Curriculum
Program Requirements
The chart below shows the credit requirements for graduation from Don Bosco Cristo Rey High School.
A credit is defined as a completed unit of study. An hour of work is the equivalent of 47 minutes of class time (often called a “contact hour”). A minimum of 120 hours of work by each student is required for each unit of credit. Ordinarily, a course must cover a year-long period for every unit of credit given. An hour in the Corporate Work Study job will be considered an hour of work. Field trips will be counted hour-for-hour as laboratory meetings.
Credits per Level
The chart below shows the credits broken down by grade level and subject area.
|
9th grade: |
10th grade: |
11th grade: |
12th grade: |
Religious Studies |
Theology I |
Theology II |
Theology III |
Theology IV |
English |
English I |
English II (focus on American literature) or |
English III (focus on British Literature) or |
English IV (focus on World Literature) or |
Mathematics |
Algebra IA , |
Algebra IB, |
Geometry, |
Algebra II, |
Science |
Physical Science |
Biology |
Chemistry or |
Physics, Honors Physics, or Human Anatomy and Physiology |
Social Studies |
World History |
U.S. History |
American Government or Honors American Government |
Geography: Global Issues or Economics |
Foreign Language |
Introduction to Classics |
Latin I, Spanish I, or Spanish I for Heritage Speakers |
Latin II, Spanish II, Spanish II for Heritage Speakers |
Latin III, Spanish III, Spanish III for Heritage Speakers or AP® Spanish |
Fine Arts |
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|
|
Fine Arts |
Physical Education |
|
Physical Education |
|
|
Other |
CWSP I |
CWSP II |
CWSPIII |
CWSP IV |
* This track will be implemented in the 2010 – 2011 school year.
Course Descriptions
Religious Studies
Theology I – Who Am I?
The first semester course is an overview of Catholic Christianity focusing on the fundamentals of the faith through an introductory study of Salvation History. Students reflect on the meaning of faith, the modes of transmitting and nurturing that faith, who is God, and the essence and the mission of the Church within their own lives as well as the in context of history. An introductory course into human sexuality understood in the light of the Christian Faith is taught in the second semester. During the month of January students study the life of Don Bosco.
Theology II – How Do I Stay True To Who I Am?
The first half of this course explores the Old Testament and the history of God’s people. This course focuses on the Sacred Scriptures and how they came to be by exploring the concepts of inspiration, revelation, composition, and literary form in the context of early Judeo-Christian history. Students analyze major stories of Hebrew Scriptures in order to gain a deeper knowledge of the roots of the Judeo-Christian tradition, creation, exodus, covenant, and revelation. The second semester is one in moral theology, exploring the major elements of Christian morality, ethics, social justice, and what it means to live a Christian life. It integrates the study of Judeo-Christian morality by looking at issues such as character, conscience, value-choice, decision-making, moral principles and moral growth. During the month of January, students study examples of holiness in the Salesian Family.
Theology III – How Do I Become the Best Me?
In the first semester of this course, students explore the writings of the New Testament in order to develop basic understanding of God's action and revelation as contained in the person of Jesus Christ. Student then learn to apply this message to their own lives. In addition, through the study of the history and literature contained within the New Testament (especially the Gospels), students become familiar with the faith and ancient traditions of the early Church. The second half of this course is a detailed study of the sacraments and sacramental theology that concentrates on understanding how Christ is present and experienced in and through the Church and the Sacraments. This study includes a review of the origins and development of the Sacraments as rooted in the direct actions and person of Jesus Christ and analyzes the sacramental celebrations and moments as lived in today’s Church. During the month of January, students study St. Francis deSales and Salesian spirituality.
Theology IV – What Is My Place in the World?
The first half of this course is an introduction into Catholic Social Teaching. It fosters in each student a growth in awareness and understanding of our God-given human dignity, the causes of social injustice, the Church’s prophetic role in fostering justice and peace, and our need to respond to this prophetic call. Students study the current issues of personal and world concern in the light of Sacred Scripture, and Church Tradition. During the second semester students learn and reflect upon how our choice of lifestyle (vocation) is a means to achieving social justice and peace, as well as our own continued growth in faith and holiness. They explore what is meant by active participation in the Church, and examine the various lifestyles within the Catholic community and the ministries that both support and stem from them. During the month of January a course on the Salesian Family in the World today is offered.
English
English I – Who Am I?
This course will explore the theme of identity through a survey of different genres including fiction, non-fiction, poetry, drama, and short stories. Students refine critical and creative thinking skills as they practice a variety of reading and writing strategies. English I incorporates the study of literature, grammar, vocabulary and composition. Students practice writing effective sentences and paragraphs. Basic concepts such as parts of speech and sentence components provide an essential background to writing. The course pays close attention to vocabulary – to roots, prefixes, suffixes, and the discovery of meaning through context and other clues. Students analyze various literary works that may include poetry, non-fiction, short stories and novels such as Hope in the Unseen, The Alchemist, Lord of the Flies, A Raisin in the Sun, Night, The House on Mango Street, To Kill a Mockingbird, or Romeo and Juliet.
English II – How Do I Stay True To Who I Am?
This course is a survey of American and America-inspired literature with a heavy emphasis on developing writing skills, grammar, and vocabulary. It covers the literature of modern America, exploring distinctive literary voices that have arisen throughout American history, including those of Twain, Dickinson, Douglas, O’Connor, Hughes, Fitzgerald, and Morrison. Students may read novels such as The Great Gatsby, Native Son, Their Eyes Were Watching God, and The Scarlet Letter. Poetry, various short stories by authors such as Junot Diaz, nonfiction pieces and a Shakespeare play, such as The Taming of the Shrew, will also be explored.
English III – How Do I Become the Best Me?
This course is a survey of British literature with a heavy emphasis on developing writing skills, grammar, and vocabulary. SAT preparation, begun in the 9th and 10th grade years will continue in this course. Students will analyze literary pieces that may include works such as Canterbury Tales, Paradise Lost, Hamlet, Frankenstein, Pride and Prejudice, 1984, and A Tale of Two Cities. There will be a concentration on poetry and various short stories and nonfiction pieces will also be explored. Students will also complete a year-long, cross-discipline research project in this course.
English IV – What Is My Place in the World?
This course, taught in a seminar style, is based on world literature, with a heavy emphasis on continuing to develop writing, grammar, and vocabulary. Different seminars may focus on specific themes in literature around the world whereas others may focus on a particular region. Students will analyze literary pieces that may include Things Fall Apart, The Plague, Crime and Punishment, Don Quixote, The Iliad, The Good Earth, How the García Girls Lost Their Accents, Antigone, and One Hundred Years of Solitude. Students will complete a more in-depth, year-long, cross-discipline research project in this course.
Honors English II, III, and IV
These courses will cover the same material as the standard sections but at a quicker pace and in greater depth.
Mathematics
Algebra 1 – Who Am I?
This course provides students with a solid foundation in basic algebraic skills and concepts: properties of real numbers, linear and quadratic equations, polynomials, factoring, systems of linear equations, inequalities, rational and irrational numbers, the quadratic formula, and problem solving. It includes some integrated elements of geometry, statistics, functions and their graphs, and technology. Emphasis is based on the continuous review of concepts, upon which subsequent concepts and application problems will be based. An accelerated course will cover the same material, but in more depth and at a quicker pace.
Algebra 1A – Who am I?
The IA and IB courses are offered to students who need to sharpen their computational and problem solving skills. The courses break the Algebra curriculum into a 2-year timeframe. Algebra IA and IB allows for students to gain the same solid foundation while having the necessary time and attention to be able to develop a greater intuition of mathematics. Algebra IA will provide a review of arithmetic, U.S. Customary and metric measurements and provide the students with beginning algebra concepts, including operations involving variables and real numbers, writing and simplifying algebraic expressions, solving equations and inequalities in one variable, solving multi-step equations, and properties of linear equations and inequalities. This course also includes writing and using ratios, rates, and proportions in problem solving.
Algebra 1B – How Do I Stay True To Who I Am?
Algebra IB will provide a review of the properties of linear equations and inequalities and continue building the students’ algebraic foundation with the remaining topics in the Algebra I course.
Geometry – How Do I Stay True To Who I Am?
This course provides students with experiences that deepen the understanding of two and three-dimensional objects and their properties. Deductive and inductive reasoning as well as investigative strategies to examine numerical and geometric patterns are stressed. Properties and relationships of geometric objects include the study of points, lines, angles and planes; polygons, with a special focus on triangles, right triangles, and quadrilaterals; circles; and polyhedra and other solids. An understanding of proof and logic is developed, as well as problem solving techniques that can be utilized on geometry-based SAT problems. Constructions will be completed using protractor, ruler, compass and other tools.
Honors Geometry – How Do I Stay True To Who I Am?
The Honors course will cover the same material, but in more depth and at a quicker pace, in addition to additional topics that will allow the students to make a deeper connection between the mathematical disciplines and the natural world. These topics may include, but are not limited to, transformations of solids, fractals and non-Euclidean geometry, and a continued investigation of trigonometry.
Algebra II – How Do I Become the Best Me?
This course is a comprehensive study of second level algebra for those students who have previously mastered Algebra I and Geometry concepts. Students work with sets, real number properties, linear and quadratic open sentences, and an analysis of polynomial, rational, exponential, logarithmic, verbal problems, the complex number system, matrices and determinants, data analysis, logarithms, analytic geometry, and trigonometry. Students practice analytic thinking and problem-solving while using graphic calculators. The course goes into greater depth with rational and irrational numbers, quadratic equations and systems, exponential and logarithmic functions, and complex numbers.
Honors Algebra II – How Do I Become the Best Me?
The Honors course will cover the same material, but in more depth and at a quicker pace, in addition to additional topics of study. These topics include a further exploration of trigonometry, sequences and series, and an introduction to probability and statistics. In the Honors course, the use (and misuse) of technology will be emphasized through use of graphic calculators and computer software.
Statistics – What Is My Place in the World?
This course is designed to be an introduction to statistics for those students who have previously mastered Algebra II and Geometry concepts. Topics covered will include descriptive and inferential statistics, experimental design, data collection and display, measures of variation, probability, standard deviation, variance and contingency tables. An analysis of qualitative versus quantitative research will be performed throughout the course, as well as an emphasis being placed on examining the role that statistics plays in the natural world and many different fields, such as biology, economics, psychology, and business administration. Some sections may have the opportunity to examine advanced statistical concepts.
Pre-Calculus – What Is My Place in the World?
This course is based on advanced math topics, preparing students for college Calculus courses. The course is a thorough review of algebra with more emphasis on the theory of functions, polynomial and rational functions, inequalities, exponential and logarithmic functions, complex numbers, systems of linear equations, matrices, and determinants. The course will also cover an intensive study of trigonometric functions including an examination of the unit circle and its properties, analyzing trigonometric graphs and transformations on trigonometric functions, proving trigonometric identities, and solving applied problems. *Students study topics including elementary functions and analytic geometry, the binomial theorem, mathematical induction*, and parametric equations. New coordinate systems, polar and parametric, will be presented and compared with the rectangular coordinate system and applications using these coordinate systems will be examined. The course will also present an overview of sequences and series and their applications. Students engage in analytic thinking and problem solving. Some sections may be taught in a seminar format and may include additional topics such as statistics, personal finance, wealth management, financing, and Calculus.
Honors Pre-Calculus – What Is My Place in the World?
The Honors course will cover the same material, but in more depth and at a quicker pace, in addition to additional topics of study. These topics include elementary functions and analytic geometry, the binomial theorem, mathematical induction, an introduction to the field of linear algebra, and an introduction to limits. Throughout the course, applications and problem solving strategies will be emphasized and using technology appropriately will be stressed.
AP® Calculus – What Is My Place in the World?
This is a college-level course and is intended for students who have a thorough knowledge of college preparatory mathematics. All topics listed in the AP® Calculus Course Description will be covered, with emphasis on derivatives, anti-differentiation, definite integrals, applications of integration, logarithmic, exponential, and trigonometric functions, solid analytic geometry, and an introduction to differential equations. The course is designed to bring together the concepts learned in all of the other mathematics courses throughout high school while also preparing the students for college level mathematics. In addition, the course will prepare the students to do well on the AP® Exam and to form a strong mathematical foundation based on a thorough understanding of the material.
Science
Physical Science – Who Am I?
This course will provide students with the foundation for further study in biology, chemistry, and physics and a better understanding of the scientific world that surrounds them today. The course introduces the atomic model of matter and demonstrates how the model accounts for the various properties of matter and the interactions of energy with matter. The course develops mathematical reasoning as students work with formulas to solve and explain chemical reactions and problems of motion and force. Special attention is given throughout the course to train students in methods of scientific discovery and help them “think like scientists.” Demonstrations and labs involving quantitative and qualitative analysis will be an integral component of the course. There is a strong emphasis on the practice of basic mathematical skills as they apply to the larger conceptual topics.
Biology – How Do I Stay True To Who I Am?
This course covers the characteristics of living organisms, bio-chemistry, the structure and function of cells, genetics and human heredity, evolution, the five kingdoms of life forms, selective anatomy and physiology of diverse organisms and the ecological relationships in biological communities. The course emphasizes human anatomy and relies on lab based activities to build skills needed for all science inquiry. Contemporary issues of human reproduction, disease, health, and environmental integrity are also investigated.
Chemistry –How Do I Become the Best Me?
This course develops a foundation of chemical principles with which students can begin to understand the processes that make up the world. To develop these principles students examine such diverse topics as dimensional analysis, quantum mechanics, stoichiometry, periodicity of electron configurations, and the mole concept.
Honors Chemistry –How Do I Become the Best Me?
This course covers the same principles but in greater depth and at a quicker pace.
Physics – What Is My Place in the World?
This course explores classical mechanics (motion, energy, and application of forces), wave phenomena (light and sound) and electricity and magnetism.
Honors Physics – What Is My Place in the World?
This course covers the same principles but in greater depth and at a quicker pace.
Anatomy and Physiology – What Is My Place in the World?
This course covers the structure and function of the human body and mechanisms for maintaining homeostasis within it. It includes the study of cells, tissues and the integumentary, skeletal, muscular, nervous, endocrine, cardiovascular, lymphatic, respiratory, digestive, urinary and reproductive systems. Concepts such as development, metabolism, fluid and electrolyte balance, and acid-base balance are also explored.
Social Studies
World History – Who Am I?
This course traces the development of human society by examining civilizations in the Americas, Europe, Middle East, Africa, and Asia. The course explores the influence of geography upon civilizations and the formation of cultural, economic, social, and political institutions with a focus on the more modern era. The first semester explores the history of each of the five civilizations to 1900 while the second half merges these areas into a study of the 20th century. The course develops skills in critical thinking, sentence composition, note taking, and analysis of maps, graphs, charts, and primary sources.
US History – How Do I Stay True To Who I Am?
This course examines the social and political history of the American people from colonization to the present. A heavy emphasis is placed on 20th-century history because of its relevance and because most students have not had the opportunity to study the more contemporary periods. Because of the cultural experiences of students, the class surveys prominent events in the history of African Americans, Latino Americans, and class struggle. This course develops skills in critical thinking, paragraph composition, note taking, and analysis of maps, graphs, charts, and primary sources.
American Government – How Do I Become the Best Me?
This course focuses on the political foundations of the American system of government. Students analyze documents such as the Declaration of Independence, Federalist Papers, proceedings of the Constitutional Convention, the Constitution, the Bill of Rights, and Supreme Court cases in relationship to issues our government faces. Integrating classroom knowledge, the fourth quarter is dedicated exclusively to a case study of Washington, DC.
Honors American Government – How Do I Become the Best Me?
This course covers the same material as American Government but at a quicker pace and in greater depth.
Economics – What Is My Place in the World?
This course covers introductory macro and micro economic principals with a focus on economic growth, unemployment, and inflation. This course will use basic economic concepts to analyze issues of social responsibility at global and domestic levels. Students integrate their own work experience into their understanding of the economics of labor markets.
Geography: Global Issues – What Is My Place in the World?
This course will take an issue-based approach to the study of geography. In each major region covered, students will focus on one country or smaller region and a problem to focus on or solve. These issues take the form of political, economic, environmental, moral, social, and religious questions on “current events” in these major regions of the world. The design of the course moves from political and economic issues in the western hemisphere in the first half of the course to more complex social and moral issues in the latter portion.
Foreign Languages
Introduction to Classics
This introductory course gives students a basic background of the Latin language and Roman culture and literature. It introduces elements of Latin vocabulary and grammar, with emphasis on how Latin influences English vocabulary. In this course students will learn how to translate basic Latin sentences, how to use Latin root words to decipher difficult English vocabulary, how to read and appreciate various forms of classic Latin literature (in translation), and how to recognize and employ classical rhetorical strategies. Some of the most important goals of this course are to prepare students for the SAT by expanding their English vocabulary, give students general background knowledge of the Classical world and its literature, and give students a greater understanding of grammatical rules and structures.
Latin I – How Do I Stay True To Who I Am?
The Latin I course seeks to develop more deeply the skills introduced in the Introductory course by focusing primarily on the syntax and grammar of the Latin language. Students will study basic Latin and learn to translate while maintaining a constant eye towards Latin’s ompact on the English language. Major emphasis will also be placed on studying Roman culture and the legendary foundations of Rome. The objective of this course is to build a working knowledge of the language and a strong background in Roman culture and civilization.
Latin II – How Do I Become the Best Me?
This course continues to build on the skills that were introduced in the first year. More emphasis is given to reading and comprehension of the written language than in the first year. The study of grammar is expanded and Republican history is covered.
Latin III – What Is My Place in the World?
Students begin the course with an intensive review of grammar studied during the first two years. Most of the remaining grammatical and syntactical topics are introduced throughout the year, as are vocabulary, derivative studies and cultural topics associated with the readings used at this level. The period of the empire is emphasized as the study of Roman history continues.
Spanish I – How Do I Stay True To Who I Am?
This course involves reading, writing, and speaking Spanish. It is a mixture of grammar, basic literature, and content-based units to improve the students’ reading, writing, listening, and speaking skills in Spanish. Students delve more extensively into intense Spanish grammar in this course. Students will use interactive texts and media to help build comprehension. Also students will gain knowledge about cultural and historical moments and developments in Spanish Speaking countries thru texts, internet research and media, including films, videos, and music.
Spanish II – How Do I Become the Best Me?
This course involves reading, writing, and speaking Spanish at an intermediate level. It is a mixture of grammar, basic literature, and content-based units to improve the students’ reading, writing, listening, and speaking skills in Spanish. Students delve more extensively into intense Spanish oral usage in this course. Students will use interactive texts and media to help build comprehension. Auditory and oral ability will be developed and built, as well as continued grammar and vocabulary acquisition. Students will build on previous knowledge about cultural and historical moments and developments in Spanish Speaking countries thru texts, internet research and media, including films, videos, and music. Students will also read and comprehend short stories entirely in Spanish from important Latin American writers such as Isabel Allende and Gabriel Garcia Marquez.
Spanish III – What Is My Place in the World?
This course involves reading, writing, and speaking Spanish. It is a mixture of grammar, literature, and content-based units to improve the students’ reading, writing, listening, and speaking skills in Spanish. Students delve more extensively into formal writing and reading in Spanish. There will be additional components of Spanish IV for Heritage Speakers. This course is taught in a seminar style with a focus on Latin American Literature.
Spanish for Heritage Speakers I – How Do I Stay True To Who I Am?In this course students of either Spanish Speaking origin or with a high level of Spanish comprehension and ability will improve and build on their Spanish Speaking proficiency. This course will be similar to what English speaking students learn in their English courses. The course covers skill areas such as: language arts, grammar, vocabulary, reading and writing, and building language and identity. Students will read classic and contemporary works from Latin American Writers such as Esmeralda Santiago, Luis Rodriguez, Gabriel Garcia Marquez, and others and also see and critique Latin American film. This course will also delve into social and cultural awareness of Latin American Historical issues and identity in the US, which plays a critical role in making critical cultural connections and refining language aptitude.
Spanish for Heritage Speakers II – How Do I Become the Best Me? In this course students of either Spanish Speaking origin or with a high level of Spanish comprehension and ability will improve and further advance their Spanish Speaking proficiency and skills learned from previous courses or ability. This course will be similar to what English speaking students learn in their English courses. This level will further develop areas such as: language arts, grammar, advanced vocabulary acquisition, reading comprehension, writing, and building language and cultural identity through literature. Students will be exposed to some classic but mostly contemporary works from Latin American Writers, such as Gabriel Garcia Marquez, Eduardo Galeano, Isabel Allende, and Julia Alvarez. At this level students will also learn about the history and literature of the regions which speak Spanish. This course will also delve further into social and cultural awareness not only through literature but also through Latin American film, music, creative writing such as poetry and prose, art and regional folklore.
Spanish for Heritage Speakers III – What Is My Place in the World?
In this course students of either Spanish speaking origin or with a high level of Spanish comprehension and ability will further advance their Spanish speaking proficiency. The course further develops areas such as language arts, grammar, vocabulary, reading and writing, and building language and cultural identity. This course is literature based and focuses on developing critical writing skills
AP® Spanish Language – What is My Place in the World?
This is a college-level course and is intended for students who have a thorough knowledge of the Spanish language. All topics listed in the AP® Spanish Course Description will be covered. The course develops Spanish proficiency across interpersonal, interpretive and presentational communicative modes and refines advanced speaking and writing skills while focusing on accuracy and fluency. Students will be able to comprehend and use Spanish in a variety of settings and discourses and registers. The course is designed to bring together the skills and concepts learned in all of the other Spanish courses throughout high school while also preparing the students for college level Spanish.
General Education
Physical Education
Students are required to earn one credit of PE through our intramural and/or inter-scholastic athletic programs. Activities are designed to develop and strengthen the body, teach basic sport skills, impart knowledge of rules and develop qualities of good sportsmanship through individual and team sports. Students obtain an estimated 20 hours per intramural activity and an estimated 72 hours per interscholastic sporting activity. Any combination of inter-scholastic athletics or intramural activities can be used toward fulfilling the mandatory 120 hours of activity for a full PE Credit (6 intramurals or 2 inter-scholastic sports = 1 full PE Credit). Although any combination of activities can be used to fulfill a student’s PE requirement, freshman students are required to tryout/participate in one sport or two intramural activities during the fall of their freshman year.
Corporate Work Study Program (CWSP)
The Corporate Work Study Program integrates the essentials of the various academic areas and allows students to apply concepts learned in school to the job: technology, writing, and oral communications. Students are then taught to apply the skills and habits learned on the job to school (e.g. organizational and interpersonal skills). The program demonstrates to students the importance of higher education in the various fields of work to which they are exposed.
The Writing Course
Don Bosco Cristo Rey is committed to developing students’ writing skills across every discipline throughout the four high school years. We value talking and writing as highly as listening and reading as the core activities of a college preparatory education. The writing process teaches students how to construct meaning and produce. Learning this process helps students build their reading and critical thinking skills in every academic area. In addition to our comprehensive cross-curricular writing program, all 10th grade students take a course solely dedicated to the development of their writing skills. In this course, students will be able to develop and support a thesis statement to create a coherent and well-supported argument.
Christian Service Program
Service projects are divided into categories differing by time commitments involved, difficulty, gravity of need responded to, etc., and then assigned to the different classes with the degree of commitment, difficulty, etc. increasing with each successive grade level. Thus, for example, one could make three divisions of service projects based on time commitments involved: the “A” category would refer to one-time events, like doing a car wash for the missions or bringing food to the homeless. The “B” category would extend over a longer period of time and require a bit more planning and/or preparation: planning and running a Christmas party for special education students, doing some short-term tutoring, being on call to do shopping or yard work for elderly or invalid people, etc. Category “C” would cover the long term projects marked by more serious involvement and evaluation. Thus, working with a hospital volunteers’ program over the course of a year, serving as a “Big Brother or Sister” to a youngster for a full year, giving up a full week or two at a summer camp, etc. could fall into this category. The result is that students are not required to fulfill a set number of “hours” of service work, but rather a specified number of service activities based on their “significance.” Over the four years the program for an individual student would look something like the following:
Year |
1st Quarter |
2nd Quarter |
3rd Quarter |
4th Quarter |
1st year |
One type “A” project per semester |
One type “A” project per semester |
||
2nd year |
One type “A” project per quarter |
One type “A” project per quarter |
One type “A” project per quarter |
One type “A” project per quarter |
3rd year |
One type “B” project per semester |
One type “B” project per semester |
||
4th year |
One type “C” project for the year |
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Assessments
We are creating a learning environment in which students and teachers are constantly measuring their performance and progress against clear outcomes and standards. The standards that we will use are David Conley’s Knowledge and Skills for University Success (KSUS) standards. In an initial diagnostic evaluation, students will take Conley’s checklist assessment at the beginning of the ninth grade year. This is not meant to intimidate students by what skills and knowledge they do not yet have but is intended to set a tone and culture of constant growth and assessment. With faculty and students knowing, from the outset, where they need to be at the end of their four years, we will be able to grow at a pace that will allow them to meet each and everyone one of Conley’s standards. We will emphasize comprehensive assessments such as student portfolios, teach-led critiques of college-readiness, and rigorous assignments and programs of study that allow students to develop the habits of mind, academic skills and behaviors that will lead to post-secondary success.
Expectations are clear and high and both students and teachers are expected to work together to ensure that each student is college-ready. The school has a standardized writing handbook and policy, standardized syllabi, and a cohesive grading system in order to help make expectations clear. Traditional forms of assessment (the Iowa Test of Education Development, the PSAT, SAT, and ACT battery of assessments) will also be used complementarily to assess progress and prepare students for a variety of testing challenges ahead.
We have begun by adopting exit standards (the KSUS standards) and we will develop a series of passage ceremonies and culminating activities that will demonstrate our progress toward meeting these standards. Many twelfth grade classes will be conducted in a seminar style, in order to prepare students for the unique challenges of college level courses and to provide an effective forum for comprehensive assessment. Over the course of their four years, and with the culminating project for each seminar, students must demonstrate they have met each of the KSUS standards in order to complete our college preparatory curriculum. They must also demonstrate how they answer the challenge: Be who you are and be it well.