1

Course Catalog 2012-2013

2

Mission, Vision, Core Beliefs, AgreementsIndiana Diploma ChecklistsCommunity Service & Service LogSchool Wide Learning Outcomes & AssessmentInternshipSenior ProjectLanguage Arts OfferingsWorld Language OfferingsMath OfferingsScience OfferingsProject Lead the WaySocial Studies OfferingsPhysical Education OfferingsArt OfferingsFrequently Asked Questions

2/34/56/78/9

10/11/1213

14/15/1617

18/1920/2122/2324/25

2627

28/29

Tabl

e of

Con

ten

ts

In 2007, Columbus Signature Academy’s design team

made a commitment to design a school that would

prepare socially engaged citizens who excel in an

information and technology-rich society. For that we

needed a revolution.

Instead of preparing our students for “someday,” we

immerse our students in project based learning, so

they’ll know what to expect when they arrive in the

workforce. We use 21st Century Skills and technol-

ogy as tools to equip our students for a dynamic

future. We are glad you chose CSA and we welcome

you to the revolution.We’

re g

lad

you

ch

ose

CSA

44

The following core beliefs drive our goal set-ting and guide our decisions. We review them regularly and revise them when necessary.

CultureWe believe in learning-centered communi-ties, in which all members are known, re-spected and valued, and in which differences are honored and student voice is heard. We celebrate the successes of all learners.

RelationshipsWe believe students thrive when they ex-perience relationships with peers, staff and families that generate honest, respectful and trusting communication.

ExperiencesWe believe students learn by actively engag-ing in relevant, authentic and fl exible project based instruction. Content for learning is im-mediately applicable and balanced with refl ection. Teachers guide learning in a technol-ogy-rich environment which emphasizes 21st century skills.

Habits of MindWe believe school community members who practice critical thinking and socially engaged intelligence are using their minds well.

CommunityWe believe community partnerships provide learners with a sense of responsibility, inspir-ing them to become immersed in the com-munity.

AccountabilityWe believe learners prioritize, plan and man-age their work. Growth and achievement are assessed from many perspectives including performance of real tasks, self and peer cri-tique, projects and portfolios.

DecisionsWe believe procedural, curricular, cultural and fi scal decisions refl ect the core beliefs and the voice of the people directly affected by the decisions. All educators are committed to the decision-making process and model par-ticipation in a democratic society.

CSA Core Beliefs

5

Small School Culture

We believe students have better op-

portunities to thrive in a small school

culture. With only 100 students per

grade level, no student is anonymous.

Nobody falls through the cracks. No-

body goes unnoticed.

Our vision is to be a revolutionary path-way for education.

Our mission is to prepare socially en-gaged citizens who excel in an informa-tion and technology rich society.

Our students will:Know themselves and their talents • well, identify areas for personal growth and create and identify paths that will fulfi ll their own destinies.Learn through collaboration with • family, business, and community.Possess a strong sense of civic re-• sponsibility.Embrace and celebrate differences • and appreciate individuality.Think critically and practice 21st • century skills.Think creatively to solve authentic, • real world problems.Sustain healthy, trusting relation-• ships that support a safe learning environment.

Our Mission and Vision Statements

Student Voice

At CSA, we embrace and celebrate dif-

ferences and appreciate individuality.

Now in our fourth year, we welcome

400 unique students each fall.

Our students have been instrumental in

developing our culture from day one.

Students participate in Student Voice,

our student government, to help make

academic and cultural changes.

Through our advisory program, they

help generate and support our school

norms, which we call agreements, and

they learn to hold each other account-

able to living the “CSA way.”

66

Diploma Eligibility

All CSA students are eligible for

the Indiana Core 40, the Academic

Honors or the Technical Honors di-

ploma.

Students are awarded diplomas

through their sending school—

North or East. Additionally stu-

dents receive a CSA New Tech seal

if they complete all requirements.

CSA New Tech Seal

Requirements•12 college credit hours•100 hours of community ser-vice•career-related internship se-nior year•senior project•digital portfolio•4 years of science

Students are required to earn 12 dual college credit hours to earn the New Tech Seal.

• Students can travel to Ivy Tech or at IUPUC during their junior and senior years .•Qualifi ed courses are offered on CSA’s campus.• A memorandum of understanding between Ivy Tech and CSA provides all 12 credits tuition free.•Students are responsible for purchasing their own text-books and technology.•All courses students take are in the Indiana transfer library, which makes them transferable to any Indiana college. Many out of state universities accept the credits as well.

7

8

Signature students serve the community Students complete 100 hours of community service by Winter Break • of their senior year.Hours acquired between eighth grade and ninth grade can be used.• Students should keep track of their service and submit the form (see • page 7) to their advisory facilitators when they are fi nished.

Signature students interact with the communityExpand community programs and create new ones.• Get on-the-job experience learning and developing best practices in • business and 21st century skills.Make the community a better place through service learning.• Learn from the expertise of community members.• Utilize public services and business opportunities to improve their • personal well-being and wellness.

Community

CSA students learn through collabo-

ration with family, business and com-

munity. We rely on community part-

ners to provide authentic problems

and projects to engage our students.

We believe community partnerships

provide learners with a sense of re-

sponsibility, inspiring them to become

immersed in the community.

Com

mu

nit

y Se

rvic

e &

In

tern

ship

COMMUNITY SERVICE LOG

Name________________________________________________________

You may photocopy or print this form to catalog all of your service in the space below. For each service you perform, respond to the refl ection questions on separate sheets of paper. Attach this form to your refl ections. Keep a copy for your records.

Location Date # of Hours

Type of Service Supervisor’s Signature

REFLECTION

1. List and describe three duties that you performed or new skills you learned.

2. Describe three ways this experience changed the way you see things.

3. Describe one experience that made an impression on you.

4. Which habits of mind were most useful to you during this experience.

5. Describe a specifi c instance in which you had an impact on someone else.

6. Which SWLOCs did you develop most as a result of this experience? (Don’t limit yourself to the four freshman and sophomore SWLOCs.)

7. Would you recommend this service to other students? Why or why not?

8. Record the contact information for your service.

10

Work EthicStudents are expected to attend class and ar-rive on time; complete all projects AND assign-ments by deadlines; maintain engagement in daily activities; follow written and oral instruc-tions; seek constructive feedback from peers prior to the deadline.

CollaborationStudents learn to offer constructive feedback to all group members; fulfi ll role as indicated by group contract with help from all group members; recognize personal strengths and weaknesses those of group members; identify confl ict and take steps to mediate within the group.

Written CommunicationStudents learn to communicate with clarity and precision; adhere to rules of mechanics and us-age (spelling, grammar, word choice, etc.); tar-get intended audience; support and cite claims using APA style; and develop a writer’s voice.

Oral CommunicationStudents learn to use speaking conventions; maintain appropriate eye contact, body lan-guage, facial expressions and posture; com-municate with appropriate volume, tone speed, projection and intonation for setting; engage

audience by demonstrating enthusiasm, author-ity and confi dence; show evidence of rehearsal; aim for a paced and poised delivery; use appro-priate academic language avoiding fi ller words and unnecessary comments; and use presenta-tion tools in an engaging manner.

Interpersonal SkillsStudents learn to maintain eye contact and appropriate body language (i.e. fully present listener); integrate opinions and ideas of oth-ers; maintain a positive relationship with peers and staff; respond in a manner that refl ects the social environment.

Citizenship & EthicsStudents learn to respect others and their beliefs; impact community positively; model stewardship; rely on mission/vision to make decisions; and “pay it forward”

Critical ThinkingStudents learn to explain other perspectives rel-evant to an issue; demonstrate thoughtful re-fl ection and seek improvement; cite supporting data/evidence to defend position/ thesis; rec-ognize multiple problem solving strategies; and question ideas and concepts.

Technological Profi ciencyStudents learn to hold themselves and others accountable to acceptable usage policies; lo-

The New Learner

CSA students are included in the deci-

sion-making process as they think criti-

cally d practice 21st Century skills.

Since we are preparing our students

for jobs that don’t exist yet, we want

to ensure they are ready for a diverse

and changing world.

11

Assessment

Group and individual assessments pro-

vide a more complete picture of student

performance.

Projects include preparation for end of

course assessments (Core 40) required

of all Indiana students.

cate appropriate support to overcome tech/educational obstacles; present fi -nal products professionally; use tech-nology to aid in problem solving; use technology to enhance understanding; use appropriate technology and level of technology for project; use multiple forms of document/work storage; and use reliable resources in research.

Well BeingStudents learn self advocacy: have well being goals that are tracked; ask for help when needed; maintain overall healthy practices; make decisions based on future.

Students learn physical well being: make healthy food choices; understand nutri-tional information, discuss appropriate sleep habits; spend time outdoors be-yond school hours for a variety of rea-sons (social, leisure, work).

Students learn emotional well being: take care of self appropriately; demon-strate a positive self-image, look for the positive; avoid risky behavior using ap-propriate strategies, reduce stress using appropriate strategies.

12

15

Senior Project Overview

The Senior Project at CSA is an interdisciplinary, collaborative experience that allows students to show-case both their passions and their learing. A detailed explanation of the expectations, processes and assessments can be found in the Senior Project handbook.

Proposal PhaseLate in the junior year, students pitch senior project ideas and align themselves with a group of no more than 6 students. Students form groups and write group contracts, determine benchmarks and expenses. When seniors return in the fall, they reaffi rm their commitment to the team and then write a data-driven research proposal that defends the rationale for the project, identifi es their role in the project, and establishes benchmarks. Seniors select a Critical Friends Group (CFG), which includes mentor(s), their advisory facilitator and underclassmen. Senior Project groups will then be placed in a “cohort” advisory according to both their internship assignment and their project work time needs.

Project Phase

Most seniors will work on their projects during the quarter they are assigned to Senior Project advisory. As groups progress through their project, they will receive feedback from their CFG, track their hours and document their progress. All project work should be completed by Spring Break of the senior year unless permission is granted.

Refl ection PhaseAs seniors enter their fi nal quarter at CSA, they begin to assemble the materials they will use to pres-ent their Senior Projects. Teams will present in early May to a panel comprised of their CFG group and additional community “experts.”

Projects should fall in one of the following CATEGORIES

Service to SchoolService to CommunityService to HumanityService to Culture

Service to Professionalism

Senior Projects must be:

Collaborative (Groups of 2-6)Aligned with the SWLOC’s

Doable by May of Senior YearMemorable

Revolutionary

16

ENGLISH COURSES

All Indiana diplomas require 8 semes-ters of English.

English 9 via integrated course Global Science Perspectives (GSP) English 9, an integrated English course based on Indiana’s Academic Standards for English/Language Arts in Grade 9 and the Common Core State Standards for English/Language Arts, is a study of language, literature, composition, and oral communication with a focus on exploring a wide-variety of genres and their elements. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cul-tural signifi cance appropriate for Grade 9 in classic and contemporary literature balanced with nonfi ction. Students write short stories, responses to literature, ex-pository and persuasive compositions, research reports, business letters, and technical documents. Students deliver grade-appropriate oral presentations and access, analyze, and evaluate on-line information.

English 10 via integrated course Social Justice English 10, an integrated English course based on Indiana’s Academic Standards for English/Language Arts in Grade 10 and the Common Core State Standards for English/Language Arts, is a study of language, literature, composition, and oral communication with a focus on ex-ploring universal themes across a wide variety of genres. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cul-tural signifi cance appropriate for Grade 10 in classic and contemporary litera-ture balanced with nonfi ction. Students write short stories, responses to litera-

Global Science Perspectives: CSA Culture (Speak), Green Audit, Culture Stew (Culture Nov-els), The Nationalist Anthem (Anthem), Social Jus-tice: Making a Living (Nickel and Dimed); Poetry Out Loud; Buddy Walk, Congress Shall Make No Law (Fahrenheit 451). American Heritage: Ne-farious Deeds (Corruption in America); The Power of One; The Last Generation (documentary about WW 2). English 12: This I Believe (Personal Nar-ratives); Lord of the Flies Graphic Novels. Media Analysis: Living Museum (integration with art); Violence is Golden (infl uence of pop culture); Pressure Cooker (media infl uence on self image); Awards Show. Genres: What Heroes Are Made of; The Battle of the Prince and Princess (gender stereotypes). Biolit: Into the Wild (overnight sur-vival); Smoothies Satisfy; Disease Detectives (Fever 1793).

Pro

ject

Sh

owca

se

17

ture, expository and persuasive compositions, research reports, business letters, and technical documents. Students deliver grade-appropriate oral presentations and access, analyze, and eval-uate online information.

English 11 via integrated course American Heritage English 11, an integrated English course based on Indiana’s Academic Standards for English/Language Arts in Grade 11 and the Common Core State Standards for English/Language Arts, is a study of language, literature, composition, and oral communication with a focus on explor-ing characterization across universal themes and a wide variety of genres. Students use literary in-terpretation, analysis, comparisons, and evalua-tion to read and respond to representative works of historical or cultural signifi cance appropriate for Grade 11 in classic and contemporary liter-ature balanced with nonfi ction. Students write fi ctional narratives, short stories, responses to literature, refl ective compositions, historical in-vestigation reports, resumes, and technical doc-uments incorporating visual information in the form of pictures, graphs, and tables. Students write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information.

English 12 English 12, a course based on Indiana’s Academ-ic Standards for English/Language Arts for Grade 12 and the Common Core State Standards for English/Language Arts, is a study of language, literature, composition, and oral communication focusing on an exploration of point of view or perspective across a wide variety of genres. Stu-dents use literary interpretation, analysis, com-parisons, and evaluation to read and respond to representative works of historical or cultural sig-nifi cance for Grade 12 in classic and contempo-rary literature balanced with nonfi ction. Students write fi ctional narratives, short stories, responses to literature, refl ective compositions, historical in-vestigation reports, resumes and technical docu-ments incorporating visual information in the form of pictures, graphs, and tables. Students

write and deliver grade-appropriate multimedia presentations and access, analyze, and evaluate online information

ENGLISH ELECTIVES Journalism-1 sem (not offered every semester)Journalism, a course based on Indiana’s Aca-demic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study of communications his-tory including the legal boundaries and the ethi-cal principles that guide journalistic writing. It in-cludes a comparison study of journalistic writing to other types of writing. Students prepare for a career path in journalism by working on a proj-ect, such as a special feature magazine or mini-documentary on a topic of interest or concern. The project demonstrates knowledge, applica-tion, and progress in Journalism course content.

Publications-1 sem (not offered every semes-ter)This course is the continuation of the study of journalism; therefore, students must have previ-ously taken journalism or photojournalism in or-der to take Publications. Students demonstrate their ability to do journalistic writing and design for high school publications, including school newspapers and yearbooks, and a variety of me-dia formats. Students follow the ethical princi-ples and legal boundaries that guide scholastic journalism. Students express themselves pub-licly with meaning and clarity for the purpose of informing, entertaining, or persuading.

Genres of Literature-1 sem (not offered every semester)This course is for students who love to read or students who want to improve their reading skills. Students will study various types of literature—including poetry, drama, novels, short stories, bi-ographies, journals, diaries, essays, etc. Students analyze how each genre impacts our culture.

Film Analysis-1 sem (not offered every semes-ter)This course is a study of how literature is adapt-ed for fi lm or media and includes role playing as fi lm directors for selected screen scenes. Stu-

18

dents read about the history of fi lm, the refl ection or infl uence of fi lm on the culture, and issues of interpretation, production and adaptation. Stu-dents examine the visual interpretation of literary techniques and auditory language in fi lm and the limitations or special capacities of fi lm versus text to present a literary work. Students analyze how fi lms portray the human condition and the roles of men and women and the various ethnic or cultural minorities in the past and present.

Creative Writing-1 sem (not offered every se-mester)This course is a study and application of writing strategies for prose and poetry. Using the writing process, students demonstrate a command of vo-cabulary, the nuances of language and vocabulary, English language conventions, an awareness of the audience, the purposes for writing, and the style of their own writing. Creative Writing Project: Stu-dents complete a project, such as a short story, a narrative or epic poem, a persuasive speech or let-ter, a book review, a script or short play, or other creative compositions, which demonstrates knowl-edge, application, and writing progress.

Critical Friends Group -1 sem (not offered every se-mester)This course is de-signed to teach stu-dents how to work

collaboratively as they analyze and refl ect upon their individual, group and school work. This course allows students to learn techniques for discussion which promote a refl ective and improved outcome based upon successes or dilemmas the learner may be facing.

Mass Media via integrated course Media Analysis Mass Media, an integrated course based on the High School Journalism Standards and the Mass Media and Media Literacy Standards, is the study of the importance of mass media as pervasive in modern life at the local, national, and global lev-els. It includes a study of the impact of constant and immediate news, entertainment, and per-suasive messages on everyday life. Students use course content to become knowledgeable consum-ers of mass media in preparation for their roles as informed citizens in a democratic society. MASS MEDIA PROJECT for the second credit: Students complete a project, such as a media convergence special report using multiple formats that compare different aspects of a topic of interest or concern. The project demonstrates knowledge, application, and progress in Mass Media course content.

English Seminar-1 sem (students may only enroll in this course with permission)Students who opt to take this course have the op-portunity to improve their writing and reading skills. Some students will be assigned to this course.

18

1919

WORLD LANGUAGE

6 credits in same language required for Academic Honors Diploma; or 8 in two different languages.

Spanish 1, 2, 3, 4 All levels of Spanish are courses based on Indiana’s Academic Standards for World Languages and instruct students in Spanish language learning and to various aspects of Spanish-speaking cul-ture. These courses encourage interper-sonal communication through speaking and writing and emphasize the develop-ment of reading and listening compre-hension skills. Each level is a year-long, 2 credit course that fulfi lls a World Lan-guage requirement for the Core 40 with Academic Honors diploma or counts as a Directed Elective or Elective for any diploma. Students must earn credits for one level before progressing to the next level.

Language LabOnly students who have taken one or two years of Rosetta Stone may enroll in this course.

Spanish I: Community He-roes; Dia de los Muertos, Visit Our Town. Spanish II: Casas de Munecas (Dollhouses); El Libro de Ninas; El Show de Mis Ami-gos. Spanish III: .El Cafe CSA; Memorias del Pasado; Consejos. Spanish IV: Una Revista; Para los Jovenes; Winter Season; Win-

ter Season.

Pro

ject

Sh

owca

se

Relationships

At CSA, we understad the importance of

providing a rigorous curriculum; howev-

er, we also know it is important to sus-

tain helthy, trusting relationships that

support a save learning environment.

students and teachers work to build re-

lationships both through our advisory

program and through all our projects.

20

MATH COURSESAll Indiana diplomas require 8 semes-ters of math beginning with the class 0f 2016.

Algebra I Algebra I formalizes and extends the mathematics that students learned in the middle grades. Five critical areas com-prise Algebra I: Relations and Functions; Linear Equations and Inequalities; Qua-dratic and Nonlinear Equations; Systems of Equations and Inequalities; and Poly-nomial Expressions. The critical areas deepen and extend understanding of lin-ear and exponential relationships by con-trasting them with each other and by ap-plying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and us-ing quadratic functions. The Mathemati-cal Practice Standards apply throughout each course and, together with the con-tent standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Geometry ORGeometry/Introduction to Engineer-ing via integrated course GeoIEDGeometry formalizes and extends stu-dents’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relation-ships, moving towards formal mathemat-ical arguments. Six critical areas com-prise the Geometry course: Congruency and Similarity; Measurement; Analytic Geometry; Circles; and Polyhedra. Close attention should be paid to the introduc-tory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards ap-ply throughout each course and, togeth-er with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject

Pro

ject

Sh

owca

se

Algebra I: Math Magazine (explaining systems of equations to others); The Story of X (writ-ing a math story to explain near inequalities, equations, and the order of operations); Fund raiser for CSA;, Geometry: Post-It Note Ani-mation (using stop motion video to connect geometry to art); . Geo/IED: Sweet Tessella-tions; CSA Crime Solving (using trig, similar-ity and CAD to prove angles at crime scenes); Putt Putt Design; Fun House Design; Ferris Wheel. Algebra II: Parabolic Art; Not So Fast; Even Distribution. Trig/Pre Calculus: Trig Triangles (creating real-world models); Tech-nology in Trig (using dynamic math software). Calculus: Cruise Control (using robotics to increase safety); Filling a Vase.

21

that makes use of their ability to make sense of problem situations.

* If you are ready for geometry, based on your teacher’s recommendation, you may take ge-ometry by itself or integrated with introduction to engineering (IED, a Project Lead the Way C4 course). To take geometry by itself, select “Geometry (H)” (both semesters). To take the integrated course, select “Geometry-Deductive App” (both semesters).

Algebra II Algebra II builds on work with linear, quadratic, and exponential functions and allows for stu-dents to extend their repertoire of functions to include polynomial, rational, and radical func-tions. Students work closely with the expres-sions that defi ne the functions, and continue to expand and hone their abilities to model situa-tions and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Math-ematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Pre-calculus /Trigonometry Pre-Calculus/Trigonometry is a two-credit course that combines the material from Trig-onometry and Pre-Calculus into one course. The foundations of algebra and functions de-veloped in previous courses will be extended to new functions, including exponential and logarithmic functions, and to higher-level se-quences and series. The course provides stu-dents with the skills and understandings that are necessary for advanced manipulation of angles and measurement. Students will also advance their understanding of imaginary numbers through an investigation of complex numbers and polar coordinates. The course is

designed for students who expect math to be a major component of their future college and career experiences, and as such it is designed to provide students with strong foundations for calculus and other higher-level math courses.

Calculus Calculus AB, Advanced Placement is a course based on content established by the College Board. Calculus AB is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multi representational approach to calculus, with concepts, results, and prob-lems being expressed graphically, numerical-ly, analytically, and verbally. The connections among these representations also are impor-tant. Topics include: (1) functions, graphs, and limits; (2) derivatives; and (3) integrals. Tech-nology should be used regularly by students and teachers to reinforce the relationships among the multiple representations of func-tions, to confi rm written work, to implement experimentation, and to assist in interpreting results.

Probability and Statistics via integrated course Media Analysis-1 sem (not offered every semester)Probability and Statistics includes the concepts and skills needed to apply statistical tech-niques in the decision-making process. Top-ics include: (1) descriptive statistics, (2) prob-ability, and (3) statistical inference. Practical examples based on real experimental data are used throughout. Students plan and conduct experiments or surveys and analyze the result-ing data. The use of graphing calculators and computer programs is encouraged.

Math Seminar -1 sem (not offered every se-mester)Students who opt to take this course have the opportunity to improve their math skills. Some students will be assigned to this course.

22

SCIENCE COURSES

The Core 40 diploma requires 6 credits in sci-ence; to earn the New Tech Seal, students must take science all four years.

Independent Science Research via inte-grated course Global Science Perspec-tivesScience Research, Independent Study is a course that provides students with unique op-portunities for independent, in-depth study of one or more specifi c scientifi c problems. Stu-dents develop a familiarity with the laboratory procedures used in a given educational, re-search, or industrial setting or a variety of such settings. Students enrolled in this course will complete a science fair project to be exhibited at a regional science fair and/or state science symposium, an end-of-course project, such as a scientifi c research paper, or some other suit-able presentation of their fi ndings.

Biology Biology is a course based on the following core topics: cellular chemistry, structure and repro-duction; matter cycles and energy transfer; in-terdependence of organisms; molecular basis of heredity; genetics and evolution. Instruc-tion should focus on developing student un-derstanding that scientifi c knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evalu-ating and communicating the results of those investigations according to accepted proce-dures.

Integrated Chemistry and Physics (ICP) Integrated Chemistry-Physics is a course fo-cused on the following core topics: motion and energy of macroscopic objects; chemical, elec-trical, mechanical and nuclear energy; prop-erties of matter; transport of energy; magne-tism; energy production and its relationship to the environment and economy. Instruction focuses on developing student understanding that scientifi c knowledge is gained from obser-vation of natural phenomena and experimen-tation by designing and conducting investiga-

tions guided by theory and by evaluating and communicating the results of those investiga-tions according to accepted procedures.

Chemistry Honors dual credit Ivy Tech Chem 101Chemistry I is a course based on the follow-ing core topics: properties and states of mat-ter; atomic structure; bonding; chemical reac-tions; solution chemistry; behavior of gases, and organic chemistry. Students enrolled in Chemistry I compare, contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interac-tions. Instruction should focus on developing student understanding that scientifi c knowl-edge is gained from observation of natural phenomena and experimentation by design-ing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.

Physics Physics II is an extended laboratory, fi eld, and literature investigations-based course. Stu-dents enrolled in Physics II investigate physical phenomena and the theoretical models that are useful in understanding the interacting systems of the macro- and microcosms. Students ex-tensively explore the unifying themes of phys-ics, including such topics and applications of physics as mechanics, wave motion, electric-ity, magnetism, electromagnetism, atomic and nuclear physics, and thermodynamics, etc., in laboratory activities aimed at investigating physics questions and problems concerning personal needs and community issues related to physics. Earn dual credit for this course from Ivy Tech by earning a C or better and by suc-cessfully completing Math 137 on Ivy Tech’s campus.

Environmental Science This course is an interdisciplinary course that integrates biology, Earth science, chemistry, and other disciplines. Students enrolled in this course conduct in-depth scientifi c studies of ecosystems, population dynamics, resource management, and environmental consequenc-

23

Pro

ject

Sh

owca

se

Biology: CSA Tin Chef Salad Dressing; Build-a-Bug; Up the Creek; Catch Me if You Can (invasive species). GSP: Flirtin’ with Di-saster (natural disaster preparedness plan); Green Audit; Sustainable Agriculture; Ge-netic Privacy. ICP: Fireworks (what makes them work?); Recycling Factory. Chem-istry: Ready, Set, Reaction; Element Speed Dating; Bradbury’s Watering Hole (fi replace enhancement products); Petroleum Politics; Galactic Gasses. Physics: Let’s Get Wired (electricity); Power to the People (wind ener-gy). Environmental Science: Bayou Bound: The Grand Isle Adventure; Beta Data (CSA’s green practices). Biolit: Genetic Counseling; Cancer Research; Into the Wild (overnight simulation).

es of natural and anthropogenic pro-cesses. Students formulate, design, and carry out laboratory and fi eld investiga-tions as an essential course component. Students completing Environmental Sci-ence, acquire the essential tools for un-derstanding the complexities of national and global environmental systems.

Biolit (not offered every semester)This is an interdisciplinary course that integrates biology and English 9 or 10. Students should sign up for this class if they need to recover credit in those classes or who need help passing the end of course assessments. Students investigate life systems in a laboratory setting.

Biology Seminar -1 sem (not offered every semes-ter; may count as biology requirement)Students who need addi-tional support in biology should take this course.

23

24

PROJECT LEAD THE WAYStudents can enroll in C4 courses not offered at CSA. See C4 course offerings: http://www.bcsc.k12.in.us/Domain/1451. Students take dual credit courses offered at CSA tuition free.

Students can earn 3 dual college credits for each course via multiple universities. Most require an 85% or higher in the class and a 70% or higher on the fi nal, and some require a fee. Grades earned in dual credit courses will remain on the student’s transcript.

Project Lead The Way: A Pre-Engineering ProgramThe PLTW Pathway To Engineering (PTE) program is a sequence of courses, which follows a proven hands-on, real-world problem-solving approach to learning. Throughout PTE, students learn and ap-ply the design process, acquire strong teamwork and communication profi ciency and develop orga-nizational, critical-thinking, and problem-solving skills. They discover the answers to questions like how are things made and what processes go into creating products? Students use the same indus-try-leading 3D design software used by compa-nies like Intel, Lockheed Martin and Pixar. They explore aerodynamics, astronautics and space life sciences. Hello, NASA. Students apply biological and engineering concepts related to biomechan-ics – think robotics. They design, test and actu-ally construct circuits and devices such as smart

phones and tablets and work collaboratively on a culminating capstone project. It’s STEM education and it’s at the heart of today’s high-tech, high-skill global economy. Project Lead The Way courses have dual credit options with several universities across the country.

IED: Introduction to Engineering Design (Project Lead The Way) The major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D model-ing software to help them design solutions to solve proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional com-munity. This course offers 3 dual college credits with a B course average.

Geometry/Introduction to Engineering De-signStudents can opt to take Intro to Engineering De-sign as a course integrated with geometry.

Principles of Engineering (Project Lead The Way) This broad based survey course exposes students to major concepts they’ll encounter in a post-secondary engineering course of study. Topics in-clude mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills

2525

Pro

ject

Sh

owca

se PROJECT SHOWCASEIntro to Engineering Design: Toy Puzzles, Art & Engineering (Card-board Chairs), Reverse Engineering. Geometry/Intro to Engineer-ing Design: Sweet Tessellations (Gingerbread Houses); Snow Day (Snowfl ake Kites/Reverse Engineer-ing); Geometry is Puzzling (Puzzle Cubes) Civil Engineering and Ar-

chitecture: Playhouse, Residential, and Public Building Design (teen center design in the past); Soil Test-ing & Surveying.

and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions. Students learn how engineers address concerns about the social and political consequences of technological change. This course offers 3 dual college credits with a B course av-erage.Prerequisite(s): GEOMETRY (recom-mended)Co-requisite: Co-enrollment in Physics

Civil Engineering and Architecture (Project Lead the Way) (CEA)Students learn about various aspects of civil engineering and architecture and apply their knowledge to the design and development of residential and commer-cial properties and structures. In addi-tion, students use 3D design software to design and document solutions for major course projects. Students communicate and present solutions to their peers and members of a professional community of engineers and architects. This course of-fers 3 dual college credits with a B course average.solutions to peers and members of the professional community. This course of-fers 3 dual college credits with a B course average.

STEM

At CSA, we understad the importance

of providing a rigorous curriculum;

however, we also know it is important

to sustain helthy, trusting relationships

that support a save learning environ-

ment. students and teachers work to

build relationships both through our

advisory program and through all our

projects.

26

REQUIRED SOCIAL STUDIES CLASSESAll Indiana diplomas require 6 credits in social studies.

Geography and History of the World via integrated course Global Science Perspectives Geography and History of the World is designed to enable students to use geo-graphical skills and historical concepts to deepen their understanding of major global themes including the origin and spread of world religions; exploration; conquest, and imperialism; urbaniza-tion; and innovations and revolutions. Geographical and historical skills include forming research questions, acquiring information by investigating a variety of primary and secondary sources, orga-nizing information by creating graphic representations, analyzing information to determine and explain patterns and trends, and presenting and documenting fi ndings orally and/or in writing. The his-torical geography concepts used to ex-plore the global themes include change over time, origin, diffusion, physical sys-tems, cultural landscapes, and spatial distribution and interaction. Using these skills, concepts and the processes asso-ciated with them, students are able to analyze, evaluate, and make predictions about major global developments. This course is designed to nurture percep-tive, responsible citizenship, encourage and support the development of critical thinking skills and lifelong learning, and to help prepare Indiana students for the 21st Century.

Current problems, issues, and events (CPIE) via Social Justice This course gives students the oppor-tunity to apply investigative and inquiry techniques to the study of signifi cant problems or issues. Students develop competence in (1) recognizing cause and effect relationships, (2) recognizing fallacies in reasoning and propaganda

Pro

ject

Sh

owca

se Global Science Perspectives: City scap-ing; Give Peace a Chance (global confl ict); Culture Stew (immigration). Social Justice: Making a Living (Nickel and Dimed); Poetry Out Loud; Buddy Walk, Congress Shall Make No Law (Farenheit 451). American Heri-tage: The Last Generation WWII documen-tary); Roaring to Depression; Awesome 80s; Facebook Progressives; A Slice of Pie. Gov-ernment: for Xlandia (proposing a demo-cratic system); The Constitution Contest; The Campaign Trail. Economics: Interna-tional Relations: So You’ve Got an Island (choosing the best form of government); Oc-cupy CSA; 9/11 Changed Everything; Current Events for Dummies; Symphony of War.

27

devices, (3) synthesizing knowledge into use-ful patterns, (4) stating and testing hypotheses, and (5) generalizing based on evidence. Prob-lems or issues selected will have contemporary historical signifi cance and will be studies from the viewpoint of the social science disciplines.

US History via American Heritage United States History builds upon concepts developed in previous studies of U.S. History. Students are expected to identify and review signifi cant events, persons, and movements in the early development of the nation. The course then gives major emphasis to the inter-action of key events, people, and political, eco-nomic, social, and cultural infl uences in national developments from the late nineteenth century through the present. Students are expected to trace and analyze chronological periods and ex-amine the signifi cant themes and concepts in U.S.. History. They will develop historical think-ing and research skills and use primary and secondary sources to explore topical issues and to understand the cause for changes in the na-tion over time.

Economics-1 semesterEconomics examines the allocation of resources and their uses for satisfying human needs and wants. The course analyzes economic reason-ing used by consumers, producers, savers, in-vestors, workers, voters, and government in making decisions. Key elements of the course include study of scarcity and economic reason-ing, supply and demand, market structures, role of government, national income determination, the role of fi nancial institutions, economic sta-bilization, and trade. Students will explain that because resources are limited, people must make choices and understand the role that sup-ply, demand, prices, and profi ts play in a mar-ket economy. The functions of government in a market economy and market structures will be examined. Students will understand economic performance, money, stabilization policies, and trade of the United States. The behavior of people, societies and institutions and economic thinking is integral to this course.

Government -1 semesterUnited States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative de-mocracy in the United States. Responsible and effective participation of citizens is stressed. Students will understand the nature of citizen-ship, politics, and governments and understand the rights and responsibilities of citizens and how these are part of local, state, and national government. Students will examine how the United States Constitution protects rights and provides the structure and functions of various levels of government. How the United States interacts with other nations and the govern-ment’s role in world affairs will be examined. Using primary and secondary resources, stu-dents will articulate, evaluate, and defend posi-tions on political issues. As a result, they will be able to explain the role of individuals and groups in government, politic, and civic activi-ties and the need for civic and political engage-ment of citizens in the United States.

SOCIAL STUDIES ELECTIVES

International Relations-1 sem (not offered every semester)International Relations provides a survey of the formal relations among sovereign states in the international system, emphasizing the operation of diplomacy. The procedures for settlement of disputes and various methods of international confl ict resolution are included. This course

examines p o w e r , i n t e r d e -pendence, g l o b a l deve lop -ment, and i n t e r n a -tional or-g a n i z a -tions.

28

HEALTH & PHYSICAL EDU-CATION

All Indiana diplomas require 2 PE credits and 1 Health credit.

Health-1 sem (required for graduation)Health education should contribute directly to a student’s ability to successfully practice behav-iors that protect and promote health and avoid or reduce health risks. Through a variety of instructional strategies, students practice the development of functional health information (essential concepts); determine personal values that support health behaviors; develop group norms that value a healthy lifestyle; develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors. This course includes the application of priority areas in a planned, sequential, comprehensive health education curriculum. Priority areas include: promoting personal health and wellness, physi-cal activity, healthy eating, promoting safety and preventing unintentional injury and violence, promoting mental and emotional health, a to-bacco-free lifestyle and an alcohol- and other drug-free lifestyle and promoting human devel-opment and family health. This course provides students with the knowledge and skills of health and wellness core concepts, analyzing infl uenc-es, accessing information, interpersonal com-munication, decision-making and goal-setting skills, health-enhancing behaviors, and health and wellness advocacy skills.

Physical Education Individual-1 sem (re-quired for graduation)Individual Physical Education I focuses on in-structional strategies through a planned, se-quential, and comprehensive physical education curriculum which provide students with oppor-tunities to actively participate in at least four of the following: team sports; dual sport activities; individual physical activities; outdoor pursuits; self-defense and martial arts; aquatics; gymnas-tics; and dance, all which are within the frame-work of lifetime physical activities and fi tness. Ongoing assessment includes both written and

performance-based skill evaluation. Individual assessments may be modifi ed for individuals with disabilities, in addition to those with IEP’s and 504 plans (e.g., chronic illnesses, temporary injuries, obesity, etc.).

Physical Education Team-1 sem (required for graduation)Team Physical Education I focuses on instruc-tional strategies through a planned, sequential, and comprehensive physical education curricu-lum which provide students with opportunities to actively participate in at least four of the fol-lowing: team sports; dual sport activities; indi-vidual physical activities; outdoor pursuits; self-defense and martial arts; aquatics; gymnastics; and dance, all which are within the framework of lifetime physical activities and fi tness. Ongo-ing assessment includes both written and per-formance-based skill evaluation. Individual as-sessments may be modifi ed for individuals with disabilities, in addition to those with IEP’s and 504 plans (e.g., chronic illnesses, temporary in-juries, obesity, etc.).

MUSIC

Students seeking music credit may enroll in ban-or choir at North or East.

Rock Band-1 sem (no credit)Audition required.Students write, record and perform original mu-sic.

FINE ARTS

Intro to 2D Art-1 sem (not offered every se-mester)Students taking this course engage in learn-ing experiences that encompass art history, art criticism, aesthetics, production, and integrat-ed studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judg-ments about artwork and the nature of art; cre-ate two-dimensional works of art, refl ect upon the outcomes, and revise their work; relate art

29

to other disciplines and discover oppor-tunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and com-munity resources.

3D Art-1 sem (not offered every semes-ter)Any student can take this course since it is an Intro to Sculpture (3D Art and Design). Using materials such as wire, clay, paper, and cardboard, students cre-ate portfolio quality works. Students at this level produce works for their port-folios that demonstrate a sincere desire to explore a variety of ideas and prob-lems. They create realistic and abstract sculptures utilizing subtractive and addi-tive processes of carving, modeling, con-struction, and assembling.

Advanced 3D Art-1 sem (not offered every semester)Pre-requisite: 3D art or Facilitator ap-proval. Students who have successfully complet-ed 3D Art can take this course since it assumes students have base-level skills. Using materials such as wire, clay, paper, and cardboard, students create portfolio quality works. Students create re-alistic and abstract sculptures utilizing subtractive and additive processes of carving, modeling, con-struction, and assembling.

ACADEMIC LABStudents are encouraged to enroll in an academic lab, which provides time for students to work on and get help with their projects.

ADVISORY

All students are enrolled in advisory, which offers students a dual credit opportunity IVT 120 New Student Seminar. During advisory, students work on study skills, explore career and college options and improve school culture.

Pro

ject

Sh

owca

se 2D Art: Watercolor Quotes; Pen & Ink Interior Room Study; Monochromatic Celebrity Portraits; Painting from a Fragment; Black & White Surrealism 3D Art: CSA New Tech Virtual Art Fair; Explor-ing Sculptures; Passion for Art (pur-suing artistic passions). Advanced 3D Art: Living Museum (based on famous paintings throughout art his-tory).

30

Can CSA students access AP Courses or C4 Courses at North or East?Yes, all CSA students are eligible to take courses at their sending school, C4 or Mc-Dowell.

How many college credits must CSA students earn?To earn the New Tech Seal, students must complete at least 12 college credit hours.

What is a magnet school?As a magnet school, we “attract” students from within BCSC. Because we are a path-way within BCSC, our students are eligible to participate in athletics and extracurricu-lar activities at North or East. CSA students receive a North or East transcript and di-ploma.

If my child attends CSA, do we have to pay extra fees?No, CSA students incur no extra costs. You can expect to pay typical book rental fees. Students who are eligible for textbook as-sistance in other BCSC schools are also eli-gible at CSA.

How are students transported to CSA?Students ride their regular buses to North or East and then ride a shuttle to and from CSA.

What are SWLOCs?At CSA, we assess students on our School Wide Learning Outcomes in addition to content.

Will students eat at CSA?Yes, we have a full service kitchen. Since well being is one of our SWLOCs, we en-hance our nutritional offerings to include a daily salad bar option and healthier lunch choices.

Can students take Health and PE at CSA?Yes, we provide Health and PE courses on site. Our students are also eligible for the BCSC PE waiver.

Does CSA follow BCSC’s calendar?Yes, CSA is a BCSC high school; therefore, we follow the same calendar and have the same holidays, delays and cancellations.

Will my child be able to take all of his or her electives at CSA?Though students may travel to North or East to take courses we don’t offer, we do offer electives students need to earn their diplomas. Most of our students stay on our campus all day.

What will a CSA diploma look like?Students receive diplomas from North or East, but receive a New Tech Seal if they complete CSA’s additional requirements, which include 100 hours of community ser-vice, a professional internship, 12 college credits, four years of math and science.

How will my child be assessed?Facilitators use individual and group as-sessments that stem from both content and SWLOCs.

Need to KnowsFrequently Asked Questions

31

Will my child take End of Course As-sessments?Yes, CSA students must pass the Core 40 in Algebra I and English 10 in order to graduate.

Do CSA students complete a senior project?Yes, As a BCSC high school, CSA students are required to complete a senior project.

What is the computer policy?CSA has a 1:1 student-computer ratio. Freshmen are assigned a computer that will stay with them all four years. Once they have met the requirements for taking the computer home as set forth by Student Voice (our student government), they may take their computers home.

How much do students use their com-puters?At CSA we use technology as a tool. Stu-dents engage with group members, com-munity members, and facilitators as much as they use their computers. However, students carry their computers with them each day in order to access Echo, which is the New Tech online learning system.

Why is PBL the method of instruction at CSA?Project Based Learning allows students to fi nd answers and solutions to problems us-ing critical thinking. Projects are steeped in authenticity and are designed around the materials students need to know.

What is the advantage of dual credit courses over AP?AP courses provide students with the op-portunity to “test out” of college courses,

whereas dual credit courses provide stu-dents with actual college credits. All dual classes CSA students take are in the Indi-ana transfer library.

How is class rank determined?Since CSA students receive a North or East diploma, they are included in their send-ing school’s class rank. CSA does not have a class ranking.

How do colleges perceive CSA?With over 20 New Tech schools in Indiana and 86 nationwide, colleges are becom-ing very familiar with New Tech schools. Colleges recognize the additional commit-ment students undertake to earn a New Tech Seal. Additionally nearly 90% of New Tech student pursue postsecondary edu-cation.

How do the internships work?During one quarter of senior year, students are placed in a professional internship. Students are assigned a mentor and com-plete a project through their internship.

When students work collaboratively, how are grade-conscious students penalized because of teammates’ low work ethic or how are they prevented from doing most of the work?Unlike traditional group work, students at CSA are taught how to work collaboratively. We coach them throughout their projects to function as a team. We provide them with tools to hold teammates accountable and mechanisms for dismissing students who don’t contribute. Projects are usually subject to team grades, but we also pro-vide many opportunities for individual as-sessment.