who are credit deficient or need additional assistance to complete work should sign up for
study hall. Either the teacher of record or the Learning Coach in the Learning Lab will monitor
attendance and progress during these scheduled time slots throughout the semester.
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Frosh Study Hall
When Offered: Semester 1 and 2
Day(s)/Time(s): M/W/F at 8am, Tuesday/Thursday at 8am, Tuesday/ Thursday at 10:00am, M/W/F at 9am,
M/W/F 10am, M/W/F 11am, M/W/F 12pm, Tues/Thurs 12:15pm
Location: Downtown Campus
Credit: No credit issued.
Typical Grade Level: 9/10/11/12
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Prerequisites: None
Teacher: TBD
All Freshmen must choose a frosh study hall. Need a place to get work done with adult
support? Come to the library and catch on work (or stay ahead!). Students who are self
motivated, want assistance, and need some additional guidance will benefit greatly from
this course.
RPA Fall Driver Education Registration
When Offered: Semester 1 and 2
Day(s)/Time(s): Tuesday and Thursday at 10am (class begins on September 17th)
Location: Downtown Campus
Credit: .5 Elective Credit
Typical Grade Level: 9,10,11,12
Prerequisites: Students must have their permits by the start of classroom.
Teacher: Kathy Levine
Redmond Proficiency Academy fall term driver education for permitted drivers will begin
September 17– November 20. The driver education classroom will be held at RPA down
town campus on Wednesdays from 8:00-11:00 am (bus service is provided to the down
town campus from the other campus). Parent/Student Night will be held in the RPA
Student Union on Thursday, September 19th, at 6:30 pm. Important information and
paperwork will be discussed. Also, all of the behind-the-wheel labs will be scheduled that
evening. Students must have their permits by the start of classroom. The cost of the
program is $TBD, BUT ----RPA students get a $TBD discount = $TBD (Not only is this the
cheapest student fee for any of our programs, but one of the cheapest in the state!) High
Desert Driver Education is a state-supported and ODOT certified program. All students are
required to attend 30 hours of classroom and 12 hours of behind-the-wheel training. The
cost of the program is $TBD. See our website for more information, www.hddriversed.org .
(541) 693-5699
Leadership
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): T,TH/ 12:15 pm
Location: West
Credit: .25 Credit/One Semester/Elective Credit
Typical Grade Level:10/11/12
Teacher: Hillary Kirk
This course is designed for students build and apply leadership skills by actively creating
and participating in school functions and school improvement as well as taking part in
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community service and promoting the core principles and values of Redmond Proficiency
Academy.
Community Relationships
When Offered: Semester 1 and Semester 2
Day(s)Time(s): M, F 8-10
Location:
Credit: .5 Credit/One Semester/Elective Credit
Typical Grade Level: 9,10,11,12
Prerequisites: None
Teacher: Sandy Cloud
Community Relationships course focuses on the relationships between many different
voices in community, including civic leaders, volunteers, community groups, and the
student’s. During the term we will explore Redmond businesses and non-profits, learn
social skills, attend varied community meetings, and find out why community matters to
individuals and to the student. This class will be exposed to conversations on communitybuilding through the arts, design, and other innovative concepts. Students will work as a
team to create a project to attract and enable students to develop community
relationships. Required: signed permission slip to attend weekly community meetings and
field trips.
Community Ambassadors
When Offered: Semester 1 and Semester 2
Day(s)Time(s): M,W,F 12-1
Location:
Credit: .5 Credit/One Semester/Elective Credit
Typical Grade Level: 9,10,11,12
Prerequisites: None
Teacher: Sandy Cloud
What does community look like? This interactive class focuses on broad aspects of
community relationships, including communication, service, networking, and marketing.
Students will disseminate information on behalf of the Redmond Downtown Association,
represent RPA to the RSD School Board, and be in charge of cleanup at Centennial Park
throughout the term. Students will be expected to attend an occasional (monthly) evening
RSD Board meetings and will brainstorm and create a project for school use. Required:
signed permission slip to attend weekly community meetings and field trips.
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Work Experience
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): See Counselor
Location: West campus
Credit: Elective Credit
Typical Grade Level: 10,11,12
Prerequisites: Must have a job and be able to must provide evidence of 90 hours of work.
Teacher: Sten Swanston
Credit is given based upon a total workload of 65 hours (for .5 credit) and completion of
learning objectives. Learning experience is coordinated with student’s supervisor and
student. The employer must have insurance and the student must have paystubs to confirm
hours. Students can earn up to four credits.
RHS Marine Corps JROTC
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): Contact RHS
Location: West campus
Credit: Elective
Typical Grade Level: 10,11,12
Prerequisites: This course is only open to students who have taken the class previously at Redmond
High School.
Teacher: TBA
Marine Corps Junior Reserve Officers’ Training Corps (MCJROTC) program is hereafter
referred to as simply the Marine Corps JROTC program. It is designed to instill in high
school students a value of citizenship, service to the United States, personal responsibility
and a sense of accomplishment. It prepares high school students for responsible
leadership roles while making them aware of their rights, responsibilities, and privileges as
American citizens. The program is a stimulus for promoting graduation from high school,
and it provides instruction and rewarding opportunities that will benefit the student,
community, and nation. Cadets of Marine Corps JROTC will be graded in multiple areas of
the program. The academic curriculum portion of the program will be graded very much like
other traditional high school classes. However, as part of their overall MCJROTC grade,
cadets will also be observed, evaluated and graded on their leadership performance.
Leadership performance will encompass carrying out one’s cadet duties and it will also
cover participation in citizenship activities and other MCJROTC activities.
Technology and Engineering
When Offered: Semester 1 and Semester 2
Day/Time: M/W/F 9:00am, Tuesday/Thursday 2:15pm
Location: West Campus
Credit: .5 CTE Credit
Grade: 9th/10th/11th/12th
Prerequisites: None
Teacher: White
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Ever wondered how to make interactive objects that respond to their environment or
perform a task? Are you a designer, artist, future engineer, or do you just like to make
electronic gadgets? This course will give you an introduction to physical computing using
an Arduino, a simple microcontroller. We will cover the basics of programming your board
and using inputs and outputs, then dive into connecting sensors, LEDs, buttons, and
displays. Once you have learned the basics, you will create an open source project of your
choosing that is fully documented in a blog to share with everyone.
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PHYSICAL EDUCATION
Vinyasa Yoga
When offered: Semester 1 and Semester 2
Day(s)/Time(s): Monday, Wednesday, Friday 9:00am, Tuesday and Thursday 2:00pm
Location: West Campus
Credit: .5 PE
Typical Grade Level: 9,10,11,12
Prerequisites: None
Teacher: Majorie Dix
Vinyasa yoga is a yoga practice that focuses on linking movement with breath, becoming a
moving meditation. It improves strength, flexibility, balance, focus, and mindfulness, while
decreasing stress.
Young Women’s Fitness And Empowerment
Introduction to Outdoor Recreation
When Offered: Semester 1
Day(s)/Time(s):
8:00AM Tuesday and Thursday Adam Mendel
2:15PM-3:45 TH Troy Longstroth
Location: West Campus
Credit: .5 PE
Typical Grade Level: 9,10,11,12
Prerequisites: None
Central Oregon is a Mecca for outdoor recreation and this course will introduce students to
a wide variety of local opportunities for staying fit and healthy and having a lot of fun.
Activities will include a bike safety course, rock climbing, slacklining, use of the Dry
Canyon, disc golf, yoga, and other outdoor-oriented skills and experiences.
Zumba
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): M/W/F at 1:00pm (class has not been confirmed yet)
Location: West Campus
Credit: .5 PE
Typical Grade Level: 9,10,11,12
Prerequisites: None
Teacher: Debi Marks
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A Zumba workout mixes body sculpting movements with dance steps derived from cumbia,
merengue, salsa, reggaeton, hip hop, mambo, rumba, flamenco, and calypso and Salsaton.
The routines feature aerobic interval training with a combination of fast and slow rhythms. It
targets areas such as the glutes, legs, arms, abdominals, and the heart. A Zumba class is
typically not formulaic in that instructors often add on their own music choices and
choreographies to make their class presentation locally unique.
Young Women’s Fitness and Empowerment
When Offered: Semester 1
Day(s)/Time(s): M/W/F at 10am
Location: West Campus
Credit: .5 PE
Typical Grade Level: 9,10,11,12
Prerequisites: None
Teacher: Majorie Dix
The class will include a variety of fitness activities including: general conditioning exercises,
weight training, running, yoga, and self-defense. Topics of discussion will include: general
health and fitness, exercise form, diet, anatomy, “self-talk,” and neuroplasticity. Students
will be encouraged to determine their fitness goals and create a program to achieve these
goals.
Yoga/Pilates/Meditation
When Offered: Semester 1 & 2
Day(s)/Time(s):
Location:
Credit: .5/One semester/Elective
Typical Grade Level: 9,10,11,12
Prerequisites: None
Teacher: Berlin
Goal: High School Proficiency or College Preparatory Track
Yoga/Pilates/Mediation is a mind-body class that combines the practice of yoga, pilates and
meditation. Yoga poses are practiced to improve flexibility, strength, balance and
alignment. Breathing and meditation techniques are taught to help relax the mind and body.
Pilates exercises strengthen the muscles of the torso through controlled movements that
increase core strength and postural stability to optimize performance in athletics, dance
and everyday activities.
Health Opportunities through Physical Education (HOPE)
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): TU/TH 10-11:30
Location: West Campus
Credit: Students can earn .5 PE and .5 HE in one semester
Typical Grade Level: 9/10/11/12
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Prerequisites: None
Teacher: TBD
Health Opportunities through Physical Education (HOPE) combines health and physical
education and enables students to experience first-hand the many benefits of regular
physical activity, proper nutrition, and healthy decision making! The healthy choices
students make today will have an impact for a lifetime. Students begin the course with an
assessment of their current physical fitness levels and define personal goals. Fitness
training principles are applied to workouts to enhance and improve health-related and skillrelated areas of fitness. Students maintain workout logs to track weekly physical activity
and assess their progress toward personalized goals. Additional course topics challenge
students to become educated consumers, manage stress, choose nutritious foods, make
healthy lifestyle choices, be effective members of a team, and influence others in the
community in a positive way. Projects challenge students to seek solutions for issues facing
teens in today’s culture.
Rock Climbing
When Offered: Semester 1 and Semester 2
Day(s)/Time(s): M/W/F at 8am, Tues/Thurs at 8am
Location: West Campus
Credit: Students must complete a “self created course form” to receive .5 PE credit
Typical Grade Level: 9/10/11/12
Prerequisites: None
Teacher: Rob Willoughby
Intermediate/Advanced Dance
When Offered: Semester 1
Day(s)/Time(s): M/W/F 7am
Location: West campus
Credit: .5 Credit/PE
Grade Level: 6,7,8,9,10,11,12
Prerequisites: Try Out For Dance Team
Note: Required for Dance Team Members
Teacher: Danielle Terzenbach
Int/Adv Dance: Class opened to advanced level middle school and high school dancers.
Dancers should have at least a year of dance experience. Jazz, hip hop, ballet, modern
and lyrical technique will be taught at a faster pace. Class will also include short routines
and conditioning. Enrollment required for high school dance team members.
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Mixed Dance
Day(s)/Time(s): M/W/F 8am
Location: West campus
Credit: .5 Credit/PE
Grade Level: 6,7,8,9,10,11,12
Prerequisites: None
Teacher: Danielle Terzenbach
Class is open to Middle school and high school students. Students will explore various
styles of dance each week. Styles will include jazz, lyrical, hip hop, modern, contemporary
and ethnic styles. Class will also include short routines and conditioning. Students of all
levels and experience are encouraged to enroll.
Competition Dance
Day(s)/Time(s): Wednesday 3:00pm
Location: West campus
Credit: .5 Credit/PE
Grade Level: 6,7,8,9,10,11,12
Prerequisites: None
Note: Required for Dance Team Members
Teacher: Danielle Terzenbach
By Audition only. Students will participate in regular practice and also be required to be enrolled in
Int/Adv dance class. The team will attend camp, summer intensives, perform at Portland State
Football games and compete throughout the state. Contact coach for more information.
Jui Jitsu
Day(s)/Time(s): Tuesday/Thursday 4:00pm
Location: West campus
Credit: .5 Credit/PE
Grade Level: 9,10,11,12
Prerequisites: None
Teacher:
Jiu Jitsu is a Brazilian martial art subset of submission grappling and wrestling. It has
evolved over thousands of years like all wrestling related systems, and is now a popular
sport. This is a no Gi Jiu Jitsu program for all levels. No Gi simply means wearing shorts
and a t-shirt while practicing. This class will challenge you both physically and mentally,
with martial arts exercises, drills, and self-defense techniques.
Community Service Opportunities
Day(s)/Time(s): See details below
Location: See details below
Credit: .5 Credit/PE
Grade Level: 9,10,11,12
Prerequisites: None
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Teacher: Amy Nickell Coordinates this program, Contact Sandy Cloud for more details.
The opportunities that are available are:
Swim Volunteer: Every Friday beginning in October Mrs. Nickell runs a ILS swim program at
Redmond Swim Center from 12:15-2:15.Mrs. Nickell has different sessions so they you come for
one session or both. (trimester or yearly).
Community Volunteer: Once a week work with a student with special needs in PE from Vern
Patrick- (trimester or yearly)
Community Mentor- (This is currently an elective credit for students at Redmond and Ridgeview.)
Students work one on one with a student with special needs in the elementary schools daily(except
for Wednesdays) during their specials(PE, library and computers). - (Trimester)
Students do need to have transportation to their sites.
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Virtual Academy Course Offerings
Click here to access the course catalog for our online academy.