Academic Honor and Integrity Code

We, the students of Oak Farm Montessori School, believe in integrity and honor, and in order to affirm our trust as a community, each of us pledges to uphold our honor code at all times. I will maintain integrity inside and outside of school.

Honor and Integrity Code Violations include but are not limited to:

1. Plagiarism: the presentation, with intent to deceive, or with disregard for proper scholarly procedures of a significant scope, of any information, ideas or phrasing of another as if they were one’s own without giving appropriate credit to the original source. This includes the use of translation software for foreign language class work.

2. Unauthorized Assistance/Collaboration: giving unauthorized aid to another student or receiving unauthorized aid from another person on tests, quizzes, assignments or examinations. Unauthorized assistance includes providing information to another about an assignment or examination prior to the conclusion of the administration of such exams/assignments to all related sections of the course unless permitted by the instructor. This includes the use of Artificial Intelligence (AI) to complete/ create work.

3. Use of Unauthorized Materials: using or consulting unauthorized materials (including electronic devices) or using unauthorized equipment or devices on tests, quizzes, assignments, or examinations. This includes the use of math and science software that work out problems.

4. Unauthorized Dual Submission of Previous Academic Work: using any material portion of a paper or project to fulfill the requirements of more than one course unless the student has received prior permission to do so from the appropriate instructor(s).

Procedures for Handling Violations

If a teacher suspects an honor code violation, their first step should be to notify the High School Administrator and Director of Curriculum and Student Services of their suspicion. The teacher should then speak with the student as soon as practical after they have observed or learned about the alleged violation. The teacher should request a truthful explanation of the suspected violation, reminding the student of their obligation to uphold OFMHS’ Honor Code. If the student offers an explanation that satisfies the teacher that no violation has occurred, the teacher can report back to the High School Administrator and Director of Curriculum and Student Services that the issue has been resolved. If, however, the teacher remains concerned that a violation has occurred, the High School Administrator and Director of Curriculum and Student Services will pursue action. Depending on the severity and nature of the violation, action may include any of the following:

• The student and the student’s advisor will meet with the High School Administrator and Director of Curriculum and Student Services to view the school’s expectations on academic honesty.

• The student will face an academic penalty in consultation with the teacher.

• A copy of the reported facts from the case will be filed in the student’s permanent file.

• The teacher may require the student to redo or make up the work for no additional credit.

• The High School Administrator or the Director of Curriculum and Student Services will call home to inform the family of the incident.

• The student may be required to write a reflective statement or complete an educational component.

• The student will be placed on probation for a period of time.

OFMHS- Course Descriptions

Note regarding AP options:

AP in the course title indicates that this course is designed to be preparation for a specific AP exam.

(AP Option) in the course title line indicates that this course is not taught as preparation for any particular AP exam and will not be titled AP on student transcripts. Students who wish to prepare for an AP exam as part of this classwork may do so. If the student takes an AP exam and gets a 3 or higher in conjunction with the course, the course will be considered an “Honors” course on the student transcript and Honors credit will be given.

Note regarding Indiana equivalency: Where courses meet the description of a course described by the state of Indiana, the equivalency has been indicated in the description.

Passport and Capstone

Each student will work to research and write a formal reflection on their learning. This is the culminating project for their sophomore and senior years.

Passport: During their sophomore year, they will prepare a Passport Presentation that reflects on their own learning while in the secondary program. This reflection will be focused on their understanding of the dispositions. Students will share experiences and examples that show their growth in development; academically, socially and even emotionally. The Passport Project and its presentation are an opportunity to develop the skills necessary for engaging in a project in which students have chosen to pursue. This project involves researching a topic, securing a staff mentor, securing a professional mentor, writing a paper, and initiating a project by planning and designing the procedures and logistical algorithms. (This project can then be expanded upon for their Capstone Project in junior and senior years should students choose to do so.)

Capstone: Starting in their junior year, students will choose an advanced topic of learning in which they will perform research, develop mentors in the field of study, and they will develop an argumentative or aesthetic thesis that will be presented to the greater OFMS community.

Math

* All courses below meet or exceed the standards set by the Indiana Department of Education.

Algebra I: 2 credits required

Algebra I focuses on solving, writing, and graphing linear equations, linear functions, systems of linear equations, exponential functions, sequences, and quadratic functions, as well as adding, subtraction, multiplying, and factoring polynomial equations and solving and graphing radical functions and equations. Problem solving and reallife applications with business and science are interwoven within all skills learned. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better. Algebra I uses the text Algebra I by Big Ideas Learning. Students who have not had Algebra in middle school should take this class.

Algebra II: 2 credits required

Algebra II focuses on solving, writing, and graphing linear equations, linear functions, systems of linear equations, exponential functions, sequences, and quadratic functions, as well as adding, subtraction, multiplying, and factoring polynomial equations and solving and graphing radical functions and equations at a deeper understanding than in Algebra I. Complex numbers, rational exponents, radical functions, exponential functions, logarithmic functions, rational functions, sequences, series, trigonometric ratios, and trigonometric functions are also used studied. Problem solving and reallife applications with business and science are interwoven within all skills learned. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better.

Algebra II uses the text Algebra II by Big Ideas Learning.

Geometry: 2 credits required

Geometry focuses on the study of formal logic, deductive and inductive reasoning. Topics include parallel lines, perpendicular lines, transformations, congruent triangles, relationships within triangles, quadrilaterals, higher-order polygons, similarity, right triangles, trigonometry, circles, circumference, area, and volume. Problem solving and real-life applications to science and engineering are interwoven within all skills learned. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better

Geometry uses the text Geometry by Big Ideas Learning.

AP Pre-Calculus: 2 credits

Pre-Calculus takes students to a deeper understanding of the concepts and skills learned in Algebra I, Algebra II, and Geometry with more complex problem solving and real-life applications to science, engineering, and business. This course also introduces more complex trigonometric concepts and formulas, as well as matrices, determinants, conic sections, parametric equations, polar equations, vectors, and the three-dimensional coordinate system. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better. Pre-Calculus uses the text Precalculus with Limits by Cengage Learning.The course is designed to provide students with a strong foundation for calculus and other higher-level math and science courses. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition. In order to earn Honors Credit, students must take the AP test.

AP Calculus AB: 2 credits

AP Calculus AB Calculus expands a student’s knowledge of topics like functions, graphs, limits, derivatives, and integrals. Additionally, students will review algebra and functions, modeling, trigonometry, etc. Calculus is made up of five strands: Limits and Continuity; Differentiation; Applications of Derivatives; Integrals; and Applications of Integrals. The eight Process Standards for Mathematics apply throughout the course. Together with the Content Standards, the Process 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. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better. AP Calculus AB uses the text Calculus of a Single Variable by Cengage Learning. Students are expected to take the AP Calculus AB Test in May. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition. In order to earn Honors Credit, students must take the AP test.

Math continued

AP Calculus BC: 2 credits

AP Calculus BC is a course based on the content established and copyrighted by the College Board. The course is not intended to be used as a dual credit course. AP Calculus BC is roughly equivalent to both first and second semester college calculus courses and extends the content learned in AP Calculus AB to different types of equations and introduces the topic of sequences and series. This course covers topics in differential and integral calculus, including concepts and skills of limits, derivatives, definite integrals, the Fundamental Theorem of Calculus, and series. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions. The content of AP Calculus BC is designed to qualify the student for placement and credit in a course that is one course beyond that granted for AP Calculus BC. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better. AP Calculus BC uses the text Calculus of a Single Variable by Cengage Learning. Students are expected to take the AP Calculus BC Test in May. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition. In order to earn Honors Credit, students must take the AP test.

Probability and Statistics: 1 credit

Probability and Statistics includes the concepts and skills needed to apply statistical techniques in the decision making process. Probability and Statistics are made up of three strands: Data Analysis, Experimental Design, and Probability. Practical examples based on real experimental data are used throughout. Students plan and conduct experiments or surveys and analyze the resulting data. The eight Process Standards for Mathematics apply throughout the course. Technology, such as the graphing calculator, is integrated into all areas of study. Students take comprehensive tests for feedback with a goal of mastery at a level of 80% or better. The course does not incorporate a single textbook, but instead incorporates multiple sources for course content.

Finite Math: 1 credit

Finite Mathematics is an umbrella of mathematical topics. It is a course designed for students who will undertake higher-level mathematics in college that may not include calculus. Finite Math is made up of five strands: Sets, Matrices, Networks, Optimization, and Probability. The eight Process Standards for Mathematics apply throughout the course. Technology, such as the graphing calculator, is integrated into all areas of study. Students take comprehensive tests for feedback with a goal of mastery at a level of 80% or better. The course does not incorporate a single textbook, but instead incorporates multiple sources for course content.

English

English I, II, III & IV: 2 credits per year required (AP Option for IV)

Students engage in reading, writing, and the study of grammar, vocabulary and dialogue. They will explore a variety of literary traditions by querying history, identity, and expression throughout the world’s literary offerings. By engaging with a variety of genres, styles, and themes, we aim to open students’ eyes to the multitude of literary works that are available and to provoke them to question canonical works in a fresh way. Vocabulary is presented across the curriculum and is formally approached by using the Sadlier-Oxford Vocabulary Workshop. We will be working with both: grammar for reading and grammar for writing; diagramming and constructing sentences on multiple levels. The main focus will be on analytical writing skills and learning and experimenting with the fundamentals of essay writing. There will be a focus on creative writing throughout the year as well. Honors credit students will have additional reading and writing expectations throughout the year.

Advanced Writing: 2 credits

Can be taken in place of English III or VI when offered. See description under Communication Pathways

Creative Writing: 1 Credit

Creative Writing is designed for students to create original forms of descriptive writing, poetry, drama and fiction. Vocabulary development, creative writing techniques, and skills are explored.

Science

Foundations of Scientific Thinking: 4 credits required

This four semester curriculum has been designed for the 9th and 10th grade years to stimulate curiosity and render each topic meaningful and interesting.

Science instruction will focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation, by designing and conducting investigations, and by evaluating and communicating the results of those investigations. Each semester will present standards-based content through a combination of group and individual work on projects of relevance including connections to current global issues. Content from each of the four semesters is summarized below. Equivalent of Indiana 2 credits Biology and 2 credits Environmental Science

Year A

Semester 2: Students will continue to study how scientists have used data from the present day to better understand the past through an exploration of the evolution and organization of life on Earth. Students will explore principles of genetics and evolutionary biology with use of appropriate laboratory equipment and skills.

Year B

Semester 1: Science this semester focuses on the following core topics: a historical perspective on the development of astronomy, physics and the scientific method. First looking at experiments and theories formed by Galileo and Newton, students will investigate the nature of scientific knowledge while learning to make precise observations of the physical world and design and carry out their own experiments to test their hypotheses.

Science continued

Semester 2: During this semester students will analyze and describe the movement of matter and energy through Earth’s interconnected systems and examine how these systems are changing during the Anthropocene Era. This will include considerations of the relationship between science, industry and society with respect to the causes and responses to global warming and climate change. Key areas of research will include Earth cycles and systems; atmosphere and hydrosphere; and Earth processes.

Chemistry: 2 credits required (AP Testing Option)

Chemistry is a course based on the following core topics: properties and states of matter; atomic structure and the Periodic Table; bonding and molecular structure; reactions and stoichiometry; behavior of gasses; thermochemistry; solutions; acids and bases. Students enrolled in Chemistry compare, contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interactions. Instruction will focus on continuing to develop student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.

Physics: 2 credits (AP Testing Option)

Physics is a course focused on the following core topics using algebra-based mathematics: constant velocity; constant acceleration; forces; energy; linear momentum in one dimension; simple harmonic oscillating systems; mechanical waves and sound; simple circuit analysis. Instruction will continue to focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.

Anatomy & Physiology: 2 credits

Anatomy & Physiology is a course in which students investigate concepts related to Health Science, with emphasis on interdependence of systems and contributions of each system to the maintenance of a healthy body. Students explore basic cellular structure and function. From cells, students travel through the other systems of the body, exploring their specific cellular makeup and function. Such systems include: integumentary, skeletal, muscular,somatic, endocrine, lymphatic, urinary, respiratory and nervous systems. Through instruction, including many laboratory activities, students will understand the structure, organization and function of the various components of the healthy body in order to apply this knowledge as a basis for all health related fields.

Environmental Science: 2 credits (AP Option)

See description under Impact Pathways

Humanities

Foundations of Cultural Understandings: 4 credits required

This four semester curriculum has been designed for the 9th and 10th grade years to stimulate curiosity and render each topic meaningful and interesting. Humanities and English are co-taught during a double block in the schedule. This allows for students to have a larger work time, for there to be assignments that can be assessed for both classes, and for teachers to have more flexibility to work with individuals or small groups.

Humanities focuses on enabling students to use geographical tools, research skills and historical concepts to deepen their understanding of current issues. The historical geography concepts used include change over time, origin, diffusion, physical systems, cultural landscapes, and spatial distribution/patterns and interaction/relationships. Students use the knowledge, tools and skills obtained from this course in order to analyze, evaluate, and make predictions about major global developments. Each semester will present standards-based content through a combination of group and individual work on projects of relevance including connections to current global issues and themes drawn from our Learning and Soft Skills Dispositions. Content from each of the four semesters is summarized below. Equivalent to Indiana 2 credits of Geography and World History and 2 credits of US History

Semester 1: Starting chronologically with our earliest evidence of humans, students explore processes of analyzing human social behavior through prehistoric and historic evidence. They will draw from history, philosophy, archeology, religious studies and the arts to take an in-depth look at the growing organizational complexity of many human societies from ~30,000 BCE to 1000 CE and those inhabiting NE Indiana, in particular. Topics studied include: theories and principles of cultural structure, function and change and the relationship of culture to environment. Time will be taken to reflect on how humans are influenced by their sense of wonder and creativity regardless of time, location and culture.

Semester 2: This semester will focus on the use of geographical tools, skills and historical concepts to deepen student understanding of the time from 1000 CE to 1750 CE. Major topics will include patterns of cultural changes caused by the diffusion of ideas through cultural interactions, and the impact of key innovations on human history (including agriculture, written language, mathematics, trade and rule of law.) Students will explore the particular environmental and social phenomena which influenced changes in social, political and economic systems in different parts of the world during this time in order to develop a better understanding of how historians and other social scientists look for support for different theories of cause and effect using historical evidence.

Semester 1: Students will use skills and historical concepts to deepen their understanding of major themes in US history including revolutions, imperialism and urbanization. Geographical and historical skills include forming research questions, acquiring information by investigating a variety of primary and secondary sources, organizing information by creating graphic representations, analyzing information to determine and explain patterns and trends, planning for the future, and documenting and presenting findings orally or in writing. The historical geography concepts used include change over time, origin, diffusion, physical systems, cultural landscapes, and spatial distribution/patterns and interaction/relationships. Students use the knowledge, tools, and skills obtained from this course in order to analyze, evaluate, and make predictions about the US role in major global developments. This semester will cover the time from 1750 CE to 1914 CE.

Semester 2: This semester provides students an in-depth look at the twentieth and twenty-first century role of the US in an international context. It is a study of different cultures as they exist in the US today, and includes comparative analysis of the various types of government, economic, and social systems. The UN’s Sustainable Development Goals are used as a framework for looking at international problem solving. Global dynamics and their impact at the national, local and individual level as well as the contributions of individuals and grassroots movements are discussed.

Government: 1 credit, meets Government requirement

The 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 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 examine how the United States Constitution protects rights and provides the structure and functions of various levels of government. Analysis of how the United States interacts with other nations and the government’s role in world affairs is included in this course. 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, politics, and civic activities and the need for civic and political engagement of citizens in the United States. Equivalent to Indiana United States Government.

Sociology: 2 credits

Sociology allows students to study human social behavior from a group perspective. The sociological perspective is a method of studying recurring patterns in people’s attitudes and actions and how these patterns vary across time, cultures, and in social settings and groups. This class allows students to go deep in their understanding of social issues within our community while learning about key models in the social sciences and the tools of social research (surveys, interviews, case studies). In addition, students will have the opportunity to interact with professionals who have careers in social services and research to find out how and why they chose these pathways. Equivalent to Indiana 1 credit Sociology and 1 credit Current Problems, Issues, and Events

Advanced Topics in History: 2 credits (AP Option)

This course can be taken by 11th and 12th graders who wish to study in greater depth in an area of particular interest. The instructor will provide resources, guidance and instruction on general research methods and create supplemental lessons to improve student learning on particular topics, but an emphasis is placed on project-based learning and seminar discussion of key readings. Students may choose to develop a particular topic using the National History Day guidelines for historical research and presentation of work and/or use this class to create projects to help them prepare for either the AP United States History, AP World History, AP Art History or AP European History exam. Equivalent to Indiana Topics in History.

Advanced Topics in the Social Science (AP Option)

This course can be taken by 11th and 12th graders who wish to study in greater depth in an area of particular interest. The instructor will provide resources, guidance and instruction on general research methods and create supplemental lessons to improve student learning on particular topics, but an emphasis is placed on project-based learning and seminar discussion of key readings. Students may choose to develop a particular topic using the guidelines for social science research and presentation of work and/ or use this class to create projects to help them prepare for either the AP Psychology, AP Comparative Government and Politics, AP Human Geography or AP United States Government and Politics exam. Equivalent to Indiana Topics in History.

Business

Introduction to Business: 1 credit required

Students will develop the foundational principles of entrepreneurship and business development. Each student will walk through the process of market research and developing a business plan. Students will also discuss the basic needs of healthy businesses and their impact on the local economy.

Personal Financial Responsibility: 1 credit required

For this course, students will learn about the skills needed to be independent and financially healthy adults. They learn about budgeting, investing, and career planning.

Advanced Business: 2 credits

See description under Advanced Pathways

Spanish

Spanish I: 2 credits required

Students will be introduced to the language and culture of Spanish speaking countries in order to develop their ability to communicate in Spanish, and gain an increased awareness of Spanish speaking people. The students will read, write, converse and listen to the Spanish language. Spanish will be spoken in class as much as possible. Grammar concepts are introduced in context and practiced in class. Daily review, conversation, and short story reading are included in class time as are group activities to develop vocabulary, dialogues, reading and listening comprehension, verb usage, and cultural information. Presentations will be assigned. Periodically a written and oral exam will be given to demonstrate understanding and mastery of the material.

Spanish II: 2 credits required

Students will continue to develop their use and knowledge of the Spanish language. Students will read both independently and as a class group. They will write stories as a class and independently as well. Basic skills will be reinforced and more complex grammar concepts will be introduced in context. Students will continue their study and appreciation of Spanish culture. Spanish will be spoken in class as much as possible. Students are encouraged to use Spanish to communicate and participate actively in class. The four skills of reading, writing, speaking, and understanding will be further developed with group activities.

Spanish III: 2 credits

Students will further develop their ability to communicate effectively through speaking and improve their listening, reading, and writing skills. Spanish culture, history, and daily life will be further examined. Students are introduced to readings that develop vocabulary and are a basis for discussion. Advanced grammar concepts are looked at in context and are applied and used in speaking and writing assignments. Spanish will be spoken the majority of the time.

Spanish IV & V: 2 credits each

This class is focused on speaking, reading and writing. While the course will include a review of Spanish grammar, it is aimed at helping students achieve communicative competence at an intermediate level. Spanish will be spoken the majority of the time. Students will

• read various examples of Hispanic literature,

• engage in discussion and conversation,

• practice in listening and following discussions on current issues, telenovelas, movies

• write persuasive, descriptive and narrative pieces on a variety of themes/topics

• work on several cultural projects

Computer Science Pathways

AP Computer Science Principles: 2 credits

This is an introduction to programming course in computer science, programming experience is not required. although some students have had some previous exposure to programming. It emphasizes object oriented programming style and methodology. Concepts are presented in the context of working examples and exercises. Language syntax and computing paradigms are studied. Programming projects are used to reinforce key programming notions, including iteration, data types, functions, and objects. Projects may include graphics, string processing, and network applications. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition. In order to earn Honors Credit, students must take the AP test.

AP Computer Science Applications: 2 credits

AP Computer Science Applications introduces students to computer science through programming. Fundamental topics in this course include the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. The course emphasizes object-oriented programming and design using the Java programming language. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition. In order to earn Honors Credit, students must take the AP test.

Beginning Pathways I: 2 credits 9th-10th grade

This course offers incoming students a quarterly rotation through four of the high school’s hands-on application areas. Students develop entry level skills in each of these areas through expert faculty instruction, experiential learning and mentorship from older students. This sampling of the special programs offered at Oak Farm Montessori High School allows students to choose courses as they progress through the program which best meet their individual interests.

Bike Shop: Introduction to mechanical skills in an industry standard environment.

Innolab Maker Space: Introduction to design and operational skills with 3D printer, large format printer, design computers, and other high tech equipment.

Agriculture and Land Management: For students who are interested in agriculture, plant and animal sciences or FFA, they can participate in this program on the farm.

Coffee Shop and Event Planning: Students will learn the art of event planning and customer service in a fast paced professional environment. Students will learn the art of making coffee!

Advanced Pathways

Advanced Business Pathway: 2 credits

For students who have completed Introduction to Business, they will work to develop a business plan with the support of the Business Programs Director. Students can develop and run their own business in their senior year. Students will create a team of mentors to aid in their business development. It is highly recommended, for all students who choose this path, that they also use this work for their senior year Capstone project.

Advanced Design Pathway: 2 credits

The InnoLab is a space where creativity, design and innovation intersect. Students attend lab several days per week learning the Design process, how to operate the specialized equipment and develop hands-on projects that intersect with their academic subjects. The guiding principle of the InnoLab is to foster creative design ideas generated by students who strive to impact real world problems. The InnoLab is used to explore cross-curricular concepts and enhance our interdisciplinary learning approach by providing concrete experiences using a variety of materials, tools and machines. Knowledge is brought to life by the working hands of students. The lab is equipped with modern and cutting edge maker materials and machines such as our Glowforge laser cutter, 3D printers, large format printer and vinyl cutter, as well as brand new computer stations equipped specifically for digital design.

Senior Capstone (AP Research): 2 credits required

During senior year every student creates a Capstone experience for themselves. Choosing an area of learning that they are personally interested in whether its psychology, auto mechanics, or art. It can be related to something they’ve been involved in at Oak Farm Montessori High School or something completely new to them. They will submit a proposal for their learning experience in their junior year which will outline what their learning goals are and how they plan to achieve them. We then support students in finding an expert mentor to work with throughout the project. The key to the Capstone is learning by doing, whether that means an internship, a business project, a series of lab experiments, or production of something the student creates. Seniors then reflect on and share their learning with others with a culminating paper written in an appropriate disciplinary style for their topic, presentation to an examination panel and presentation to the community in the second half of their senior year. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition.

Pass/Fail Courses

Health: 1 credit required to graduate Health and Wellness, a course based on Indiana’s Academic Standards for Health and Wellness and provides the basis to help students adopt and maintain healthy behaviors. Health education should contribute directly to a student’s ability to successfully practice behaviors that protect and promote health and avoid or reduce health risks. Through a variety of instructional strategies, students practice the development of functional health information (essential concepts); determine personal values that support health behaviors; develop group norms that value a healthy lifestyle; develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors. This course includes the application of priority areas in a planned, sequential, comprehensive health education curriculum. Priority areas include: promoting personal health and wellness, physical activity, and 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. This course provides students with the knowledge and skills of health and wellness core concepts, analyzing influences, accessing information, interpersonal communication, decision-making and goal-setting skills, health-enhancing behaviors, and health and wellness advocacy skills. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests are a wonderful way to save on college tuition.

Pass/Fail Courses continued

Advisory: 1 credit required per year of attendance

The curriculum is as follows: Freshmen learn more about the self, community, environment, and culture; Sophomores learn how to share the self through expanded understanding of communication skills; Juniors explore and discover passions by examining different approaches to what we know and how we know: Seniors explore topics related to transition to adulthood

Physical Education and Performing and Fine Arts Electives (1/4 credit each quarter per course)

Electives are experiential classes. Students choose these classes based on interest and are expected to participate fully. Grading for these classes is based on class participation and completion of assigned projects. Students who do not complete the elective class with a passing grade will not be given credit for that class. Students need to take one credit in health fitness. Choices range from fine arts to aerial yoga and graphic design.

Health/ Physical Education

Students participate in a number of offered classes. Some of the classes include: Strength Training, Flag Football, Fencing, Yoga, Self-Defense/Karate and Health.

Performing and Fine Arts

Students participate in a number of offered classes. Some of the classes include: Painting & Sculpture, Theatre, Bike Shop Extension, Photography, Ceramics, Stop Motion Animation, Graphic Design, Video Production, Podcasting and Metals.

School Policies

Secondary Attendance Policy:

Oak Farm Montessori School Secondary Program believes that there is a direct relationship between good attendance and high achievement. Students with strong school attendance achieve mastery learning, enjoy school, realize success, gain the necessary credits for graduation, and learn positive habits that carry over to their personal and occupational achievement. Additionally, because of the large amount of group and project based work the absence of one student drastically affects the success of all students in the group.

For these reasons, Oak Farm Montessori School requires 95% attendance rate each year for 7th-12th years. For less than 5% absences (excused or unexcused), any missed learning opportunities can be made up during the semester. Once a student has exceeded this 5% absence allowance, additional absences may result in an incomplete for that semester and the student may need to make up the missed learning opportunities in summer school to receive credit. With special permission and arrangements, students may organize to make up the work/ time during intersessions and other times outside of classes.

According to state law, student absences can only be excused for illness, legal matters, bereavement, observance of special and recognized holidays of student’s own faith, and visitation with a family or guardian who is a member of the United States armed forces or National Guard. In each case, official notice must support the absence. Parent notes will be kept on file in the school office but do not represent official notices and will not legally excuse student absence.

Six unexcused absences during a single year may result in the school revoking student parking passes until a family conference with the high school team to create a plan to prevent further absences.

Work

Permit Denials Due To Attendance

Per the Indiana Department of Labor, work permits are issued through accredited schools in Indiana. Schools have total discretion to refuse or revoke a work permit based on poor academics or attendance. If a school refuses a student’s work permit for these reasons, there is no other office or agency that may issue the work permit. If a student feels this rule is being applied unfairly, the student and family should arrange to meet with the head of school. If the high school refuses to issue a work permit for any reason other than poor academic standing or attendance, families are advised to contact the Bureau of Child Labor by phone at (317) 232-2655 or by email: childlabor@dol.in.gov.

Truancy

A guardian, or student age 18 or older, must contact the school before 9:30 a.m., if the student knows he or she is going to be absent. Otherwise, the school will assume that the student is truant and attempt to notify the student’s parents or guardians.

Late arrival

Attendance will be documented at 8:30 a.m. in the first period class. Students arriving after 8:30 a.m. will be recorded as tardy. When tardy, students have the responsibility of signing themselves in, calling the main office x1000 to report that they are present, and joining their class quickly and without disruption. Tardies will be tracked and every five unexcused tardies will count as one unexcused absence in the attendance policy outlined above. Excessive tardies may result in a conference with family if they become disruptive to the educational environment, even if they do not yet violate the attendance policy.

Leaving early

Students that need to leave before the end of the school day (3:30 p.m.) will receive an absence from the classes missed, except for school sponsored activities. Students have the responsibility of signing themselves out after speaking with the HS teachers and calling the main office x1000.

Dating and Relationships

Our community is non-exclusive in all relationships. Since our program is built on community and inclusion, students must work with all members of the community at different times. Dating and close relationships are a natural part of development, however, students are not permitted to exercise the right of exclusivity while at school or on school trips. As in a workplace, public displays of affection are prohibited while at school and on school trips.

Dress Guidelines

All students should dress in a respectful manner that demonstrates awareness of the comfort level of others, both those who are a part of this community and those who are visiting. This means that one’s dress should not be sexually suggestive, violently suggestive, or suggestive of illegal substance use. All students must also keep up appropriate hygiene, which includes regular bathing, clean hair, and clean clothing. In keeping with Montessori philosophy, we aim for students to become increasingly aware of their clothing and its function. We hope that a student who wears something inappropriate will self-correct and refrain from wearing that item again, or even change into clothing available at school at his or her own volition. If clothing choices continue to be out of line with Oak Farm Montessori High School’s mission and values, a family-student-teacher conference would need to be held. Students also need to be mindful of the weather and make clothing choices that allow them to be outside for extended amounts of time to get from building to building or participate in outdoor activities

Lunch, Snacks and Nutrition

Students may elect to participate in Oak Farm Montessori’s hot lunch program or choose to bring lunch to school. Personal lunches should be nutritious and well balanced. Lunch should be aligned with the school’s “low sugar” policy. Microwaves are available for warm-ups and students may use the refrigerator to store their lunch. Students are not allowed to leave campus during lunch except with family permission and the permission of the High School Administrator.

Students may drink tea or coffee at school with parental permission. Sugary drinks, candy or desserts may be available during certain functions or celebrations, but it is not encouraged during school hours. Based on the recommendation of professionals, we attest that consuming too much sugar can impact their ability to focus.

Refer to the school parent handbook for more details regarding a healthy diet.

Discipline

Students are expected to conduct themselves with respect for their community and their environment. Respect does not allow for abusive language or destructive behavior either toward another or toward oneself. If a lack of respect occurs, the student will be asked to step aside and speak to an adult. Any concerns will be reported to the family.

OFMHS follows the Oak Farm Montessori Guiding Principles: Take Care of Yourself, Take Care of Each Other and Take Care of the Environment in each area in which we work. Students create guiding principles as a community and are expected to follow those throughout the year.

Lockers

As the ideal Montessori environment is clean and tidy, the students are expected to keep their lockers and the areas around them clean. Included in this responsibility is the removal of perishable food after three days. Lockers are the property of Oak Farm Montessori High School. Students may not put stickers on lockers. Damage to lockers is not expected; however, should damage to a locker occur, the student responsible for the damage will be liable. If the need arises, administration has the right to inspect the lockers at any time for health and safety reasons. The students are expected to respect the privacy of others, including their lockers. A student may not open another student’s locker unless they are given permission by the user of that locker.

Trips

The students are expected to follow all school guidelines and any additional guidelines made by the teachers and chaperones on trips. If a student breaks a rule and the teacher feels that he/she is a threat to the well-being of the group, the teacher has the right to send the student home at the expense of the student’s family. The students are allowed to leave the group with permission from a teacher or chaperone, but they must go in groups of at least three and it is their responsibility to return to a meeting point at the designated time. The students must respect the local people at all times.

Building and Grounds Policy

Oak Farm Montessori High School buildings are open between 8:00am and 4:00pm. HS Teachers will notify students of days that the school is open for additional work time. If students need to regularly arrive before 8:00am or stay after 4:00pm, they should enroll in the before or after school program or in an extracurricular activity. Please do not enter school property before or after school hours. The school is not responsible for students on school grounds except during school hours.

Key Fob and High School Access

Students will be issued an Oak Farm Montessori School Key Fob. This fob is programmed specifically for each student; therefore, these fobs should not be shared or swapped. Entry to the buildings will be permitted during school hours only. These hours will be pre-programmed onto each Key Fob, so they will not work after hours. This will give access to the High School, Bike Shop and Wellness Center.

Key fobs are the property of Oak Farm Montessori and are issued to students only during the school year. They will be returned during the summer. In the event of a lost, missing or damaged Key Fob, responsibility to replace the fob will be at the expense of the student/family. It will be $10 to replace the Key Fob. If a student misuses the Key Fob, it can be taken away at the discretion of the High School Administrator or Chief Financial Officer.

Alcohol, Tobacco and Illegal Substances

Oak Farm Montessori School recognizes that the use of tobacco products is a health, safety, and environmental hazard for students, employees, visitors, and school facilities. The Board believes that the use of tobacco products, alcohol or illegal substances on school grounds, in school buildings and facilities, on school property or at school-related or school-sponsored events is detrimental to the health and safety of students, staff and visitors.

Oak Farm Montessori School recognizes that it has an obligation to promote positive role models at our school and to promote a healthy learning and working environment, free from unwanted smoke and tobacco use as well as alcohol and illegal substances for the students, employees, and visitors on the school campus.

No student, staff member or school visitor is permitted to use any tobacco products, alcohol or illegal substances at any time, including non-school hours (24/7) in the following locations or under these circumstances:

• In any building, facility, or vehicle owned, leased, rented or chartered by Oak Farm Montessori School;

• On any school grounds and property – including athletic fields and parking lots –; or

• At any school-sponsored or school-related event on-campus or off-campus.

• Further, no student shall be permitted to possess a tobacco product, alcohol or illegal substance while in any school building; while on school grounds or property; or at any school-sponsored or school–related event, or at any other time that students are under the authority of school personnel.

Driving Safety

Students are expected to drive carefully and respectfully at all times, and to exercise special caution where safety is an issue. In particular, drivers should give way to students who are using the walkway in front of the building. Students who drive recklessly will lose their driving privileges. (This includes and is not limited to: driving on sidewalks, driving on the grass, “peeling out”, and not following speed limits posted). Students must not use cell phones or text while their vehicles are in motion, especially in the school parking lots or driveways. All students should register their cars with the High School Administrator and display their parking permits.

Reminder: For the safety of everyone, please do not use a cell phone while your vehicle is in motion in the parking lots or on the Oak Farm Montessori School driveways. Once students are on campus, they will leave vehicles parked until the end of the school day, unless given specific permission for field studies or college coursework.