Course Catalog
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Dual College Credit Indiana Diploma Checklists
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Community Service & Service Log
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School Wide Learning Outcomes & Assessment Internship Senior Project
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English/Language Arts World Language
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Math Offerings Science Offerings Social Studies Engineering
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Physical Education Art Frequently Asked Questions
We’re glad you chose CSA
Table of Contents
Mission, Vision, Core Beliefs, Agreements
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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 technology as tools to equip our students for a dynamic future. We are glad you chose CSA and we welcome you to the revolution.
CSA Core Beliefs The following core beliefs drive our goal set- Habits of Mind ting and guide our decisions. We review them We believe school community members who regularly and revise them when necessary. practice critical thinking and socially engaged intelligence are using their minds well. Culture We believe in learning-centered communi- Community ties, in which all members are known, re- We believe community partnerships provide spected and valued, and in which differences learners with a sense of responsibility, inspirare honored and student voice is heard. We ing them to become immersed in the comcelebrate the successes of all learners. munity. Relationships We believe students thrive when they experience relationships with peers, staff and families that generate honest, respectful and trusting communication. Experiences We believe students learn by actively engaging in relevant, authentic and flexible project based instruction. Content for learning is immediately applicable and balanced with refl ection. Teachers guide learning in a technology-rich environment which emphasizes 21st century skills.
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Accountability We believe learners prioritize, plan and manage their work. Growth and achievement are assessed from many perspectives including performance of real tasks, self and peer critique, projects and portfolios. Decisions We believe procedural, curricular, cultural and fiscal decisions reflect 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 participation in a democratic society.
Our Mission and Vision Statements Our vision is to be a revolutionary pathway for education. Student Voice Our mission is to prepare socially engaged citizens who excel in an information 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 fulfill their own destinies. • Learn through collaboration with family, business, and community. • Possess a strong sense of civic responsibility. • 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 relationships that support a safe learning environment.
Small
At CSA, we embrace and celebrate differences and appreciate individuality. Now in our fifth 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 accountable to living the “CSA way.”
School
Culture We believe students have better
opportuni-
ties to thrive in a small school culture. With only 100 students per grade level, no
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Diploma Eligibility Course and Credit Requirements
All CSA students are eligible for the Indiana Core 40, the Academ-
English/ Language Arts
8 Credits
ic Honors or the Technical Honors
Including a balance of literature, composition and speech
diploma.
Mathematics
6 Credits (in grades 9-12)
Students are awarded diplomas
2 credits: Algebra I 2 credits: Geometry 2 credits: Algebra II Or complete Integrated Math I, II, and III for 6 credits. Students must take a math or quantitative reasoning course each year in high school
through their sending school—
6 Credits
Requirements
2 credits: Biology I 2 credits: Chemistry I or Physics I or Integrated Chemistry-Physics 2 credits: any Core 40 science course
•12 college credit hours
6 Credits
year
Science
Social Studies
2 credits: U.S. History 1 credit: U.S. Government 1 credit: Economics 2 credits: World History/Civilization or Geography/History of the World Directed Electives
North or East. Additionally students receive a CSA New Tech seal if they complete all requirements. CSA New Tech Seal
•100 hours of community service •career-related internship senior •senior project •digital portfolio •4 years of science Early Graduation
5 Credits World Languages Fine Arts Career and Technical Education
Physical Education
2 Credits
Health and Wellness
1 Credit
Electives
6 Credits 40 Total State Credits Required
Students are required to earn 12 college credit hours to earn the New Tech Seal. • Students can travel to Ivy Tech, IUPUC or Purdue College of Technology during their junior and senior years. •Ivy Tech dual credit courses are offered on CSA’s campus. • A memorandum of understanding between Ivy Tech and CSA provides all 6 credits tuition free for classes offered on the Ivy Tech campus for qualified students. •Students are responsible for purchasing their own textbooks and technology. •All courses students take are in the Indiana transfer library, which makes them transferable to any Indiana college. Many
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out of state universities accept the credits as well.
with Academic Honors (minimum 47 credits) For the Core 40 with Academic Honors diploma, students must” • Complete all requirements for Core 40. • Earn 2 additional Core 40 math credits. • Earn 6-8 Core 40 World language credits (6 credits in one language or 4 credits each in two languages) • Earn 2 Core 40 Fine Arts credits • Have a grade of “C” or better in courses that will count toward the diploma. • Have a grade point average of a “B” or better. • Complete one of the following: A. Earn 4 credits in 2 or more AP courses and corresponding AP exams B. Earn 6 verifiable transcripted college credits in dual credit courses from priority course list C. Earn two of the following: 1. A minimum of 3 verifiable transcripted college credits from the priority course list, 2. 2 credits in AP courses and corresponding AP exams, 3. 2 credits in IB standard level courses and corresponding IB exams. D. Earn a combined score of 1750 or higher on the SAT critical reading, mathematics and writing sections and a minimum score of 530 on each. E. Earn an ACT composite score of 26 or higher and complete written section. F. Earn 4 credits in IB courses and take corresponding IB exams.
with Technical Honors (minimum 47 credits) For the Core 40 with Technical Honors diploma, students must: • Complete all requirements for Core 40. • Earn 6 credits in the college and career preparation courses in a state-approved College & Career Pathway and one of the following: 1. Pathway designated industry-based certification or credential, or 2. Pathway dual credits form the lists of priority courses resulting in 6 transcripted college credits. • Earn a grade of “C” or better in courses that will count toward the diploma. • Have a grade point average of a “B” or better. • Complete one of the following: A. Any one of the options (A-F) of the Core 40 with Academic Honors B. Earn the following scores or higher on WorkKeys; Reading for Information—Level 6, Applied Mathematics—Level 6, and Locating Information—Level 5. C. Earn the following minimum score(s) on Compass; Algebra 66, Writing 70, Reading 80.
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Community Service & Internship
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 finished. Signature students interact with the community • Expand 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 collaboration with family, business and community. We rely on community partners to provide authentic problems and projects to engage our students. We believe community partnerships provide learners with a sense of responsibility, inspiring them to become immersed in the community.
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 reflection questions on separate sheets of paper. Attach this form to your reflections. 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 specific 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.
The New Learner CSA students are included in the decision-making process as they think critically 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.
Work Ethic Students are expected to attend class and arrive on time; complete all projects AND assignments by deadlines; maintain engagement in daily activities; follow written and oral instructions; seek constructive feedback from peers prior to the deadline. Collaboration Students learn to offer constructive feedback to all group members; fulfill role as indicated by group contract with help from all group members; recognize personal strengths and weaknesses those of group members; identify conflict and take steps to mediate within the group.
audience by demonstrating enthusiasm, authority and confidence; show evidence of rehearsal; aim for a paced and poised delivery; use appropriate academic language avoiding filler words and unnecessary comments; and use presentation tools in an engaging manner. Interpersonal Skills Students learn to maintain eye contact and appropriate body language (i.e. fully present listener); integrate opinions and ideas of others; maintain a positive relationship with peers and staff; respond in a manner that reflects the social environment.
Citizenship & Ethics Students learn to respect others and their beliefs; impact community positively; model stewardship; rely on mission/vision to make Written Communication Students learn to communicate with clarity and decisions; and “pay it forward” precision; adhere to rules of mechanics and usage (spelling, grammar, word choice, etc.); tar- Critical Thinking get intended audience; support and cite claims Students learn to explain other perspectives relevant to an issue; demonstrate thoughtful reusing APA style; and develop a writer’s voice. flection and seek improvement; cite supporting data/evidence to defend position/ thesis; recognize multiple problem solving strategies; and Oral Communication Students learn to use speaking conventions; question ideas and concepts. maintain appropriate eye contact, body language, facial expressions and posture; com- Technological Proficiency municate with appropriate volume, tone speed, Students learn to hold themselves and others projection and intonation for setting; engage accountable to acceptable usage policies; lo-
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cate appropriate support to overcome tech/educational obstacles; present ďŹ nal products professionally; use technology 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. Assessment Well Being Students learn self advocacy: have well being goals that are tracked; ask for help when needed; maintain overall healthy practices; make decisions based on future.
Group and individual assessments provide a more complete picture of student performance. Projects include preparation for end of course assessments (Core 40) required
Students learn physical well being: make healthy food choices; understand nutritional information, discuss appropriate sleep habits; spend time outdoors beyond school hours for a variety of reasons (social, leisure, work).
of all Indiana students.
Students learn emotional well being: take care of self appropriately; demonstrate a positive self-image, look for the positive; avoid risky behavior using appropriate strategies, reduce stress using appropriate strategies.
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Senior Project Overview The Senior Project at CSA is an interdisciplinary, collaborative and experience that allows students to showcase both their passions and their learning. A detailed explanation of the expectations, processes and assessments can be found in the Senior Project handbook.
Proposal Phase Late 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 reaffirm their commitment to the team and then write a data-driven research proposal that defends the rationale for the project, identifies 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 the be placed in a “cohort” advisory according to both their internship assignment and their project work time needs. Students should steer away from fund raising only projects and ensure that any fund raising has a strong connection to the project. The method and time line of fund raising must be approved before students may proceed with the project.
Project Phase Most seniors will work on their projects during second and third quarter. 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 to finish beyond that date. A minimum of 15 hours per student is required.
Reflection Phase As seniors enter their final quarter at CSA, they begin to assemble the materials they will use to present 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 School Service to Community Service to Humanity Service to Culture Service to Professionalism Senior Projects must be: Collaborative (Groups of 2-6) Aligned with the SWLOC’s Doable by May of Senior Year Memorable Revolutionary
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ENGLISH COURSES Project Showcase
All Indiana diplomas require 8 semesters of English.
Global Science Perspectives: CSA
Culture
(Speak), Green Audit, Culture Stew (Culture Novels),The Nationalist Anthem (Anthem), Social Justice: Making a Living (Nickel and Dimed); Poetry Out Loud; Buddy Walk, Congress Shall Make No Law (Fahrenheit 451). American Heritage: Nefarious Deeds (Corruption in America); The Power of One; The Last Generation (documentary about WW 2). English 12: This I Believe (Personal Narratives); Lord of the Flies Graphic Novels. Media Analysis: Living Museum (integration with art); Violence is Golden (influence of pop culture); Pressure Cooker (media influence on self image);
Global Science Perspectives Social Justice American Heritage English 12
English 9 via integrated course Global Science Perspectives (GSP) English 9 is integrated with Geography and History of the world and Independent Science Research. Students read, write and create projects that tie into history, culture, natural disasters, world conflict, religion and climate. This course meets Indiana standards for English/Language Arts in Grade 9 and the Common Core State Standards for English/Language Arts. English 10 via integrated course Social Justice English 10 is integrated with Current Problems, Issues and Events. Students read, write and complete projects that explore social and political issues such as poverty, discrimination, censorship, and college readiness skills. This course meets Indiana standards for English/Language Arts in Grade 10 and the Common Core State Standards for English/Language Arts. English 11 via integrated course
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American Heritage English 11 is integrated with US History. Students read, write and complete projects that explore America’s literature and history. The course is a thematic study that includes the exploration of political parties, war and conflict, the American Dream, college readiness.
their ability to do journalistic writing and design for high school publications, including school newspapers and yearbooks, and a variety of media formats. Students follow the ethical principles and legal boundaries that guide scholastic journalism. Students express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading.
This course meets standards for English/Language Arts in Grade 11 and the Common Core Genres of Literature-1 sem (not offered every semester) State Standards for English/Language Arts. 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— English 12 English 12 prepares students to complete their including poetry, drama, novels, short stories, bisenior project and prepare for college and ca- ographies, journals, diaries, essays, etc. Students reers. Students read, write and complete proj- analyze how each genre impacts our culture. ects that focus on reviewing literature, writing personal statements, engaging with classic litera- Film Analysis-1 sem (not offered every semesture, and learning to study and read for college. ter) This course is a study of how literature is adapted This course meets Indiana standards for Eng- for film or media and includes role playing as film lish/Language Arts in Grade 12 and the Common directors for selected screen scenes. Students Core State Standards for English/Language Arts. read about the history of film, the reflection or English 12 is a 3 hour dual credit course for ENGL influence of film on the culture, and issues of interpretation, production and adaptation. Stu111. dents examine the visual interpretation of literary techniques and auditory language in film and the ENGLISH ELECTIVES Journalism-1 sem (not offered every semester) limitations or special capacities of film versus text Journalism, a course based on Indiana’s Aca- to present a literary work. Students analyze how demic Standards for English/Language Arts and films portray the human condition and the roles the Common Core State Standards for English/ of men and women and the various ethnic or culLanguage Arts, is a study of communications his- tural minorities in the past and present. tory including the legal boundaries and the ethical principles that guide journalistic writing. It in- Creative Writing-1 sem (not offered every secludes a comparison study of journalistic writing mester) to other types of writing. Students prepare for a This course is a study and application of writing career path in journalism by working on a proj- strategies for prose and poetry. Using the writect, such as a special feature magazine or mini- ing process, students demonstrate a command of documentary on a topic of interest or concern. vocabulary, the nuances of language and vocabuThe project demonstrates knowledge, applica- lary, English language conventions, an awareness tion, and progress in Journalism course content. of the audience, the purposes for writing, and the style of their own writing. Creative Writing Publications-1 sem (not offered every semes- Project: Students complete a project, such as a short story, a narrative or epic poem, a persuater) This course is the continuation of the study of sive speech or letter, a book review, a script or journalism; therefore, students must have previ- short play, or other creative compositions, which ously taken journalism or photojournalism in or- demonstrates knowledge, application, and writder to take Publications. Students demonstrate ing progress.
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in modern life at the local, national, and global levels. It includes a study of the impact of constant and immediate news, entertainment, and persuasive messages on everyday life. Students use course content to become knowledgeable consumers 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 Mass Media via integrated course Media of interest or concern. The project demonstrates Analysis knowledge, application, and progress in Mass MeMass Media, an integrated course based on the dia course content. High School Journalism Standards and the Mass Media and Media Literacy Standards, is the study English Seminar-1 sem (students may only enof the importance of mass media as pervasive roll in this course with permission) Students who opt to take this course have the opportunity to improve their writing and reading skills. Some students will be assigned to this course. Critical Friends Group -1 sem (not offered every semester) This course is designed to teach students how to work collaboratively as they analyze and reect upon their individual, group and school work. This course allows students to learn techniques for discussion which promote a reective and improved outcome based upon successes or dilemmas the learner may be facing.
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
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Language Lab World Language an opportunity to study a language of choice (other than Spanish) with the support of multiple resources including a licensed world language facilitator, community partners and technology tools. Candidates will meet with the facilitator to apply for enrollment.
Project Showcase
World Languages and instruct students in Spanish language learning and to various aspects of Spanish-speaking culture. These courses use a blend of project and problem based learning to encourage interpersonal communication through speaking and writing and emphasize the development of reading and listening comprehension skills. Each level is a year-long, 2 credit course that fulfills a World Language 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.
Spanish I: Nuestra Clase,· Art and Language, Primeros Pasos, Aprendiendo Español Leyendo Español. Spanish II: Día de Independencia de México (Mexican Independence Day), Casa de Muñecas (Doll Houses), Feria de Salud (Health Fair). Spanish III: La Calle Ocho (Street, Shops, etc.), Planea el Viaje (Travel Packets). Spanish IV: Actos Aleatorios de Amabilidad (Random Acts of Kindness Campaign), Fiesta de Libros y Flores (Day of Books and Flowers).
Relationships 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 environment. students and teachers work to build relationships both through our advisory program and through all our projects.
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Project Showcase
MATH COURSES All Indiana diplomas require 8 semesters of math beginning with the class 0f 2016. Algebra I
Algebra I: Math Magazine (explaining systems of equations to others); The Story of X (writing a math story to explain near inequalities,
Geo/IED
equations, and the order of operations); Fund
Algebra II
raiser for CSA;, Geometry: Post-It Note Animation (using stop motion video to connect geometry to art); . Geo/IED: Sweet Tessellations; CSA Crime Solving (using trig, similarity 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); Technology in Trig (using dynamic math software). Calculus: Cruise Control (using robotics to increase safety); Filling a Vase.
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Math Modeling
Trig/ Precalc
Calculus
Early College
Algebra I Algebra I formalizes and extends the mathematics that students learned in the middle grades. Five critical areas comprise Algebra I: Relations and Functions; Linear Equations and Inequalities; Quadratic and Nonlinear Equations; Systems of Equations and Inequalities; and Polynomial Expressions. The critical areas deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical 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 prob-
Geometry/Introduction to Engineering via integrated course GeoIED Geometry is integrated with Project Lead the Way’s Introduction to Engineering, a 3 hour dual credit course for DESN 103. Geo/IED emphasizes real-world design and 3D modeling with emphasis on geometric objects including: (1) points, lines, angles and planes; (2) polygons, triangles, right triangles; (3) circles; and (4) polyhedra and other solids.
Project Showcase
prise Algebra I: Relations and Functions; Linear Equations and Inequalities; Quadratic and Nonlinear Equations; Systems of Equations and Inequalities; and Polynomial Expressions. The critical areas deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical 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.
Biology:
CSA Tin Chef Salad Dressing;
Build-a-Bug; Up the Creek; Catch Me if You Can (invasive species). GSP: Flirtin’ with Disaster (natural disaster preparedness plan); Green Audit; Sustainable Agriculture; Genetic Privacy. ICP: Fireworks (what makes them work?); Recycling Factory. Chemistry: Ready, Set, Reaction; Element Speed Dating; Bradbury’s Watering Hole (fireplace enhancement products); Petroleum Politics; Galactic Gasses. Physics: Let’s Get Wired (electricity); Power to the People (wind energy). Environmental Science: Bayou Bound: The Grand Isle Adventure; Beta Data (CSA’s green practices). Biolit: Genetic Counseling; Cancer Research; Into the Wild (overnight simulation).
Algebra II Algebra II builds on work with linear, quadratic, and exponential functions and allows for students to extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content stan-
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include: (1) functions, graphs, and limits; (2) derivatives; and (3) integrals. Technology should be used regularly by students and teachers to reinforce the relationships among the multiple representations of functions, to conďŹ rm written work, to implement experimentation, and to assist in Advanced Modeling & Analysis/ interpreting results. Calculus is a 3 hour dual Trigonmetry-1 sem Students will apply their knowledge to real life credit course for MATH 211. situations including population and biological decay. Students will learn new methods for math- Probability and Statistics via integrated ematical models including periodic functions and course Media Analysis-1 sem (not offered evconic sections. Students will analyze nonstandard ery semester) functions and graphs and interpret graphs using Probability and Statistics includes the concepts technology. and skills needed to apply statistical techniques in the decision-making process. Topics include: Pre-calculus /Trigonometry (1) descriptive statistics, (2) probability, and (3) Pre-Calculus/Trigonometry is a two-credit course statistical inference. Practical examples based that combines the material from Trigonometry on real experimental data are used throughout. and Pre-Calculus into one course. The founda- Students plan and conduct experiments or surtions of algebra and functions developed in pre- veys and analyze the resulting data. The use of vious courses will be extended to new functions, graphing calculators and computer programs is including exponential and logarithmic functions, encouraged. and to higher-level sequences and series. The course provides students with the skills and un- Math Seminar -1 sem (not offered every sederstandings that are necessary for advanced ma- mester) nipulation of angles and measurement. Students Students who opt to take this course have the will also advance their understanding of imagi- opportunity to improve their math skills. Some nary numbers through an investigation of com- students will be assigned to this course. plex numbers and polar coordinates. The course is designed for students who expect math to be a major component of their future college and SCIENCE COURSES career experiences, and as such it is designed to provide students with strong foundations for cal- The Core 40 diploma requires 6 credits in sciculus and other higher-level math courses. Pre- ence; to earn the New Tech Seal, students must calculus is a 3 hour dual credit course for take science all four years. MATH 136/137. dards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
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 problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. Topics
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GSP & Biology
GSP & ICP then Biology
Chemistry then Physics or Physics then Chemistry AP Biology
Environmental Science
Independent Science Research (ISR) via integrated course Global Science Perspectives Integrated, with English 9 and Geography and History of the world ISR students 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 scientific research paper, or some other suitable presentation of their findings.
site for Honors Chemistry is Algebra I. Honors Chemistry is a 3 hour dual credit course for CHEM 101. Pre-requisite, “B” or better in Algebra 1. Conceptual Physics Conceptual physics stimulates students’ higher – level cognitive skills and encourages them to see science everywhere. Students build understanding through exploration, develop comprehension through demonstrations and thought-provoking questions, and apply what they have learned through a variety of inquiry-based activities and a culminating project. The projects are aimed at investigating physics questions and problems concerning personal needs and community issues. Students explore topics and applications of mechanics, wave motion, electricity and magnetism, atomic and nuclear physics, and thermodynamics.
Biology Biology is a project-based course covering the following core topics: cellular chemistry, structure, function and reproduction; molecular basis of heredity and genetics; evolution; matter cycles and energy transfer; interdependence of organisms. Students develop an understanding that scientific knowledge is gained from the observation of natural phenomena and experimentations guided by theory and evaluation and learn to Honors Physics communicate the results of those investigations This class is recommended for students who plan to pursue careers in engineering or science. according to accepted procedures. Honors physics is an approach to physics that will stimulate your students’ higher –level cogIntegrated Chemistry and Physics (ICP) ICP is a course focused on the following core nitive skills and encourage them to see science topics: motion and energy, chemical, electrical, everywhere. Your student will build understandmechanical and nuclear energy; properties of ing through exploration, develop their comprematter; transport of energy; magnetism; energy hension through demonstrations and thoughtproduction and its relationship to the environ- provoking questions, and apply what they have ment and economy. Instruction focuses on ob- learned through a variety of inquiry-based acservation and experimentation, learning through tivities and a culminating project. The projects discovery and hands-on experiences, designing are aimed at investigating physics questions and projects guided by theory, and by evaluating and problems concerning personal needs and comcommunicating the results of their investigations. munity issues related to physics. Students will extensively explore the topics and applications of mechanics, wave motion, electricity and magHonors Chemistry Honors Chemistry is a course based on the fol- netism, atomic and nuclear physics, and therlowing core topics: properties and states of mat- modynamics. This class will more extensively ter; atomic structure; bonding; chemical reac- incorporate mathematical concepts than the contions; solution chemistry; behavior of gases, and ceptual physics course does. Honors Physics is organic chemistry. Students in Honors Chemis- a 3 hour dual credit course for CHEM 101. try will compare, contrast, and synthesize useful Pre-requisite, “B” or better in Algebra 1. models of the structure and properties of matter and the mechanisms of its interactions and Environmental Science communicate the results of their investigations. This course is an interdisciplinary course that inStudents will be solving problems and developing tegrates biology, Earth science, chemistry, and projects with authentic connections to careers other disciplines. Students enrolled in this course in the sciences and everyday life. The prerequi- conduct in-depth scientific studies of ecosystems,
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Project Showcase
Global Science Perspectives: City scaping; Give Peace a Chance (global conflict); Culture Stew (immigration). Social Justice: Making a Living (Nickel and Dimed); Poetry Out Loud; Buddy Walk, Congress Shall Make No Law (Farenheit 451). American Heritage: The Last Generation WWII documentary); Roaring to Depression; Awesome 80s; Facebook Progressives; A Slice of Pie. Government: for Xlandia (proposing a democratic system); The Constitution Contest; The Campaign Trail. Economics: International Relations: So You’ve Got an Island (choosing the best form of government); Occupy CSA; 9/11 Changed Everything; Current Events for Dummies; Symphony of War.
population dynamics, resource management, and environmental consequences of natural and anthropogenic processes. Students formulate, design, and carry out laboratory and field investigations as an essential course component. Students completing Environmental Science, acquire the essential tools for understanding the complexities of national and global environmental systems. AP Biology AP Biology is a rigorous, project- based college preparatory course emphasizing the major biological themes of evolution, cell processes, genetic information and transfer, and interactions among organisms. Students will develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, and applying mathematical routines in order to solve authentic problems in biology. Students will take the AP Biology Exam at the end of course, qualifying scores for which can result in the awarding of college credit. Prerequisites: Biology, Honors Chemistry, Geometry; Pre-or Co-requisite: Conceptual or Honors Physics.
REQUIRED SOCIAL STUDIES CLASSES All Indiana diplomas require 6 credits in social studies. Global Science Perspectives Social Justice American Heritage Government & Economics
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Geography and History of the World via integrated course Global Science Perspectives English 9 is integrated with Geography and History of the world and Independent Science Research. Students read, write and create projects that tie into history, culture, natural disasters, world conflict, religion and climage. Current problems, issues, and events (CPIE) via Social Justice This course gives students the opporEnglish 10 is integrated with Current Problems, Issues and Events. Students read, write and complete projects that explore social and political issuses such as poverty, discrimination, censorship, and college readiness skills.
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 semester United States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States. Responsible and effective participation of citizens is stressed. Students will understand the nature of citizenship, 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 government’s role in world affairs will be examined. Using primary and secondary resources, students will articulate, evaluate, and defend positions on political issues. As a result, they will be able to explain the role of individuals and groups in government, politic, and civic activities and the need for civic and political engagement of citizens in the United States. Government is a 3 hour dual credit course for POLS 101.
US History via American Heritage English 11 is integrated with US History. Students read, write and complete projects that explore America’s literature and history. The course is a thematic study that includes the exploration of political parties, war and conflict, the American Dream, college readiness. The course gives major emphasis to the interaction of key events, people, and political, economic, social, and cultural influences in national developments from the late nineteenth century through the present. They develop historical thinking and research skills and use primary and secondary sources to explore topical issues and to understand the cause for SOCIAL STUDIES ELECTIVES changes in the nation over time. International Relations-1 sem (not offered every semester) Economics-1 semester Economics examines the allocation of resources International Relations provides a survey of the and their uses for satisfying human needs and formal relations among sovereign states in the wants. The course analyzes economic reasoning international system, emphasizing the operation used by consumers, producers, savers, inves- of diplomacy. The procedures for settlement of tors, workers, voters, and government in making disputes and various methods of international decisions. Key elements of the course include conflict resolution are included. This course exstudy of scarcity and economic reasoning, supply amines power, interdependence, global developand demand, market structures, role of govern- ment, and international organizations. ment, national income determination, the role of financial institutions, economic stabilization, and Topics in Social Science-1 sem (not offered trade. Students will explain that because resourc- every semester) es are limited, people must make choices and understand the role that supply, demand, prices, An in-depth study of a topic, theme, or concept and profits play in a market economy. The func- in one of the social science disciplines (diversity, tions of government in a market economy and stereotypes).
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CAREER TECHNICAL Engineering Immersion Pathway @CSA New Tech The Engineering Immersion Pathway at CSA New Tech gives students the opportunity to make a seamless transition between high school pre-engineering courses and a postsecondary program in Engineering, Engineering Technology, and other Manufacturing programs of study. The pathway meshes two national models (the New Tech Project Based Learning model with Project Lead the Way curriculum). Courses are integrated in the high school as well as with postsecondary courses. In the Junior and Senior years, students may take advantage of college courses in Engineering and Engineering Technology, as well as School-to-Work and Internship opportunities.
Geometry/Introduction to Engineering Design Geometry is integrated with Project Lead the Way’s Introduction to Engineering, a 3 hour dual credit course for DESN 103. Geo/IED emphasizes real-world design and 3D modeling with emphasis on geometric objects including: (1) points, lines, angles and planes; (2) polygons, triangles, right triangles; (3) circles; and (4) polyhedra and other solids. Principles of Engineering (POE) Exploration of technology systems and engineering processes. POE is a 3 hour dual credit course for ADMF115. Computer Integrated Manufacturing (CIM) Robotics and automated manufacturing; production of 3D designs. Cross-Institution Course @ CSA New Tech & Purdue College of Technology with Purdue Faculty member. CIM is a 3 hour dual credit course for ADMF116. Engineering Design & Development Research, design, and construct solutions to engineering problems.
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PROJECT SHOWCASE Geo/IED: Lego City (Historical Building Models), Sweet Transformations (Gingerbread Houses), Pop-igami (Pop-up Origami Books), Can You Scale It? (Parametric Furniture) CSA Cake Wars (Cake Design) Arc de Triomphe (Robot Race Track). IED: Engineering: Is it in You? (Career Research) Keep it Simple (Simple Machines) Sort it Out (Recycling Machine) Can You Build It? (Truss Design) Energy, Thermodynamics, Fluid Power, Materials. CIM: 240 Sweet (Year-long class project). EDD: Year-long independent investigation of (and solution to) a problem.
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Engineering Immersion Pathway @CSA New Tech
Advanced Manufacturing & Engineering Immersion Program 2012Ͳ2013 Pilot
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 environment. students and teachers work to build relationships both through our advisory program and through all our
Integration Geometry Teacher Engineering Teacher All Students
projects.
An inͲdepth Prezi presentation is available on CSA
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Third Year ear s on Campus Courses on C urse CIM Course sͲInstitutional CrossͲInst CSA Stude Students PCOT Facu T Faculty PLTW Trained ned
Fourth Year EDD Ͳ Develop Product Internships SchoolͲtoͲWork Additional Dual Credit
Ivy Tech Institute Mechanical Engineering Technology Engineering Technology Design Technology Industrial Technology Advanced Manufacturing
Mechanical Engineering Technology Computer & Information Technology Industrial Technology Organizational Leadership & Supervision Engineering Technology (soon)
Mechanical Engineering
A New Tech High High School’s website: http://www.bcsc.k12.in.us/Domain/1601
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HEALTH & PHYSICAL EDUCATION All Indiana diplomas require 2 PE credits and 1 Health credit. Health-1 sem (required for graduation) Health shows students how to protect and promote health and avoid or reduce health risks. Students practice the development of functional health information; 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. promoting personal health and wellness, physical activity, healthy eating, promoting safety and preventing unintentional injury and violence, promoting mental and emotional health, a tobacco-free lifestyle and an alcohol- and other drug-free lifestyle and promoting human development and family health. Physical Education Individual-1 sem (required for graduation) Individual Physical Education I focuses on instructional strategies through a planned, sequential, and comprehensive physical education curriculum which provide students with opportunities 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; gymnastics; and dance, all which are within the framework of lifetime physical activities and fitness. Ongoing assessment includes both written and performance-based skill evaluation. Individual assessments may be modified 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 instructional strategies through a planned, sequential, and comprehensive physical education curriculum which provide students with opportunities to actively participate in at least four of the fol-
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lowing: team sports; dual sport activities; individual physical activities; outdoor pursuits; selfdefense and martial arts; aquatics; gymnastics; and dance, all which are within the framework of lifetime physical activities and fitness. Ongoing assessment includes both written and performance-based skill evaluation. Individual assessments may be modified for individuals with disabilities, in addition to those with IEP’s and 504 plans (e.g., chronic illnesses, temporary injuries, obesity, etc.).
MUSIC Students seeking music credit may enroll in banor choir at North or East. Rock Band-1 sem (no credit) Audition required. Students write, record and perform original music.
FINE ARTS 2D Art-1 sem (not offered every semester) Students taking this course engage in learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.
3D Art-1 sem (not offered every semester) 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 create portfolio quality works. Students at this level produce works for their
Advanced 3D Art-1 sem (not offered every semester) Pre-requisite: 3D art or Facilitator approval. Students who have successfully completed 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 realistic and abstract sculptures utilizing subtractive and additive processes of carving, modeling, construction, and assembling. Visual Communications-1 sem (not offered every semester) Students use Adobe Photoshop, IndDesign and Illustrator to create a monthly magazine for the school. Students utilize graphic design, typography, illustration, and image creation. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers. Visual Communications is a course based on the Indiana Academic Standards for Visual Art.
Project Showcase
portfolios that demonstrate a sincere desire to explore a variety of ideas and problems. They create realistic and abstract sculptures utilizing subtractive and additive processes of carving, modeling, construction, and assembling.
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; Exploring Sculptures; Passion for Art (pursuing artistic passions). Advanced 3D Art: Living Museum (based on famous paintings throughout art history).
ACADEMIC LAB Students 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 3 hour dual credit for IVT 120 New Student Seminar. During advisory, students work on study skills, explore career and college options and improve school culture.
La Pieta by Camber Anthony
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Need to Knows Frequently Asked Questions 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 McDowell.
Will students eat at CSA? Yes, we have a full service kitchen. Since well being is one of our SWLOCs, we enhance our nutritional offerings to include a daily salad bar option and healthier lunch choices.
How many college credits must CSA students earn? Can students take Health and PE at To earn the New Tech Seal, students must CSA? complete at least 12 college credit hours. Yes, we provide Health and PE courses on site. Our students are also eligible for the What is a magnet school? BCSC PE waiver. As a magnet school, we “attract” students from within BCSC. Because we are a path- Does CSA follow BCSC’s calendar? way within BCSC, our students are eligible Yes, CSA is a BCSC high school; therefore, to participate in athletics and extracurricu- we follow the same calendar and have the lar activities at North or East. CSA students same holidays, delays and cancellations. receive a North or East transcript and diploma. Will my child be able to take all of his or her electives at CSA? If my child attends CSA, do we have Though students may travel to North or to pay extra fees? East to take courses we don’t offer, we do No, CSA students incur no extra costs. You offer electives students need to earn their can expect to pay typical book rental fees. diplomas. Most of our students stay on our Students who are eligible for textbook as- campus all day. sistance in other BCSC schools are also eligible at CSA. What will a CSA diploma look like? Students receive diplomas from North or How are students transported to East, but receive a New Tech Seal if they CSA? complete CSA’s additional requirements, Students ride their regular buses to North which include 100 hours of community seror East and then ride a shuttle to andn from vice, a professional internship, and 12 colCSA. lege credits. What are SWLOCs? At CSA, we assess students on our School Wide Learning Outcomes in addition to content. 32
How will my child be assessed? Facilitators use individual and group assessments that stem from both content and SWLOCs.
Will my child take End of Course Assessments? Yes, CSA students must pass the Core 40 in Algebra I and English 10 in order to graduate.
whereas dual credit courses provide students with actual college credits. All dual classes CSA students take are in the Indiana transfer library.
How is class rank determined? Do CSA students complete a senior Since CSA students receive a North or East diploma, they are included in their sendproject? Yes, As a BCSC high school, CSA students ing school’s class rank. CSA does not have are required to complete a senior project. a class ranking. 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 computers? At CSA we use technology as a tool. Students engage with group members, community 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 find answers and solutions to problems using 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 opportunity to “test out” of college courses,
How do colleges perceive CSA? With over 20 New Tech schools in Indiana and 86 nationwide, colleges are becoming very familiar with New Tech schools. Colleges recognize the additional commitment students undertake to earn a New Tech Seal. Additionally nearly 90% of New Tech student pursue postsecondary education. How do the internships work? During one quarter of senior year, students are placed in a professional internship. Students are assigned a mentor and complete 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 provide many opportunities for individual assessment. 33