Master Virtues
Creative Virtues Curiosity: a disposition to wonder, ponder, and ask why. A thirst for understanding and a desire to explore. Slogan: Ask questions! Open-Mindedness: an ability to think outside the box. Gives a fair and honest hearing to competing perspectives. Slogan: Think outside the box! Intellectual Courage: a readiness to persist in thinking or communicating in the face of fear, including fear of embarrassment, failure, or the unknown. Slogan: Take risks!
Critical Thinking Virtues
Intellectual Attentiveness: a readiness to stay focused and on task. Notices and attends to important details. Slogan: Look and listen! Intellectual Carefulness: a sensitivity to the requirements of good thinking. Quick to notice and avoid intellectual pitfalls and mistakes. Slogan: Avoid errors! Intellectual Thoroughness: a willingness to probe for deeper meaning and understanding. Unsatisfied with mere appearances or easy answers. Slogan: Go deep!
Virtues of Self Growth
Intellectual Autonomy: a capacity for active, self-directed thinking. An ability to think and reason for oneself. Slogan: Think for yourself! Intellectual Humility: a willingness to own up to one’s intellectual limitations and mistakes. Unconcerned with intellectual status or prestige. Slogan: Admit what you don't know! Intellectual Tenacity: a willingness to embrace intellectual challenge and struggle. Keeps its “eyes on the prize” and doesn’t give up. Slogan: Embrace struggle
Master Virtues
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The Curriculum
The Academy students are required to complete the following: AREA OF STUDY
ACADEMY REQUIREMENTS
UC/CSU REQUIREMENTS
A. Social Studies/History
3 years
2 years
B. English
4 years
4 years
C. Mathematics
3 years (4 years recommended)
3 years
D. Laboratory Science
3 years (4 years recommended)
2 years
E. World Language
2 years (3 years recommended)
2 years of same language
F. The Arts
1 year (2 years offered)
1 year
G. College Preparatory Elective
1 year
1 year
Cornerstone Humanities Courses 3 years
0
Electives
3 years (7 years offered)
0
Physical Education
2 years
0
Advisory
4 years
0
TOTAL REQUIRED CREDITS *EACH SEMESTER COURSE =5 CREDITS
240 CREDITS MINIMUM
150 CREDITS
Curriculum
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Intellectual Virtues Academy Accelerated Studies Program (AASP) ACADEMY students are encouraged to rise to the challenge of the AASP. By taking these courses, our students can stand out among other college applicants by communicating to college admissions deans their desire and ability to successfully complete advanced coursework.
Our College Counselor and Advisors play an important role in guiding students each year to map out course selections that meet the prerequisites for the desired AASP courses.
The following are courses oered within AASP:
AASP HONORS COURSES (GRADE)
AASP ADVANCED PLACEMENT COURSES (GRADE)
Honors Conceptual Physics (9)
AP World History (10)
Honors Algebra II (9)
AP Biology (10)
Honors English (10)
AP US History (11)
Honors Geometry (10)
AP English Literate (11 & 12)
Honors Trig/Pre-Calculus (11)
AP Macro Econ (12)
Honors Spanish II (10)
AP Calculus AB (12)
Honors Spanish III (11)
AP Chemistry (11) AP Physics (12) AP Spanish
Equipping every student to think well: creatively, critically, and with a capacity for self-growth. Curriculum
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Learning at the Academy
The Academy offers a rigorous, college-preparatory curriculum in a student-centered, experiential, and collaborative learning environment. The Academy will be a diverse and inclusive environment that welcomes, supports, and nurtures students from a wide range of backgrounds and with a range of gifts and abilities. The Academy’s small school setting will foster community affiliation, personalization, and security that leads to academic achievement and social-emotional health. As students learn how to learn and develop the skills and attributes of the intellectual virtues, they acquire the capacity for success in our rigorous program. By practicing the intellectual virtues and incorporating the Academy’s values, students thoughtfully explore how to think well: creatively, critically, and with a capacity for self-growth.
The Academy will prepare students to be educated in the 21st Century Being an educated person in the 21st century requires, at a minimum, being informed. That is, it requires having a broad base of knowledge as defined in the state standards across several
Learning at the Academy
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traditional subject areas, including math, science, history/social science, English Language Arts, foreign language, technology, physical education, and visual and performing arts. A person so educated must critically and creatively engage with great questions, ideas, and texts. History’s best minds have
“We believe that a nature work? What is the structure of the physical world? Where did 21st century we come from? How should we live? How should governments education must operate? What is the nature of love? Of justice? One unique feature also be of the human species is its capacity for actively reflecting on these questions and on the ways these questions have been answered by humanizing” explored a range of fascinating questions, including: How does
generations of scientists, poets, historians, philosophers, and other thinkers across different times, traditions, and cultures. Accordingly, the ideal 21st century education develops in students the capacity to engage critically and creatively in this very human experience, and to do so empowered yet understanding one’s own limitations. A 21st century education also fosters collaboration. To be collaborative, a person must be able to work as a team, develop interpersonal skills, respect and appreciate other perspectives, and, communicate effectively. In fact, research reveals that the most crucial success factor for project management in one’s profession is effective communications by all stakeholders. How we communicate also corresponds to how we think, thus a 21st century educated person must not only learn communication skills for their own sake, but also as part of becoming humanized or dignified as discussed above.
Instructional Design Education researchers have identified a range of methods and strategies that, when properly employed, are effective at promoting intellectual and other types of development. We recognize that students learn in a variety of different ways and at different rates. Therefore, Academy teachers will make skillful use of differentiated and personalized instruction to develop and deliver curriculum that is accessible to heterogeneous groups of students. Some of the strategies that will be used include: 1. Creating a “Culture of Thinking”: Teachers and students alike will be free and encouraged to wonder, ask questions, and pursue their curiosities. Moreover, students respond to and further
Learning at the Academy
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develop what others in the group have said, requiring knowledge that is accurate and relevant to the issue under discussion. This will give students daily opportunities to “practice” intellectual virtues as they master standards-based core content. 2. Project-Based Learning: Teachers will use well-designed, well-supported, and carefully monitored projects across different core subject areas. Students will be engaged by being provided authentic, real-world applications that promote a deeper grasp and thoughtful application of important knowledge. 3. Socratic Dialogue: A spontaneous but structured “Q&A” approach to instruction is an effective way of getting students to reflect and discover knowledge for themselves. 4. Direct Instruction: This focused approach to direct instruction is an important and powerful means of conveying and connecting students with important knowledge. It builds their foundation for curiosity and wonder across all disciplines. This practice also hones the notetaking, recall, and response skills of students as they develop as thinkers and learners.
University of California and California State University Admissions Requirements High school courses meet the “A-G” requirements for the University of California, with a grade of C– minus or higher. Students are expected to complete the UC/CSU “A-G” requirements as a condition for graduation, and are provided with wrap around support to do so. All courses will challenge students to demonstrate advanced mastery through complex performance tasks or challenges that require critical thinking, collaboration and communication.
Learning at the Academy
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Ninth Grade Course Descriptions
The Academy practices a “culture of thinking,� teaching you how to think rather than what to think. A highly engaging approach provides supported opportunities to grow. This combination of engagement and rigor is the hallmark of our model, and why parents (and students) are almost universally satisfied with this approach.
English 9 :: Honors and College Preparatory English 9 is a literature-based course, which anchors the literary genres through Common Core aligned writing tasks that emphasize critical analysis, argumentation, depth, complexity, and coherence. The selection of literature will be representative of modern and classical fiction and non-fiction, including primary and secondary source materials. Curriculum units will be centered on high-interest themes (e.g. social justice, cross-curricular, relevant and real-world), and will integrate writing, vocabulary development, speaking and listening, and research skills.
Algebra I :: Honors and College Preparatory Algebra 1 covers the fundamental properties of the real number system. Topics include simplifying algebraic expressions, laws of exponents, solving first and second degree linear equations and inequalities, solving systems of equations and inequalities, functions and function notation, graphs of linear and quadratic functions, radical equations, ratio and proportion, and the quadratic formula. Many problems are presented in context and students are required to read, interpret and solve such problems. All units will be anchored by performance tasks, requiring students to integrate multiple concepts and skills to develop answers to openended problems.
Algebra II :: Honors and College Preparatory The prerequisite for Algebra 2 is Algebra 1. A further study of Algebra, this course includes analysis of higher degree equations, logarithmic and exponential functions, complex numbers, conic sections, probability, sequences and series, and an introduction to trigonometry. Just as with Algebra 1, all units will be anchored by performance tasks, requiring students to integrate multiple concepts and skills to develop answers to open-ended problems. Ninth-Grade Course Descriptions
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Conceptual Physics :: Honors & College Preparatory Conceptual Physics focuses on physics without the higher-level math required for an advanced course. In their study of mechanics and energy, students explore how and why objects move through lab investigations, simulations, and mathematical problem solving. In the second semester, students explore electricity and magnetism as they investigate the attractive and repulsive forces between charged objects, construct simple circuits, and discover the relationship between electric current and magnetic fields. The year ends with an introduction to electromagnetic waves. Throughout the course, students learn and apply mathematical formulas to better understand the physical environment.
Writing Lab :: Honors & College Preparatory In recognition that literacy is foundational for high school and college success, the Academy provides an additional lab course specifically addressing this subject. During Writing Lab, advanced students will focus more on analytical and creative writing skills by building early success and confidence, orienting students to the writing process and to sentence and paragraph essentials through a series of high-interest hook activities. In subsequent units, students review, practice, compose, and submit writing. Students coming into the Academy below grade level will receive remedial skills development (including interactive, online programs for remediation and practice), and targeted interventions.
Introduction to Logic This course will study the thinking skills, knowledge, judgment, and dispositions – the building blocks to the intellectual virtues – which students must develop to successfully tackle the academic rigors of an intellectual virtue model education. This class also provides a solid foundation for the type of thinking that our students will be expected to possess in college. Introduction to Logic will provide an essential methodological framework, both logical and psychological, of applied reasoning. This framework will connect a wide variety of disciplines in the humanities and sciences, including philosophy, computer science, psychology, linguistics, cognitive science, and economics.
Physical Education and Health 9 This course is designed to meet the individual needs of students in the area of fitness, specifically in the areas of cardio respiratory fitness, strength fitness, flexibility, coordination, basic health, and nutrition. The class includes aerobics, individual and dual activities, and body strengthening movements. Instruction in skills will be provided in each activity. Cognitive-based physicaland health-related concepts and grade level physical fitness performance objectives will be reviewed, applied, and evaluated. Students will enjoy
The Academy’s unique educational approach nurtures qualities of an excellent thinker and a life-long learner.
learning the social and emotional benefits of physical activity and participating in dual and individual activities.
Ninth-Grade Course Descriptions
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Tenth Grade Course Descriptions
English 10 :: Honors and College Preparatory English 10 builds upon students' foundation of critical reading and analytical writing skills. Through texts that range from investigative journalism, essays, articles and historical documents to a novel, drama, poetry and short stories, students analyze the use of elements of literature and nonfiction. As they develop their writing skills and respond to claims, students learn to refine arguments and organize evidence to support their position. To hone their listening and speaking skills, students engage with a variety of media types through which they analyze and synthesize information, discuss material, create presentations, and share their work. Students build their writing and speaking skills in journal responses, discussions, frequent free response exercises, and essays or presentations, learning to communicate clearly and credibly in narrative, argumentative, and explanatory styles.
Algebra II :: Honors and College Preparatory The prerequisite for Algebra 2 is Algebra 1. A further study of Algebra, this course includes analysis of higher degree equations, logarithmic and exponential functions, complex numbers, conic sections, probability, sequences and series, and an introduction to trigonometry. Just as with Algebra 1, all units will be anchored by performance tasks, requiring students to integrate multiple concepts and skills to develop answers to open-ended problems.
Geometry :: Honors and College Preparatory Geometry builds upon students’ command of geometric relationships and formulating mathematical arguments. Students learn through discovery and application, developing the skills they need to break down complex challenges and demonstrate their knowledge in new situations. Course topics include reasoning, proof, and the creation of sound mathematical arguments; points, lines, and angles; triangles and trigonometry; quadrilaterals and other polygons; circles; congruence, similarity, transformations, and constructions; coordinate geometry; three-dimensional solids; and applications of probability.
Tenth-Grade Course Descriptions
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Biology :: Honors & College Preparatory Biology focuses on the mastery of basic biological concepts and models while building scientific inquiry skills and exploring the connections between living things and their environment. The course begins with an introduction to the nature of science and biology, including the major themes of structure and function, matter and energy flow, systems, and the interconnectedness of life. Students then apply those themes to the structure and function of the cell, cellular metabolism, and biogeochemical cycles. Building on this foundation, students explore the connections and interactions between living things by studying genetics, ecosystems and evolution by natural selection.
World History :: Honors & College Preparatory World History since the Renaissance covers the development of civilizations around the world from the Renaissance to the present. The course covers major themes in world history, including the development and influence of human-geographic relationships, political and social structures, economic systems, major religions and belief systems, the effects of science and technology, the vital role of the arts, and the importance of trade and cultural exchange. Topics covered in this course include the Reformation and its legacy, the Scientific Revolution, European exploration, the Enlightenment, political revolutions, the rise of nation-states, the industrial era, the spread of imperialism, and the issues and conflicts of the 20th and 21st centuries. Primary source documents, which appear frequently, encourage students to make connections to evidence from the past. Writing skills are honed through a spiraled sequence of short analytic pieces.Â
Art :: College Preparatory This class introduces students to the elements of art and principles of design. The history and criticism of visual arts are presented through the use of projects, texts, videos, and visual materials. This class provides a basic understanding of how to see, evaluate, and interpret experience through a variety of media. The student will respond to, analyze, and make judgments about form, content, techniques, and purpose in the works of art as evidenced by creation/evaluation of portfolios. Basic tools and techniques are
The Academy’s unique educational approach nurtures qualities of an excellent thinker and a life-long learner.
explained, demonstrated, and practiced to promote creative expression through active student participation.
Spanish I :: Honors and College Preparatory Spanish I teaches students to greet people, describe family and friends, talk about hobbies, and communicate about other topics, such as home life, occupations, travel, and medicine. Each lesson presents vocabulary, grammar, and culture in context, followed by explanations and exercises. Vocabulary includes terms to describe school subjects, parts of the body, and people, as well as idiomatic phrases. Instruction in language
Tenth-Grade Course Descriptions
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structure and grammar includes the structures and uses of present-tense verb forms, imperatives, adjective agreement, impersonal constructions, formal and informal address, and reflexive verbs. Students explore words used in different Spanish-speaking regions and learn about the cultures of Spanish-speaking countries and regions within and outside Europe. The material in this course is presented at a moderate pace.
Humanities: Introduction to Philosophy This course will explore the “Big Questions” of human existence as an introduction to the types of inquiry expected of college students. Throughout this course, students will utilize and build upon their intellectual virtue foundation from the freshman year to carefully reflect and examine deeper questions about life and existence. The Big Questions covered may include: (1) ethical questions, such as ‘What is the good life?’ ‘Is virtue necessary for happiness?’ and ‘How is human personality related to human character?’ (2) metaphysical questions, such as ‘What is the nature of the Universe?’ ‘Are virtuous actions free?’ and ‘Who am I (or, who are we)?’ and, (3) epistemological questions, such as ‘How can I obtain truth?’ ‘How is virtue necessary for knowledge?’ and ‘What is education?’ This course will also introduce the study of primary sources to expand students’ informational literacy.
Physical Education 10 This course is designed to meet the individual needs of students in the area of fitness, specifically in the areas of cardio respiratory fitness, strength fitness, flexibility, coordination, basic health, and nutrition. The class includes tumbling, combative, and team activities. Students will learn how to evaluate and improve performance based on evaluations performed by peers as well as on themselves. Students will also identify physiological benefits and positive behaviors that will enhance their social, emotional, and academic life.
Tenth-Grade Course Descriptions
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College Counseling
The college counseling program begins Freshman Year and is woven into our advisory program. We prepare students to personally live out the mission, equipping them to think deeply, carefully, and well. Our counseling program ensures that students engage in academic and co-curricular pursuits that best prepare them for their college and career choices.
Unique Features The student to counselor ratio will be no more than 120:1 in our first year Even at full capacity, this ratio will be half of local and state averages. Students will receive highly personalized attention that will help guide their academic and cocurricular pursuits. This will ultimately also translate to individualized letters of recommendation that will allow our students to stand out.
Proactive approach to engage with students and their families The Counselor will meet regularly with each student and family throughout their high school experience. Students will be given the opportunity to imagine their future selves, mapping out possible opportunities in college, career, and beyond.
College visits and visits from admissions representatives bring the college experience to students There are thousands of options upon graduation, and our College Counselor will help navigate students through these options while providing them with the information they need to make an informed decision.
We prepare students to personally live out the mission, equipping them to think deeply, carefully, and well.
College workshops educate our community on the college experience, financial aid, and scholarships We will provide frequent counselor led workshops keeping students and families educated of the college process and timelines, including PSAT testing, resume building, SAT/ACT prep, as well as essay workshops, and editing.
Advisory
The Academy’s weekly Advisory program provides a safe and small classroom environment to develop intellectual and social character, as well as developing a roadmap to college and career. Teachers nurture students’ character development through conversation, relationship-building, goalsetting, structured reflection, team counseling exercises, and personal encouragement. Students develop supportive relationships with adults they trust, as well as with their peers. These relationships are foundational to fostering intellectual courage, in anticipation of increasing academic rigor, and evolving social networks. Another primary focus of Advisory is also focused on exploration, goal setting, and actions towards developing personal plans for college and/or career. Our program integrates academic support, team building, multicultural programs, community involvement, activities that incorporate higherlevel thinking, and communication skills. The small advisory group setting creates opportunities for students to practice open-mindedness, be curious, and explore their own identities. In the process, students make connections to others and cultivate a sense of self—academically,
Advisory is also focused on exploration, goalsetting, and actions towards developing personal plans for college or career
emotionally, and socially.
Advisory
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Supporting Student Use of Technology
T#INK: Technology #Innovation Knowledge We are dedicated to equipping students to think well: critically, creatively, and with a capacity for self-growth, by teaching students how to use technology resources responsibly, collaboratively, and with effective communication. Our goal is to offer the resources, textbooks, and materials for student learning that can adapt and change with the best practices. Increased access to electronic information and communication brings new levels of opportunity, as well as responsibility to the school community. The power of these systems lies in their ease of use and ability to connect instantly to a growing host of global resources.
Technology
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Part of the $375,000 PCSGP start-up grant we received was allocated to providing our students with the technology to develop 21st Century skills; therefore our classrooms will be supported by a fast wireless internet. Students can access a "nearly" paperless education through Google Classroom, which will foster critical thinking, collaboration, and agility. Parents are able to access their student's classroom information in real time, and utilize students Google Chrome books to stay involved in daily activities. We are a one-to-one technology school. Every student receives their own Google Chromebook for the academic year, connecting all of our students to the world's resources and information. This allows for a significant amount of our curricular materials to be cloud-based and supported with appropriate textbooks. This widespread access allows students to check out the Academy devices, use their home or mobile devices, and/or utilize the public access points to continue their learning. The Academy uses a small group instructional approach. The realm of digital curriculum is constantly expanding, and there will likely be very different options available by the time we are a fully populated 9-12 grade high school.
Skill remediation and acceleration Through the use of carefully selected online adaptive learning resources (e.g. Achieve 3000, Khan Academy, Revolution Prep, etc.), students will have opportunities (especially in core content areas) to engage in individualized instruction that helps them fill knowledge and skill gaps, and/or explore more advanced concepts. We envision these programs being embedded into the regular instructional block.
Coding We believe that all students should have at least basic computer coding skills. Through partnerships with organizations like http://code.org/, we will offer computer coding as an elective, extracurricular activity, or allow students to complete an online independent coding course that is UC approved and taught by an appropriately credentialed teacher. We are also exploring a partnership with GameDesk, which uses gamified learning to reinforce content while teaching student coding and computer programming.
SBAC test practice Students will also be given opportunities to practice taking SBAC test items throughout the year. Using released practice tests, teachers will be expected to implement at least one SBAC item each unit, so that students gradually become accustomed to the online interface, and are fully prepared to use the system by Spring testing.
Technology
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Extracurricular
Academy students have a wide range of extracurricular options to participate in during their high school experience. Extracurricular involvement gives students additional opportunities to practice leadership skills, as well as another place to make new friendships. All extracurricular options are supported by an adult sponsor. With enough interest, students also have the autonomy to create their own clubs. Academy students organize and plan events, raise funds for student programs, and work on bettering the environment. Below is a sampling of some clubs that may be offered.
Clubs Leadership
Academic Clubs
Student Council
Debate
Key Club
Robotics
Ambassadors
Yearbook
Mentor/Tutoring
Journalism
Green Club
Coding
Gay Straight Alliance (GSA)
Extracurricular Activities
Arts
eSports (Varsity)
Bands & Vocals (Varsity)
Martial Arts (Club)
Dance (Varsity)
Rock Climbing (Club)
File/Music Production (Club) Theater (Varsity)
Extracurricular
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Athletics
Sports :: Fall Badminton (Varsity) Cross Country (Varsity) Ice Hockey (Club) Wrestling (Club) Sports :: Winter Basketball (Varsity) Lacrosse (Club) Crew (Club) Roller Derby (Club) Soccer (Varsity) Water Polo (Varsity) Sports :: Spring Baseball (Varsity) Swim (Club) Tennis (Varsity) Volleyball (Varsity)
Most clubs generally meet/practice twice weekly. If interested in finding out more about any particular extracurricular, please email james.mcgrath@longbeach.org. Tentative list dependent on student interest and future availability.
Extracurricular
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