Embed Size (px)
Citation preview
1
ORIENTATION 2013-2014
PROJECT: SUCCESS!
SYLLABUS & EXPECTATIONS
Instructor: Mr. David Goethals
COURSE # GEN 101
No Prerequisite
One Semester Course
Cross Credit: Occupational or Elective
Text: The 7 Habits of Highly Effective Teens
Author: Sean Covey
Auburn School District
ENGAGE – EDUCATE - EMPOWER
Orientation Syllabus Outline
I. Project: Success! Team Philosophy
II. Behavioral Expectations
III. Grading
IV. Assignments
V. Rules
VI. General Outline of Study
VII. Washington State Learning Goals
VIII. Essential Academic Learning Requirements
IX. Student Contract
Auburn School District Mission Statement
In a safe environment, all students will achieve high standards of
learning in order to become ethically responsible
decision makers and life-long learners.
2
Project: Success! Orientation Course Syllabus, Expectations & Beliefs
Respect – Responsible - Relationship
Where personalized learning reaches every R.A.V.E.N.
R=Respectful, contributing citizens
A= Accountable to themselves and to others
V= Valued critical thinkers
E= Effective at communicating
N= Navigators of life’s challenges and opportunities
Auburn School District Beliefs
The district improvement plan establishes belief statements that declare the commitment of
Auburn stakeholders to improve learning for each student and to narrow the achievement gaps
within the district. The beliefs developed by the improvement committee parallel the principles
embedded in the Nine Characteristics of High Performing Schools.
I. Project: Success! Team Philosophy We believe in mutual respect between all people. (Respect All!)
We believe in student accountability.
We believe in high expectations and a high level of success.
We believe in working together to achieve a common goal: teamwork.
We believe in a Drug Free classroom.
We believe in open lines of communication, trust and honesty.
We believe that ATTITUDE is everything!
We believe that student will take personal responsibility for their actions.
We believe that student will take responsibility to attend school every day.
II. Behavioral Expectations The Students will: The Teacher will:
treat the teacher with respect treat students with respect
give their best effort provide support and encouragement
participate explain clearly
have a positive attitude be patient
ask questions support each student
cooperate listen to students and help
respect all students be honest
take personal responsibility encourage students
be on time to class provide well structured lessons
remain on task provide clear boundaries
3
III. Grading
Each student will be required to access their grades and calculate their Grade Point Average
(GPA) for 19 using Family Access on Skyward. (Family Access Sheet enclosed at the end of
the Syllabus) *Required for your Freshman Culminating Portfolio.
Your grade over the semester represents your efforts, formative testing, summative testing,
completion of all assignments/projects and your ability to stay on task while completing the
following:
Completion of Freshman Orientation Portfolio with all 4 chapters completed, saved and
placed in the Freshman Orientation Portfolio notebook.
Completion of Orientation’s Nine-Required Units
Completion of the Auburn Riverside ten required freshman Portfolio projects.
Completion all Habit 1-7 worksheets for the course text book 7 Habits of Highly Effective
Teens.
Filling out your daily E-planner and completing What I Learned (WIL) inside your daily
planner. Must complete all 90 days of the daily planner to receive a grade.
Completion of all assignments, activities, projects, handouts, quizzes, tests and final exams.
Your total points earned for the semester (90 classes) will determine your grade as calculated
using the following grading scale.
% Scale Standards Based Grading for Projects
100- 93 = A 5 Points - Distinguished
92.9 – 90 =A- 4 Points - Proficient
89.9-87 =B+
86.9-83 = B
82.9–80 = B-
79.9-77 =C+
76.9-73 =C
3 Points - Basic
72.9-70 =C-
69.9-67 =D+
66.9-60 =D
2 Points - Unsatisfactory
59 – 0 =F 1 Points - Unacceptable
IV. Assignments
1) Assignments are due on assigned day.
2) Excused absences such as illness or an emergency is full credit if:
a) You must write “Absent” on top of the assignment.
b) It is turned in within absence guidelines: l day late for each day absent.
3) Unexcused absences result in no credit (NC) for material handed in or completed on
that day.
Make-up Work: The amount of excused absences days or class periods from school determines
the amount of time you have to make up your tests, quizzes, projects and assignments. For
example, if you’ve been absent three excused days from school, you will make up the missed test,
quiz or assignment on or before your third day back in school.
Required Materials: The following materials are required for Orientation Class:
4
1) Solid color 1.5 inch three ring notebook with plastic cover (specifications
below)
2) 100 plastic sheet protector holders
3) 2 ink pen (black)
4) Highlighter
Culminating Portfolio Binder Specifications
1.5 inch maximum solid color binder with a plastic cover page front (allows for a
cover page insert).
Binder front cover page, to include:
Name
ARHS Senior Culminating Portfolio
Plastic sheets to hold all items in portfolio
Items should be inserted front and back only.
Stapled or multipage items should not be in one plastic holder but
instead be separated into multiple sheet holders.
Divider page between each Chapter section * Taken directly from ARHS Culminating Portfolio Manual.
V. Rules
Tardy: Students are considered tardy if they are not sitting in their assigned chairs when the bell
rings.
Attendance: State law requires daily attendance. Auburn Riverside and the Project: Success!
Team is committed to encouraging good attendance and monitoring daily student attendance.
Attendance will be taken at the beginning of each Orientation class. All students will sign-in to
class on the Orientation Attendance Sheet before the bell rings at the start of the period.
Unexcused Absences: Unexcused absences result when a student fails to get parental permission
for absences within one week of the absence or when a parent indicates that a student was absent
without permission. Discipline intervention for truancy or skipping classes normally results in an
assignment to Thursday school, community service, or other disciplinary measures. Continued
truancy/skipping violations may result in long-term suspension for the remainder of the semester
or alternative scheduling or placement. State law now requires if an enrolled student has five
unexcused absences in a month, or ten in a school year, school districts must petition the court to
take jurisdiction of that student. State law also permits withholding driver’s training from any
student with truancy issues.
Classroom Responsibilities: The following is a list of your responsibilities as a member of
Orientation Class.
1) Respect will be shown to all students, parents, administrators and instructors at all
times. Respect includes raising your hand to ask a question, listening while others are
speaking, and making polite and appropriate comments, using skills and strategies to
work collaboratively, focusing on speaker, avoiding interruptions, not dominating
conversation, takes turns and refutes others respectfully.
2) Each day student will enter in their daily planner: Goal of the day called “learning
target”, complete what I have learned, outline of the class requirement for the day and
5
any important reminders or to do list for the day or week while documenting daily
assignments.
3) Each student will complete all required assignments for their Portfolio and save them
in the students E-file Portfolio on the S-Drive and save hard copies in the Culminating
Portfolio notebook.
a. Daily Planner – Daily Goal and What I Learned
b. Personal Artifacts
c. Four Year Plan Course Selection
d. Graduation Requirement (Box Page)
e. Student Led Conference for 4 Year Plan Project
f. Post Graduate Options
g. Transition Plan
h. Bridges Portfolio
i. WOIS Portfolio
j. Career Search
k. College Search
l. Scholarship Search
m. 9th
Grade Self Reflection
n. Raven Service Plan and Record Sheet
o. Raven Service Record Sheet
p. Weekly Grade Report and Attendance recorded in E-planner
4) Students will complete the Career Center Orientation.
5) Students will complete the Library Orientation.
6) Students will complete worksheet for all 7 Habits of Highly Effective Teens.
7) Students are responsible for missed assignments because of absences.
8) Students are required to take class notes in daily planner.
9) Students will bring required materials to class each day.
10) Students are required to save Daily Planner by the end of each period.
11) Students will complete 19 weeks GPA project.
Disciplinary Procedures: The following is the procedure for dealing with inappropriate or
disruptive behavior.
1) Student will be given a verbal warning.
2) Student conference with instructor.
3) Student’s parents will be notified by phone or email.
4) Student will be given thirty minutes of detention before school.
5) Student will be removed from class for a conference with the Assistant Principal.
6) Student with severe disruptions of class will be immediately removed from class and
sent to the office.
6
VI. Project: Success! Outline of Study
Unit 1
Title: Introduction and Orientation to ARHS and Portfolio
Activities, Tours, Emergency Procedures, Rules and Regulations
Section 1 Freshmen Only Day-Participate in all activities
Section 2 Project: Success! Syllabus reviewed and signed
ARHS Map
Roll Procedure
Tour of ARHS – Raven Crew
Lockers Procedure – Raven Crew
Lunch Schedules
Lunch Procedures and Etiquette
Hallway Behaviors/Tips
Discipline
Dress Code
Attendance Procedure –code of conduct phamplet
Assembly Procedure
Emergency Procedures, Tour and Student Responsibilities
Outline of Code of Conduct, Rules and Regulations of ARHS
Harassment, Intimidation and Bullying (pamphlet passed out)
Section 3 Planner
Planner Introduction and Daily Use
Weekly GPA/Goals recorded on Daily Planner
Section 4 Tests
ARHS Emergency Procedures Test
ARHS Code of Conduct Test
Section 5 Orientation to ARHS
Library Orientation (2 days)
Career Center Orientation (2 days)
Counselor Orientation (Visit #1)
Section 6 Introduction to 7 Habits
Introduction to “7 Habits of Highly Effective Teens” text book
Introduction to Shared “S” drive file for worksheets/information
Get in the Habit worksheet
Habit 1 “Be Proactive”, Take responsibility for your life.
Habit 1 Test
Unit 2
Title: History of Student Learning
Build Academic Four Year Plan Section 1 Introduction to ARHS Course Catalog
Section 2 Introduction to 4 Year Plan
7
Section 3 Build 4 Year Plan Registration Sheet
Box Page (ARHS Graduation Requirements)
College Check List “CADR’s
Section 4 Counselor Visit #2 “4 Year Plan”
Counselor Visit #3 “Final Review of 4 Year Plan” (Counselor Sign-Off)
Section 5 10th
Grade Registration
10th
Grade Registration Receipt
Section 6 Habit Worksheets/Handouts
Habit 2 Worksheet “Begin with the End in Mind!”
Habit 2 Test
Section 7 Learning Styles
Minority of One (Dr. Thomas Armstrong “How students learn differently”
Seven Habits of Highly Effective Teens, page 189)
1. Linguistic: learn through reading, writing, telling stories
2. Logical-Mathematical: learn through logic, patterns, categories,
relationships
3. Bodily-Kinesthetic: learn through bodily sensations, touching
4. Spatial: learn through images and pictures
5. Musical: learn through sound and rhythm
6. Interpersonal: learn through interaction and communication with others
7. Personal: learn through their own feelings
Unit 3
Title: Student Led Conference
Student Led Parent Conference An academic progress conference led by the student who shares his or her
learning with the parent/guardian following the completion of the student’s
4 Year Plan Project.
Section 1 Auburn School District #408 High School Graduation Requirements to
receive CAA (Certificate of Academic Achievement per page 10 and 11 of
Auburn School District Course Catalog)
1. 22.5 Credits
2. Pass HSPE in Reading and Writing and EOC Test for Math/Biology
3. Complete 5th
Year and Beyond Plan “Transition Plan”
4. Complete Senior Culminating Portfolio
Section 2 Completed 4 Year Plan Project Assignments
4 Year Plan Registration Sheet
High School Graduation Requirements “Box Page”
4 Year College-Bound entrance Requirements “College Box Page”
College Entrance Requirements Check List
4 Year Plan Project Rubric
HSPE/EOC Scores Record Sheet
Collection of Evidence
Auburn School District Course Catalog
8
Course Catalog Worksheet Completed
Section 3 Student Led Conference documentation
Student Led Conference Information Sheet
Completed 4 Year Plan Project Assignments/Documents
Student Led Conference with Parents/Guardian completed
Required Parent/Student Signatures returned and filed
Orientation Instructors Signature for Grade/Credit
9th
Grade Portfolio Requirement – Place Required Student Led
Conference Documentation in Chapter 3 “History of Student
Learning” behind Chapter 3 Evaluation
Unit 4
Title: Post Secondary Plan
Fifth Year and Beyond Plan (Transition Project)
Section 1 Career Center Presentation “Career Search” (2 days)
Section 2 Career Search
>WOIS (4-6 careers)
>Bridges (4-6 careers)
Section 3 Career Center Presentation “College Search” (2 days)
Section 4 College Search
>WOIS (4-6 colleges)
>Bridges (4-6 colleges)
Section 5 Career Center Presentation “Scholarship Search”
Section 6 Scholarship Application
>Background Information
>Family Data
>Financial Information
>Expenses/Income (net research)
Section 7 Employment Application
>Background Information
>Education Background
>Employment History
>Reference Names
>Job Applications
Section 8 Senior Biographical Form
>Personal Information
>Teacher Recommendation
>Student Questions
>Financial Information
>Essay #1
>Essay #2
Section 9 University Application #1
>Eastern Washington Application (questions 1-45)
Section 10University Application #2
>University of Puget Sound Application
9
Section 11Transcript Request
>Location of Transcript Request
>Administration/Procedure of Transcript Request
>Student Data
>Fines/Fees
>Processing Instructions
>Mailing Information (4 addresses)
>Transcript Request form completed
>Student/Guardian Signature
Section 12Fifth Year and Beyond Plan “Transition Plan” placed in student Portfolio
>Career Search
>College Search
>Scholarship Search
>Employment Applications
>Senior Biographical Form
>EWU Application
>UPS Application
>Transcript Request Form
Section 135 Year Timeline (100 required dates)
Section 14Habit Worksheets and Handouts
Habit 3 Worksheet “Putting First Things First” Prioritize, and do the most
important things first.
Habit 3 Test
Habit 4 Worksheet “Think Win-Win”
Habit 4 Test
Unit 5
Title: Personal Profile
Personal Artifacts
Section 1 Personal Artifacts 1-5
Introduction and Lecture for Personal Artifacts
Collection of Artifacts
Photo of each Artifact
Summary Descriptor for each Artifact
Personal Artifacts saved in E-file on S drive and hard copy in
Portfolio
Completion of a rubric for each Personal Artifact
Portfolio signed-off and dated for Personal Artifacts
Section 2 Personal Values
7 Habits Profile
Read: What is Class?
Recognizing Your Strengths
Personal Strength Square
Principle Wheel and Olympic Challenge
Handout: Character Determines Success
Victory List, 1-100
10
Barksdale Self-esteem Index
Building Blocks of Self-esteem
Ten Steps to Building Self-esteem
Personal Traits Essential for Success
Wooden Article and Questions
Name Acronym
Respect Acronym
Principles and Values Project
Rudy DVD and Worksheet*
Values Survey
Identifying Your Values
Pyramid of Personal Success
Commitment Continuum
Section 3 9th
Grade Self Reflection Essay
Final written copy of freshman self-reflection essay
Final Copy of “Who I Am Essay,” Complete 2-3 page paper (400 –
600 words), 1” margins, Double Spaced, Typed, Times New Roman,
Size 12, Font with Standard manuscript Format, and Titled: Who I
Am Essay, saved in student’s e-file
Section 4 Habit Worksheet
>Habit 5 – “Seek First to Understand, Then to Be Understood”
Listen to people sincerely
>Habit 5- Test
>Habit 6 – Synergize – “Work together to achieve more”
>Habit 6 – Test
Unit 6
Title: Raven Service
Volunteer Service Plan Section 1 Introduction to Raven Service Plan
Selection Ten Volunteer Groups or Agencies for volunteer service
Build a four year plan for volunteer service of ten community service
hours
Section 2 Build a Raven Service record sheet for recording all volunteer service
Record/document Raven Service Volunteer Hours
Sign off on Freshman Portfolio for Raven Service Plan
Sign off on Freshman Portfolio for Raven Record Sheet
Section 3 Habit Worksheets
Habit 7 – Sharpen the Saw – Renew yourself regularly
Habit 7 Test
Unit 7
Title: 7 Habits
Project: Success! Worksheet 1 >“Get in the Habit Principles and Paradigms”
Worksheet 2 > Habit 1 “Be Proactive” – Take responsibility for your life
11
Worksheet 3> Habit 2 “Begin with the End in Mind!” –Define your mission and
goals in life.
Worksheet 4> Habit 3 “Put First Things First” – Prioritize, and do the most
important things first.
Worksheet 5> “The Relationship Bank Account”- The stuff that life is made of
Worksheet 6> Habit 4 “Think Win-Win” – Have and everyone can win attitude
Worksheet 7> Habit 5 “Seek First to Understand, Then to Be Understood” – Listen
to people sincerely
Worksheet 8> Habit 6 “Synergize” – Work together to achieve more
Worksheet 9> Habit 7 “Sharpen the Saw” – Renew yourself regularly
Unit 8
Title: Assemble Portfolio and Final Exam
Completion of Freshman Portfolio and Orientation Complete Habit 7 “Sharpen the Saw” Worksheet
Assemble Portfolio (Underlined and Italicized assignments are required for the Portfolio)
Assemble 9th
Grade Culminating Portfolio Binder Binder (1.5”) solid color with plastic cover page on the front
Cover Page
Table of Index
Chapter Pages
Plastic cover sheets with all chapter assignments/projects
Chapter Evaluation Forms for each chapter
Chapter 1: Personal Profile Information:
Chapter One Evaluation: Artifacts
Chapter One Evaluation: 9th
Grade Self Reflection Paper
5 Personal Artifacts
Freshman Self-Reflection Essay
Chapter 2: Post Secondary Plan:
Transition Project
Transition Plan Document Requirements Sheet
Auburn Employment Application
Senior Biographical Form
Scholarship Application
College Application
5th
Year Plan (Post Graduate Options)
5 Year Time Line
Scholarship Search
College Search
Career Search
Chapter 3: History of Student Learning: Build Academic Four Year Plan
4 Year Plan Registration Sheet
12
High School Graduation Requirements “Box Page”
4 Year College-Bound entrance Requirements “College Box Page”
College Entrance Requirements Check List
4 Year Plan Project Rubric
HSPE/EOC Scores
Collection of Evidence
Auburn School District Course Catalog
Course Catalog Worksheet
Student Led Conference documentation
Student Led Conference Information Sheet
Completed 4 Year Plan Project Assignments/Documents
Student Led Conference with Parents/Guardian
Required Parent/Student Signatures
Orientation Instructors Signature for Grade/Credit
9th
Grade Portfolio Requirement – Place Required Student Led
Conference Documentation in Chapter 3 “History of Student
Learning” behind Chapter 3 Evaluation
9th
Grade Transcript
Chapter 4: Raven Service:
Raven Service Plan
Raven Service Record Sheet
Unit 9
Title: Final Reviews and Exams Review Culminating Portfolio Manual.
Competed 9th
Grade Portfolio reviewed for Credit and Grade
Review Book “7 Habits of Highly Effective Teens”
Review of 4 Year Plan and Beyond
Review Post Graduate Options
Review Library Information
Review ARHS Code of Conduct
Save Student Project: Success! File on Disc
Final Exams
9th
Grade Portfolio Notebook Due
7 Habits of Highly Effective Teens Final Exam
Culminating Portfolio Final Exam
4 Year Plan and Beyond Final Exam
Post Graduate Options Final Exam
Library Final Exam
ARHS Code of Conduct Final Exam
13
Unit 10
Title: Senior Culminating Portfolio Required Assignments for
Orientation Freshmen 1.5 inch solid color binder with a plastic cover pate front (allows for a cover page
insert)
Binder front cover page, to include:
Name
ARHS Senior Culminating Portfolio
Plastic sheets to hold all items in portfolio
Items should be inserted front and back only.
Stapled or multipage items should not be in one plastic holder but instead be
separated into multiple sheet holders.
Divider pages between each Chapter section
Culminating Portfolio Evaluation Specifications
*Chapter 1 Evaluation: Self Reflection Paper
*Chapter 1 Evaluation: Artifacts
*Chapter 2 Evaluation: Post-Secondary Plan
*Chapter 3 Evaluation: History of Learning
*Chapter 4 Evaluation: Raven Service
Required Freshmen assignments in Senior Culminating Portfolio
Chapter 1 Artifact:
* Chapter 1 Artifact Evaluation form
* One Personal Artifact completed
Chapter 2 Post-Secondary Plan:
* Chapter 2 Post-Secondary Plan Evaluation form
* Chapter 2 Post-Secondary Plan Documentation sheet
Chapter 3 History of Student Learning:
* History of Student Learning Evaluation form
* 4Year Plan
Chapter 4 Raven Service
*Raven Service Evaluation form
*Raven Service Documentation sheets
14
VII. Washington State Learning Goals
Goal 1: Read with comprehension, write with skill, and communicate
effectively and responsibly in a variety of ways and settings.
Project: Success! Accomplishes Reading for Goal 1 through:
Reading with comprehension from the book 7 Habits of Highly Effective Teens by Sean
Covey. Upon reading and developing a working knowledge of the basic concepts or habit
of each chapter, a written worksheet is completed for each chapter with emphasis on
habits, principles and values.
Students read and comprehend the course syllabus titled: Project: Success!
Students read the Course Catalog in preparation for building the Four Year Academic
Plan.
Students read handouts: Principles and Paradigms, Get in the Habit, Personal Traits
Essential for Success, Identifying Your Values, Habit Worksheets 1-7, Wooden Article,
College Applications, Job Applications, Scholarship Application and Job Shadow Packet.
Project: Success! Accomplishes Writing for Goal 1 through:
Daily journalizing in planner, writing daily goals, completing principles and values
project, listing of life victories, development of name acronym, building personal strength
square, developing a principle wheel, answering all Seven Habit worksheets, identify
personal traits essential for success, build a pyramid of personal success, identify one’s
values, build mission statement, develop motivational plan for becoming a life long
learner, building four year academic plan, develop five year timeline, filling out college
application, completing scholarship application, filling out job application, outlining and
writing a who I am essay, compiling personal profile information sheet, test and final
exams.
Project: Success! Accomplishes Communication for Goal 1 through:
Discussion of the 18 emergency procedures and student responsibility for each of the
emergencies, verbally discuss six pathways of Auburn Riverside, discussion of all Seven
Habits and how they effect each student’s life, discuss decisions and choices and their
effect on student’s lives, discuss university entrance requirement, discussion of all 14
academic departments of Auburn Riverside in preparation for 10th
grade course
registration, discuss high school graduation requirements, discuss the college application
process, share verbally peer review for each chapter of the Culminating Portfolio and
participate in team building communication games.
Goal 2: Know and apply the core concepts and principles of mathematics;
social, physical and life sciences; civics and history; geography; arts; and
health and fitness.
Project: Success! Accomplishes and practices math principles for Goal 2 through:
Development and building of pie graphs
Calculation of survey points
Calculating high school credits
Calculating and charting high school grade point average for 19 weeks.
15
Interpreting entry scores for college
Developing problem solving skills through games like the NASA Moon game.
Project: Success! Accomplishes basic working knowledge of events of history for Goal 2
through:
Discussions of historical events and their effect on society today.
Students read, review, research, discuss and describe how values, principles and
paradigms affected historical events.
Students participate in assignments, activities and projects that include activities like:
Olympic Challenge and Paralympics.
Review civil rights leaders of history and why they were successful leaders.
Viewing of historical events and discussion of cause and effects of the decisions they
made.
Reviewing history of education and why education is important to each student’s future.
Discussion of the history of work and vocation and how they are changing in today’s
society.
Project: Success! Accomplishes principles and core concepts of health and fitness for Goal 2
through:
Developing a working knowledge of how diet, exercise, recreation and relaxation have an
effect on one’s health.
Students read and discuss how harassment, intimidation and bullying affect a person’s
well being.
Identify stress factors and how to develop a plan to deal with stress.
Read and discuss habit seven “Sharpen the Saw” which is renewing yourself daily.
Discussion of how habits affect each of us in all aspects of our lives.
Outline basic concepts and why it is important to stay physically fit.
Discussion of health and the work environment.
Discussion of the physical demands of different types of vocations and careers.
Health and its effect on the learning process.
Drugs: how the decisions we make have rewards and penalties.
Physical requirements for jobs in each of the six pathways.
Building of fitness goals for each student’s five year plan.
Goal 3: Think analytically, logically, and creatively, and to integrate
experience and knowledge to form reasoned judgments and solve problems.
Goal 3 is accomplished by developing a working knowledge of the following elements of
thought:
a. Purpose of the thinking (goals and objectives);
b. Question of issues (identify the problem)
c. Information (data, facts, and observation)
d. Concepts (theories, definitions, laws, principles and models)
e. Assumptions
f. Implications and consequences
g. Point of view (frame of reference, paradigms).
16
Goal 4: Understand the importance of work and how performance, effort, and
decisions directly affect career and educational opportunities.
Goal 4 is accomplished through the following discussions, assignments, project, research,
surveys, assessments, activities and learning opportunities:
Develop a working knowledge of the pathways offered by the Auburn School District 408.
Define, discuss and describe foundational elements of work ethics and how it affects
performance.
Discuss the importance of technology and education in today’s work force.
Research career opportunities in pathways of interest to the student.
Review educational requirements for each of the six pathways.
Use assessment tools, questionnaires, and survey to help students identify basic vocational
and career interests.
Work with students to help them identify principles and values necessary for success in
the career of their choice.
Help students develop fundamental concepts and paradigms that assist in the success of
the career of their choice.
Identify each student’s learning style using the Barsch Learning Survey. Review with
students why it is important to understand what learning style best assists one in learning
and how it affects how one would perform in different careers.
Identify basic components of time management and develop time management skills
through daily practice of organizing one’s time.
Develop the habit of daily responsibility list of the most important things to be
accomplished (Big Rocks) and discuss why it is important in education, career and life in
general.
Develop a working knowledge of goal setting formula (to + verb + object + time line =
goal statement).
Provide students the opportunity to set and evaluate daily goals in a daily planner.
Develop a four year academic plan for Auburn Riverside High School.
Walk students though the graduation requirements of High School and show the
importance of completing High School and the difference between wages of a High
School graduate and a non-High School graduate.
Discuss how performance evaluation is administered in different vocations and how
education, athletics, music, drama and clubs prepare you for work related evaluations.
Develop an information sheet for completing job, college and scholarship applications.
Discuss and demonstrate university entrance requirements and how to develop a plan to
complete all entrance requirements.
VIII. Essential Academic Learning Requirements (EALR’s) The Essential Academic Learning Requirements for Project: Success! are in the area of reading, writing
and communication.
Reading 1.3 Read fluently, adjusting reading for purpose and material.
1.5 Use features of non-fiction text and computer software to find an understanding of specific
information.
These two goals are accomplished through the reading of the book 7Habits of Highly Effective Teens
by Sean Covey.
17
2.2 Students understand the meaning of what they read, expanding comprehension by analyzing,
interpreting, and synthesizing information and ideas.
This EALR is fulfilled through the Wooden Project. Students read about Coach Wooden in articles
and stories synthesizing of the main ideas from each of the reading assignment.
3.2 Read to perform a task. This is accomplished by reading schedules, following directions, completing
job, college and scholarship applications.
3.3 Reading for literary experience.
This task is accomplished in the researching for the students’ Hero Project.
3.4 Read for career application.
This is accomplished through reading and research of pathways and career interest survey.
4.3 Develop interest and sharing reading experiences.
This goal is accomplished through sharing reading of 7 Habits of Highly Effective
Teens, by Sean Covey.
Writing 1.3 Applied writing conventions. Knowing and applying correct spelling, grammar, sentence structure,
punctuation and capitalization.
This goal is accomplished through the Principles and Values Project and Who I
Am essay.
2.2 Write for different purposes.
This is completed in the use of a daily planner and through our team building projects.
2.3 Write for career applications. This is accomplished through the completing of job, college,
scholarship and detailed data information assignments.
Communication 1.2 Listen and observe to gain and interpret information.
This goal is accomplished through practicing the five basic good listening skills.
2.4 Using effective delivery, adjusting speaking strategies for a variety of audiences.
Students present and discuss information on careers, education and vocation training programs that
students can participate in.
3.2 Work cooperatively as a group member.
A low ropes team-building project is used to fulfill this goal.
IX. Orientation “Project: Success!” Power Standards
1. Culminating Portfolio Power Standards: The student will create, research, develop, outline, build, analyze, evaluate, interpret, diagram,
summarize, synthesize, select, identify, compile, assemble and document a ninth grade “Visual
Resume” Culminating Portfolio to include profiles for Personal Artifacts, Career and Educational
planning, History of Student Learning and Community Service plan in preparation for the
completion of the Auburn Riverside High School Senior Culminating Portfolio.
2. 4 Year Plan Project: The student will build, analyze, interpret, evaluate and synthesizing, compile, assemble and complete
a personal educational plan (4 Year Plan).
3. Ninth Grade Student Led Conference: Students will build, compile and assemble all required documents of the personal educational “4
Year Plan” and will list, describe, discuss and explain the “Auburn School District Graduation
Requirements”, Auburn Riverside High School Registration Sheet (4 Year Plan) and the High
School Graduation checklist (Box Page) and lead parents/guardians in a Student Led Conference
using approved standardized procedures.
18
4. 7 Habit Project: Students will read all seven chapters of “7 Habits of Highly Effective Teens” by Sean Covey and
answer all required worksheets and writing assignments through the demonstration of reading
comprehension by analyzing, interpreting and synthesizing information and ideas from the text.
5. 5th
Year and Beyond High School Plan Project (Transition Plan): The student will build, analyze, interpret, evaluate and synthesizing, compile, assemble and complete
the State required 5th
Year and Beyond High School “Transition Plan” by the end of the Orientation
“Project: Success!” course.
6. Personal Artifact Profile Project: Students will identify, select, organize, describe, frame and synthesis, and with the use of technology
take pictures, save, edit, post and print each Personal Artifact as required by Auburn Riverside
Culminating Portfolio Manual Chapter 1 Personal Profile.
7. Career Search Project: Students will locate and complete surveys, match interests to Auburn School District Pathways,
identify career interests, record results, research careers using technology, build career interest list,
define required courses for careers selected, recognize common interests, summarize, paraphrase
and complete Career Search required project assignments.
8. College Search Project: Students will complete the College Search project by selecting, compiling and locating educational
institutes that match interests, desired programs, philosophies, atmosphere, social and athletic
activities, identifying curriculum interests, record results, research colleges using technology, build
college interest list, define CADR’s, recognize common interests, summarize, paraphrase and
complete College Search required project assignments.
9. Scholarship Search Project: Students will use technology to research, review, evaluate, match and compile a list of Scholarships
available and analyze requirements to be accomplished or completed by their Junior and/or Senior
year.
10. Raven Service Profile Project: Students will research, build and document a “Raven Service Plan” to meet the Senior Culminating
Portfolio Chapter 4 graduation requirements while analyzing, selecting and compiling community
services opportunities to meet the ten hours requirement of public service.
11. GPA Calculating and Tracking Project: Students will locate grades on Skyward, track grades using technology, calculate grade point
average (GPA) using ARHS grade point average scale in Auburn School District Course Catalog,
record results on daily planner for one semester of freshman year and build, save and print 19
weeks GPA graph for Culminating Portfolio Chapter 3 “History of Student Learning”.
12. 9th
Grade Self Reflection Project: The student will pre-write to generate and organize ideas, revise to improve text, edit, refine and
applies writing conventions, complete adult and peer reviews, print final draft “9th
Grade Self
Reflection Essay”.
19
X. Orientation aligns with the Auburn School District #408
Improvement Plan - DIP 2012
Goal 1: Student Achievement How does Orientation curriculum meet Goal 1?
1.a2 Establish district-identified power standards for 9th Grade Orientation course GEN101.
1.b DIP addresses the needs of each student and narrows the achievement gaps for at-risk students and
underperforming subgroups.
> FIGHT orientation course
> ELL orientation course
> Orientation morning tutoring program 70 days from 7:00 am to 7:55 am in Orientation Room.
administered by Mr. Goethals in room 200.
> Tracking all D’s and F’s for all Orientation students every week with the GPA tracking (every
Monday morning off skyward) and every progress report form the registrar’s office.
1.c K-12 Standards Based Focus
> Orientation curriculum is standards-based teach and learning format.
1.c4 Develop a standards-based reporting tool aligned with consistent grading practices.
> Rubrics built to meets standards and exceeds standards
Goal 2: Dropout Rate and On-Time Graduation How does Orientation curriculum meet Goal 2?
1. GPA tracking project (19 weeks)
2. Attendance tracking project (19 weeks) – total periods missed track and for what reason school
was missed. (Use school codes as the reasons).
3. Credit tracking project (Build On-Time Graduation Plan)
4. 4 Year Plan project (Personal Education Plan)
5. Parent/Student Graduation Contract
6. Student Led Conference
7. 9th Grade Orientation tracking of students “D”/”F”
8. Identify 9th Grade Students at Risk (Working with Counselors)
9. Identify, explain, discuss, outline and mastering the Auburn School Districts High School
Graduation Requirements.
10. Develop a working knowledge of the Auburn School District Course Catalog.
2.b.1 Increase student, staff and parent awareness of graduation requirements.
> Graduation Contract
> Student Led Conference
> 4 Year Plan
2.b.2 Utilize technology to track and communicate progress toward graduation.
> Website ARHS
> Skyward – Family Access
> On line credit checking
> GPA tracking project
2.b.3 Implement early interventions for students not on track for on-time graduation.
20
> Tracking student at risk with “D’s and “F’s”.
> Potential for on-time graduation is assessed at the end of the fall semester for each student at grade 9.
> Meet with counselor – for schedule adjustments
> Bring counselors into the classroom 4 times during the semester
2.b.4 Create a range of options and opportunities, including online learning, for students to attain, retrieve
and / or recapture credit with focus at grade 9.
> Change 4 Year Plan to reflect changes – needed to get back on track for graduation (recapture…) discuss
options.
2.b.5 Provide in-house and /or community credit alternatives to continue learning for students who have
been suspended.
Goal 3: Parents/Guardians/and Community Partnerships The district and schools will continue to develop partnership to support student academic achievement and success.
3.a Public Relations- District employees contribute to a respectful and welcoming environment.
> ARHS open house
> Parent conferences
> Returned emails and phone calls
3.b Communication to Parents/Guardians – The district and schools communicate academic expectations,
student progress and support for student learning to maximize parent/guardian involvement in student
academics.
> Student Led Conference
> Parent Graduation Contract
> Personal Education Plan
> 4 Year Plan – Graduation Requirements
> Skyward – Family Access
3.b.1 Inform parents/ guardians regarding programs, school policies, graduation requirements, and district
and school improvement progress through various mediums.
> Orientation Syllabus
> Unit 1 Orientation to ARHS and Portfolio – activities tours, emergency procedures, rules and
regulations.
> Parent/Student Graduation Contract – signed by both student and parent listing all graduation
requirements to graduate from Auburn School District #408.
> All students must record weekly GPA using Skyward every Monday.
Goal 4: School Safety 4.c Safe Schools – student achievement is fostered through safe learning and work environments.
> Introduction, review, discusses and performs safety procedures for:
Accidents, Bomb Threats, Drug Free Zone, Earthquake, Natural Disaster, Fire, Lightning Strikes,
Intruder Alert – Lockdown, Medical Emergency, Weapons Treats
Safety Test
Walk through each safety procedure – routes, location, procedure and attendance (roll call)
procedure
3 R’s pamphlet – review and test
Bullying pamphlet – review, discussion and test
Drug and Weapons Free Zone – Poster up in the room
Foster a positive, safe, nurturing learning environment
4.d The district and schools promote student achievement through expanded use of technology.
21
> Typing goal 30 wpm
> Use technology for building e-Portfolio on S drive
> Use technology for Career Search Project, College Search, Scholarship Search, Values Survey, 7
Habit Profile Survey, 9th Grade Portfolio, Typing tests, GPA tracking, Attendance tracking, Credit
tracking, Goal setting and tracking, Daily Planner, Personal Profiles for Portfolio, Presentations
(power points), Excel graph profiles for GPA and Attendance, Library website for research,
Monkey surveys, ARHS website for all Portfolio information and important information.
4.d.1 Increase use of technology to disseminate information to parents/guardians regarding student
attendance and academic reporting.
> Family Access for grades and attendance
> Students check grades every day in Orientation class and complete GPA report every Monday morning.
> Parents sign off on GPA every 3 weeks or sign off for checking skyward each week by parents.
22
Student, Parent and Instructor Agreement
Please sign and return the following statement as soon as possible to
Mr. Goethals. Retain the Orientation Syllabus in the front of your Portfolio
notebook.
Please note: Student cannot begin earning points in this class until the Student,
Parent and Instructor Agreement is signed by both student and parent and
returned to Mr. Goethals.
Student Agreement:
I have read the Orientation Syllabus and have discussed with my parent/guardian all
requirements for completing Orientation course and the 9th
Grade Portfolio project.
I agree to do complete all required assignments on time and do my best in meeting
all classroom expectations.
Print Student Name: ___________________________________
Student Signature: __________________________________
Orientation Period: ______ Date: ___________
Parent Agreement:
I have read the Orientation Syllabus and reviewed all required assignments on page
5-12 for completing the 9th
Grade Portfolio Project. I understand what is expected
of my son/daughter in the Orientation (“Project: Success!”). I will support my
student and the teacher to maintain a successful classroom environment as per
outlined in the course syllabus. I agree to participate in my son/daughter Student
Led Conference and all other required student activity required by the Orientation
curriculum.
Print Parent Name: ___________________________________
Parent Signature: ___________________________________
Date:___________ There are times during the semester when showing a movie or clip from a movie will enhance a lesson. Please sign
below to give your student permission to view the following movies or clips. If there is a movie you do not want
your student to view, please make a note of it on this page and your student will be excused from the movie and given
an alternative assignment.
“Olympic Challenge and Paralympics”
“Hoosiers”
“Rudy”
“Iron Will”
“October Sky”
“Terry Fox, Canada’s #1 Hero”
_____________________ _____________________ _______ Print Parent/Guardian Name Parent/Guardian Signature Date
Revised 8.20.13
