4th Quarter classes begin the week of March 17, 2025.
You can see key dates in our Google calendar or view our Academic Calendar. You can also view the schedule as a grid (below) or as a list.
Quarter beginning March 17, 2025 |
Friday
Worldbuilding: Science Fiction Worlds
Quarter(s): 3,4
Day(s): Fri
Open Spots: 2
Students will become immersed in the imaginary worlds they construct in this unique course that encompasses elements of fiction writing, sociology, and anthropology. Worldbuilding is the foundation of speculative fiction, such as sci-fi and fantasy, role-playing games, videos, comics, and other visual media. Countless examples of Worldbuilding exist in the movies and books we consume every day such as Tolkien's Middle Earth, the many elaborate settlements of the Star Wars franchise, and the popular RPG, Dungeons and Dragons. In this course, students will develop a fictional locale. Will it be a small village in a known place, a new planet, or an original universe? Students will be guided through an interactive, iterative process of "top-down" design of their unique world, determining broad characteristics first then then elaborating with increasing detail. Builders will make coherent and integrated decisions on geography, climate, ecology, flora, fauna, inhabitants, races, history, social customs, language, religion, origin story, powers/magic, legal system, currency, and technology. The class will read excerpts and watch clips of well-known fictional works which will provide strong examples of each of the elements. Second semester, the class will create science fiction-inspired worlds. Students, along with their instructor, will develop an in-class world as an example. Students will use the lessons and exercises reviewed in class to further develop their individual world project. Students will be expected to keep a notebook of decisions and details as they progress through designing the elements of their world. Students will have the option to purchase a discounted student subscription to World Anvil, a web-based subscription service which allows students to create maps, timelines, and other tools to organize their made-up world. Each student will be expected to make a PowerPoint presentation at the end of the semester which addresses each of the built-world elements. Note: This is a 15-week class that will not meet on 3/21/2025. Topics in this Series: Fantasy (Semester 1), Science Fiction (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: Reading/writing at grade level. Workload: Students should expect to spend 2 hours per week outside of class. Assignments: Will be posted in a Google Classroom. Assessments: The instructor will assign points for a final semester presentation and completed "Creative Sparks" which are written responses to weekly prompts. Parents may use the student's earned points versus total possible points to calculate a grade for the class. Textbook/Materials: Students have the option of purchasing a discounted subscription to World Anvil (worldanvil.com) for approximately $35.00. Lab/Supply Fee: Included Credit: Homeschool families may wish to count this course as a component (partial) credit in language arts (creative writing) for purposes of a high school transcript.
10:00 am-10:55 am
9th-12th
(Semester Long)
Crafting for Cosplay: Mending and Alterations
Quarter(s): 4
Day(s): Fri
Open Spots: 1
Kratos wears a leather baldric. Captain America grasps a shield. Harley Quinn sports spiked wrist cuffs, and Lara Croft wouldn't go to war without her weaponry. Great accessories and carefully crafted garments make great cosplay. If you are interested in the world of cosplay and want to bring some of your favorite characters to life, this class will teach you the skills to craft costumes and accessories. Fourth quarter, students will learn how to transform ready-made clothing items. They will learn basic hand-sewing techniques to mend and perform alterations on store-bought items. The class will participate in a "Thrift Store Challenge" in which they will be asked to find clothing items at bargain prices that remind them of a character without spending more than $20.00. In class, students will work on the alterations or repairs to create costume pieces. In addition, students will learn to work with custom-made, iron-on vinyl to add logos, symbols, or monograms to their costumes. Note: These projects are different than those taught in 2023-24, so a student can re-take the class to improve their skill and create new pieces. In this class, students will follow templates and patterns provided by and demonstrated by the instructor. Pieces will be individualized through paint and embellishments, but the goal is for cosplayers to learn specialized crafting techniques that they can use at home to make additional, unique pieces. There is a $40.00 supply fee for in-class materials, the shared use of classroom tools/supplies, and some take-home tools to continue crafting at home. Fourth quarter, students will take home a basic sewing kit. Note: Project themes or materials are subject to change due to availability or sourcing at the time of the class. Note: Project themes or materials are subject to change due to availability or sourcing at the time of the class. Cosplayers who would like to create original fabric costume elements such as capes, vests, skirts, and more, may want to co-register for this instructor's Learn to Sew classes. Topics in this Series: Foam & Plastics (Quarter 1), Resins and Metal Work (Quarter 2), Leather Work (Quarter 3), Mending & Alterations (Quarter 4) etc. Students continuing from one quarter receive priority pre-registration for the next quarter. Schedule: This is a 7-week class that begins on 3/28/25. Prerequisites: None Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Will be communicated in weekly e-mails and posted in a Google classroom. Assessments: will not be given Textbook/Materials: All materials will be furnished. Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. Credit: Homeschool families may wish to count this course as a component (partial) credit in fine arts/theater for purposes of a high school transcript.
2:00 pm-3:15 pm
9th-12th
Friday Adventure Series: Role Playing Game (RPG)- Q4
Quarter(s): 4
Day(s): Fri
Open Spots: 4
Teens will embark on an unforgettable fantasy journey each Friday with a virtual role-playing adventure. Aspiring adventurers, creative minds, and strategic thinkers will enjoy these one-shot (i.e. one-day) "shorts." From epic fantasy to futuristic sci-fi escapades, teens will experience a different genre and setting each week. They will unleash their creativity and collaborate with peers to shape the adventure, solve challenges, and make decisions to advance the story. The weekly meet-up will be managed by an experienced Game Master who will guide students through the art of role-playing. One-shot RPGs use a simplified rule system of 1-2 pages which make a great introduction for new role-players yet also fun for those with more extensive experience in D&D. The short format works well for a casual afternoon get-togethers.
3:30 pm-5:00 pm
9th-12th
Spanish I
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 7
Hola! Get ready for a full year of beginner level high school Spanish! This is a conversation-focused program in which students will build their vocabulary quickly beginning with the alphabet, numbers, time, dates, seasons, school, free time activities/hobbies, likes/dislikes, personal descriptions, family relationships, emotions, food/restaurants, places/locations in town, and shopping/clothing. There will be a strong emphasis on conversation with common grammar concepts such as articles, pronouns, adjectives, comparative phrases, and present tense and regular past tense verbs learned and practiced in the context of conversation (rather than stand-along grammar exercises). Class will be conducted primarily in Spanish and will focus on listening and speaking skills, asking and answering questions. At home, students will be responsible for practicing vocabulary and grammar and completing written assignments, and watching language immersion video clips. Workload: Students should expect to spend 30-45 minutes per day approximately 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer for videos that are assigned. Assessments: Quizzes and tests will be scored with a points system that parents can use in calculating a grade. Textbook: Students should purchase or rent Avancemos!: Student Edition Level 1, 2018 edition (ISBN # 978-0544861213) Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
11:00 am-11:55 am
9th-12th
(Year Long)
Spanish II
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 6
Que pasa? Get ready for a full year of intermediate level high school Spanish! This is a conversation-focused program in which students will build their vocabulary describing homes and chores; planning a party; health, body parts and sports; vacations, leisure time activities, fun events and places of interest; communicating via phone and computer; and daily routines. There will be a strong emphasis on conversation with common grammar concepts such as regular and irregular past tense verbs and common grammar concepts such as commands, direct and indirect object pronouns, reflexive verbs, learned and practiced in the context of conversation (rather than stand-along grammar exercises). Class will be conducted primarily in Spanish and will focus on listening and speaking skills, asking and answering questions. At home, students will be responsible for practicing vocabulary and grammar and completing written assignments, and watching language immersion video clips. Workload: Students should expect to spend 30-45 minutes per day approximately 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer for videos that are assigned. Assessments: Quizzes and tests will be scored with a points system that parents can use in calculating a grade. Textbook: Students should purchase or rent Avancemos!: Student Edition Level 2, 2018 edition (ISBN # 978-0544841956) Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
12:00 pm-12:55 pm
10th-12th
(Year Long)
Spanish III
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 6
Saludos! Get ready for a full year of advanced high school level Spanish! This is a conversation-based program in which students will continue to build their vocabulary quickly and learn essential grammar skills in Spanish. Vocabulary will include shopping for clothing and food; ancient civilizations; modern society; legends and stories; preparing and describing food; ordering meals in a restaurant; watching/making movies and attending movie premiers; reading and writing for newspapers and other publications; family and relationships; the environment and conservation; and careers and professions. There will be a strong emphasis on using regular and irregular preterit tense verbs; imperfect tense verbs; knowing the differences between and when to use preterit vs. imperfect; subjunctive tense verbs; regular and irregular future tense verbs and other common grammar concepts such as commands; direct object pronouns; indirect object pronouns; double object pronouns; when to use por vs. para; comparative phrases; superlative phrases; impersonal expressions and routine application of common spelling changes. Additionally, we will study culture through the lens of contemporary music genres and dances and will gain advanced grammar skills through the translation of popular song lyrics. Class will be conducted almost exclusively in Spanish and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing worksheets and written assignments, and watching both grammar instruction and language immersion videos. Workload: Students should expect to spend 30-45 per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Lab/Supply Fee: A class fee of $30.00 is due payable to the instructor on the first day of class for a class packet in lieu of a textbook. Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
1:00 pm-1:55 pm
11th-12th
(Year Long)
French IV (Private Instruction)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 2
Note, this course is being offered as semi-private instruction for select students who had French III with this instructor. Tuition is based on 2 students in the class. If an additional student wishes to enroll, he/she must speak with the instructor to confirm placement. Tuition will be recalculated for all students with the addition one or more students or if only 1 student enrolls. Bonjour et bienvenue dans notre classe de Francais 4 ! Welcome to the fourth year of high school French. This is a conversation-focused program in which students will communicate among each other about different topics. The class will naturally continue using the present tenses, the future tenses, the past tenses, and the conditional tense. At this point in learning French, students should be able to communicate fluently about various topics using their knowledge. Students will also develop new vocabulary and new grammar points via the use of different readings. Class will be conducted primarily in French and will focus on listening and speaking skills. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos. Prerequisites: French III Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Textbook:Each semester, students will read a novel in French that will be selected by the instructor. Students will be asked to reimburse her for the cost of the novel, approximately $10.00-$15.00 Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
2:00 pm-2:55 pm
11th-12th
(Year Long)
French V (Semi-Private)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 2
Note, this course is being offered as semi-private instruction for select students who had French IV with this instructor. Tuition is based on 2 students in the class. If an additional student wishes to enroll, he/she must speak with the instructor to confirm placement. Tuition will be recalculated for all students with the addition one or more students or if only 1 student enrolls. Bonjour et bienvenue dans notre classe de Francais 5 ! Welcome to the fifth year of high school French. This is a conversation-focused program in which students will communicate among each other about different topics. The class will naturally continue using the present tenses, the future tenses, the past tenses, and the conditional tense. At this point in learning French, students should be able to communicate fluently about various topics using their knowledge. Students will also develop new vocabulary and new grammar points via the use of different readings. Class will be conducted exclusively in French and will focus on listening and speaking skills. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching French videos. Prerequisites: French IV Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Textbook:Each semester, students will read a novel in French that will be selected by the instructor. Students will be asked to reimburse her for the cost of the novel, approximately $10.00-$15.00 Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
3:00 pm-3:55 pm
11th-12th
(Year Long)
Chess for Teens: All-Level (Q4)
Quarter(s): 4
Day(s): Fri
Open Spots: 6
Teens will enjoy the logic and challenge of the timeless strategy board game as they learn and play chess with classmates. This is a multi-level class open to Beginners, Advanced Beginners, or Intermediate Players. Instruction will be differentiated based on the make-up of the class, and teens will be placed in pairs or groups depending on experience. Since teens move quickly through lessons and enjoy the interaction of the game, instruction will be approximately 20 minutes, with 35 minutes reserved for weekly in-class matches that are monitored and supported by the coach. Beginners may play as a group against the instructor which is a low-pressure way to learn the game. Teens who are engrossed in their games may continue their play into Friday Teen Game Night. Learning and playing chess supports problem solving, decision making, critical and creative thinking, general cognitive ability, scholastic skills, and mathematical achievement (Univ. of Minnesota). Experts suggest that the game of chess teaches analytical and disciplined thinking skills, while raising self esteem, teaching motivation and determination, and sportsmanship (Kasparov Foundation). Credit: Homeschool families may wish to count this course as a component (partial) credit in logic/reasoning or and elective for purposes of a high school transcript.
2:00 pm-2:55 pm
9th-12th
3D History: WWI- No Man's Land, 1914-1915
Quarter(s): 3,4
Day(s): Fri
Open Spots: 2
Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why! In 1914 the world was rocked by the Assassination of the Austro-Hungarian Archduke Franz Ferdinand. His death, and a tangled web of secret and public alliances would be the spark that dragged the whole world into a Great War. The Entente, the triple Alliance of France, Russia, and Great Britain would face off against the Central Powers of Imperial Germany and Austria Hungary, across "No Man's Land" the nightmare zone between the famous trenches of WWI, with all the world's industrialized militaries focused on them. This semester, students will study the early years of WWI, and how it settled into the stalemate on the Western Front with its infamous trench warfare, as well as the vast Eastern Front.
10:00 am-11:55 am
9th-12th
(Semester Long)
American Government: How the Republic Works Today
Quarter(s): 3,4
Day(s): Fri
Open Spots: 4
From freedoms to federalism and enfranchisement to empowerment, students will engage with American Government from a unique, thoughtful perspective. This course is facilitated by college professor Dr. Albert Thompson, a historian of the state, culture, and conflict who was homeschooled through high school. He uses an engaging storytelling style to encourage high school students to use "historical data to advance solutions to contemporary problems." Second semester, the class will consider how the US Government works today and what aspects of the Founders' vision remains intact. Students will cover how the American Government System evolved into its present 21st century form, through an examination of the Jacksonian, Civil War, Progressive, New Deal, and Great Society eras. The class will learn about the conflicts that arose between the states and the federal government as federal power increased. They will explore the rivalries and disputes between elected leaders and bureaucrats as the Administrative State rose to power the 20th century. This semester covers the period in American Government from 1804-present with a focus on 1890 and beyond, including the evolution of the Constitution through the amendments, the shifting balance among the three branches, the impact of Supreme Court decisions, and the growth of Federalism. Topics in this Series: Setting Up the Great Republic (Semester 1) and How the Republic Works Today (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: None Workload: Students should expect to spend 1-2 hours per week on readings. Readings should be treated as pre-readings which students complete before class in order to engage in in-class discussion. Assignments: Reading assignments will be communicated weekly to students by email. This class will not have written assignments or projects. Assessments: The instructor will not give quizzes or provide assessments. Parents may give the textbook Review Questions and/or Critical Thinking Questions that are available for each unit for purposes of assessing their own student's understanding of major themes. The instructor will provide the answer keys. Textbook/Materials: The class will use American Government, , 3rd edition, a free, online open-source textbook from OpenStax. OpenStax is a nonprofit educational initiative based at Rice University. Contributing authors come from a variety of universities. Students may read the book online, download a Kindle version, download a pdf, or order an print copy from Amazon (ISBN-13: 978-1711493954 for $41.00).
2:00 pm-2:55 pm
9th-12th
(Semester Long)
Atmospheric & Oceanic Sciences: Lab (On-Level or Honors)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 11
A tsunami threatens Sumatra. A cyclone strikes the Solomon Islands. High tides hit Hilton Head. Sub-zero temps settle over Sugar Land, Texas. Atmospheric and oceanic phenomena are in the news every single day! Are there any forces on earth more powerful or influential than atmospheric and oceanic sciences? These fields affect almost every aspect of human existence, and understanding them can answer questions from, 'Should I bring an umbrella today?' to 'How deadly will this year's drought be in Dakar?' and 'How will changes in the Gulf Stream affect the migration and mating of Minke Whales?' Atmospheric science is an interdisciplinary field that applies geology, astronomy, physics and chemistry to meteorology, climatology and environmental science. In this year-long laboratory science course, students will explore the fields of Atmospheric Science first semester and Oceanic Science second semester. Atmospheric Science is the study of the physical and chemical aspects of the atmosphere which can encompass a wide variety of topics such as weather forecasting, climate change, air quality, etc. Key themes in the study of Atmospheric Science include the gas laws (temperature, pressure, volume) and air movement (buoyancy, angular momentum). Students will learn about the spectra of sunlight, reflection and refraction, and evaluate how surfaces respond to sunlight. The class will also learn about the tools of atmospheric science, such as weather instruments, rain gage, anemometer, thermometer, and barometer, and how to read weather maps and forecast hurricane paths. Oceanography is the study of the physical, chemical, and biological aspects of the ocean. Key themes in oceanography include ocean-land interaction, atmosphere-ocean interactions (such as El Nino and La Nina cycles), wave motion, tidal cycles, currents, and thermohaline circulation. The class will consider water chemistry and the oceanic carbon cycle. Finally, students will learn how we measure and map the ocean and use earth system computer models. Weekly discussions will be paired with labs. Some lab assignments will take multiple weeks, and some will use computers and a spreadsheet to analyze publicly available data. Note: This class has a Tuesday, in-person lecture section from 10:00 am - 10:55 am in addition to the Friday lab section from 9:30 am - 10:55 am. Workload: Students should expect to spend 3-4 hours per week outside of class. ,p>Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates. Assessments: Completed assignments will be assessed points. Parents can calculate a letter grade using the student's points earned divided by points available, in weighted categories that include assignments, labs, quizzes, tests, projects, and presentations. Parents may view all scoring and comments at any time through the Canvas site. Textbook/Materials: Students should download or purchase Practical Meteorology: An Algebra-based Survey of Atmospheric Science (2018) by Roland Stull (ISBN 978-0888652836). The textbook can be downloaded for free online or purchased for $54.00 online. The textbook for oceanic sciences section will be identified before the start of Semester 2. https://www.eoas.ubc.ca/books/Practical_Meteorology/ https://www.eoas.ubc.ca/books/Practical_Meteorology/world/print.html Lab/Supply Fee: A class fee of $100.00 is due payable to the instructor on the first day of class. What to Bring: Students will need to bring laptop computers to some class sessions for modeling and data analysis labs. Credit: Homeschool families may wish to count this course as a full credit in laboratory science for purposes of a high school transcript
9:30 am-10:55 am
9th-12th
(Year Long)
Drawing Studio: Imitating Illustration Styles
Quarter(s): 4
Day(s): Fri
Open Spots: 0
Students will draw in a relaxed, informal studio setting, where they will learn the fundamentals of drawing along with the elements of art and principles of design. Most drawing projects are "student's own" where each artist selects their own subject to incorporate demonstrated techniques such as representing light and dark, creating texture and patterns, and shading to show dimension.
Fourth quarter, students will view the works of well-known illustrators and will practice remixing the techniques of other artists into their own compositions which could include everyday objects, portraits and caricatures, and/or narrative drawings.
The instructor will demonstrate various techniques by developing a sample drawing. Students may elect to follow the class sample or may apply the drawing skills to an entirely unique drawing. This class is suitable for beginners who have never drawn before and for intermediate art students who have worked with other media and are interested in exploring drawing. Drawing can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.
Topics in this Series: Everyday Objects (Quarter 1), Portraits and Creative Caricatures (Quarter 2), Creating Narrative (Quarter 3), and Imitating Illustration Styles (Quarter 4).
Workload: Work outside of class is optional for those who wish to practice their drawing techniques.
Assessments: Individual feedback is given in class. Formal assessments will not be given.
Lab/Supply Fee: A class fee of $18.00 is due payable to the instructor on the first day of class for a sketchbook, a pencil box with pencils of varying hardness, and an eraser. Returning drawing students do not need to pay a supply fee and are expected to replace their drawing supplies as needed, with similar or better quality.
Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.
12:00 pm-12:55 pm
9th-12th
Savvy Social Skills for Teens (Q4)
Quarter(s): 4
Day(s): Fri
Open Spots: 1
Savvy social skills can help teens navigate almost every aspect of their lives. Building confidence in social settings can help improve self esteem and comfort in public settings, small group scenarios, and one-on-one situations with strangers, family, or friends. Every teen can benefit from improved social skills, but some need a little more practice. In this class, students will work with a facilitator to develop strategies for navigating different social challenges. This highly interactive, small group class will use discussion, role playing, modelling behavior, video clips, and improv skills to explore different approaches to common scenarios from talking to parents and tolerating siblings to making, keeping, and managing friends and knowing when to dodge or double-down on drama. Teens will benefit most from taking Savvy Social Skills for several quarters. Some activities will be new each quarter, and some will be repeated for reinforcement. As new students join the group, the dynamic will shift, better imitating real life scenarios. Teens' confidence and comfort level will grow when they have multiple quarters to practice their social skills. Schedule: This is a 7-week class that begins on 3/28/25.
12:00 pm-12:55 pm
9th-12th
French I
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 10
Bonjour and get ready for a full year of beginner level high school French! This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in French. Vocabulary will include numbers, time, dates, seasons, school, free time activities/hobbies, likes/dislikes, personal descriptions, family relationships, emotions, food/restaurants, and places/locations in town. There will be a strong emphasis on competency using regular and irregular present tense verbs and common grammar concepts such as articles, pronouns, adjectives, and comparative phrases. Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos. Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Textbook: Students should purchase or rent the required textbook for this class: Bien Dit!: Student Edition Level 1 2013 (French Edition) (ISBN-13 978-0547871790) Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
10:00 am-10:55 am
9th-12th
(Year Long)
French II
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 6
Bonjour and welcome to the second year of high school French. This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in French. Students will cover the broad themes and vocabular for: my family and my friends, celebrations, shopping, high school, a typical day, and the good old days. The class will begin with a review of adjective-noun agreement, negations, and regular -er, ir-, and -re verbs. They will review and continue to expand their list of irregular verbs such as avoir (to have) and etre (to be). Students will be introduced to the passe compose and Imparfait (imperfect) tenses, and they will learn how to use negations, direct and indirect pronouns, and reflexive verbs with present, past, and imperfect tenses. They will practice comparative and superlative statements, and will continue to have brief cultural lessons integrated in their units. Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos. Prerequisite: French I Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Textbook: Students should purchase or rent the required textbook for this class: Bien Dit! Level II: Student Edition Level 1 2018 edition (ISBN-13 978-0544861343) Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
11:00 am-11:55 am
9th-12th
(Year Long)
French III
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 5
Bonjour et bienvenue dans notre classe de francais 3 ! Welcome to the third year of high school French. This is a conversation-focused program in which students will build more vocabulary and will be able to communicate using more and more complex sentences. The class will continue using the present tense, the future proche (a future), the passe recent (recent past), the passe-compose and imparfait (two forms of past tense) and will learn the future and the conditional forms of verb. Vocabulary will include school activities, professions, the theme of fairy tales, nature and environment, and the media. At this point in learning French, students should be using all of the vocabulary they know to become better listeners, more fluent speakers, and stronger writers. Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos. Prerequisites: French II Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Textbook: Students should purchase or rent the required textbook for this class: Bien Dit!: Student Edition Level 3, 2013 edition (ISBN-13: 978-0547871691) Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
1:00 pm-1:55 pm
10th-12th
(Year Long)
Calculus (Honors or AP A/B)
Quarter(s): 1,2,3,4
Day(s): Tue, Fri
Open Spots: 5
This is a complete course in high school Calculus which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Calculus include limits of functions (one-sided and two-sided limits, limits at infinity and infinite limits, limits of sequences, and continuity of functions), derivatives (various definitions of derivatives, estimating derivatives from tables and graphs, rules of differentiation, properties of derivatives, separable differential equations, and the Mean Value Theorem), applications of derivatives (related rates, optimization, and exponential growth and decay models), integrals (basic techniques of integration including basic antiderivatives and substitution), applications of integrals (in finding areas and volumes, describing motion, and as accumulation functions), and the Fundamental Theorem of Calculus. Students will explore these topics through class discussions, practice problems, and open-ended problem-solving. Prerequisite: Students should have a solid foundation in PreCalculus in order to take this class. Level: This course is offered at two levels, Honors and Advanced Placement (AP). The scope and sequence are identical, however AP students may have additional practice problems. Students who wish to take the AP exam must register and pay for their own exam through the College Board in fall 2024 for the May 2025 exam. Workload: Students should expect to spend 1-1.5 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 7-day cycle, with assignments posted on Thursdays and due the following Thursday. Students are advised to start homework once it is assigned (i.e., not wait until the night before it is due). Weekly homework assignments will be of a length that a student should be able to complete them in two or three at-home work sessions. Solutions will be provided for some homework problems, but students are expected to show all steps of their work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload. Assessments: Student progress will be assessed by: (1) The instructor checking that weekly homework sets are attempted and complete and (2) detailed grading of periodic take-home tests. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade. See the instructor's webpage for detailed homework and test policy, including late work and re-work. Textbook: Students should purchase or rent the required textbook for this class: Calculus: Single Variable/Early Transcendentals, 8th edition by James Stewart (ISBN-13 9781305270336). A scientific calculator similar to the Casio fx-115ES PLUS is required for this class, and it is highly recommended that students preparing for the AP exam have a graphing calculator similar to the TI-83. Students without a graphing calculator must have access to desmos.com and/or wolframalpha.com for graphing assignments. Credit: Homeschool families may wish to count this course as a complete credit in Calculus for purposes of a high school transcript.
1:00 pm-1:55 pm
11th-12th
(Year Long)
Latin II
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 4
Discover the exciting world of Latin language and Roman civilization! Learn the foundations of the language of great conquerors, orators, and men and women who shaped the course of history. Studying Latin also opens many doors to learning other Romance languages and deepens students' understanding of English structure and mechanics, including rhetorical and grammatical constructs. Latin II reviews grammar, vocabulary, and syntax from Latin I and continues by extending the use of verbs, pronouns, adjectives, and adverbs. Students will also study Roman history and culture, Roman civilization, Roman numerals, and English derivatives of Latin words. In addition, they will discover the Roman world through geography, mythology, and daily life. While Latin is primarily a written language, the class will cover basic oral Latin for conversation. Students will learn the necessary skills to be prepared for the option of taking the National Latin Exam in the spring. Prerequisites: Students must have high school level reading comprehension in English. Latin II students should have completed Latin I through Compass or another program. For a student transferring from a different Latin program, please consult the National Latin exam syllabus for Beginning and Internmediate Latin to determine the appropriate placement. Workload: Students should expect to spend 3-4 hours per week outside of class on grammar, vocabulary, translation, and Roman civilization, culture, and geography. Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, and track grades. Email is the preferred mode of communication between the instructor, students, and parents. Assessments: The instructor will assign points in Canvas using a class rubric, which will include quizzes, tests, projects, and participation. Parents will be given access to their child's work in Canvas as an observer and can use this information to determine the appropriate grade to assign should they be interested in compiling a transcript. Textbook: The instructor will order clean, used copies of Cambridge Latin Course, 5th edition, Unit 2 (ISBN-13: 978-1107699007). Supply Fee: There is a $60.00 class fee to cover both textbook and printing costs for the year. What to Bring: Students will need loose leaf paper, a binder or notebook, index cards in multiple colors for creating vocabulary flashcards, and pencils for daily classes and homework. Projects may require occasional additional materials. Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.
3:00 pm-3:55 pm
9th-12th
(Year Long)
Chemistry: Lab (On-Level or Honors)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 11
This class has an in-person lecture on Tuesdays (10:00 am - 10:55 am) and in-person lab and activities on Fridays (9:30 am - 10:55 am). Students must take lecture and lab together. Registration for the Lab section will automatically enroll the student in the Lecture section. Through the study of chemistry, high school students will learn the science behind things they observe every day! Chemistry explains properties of the food we eat, the beverages we drink, the medicines we take, the fibers we wear, and fuels in the cars we drive. Chemistry is a foundation to understanding the world around us and fundamental to other sciences such as biology, physics, geology, and environmental science. This full-year laboratory course makes chemistry come alive through at-home readings, practice problems, supplementary activities, and in-person hands-on labs to demonstrate key concepts. Course themes include matter, changes in state, scientific measurement, atomic structure, electrons in atoms, and characteristics of the periodic table. Students will then study ionic, metallic, and covalent bonding, chemical names and formulas, and chemical reactions. Further chemistry topics include the behavior of gases, water and aqueous solutions, acids, bases, and salts; oxidation-reduction reactions, solutions, and thermochemistry. Students will learn the skills necessary for successful study of chemical reactions and molecular phenomena, using common high school laboratory chemicals, glassware, and techniques. This is not a course done in microscale using pre-mixed solutions: students will learn to calculate molarity and use dimensional analysis to mix solutions, calculate yields, analyze errors, and construct graphs. Example labs include experiments in molar mass, hydrates, precipitates, filtration, density, distillation, reactants, single and double displacement, acid/base titration, polymers, heat of fusion, heat of vaporization, and stoichiometry. Class demonstrations will model other chemical concepts and processes, such as a radioactive cloud chamber. Prerequisites: High school Algebra I Levels: This course provides a substantive, full-credit experience on either an on-level or honors track. All class members complete the same core material and participate in the same labs. Students taking the course at the honors level are generally on a college prep or STEM track and have additional assignments and alternative scoring. Honors students' homework will be graded and recorded as part of the students' total earned points. On-level students' homework will be corrected and graded, but not factored into their total earned points. Students must identify their level prior to the start of class. At any point in the year, a student may transition from honors to on-level if the workload exceeds the students' expectations. In addition, at the parents' discretion, students may take this course as an "audit" in which they still read chapters, attend lectures, participate in labs, but do not do problem sets or laboratory reports. This approach provides an experiential and conceptual overview of chemistry, but should not be counted as a full year credit. Workload: All students should expect to spend 2-3 hours per week outside of class on pre-reading and lab reports. Honors students can expect an additional 1-2 hours on weekly problem sets. Pre-reading and pre-lab work is required so in-person class time can be spent on highlights, class discussion, homework review, and labs. In addition, most weeks students should plan for additional meeting time and coordination with their lab partners in-person, by phone, shared documents, or via virtual meeting. Students will also be required to read one scientific, non-fiction book or current events article each quarter and prepare a 2-page summary and response book report. Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates. Parents can have an observer account in Canvas to review assignments and graded work. Students will have weekly readings and mandatory pre-lab assignments. The pre-lab assignment must be completed prior to lab and will serve as the student's "ticket" into the lab session each week. Assessments: Students will earn points for completed homework, unit tests, lab reports, book reports, and semester exams. Parents can calculate a letter grade using the student's points earned divided by points available. Parents may view all scoring and comments at any time through the Canvas site. Textbook/Materials: Students should purchase or rent Prentice Hall Chemistry by Wilbraham, Staley, et. al. 2008 edition (ISBN #978-0132512107). Lab/Supply Fee: A class fee of $125 is due payable to the instructor on the first day of class for a composition notebook, graph paper, lab equipment and supplies, and safety supplies. What to Bring: Students should bring a paper or a notebook, pen or pencil, and a scientific calculator each week. What to Wear: Students should not wear any loose, drapey clothing to lab. They should also come to class with long hair tied back and should wear closed toe shoes. Credit: Homeschool families may wish to count this course as a full credit in Lab Science for purposes of a high school transcript.
9:30 am-10:55 am
10th-12th
(Year Long)
Comparative Anatomy Dissection Lab
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 6
Dissection! The critical lab skill that schools skip and parents hate hosting at home. This lab can be paired with any independent study or online course in high school biology or anatomy in order to gain significant hands-on experience or to complete a lab science credit.
Students will investigate the comparative anatomy of a variety of organisms and organs through a year-long dissection study. Class time will be primarily devoted to hands-on exploration with important background information posted in Canvas as slide presentations. Students will begin with an exploration of organisms from a range of phyla, in order of increasing complexity: prokarya, simple eukarya, nematode, sponge, mussel or clam, jellyfish, starfish, earthworm, squid or octopus, crayfish, grasshopper, perch, dogfish shark, frog, owl pellets (for small mammal remains), and fetal pig. The complex organ systems of vertebrates will then be systematically explored, dissecting a critical organ for each system. Where appropriate, organs of multiple species will be used to allow comparison between vertebrates: the circulatory system (pig heart), nervous system (sheep brain), excretory system (pig kidney), sensory system (cow/sheep/pig eyeballs), and musculoskeletal system (chicken wings and cow femur). Students will also use microscopes to look at wet (i.e. fresh or live) and dry mount (i.e. prepared) organism and tissue samples throughout the year.
The class will cover lab safety, practice proper dissection techniques, and how to set up and maintain a lab journal with notes and drawings of organs and organisms. Students will have a pre-lab activity (lecture slides, video, and/or packet) to complete each week as "admission" to the following session's dissection.
Prerequisites: Students must have age/grade-level dexterity and fine motor skills for the detailed instrument work in this class.
Workload: Students should expect to spend 1 hour per week outside of class.
Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, and track grades.
Assessments: Will not be given
Textbook/Materials: Students should purchase The Anatomy Coloring Book (ISBN-13 : 978-0321832016)
Lab/Supply Fee: A class fee of $140.00 is due payable to the instructor on or before the first day of class.
What to Bring: Students should bring a paper or a notebook, pen or pencil, and a set of colored pencils to class each week.
What to Wear: Students should not wear any loose, drapey clothing to lab. They should also come to class with long hair tied back and should wear closed toe shoes.
Credit: Homeschool families may wish to count this course as a component (partial) credit in a laboratory science for purposes of a high school transcript.
12:00 pm-12:55 pm
9th-12th
(Year Long)
Acrylic Painting: Open Studio (Q4)
Quarter(s): 4
Day(s): Fri
Open Spots: 5
Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional art instructor. Students will work on canvas boards and will learn elements of art, principles of design, and color theory in addition to methods in painting. Each week, the instructor will demonstrate a different technique in acrylic painting rather than a different subject. Techniques will include mixing and blending paints, wet and dry brush techniques, sponge techniques, glazing, washing, gradient relief, sgraffito, impasto, smudging, dot techniques, stippling, pouring, splattering, dabbing, underpainting, and detailing. The emphasis will be on methods and effects so that each student has a "toolbox" of techniques for working in acrylics. Students will have the freedom to mix and match the techniques that they have learned to create original pieces. In the open studio concepts, each student will have a different goal and unique project in-progress such as still life, floral, landscape, portrait, fantasy, abstract, or pop art. Student will complete two or three boards each quarter, depending on the level of detailing.
This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.
Prerequisites: None
Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.
Assessments: Individual feedback is given in class. Formal assessments will not be given.
Lab/Supply Fee: A supply fee of $25.00 is due payable to the instructor on the first day of class for up to 6 canvas boards and shared class supplies (paints, brushes, paper products, etc.). Students who paint more quickly need more than 6 boards can purchase additional ones from the instructor for $4.00/each.
What to Wear: Students may wish to wear an apron, smock, or paint shirt when working with acrylic paints.
Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.
2:00 pm-3:25 pm
9th-12th
Compass Kindergarten: Science Sparks (Sem 2)
Quarter(s): 3,4
Day(s): Fri
Open Spots: 1
Can your child sit in a circle for story time? Line up for lunch? Take turns talking? This one-day, 3-hour (half-day) program is a "taste" of kindergarten for 5- year-olds. Start your child's week off right with "Mornings with Miss M" at Compass Kindergarten. Children will work in a small group with an experienced early elementary educator for this dynamic, play-based program that offers regular interaction and socialization. This fun, activity-based program will create rhythm and routine in a homeschooled kindergartner's week and give them a sense of community and a peer group. Children will practice routines and transitions as they move through the morning. Each session will include some simple structure such as a daily arrival song/greeting, circle time, story, snack time, activity, lunch, active game, and closing/goodbyes. Through games and activities, they will also practice key childhood social skills such as sharing, taking turns, and entering play with others. Academic basics such as the ABCs, days of the week, colors, shapes, and number sense will be integrated into activities involving fairy tales, nature and art. The teacher will provide ideas for parents to work on at home with their child during the week. Compass Kindergarten is offered in three weekly sessions: Monday, Wednesday, or Friday. Registration is stand-alone for each day so parents can register for one, two, or all three. While each kindergarten class will give children the opportunities for learning and playing in a social environment along with classroom routines, each of the three days will focus on a particular area of study and discovery of how each is connected. On Fridays, the focus will be on science and exploration of the natural world through stories, crafts, and observations both inside and outside the classroom. Themes include seasons, weather, local animals, and the five senses. Readiness Students must be age five (5) by the start of the program or have the teacher's approval for younger. To be successful in this program, entering kindergartners must be able to do the following preschool-level skills: (1) be able to separate from parents with little discomfort; (2) be able to sit and listen to a story or stay on a task for 10 minutes; (3) be able to follow simple, age-appropriate directions from the teacher or another adult; (4) be able to write and recognize his/her first name; (5) be able to hold and use crayons and scissors correctly; (6) be completely self sufficient in a public restroom (wiping, flushing, washing hands, etc.) Other Notes:
- Children should bring a bagged lunch and water bottle to each session.
- There is a $50.00 material fee for class consumables due payable to the teacher on the first day of class.
- Parents can choose to drop children off for this program (different than Compass's school-year policies for 55 minute classes.)
- Registration for this program is by 16-week semester with priority registration for continuing students.
- Parents who are shopping around or applying to alternate kindergarten programs should review the Compass withdrawal policy.
10:00 am-12:55 pm
K
(Semester Long)
Century of American Music: 1970s-2020s
Quarter(s): 3,4
Day(s): Fri
Open Spots: 4
If you like to "Turn Up the Music" (Chris Brown, 2012), "Play That Funky Music" (Wild Cherry, 1976), or "Dance to The Music" (Sly & The Family Stone, 1967), then you know that there is an impressive variety of American music. America is the birthplace of some of the most influential genres of music and musicians in the world. Much of the world's modern music has roots in American blues, jazz, or rock, while American music has elements from West Africa, the West Indies, and diverse communities such as New Orleans, Detroit, Memphis, St. Louis, Nashville, Seattle, San Francisco, Los Angeles, and the Bronx. American music has influenced behavior and culture such as dance, entertainment, fashion, technology, popular opinion, lexicon, marketing, and more. This is a focused class in music appreciation for students who enjoy listening to or playing music. The class will evaluate a century of American music by listening to and discussing influential performers, writers, and producers. Students will learn to identify music elements unique to each genre- melody, rhythm, harmony- and will develop a musical vocabulary to help them think and talk about musical works. They will also explore innovations in instruments and technologies that evolved with the music, such as drums being placed in a "set" at the advent of jazz music, the rise of electric instruments, and electronic production/mixing. Second semester will explore music from the 1970s to the present encompassing the genres of post-pop, heavy metal, hip hop, rap, grunge, punk rock, new age, alternative rock, Indie rock, post-punk and new fusion. Featured artists will include Michael Jackson, Prince, Van Halen, Nirvana, Metallica, Snoop Dog, Elise Trouw, Domi, Jacob Collier, Gunna, Pop Smoke, Esperanza Spalding, and more. Discover why Kurt Cobain was influenced by the Pixies, how Taylor Swift channels Joni Mitchell, and Lady Gaga's music resembles that of Madonna. Find out why Rolling Stone Magazine declared that without "Soul Queen" Aretha Franklin, there would be no Beyonce, Whitney Houston, or Adele. Like other fine arts classes, music appreciation is a fun break from academics which enriches and engages students in a topic they enjoy. Genres that will not be highlighted in this course include gospel, folk, country, western, tejano, reggae, zydeco, or salsa. Topics in this Series: 19202-1960s (Semester 1), 1970s-2020s (Semester 2), etc. Students continuing from first semester receive priority pre-registration for second semester.
11:00 am-11:55 am
9th-12th
(Semester Long)
American Sign Language (ASL) I
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 11
Are you interested in learning a new language that is used right here in America? Are you intrigued by a modern language that has no written form? Do you want to find out why American Sign Language is much more closely linked to French Sign Language than British Sign Language? If so, American Sign Language (ASL) is a great language for you! In this class, students will learn the basic skills in production and comprehension of ASL while covering thematic units such as personal and family life, school, social life, and community. Each unit will include presentations and readings on Deaf culture and Deaf history. Students will learn fingerspelling and numbers, developing conversational ability, culturally appropriate behaviors, and fundamental ASL grammar. Class time will be dedicated to interactive ASL activities and face-to-face signing practice with the instructor and partners. ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day of class. Enrolled students are not expected to know any sign language prior to beginning ASL I. Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students. Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice. Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. There may be some brief written assignments, but for most homework assignments, students will be asked to post short videos of themselves signing. Students will need either a camera phone or webcam to complete these assignments. Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and body movement), and "below the nose" modifiers (lip expressions). Textbook/Supply Fee: There is a supply fee of $50.00 payable to Compass for the digital access code for the interactive e-textbook, TRUE+WAY ASL. With their subscription, students may also accces a free searchable, bilingual ASL & English dictionary, called What's the Sign? Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.
11:00 am-11:55 am
9th-12th
(Year Long)
American Sign Language (ASL) II
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 8
Students of ASL will continue to improve their fluency in this 2nd year course. As students become more advanced signers, emphasis will be on focusing on the meaning of a conversation (whole) rather than individual signs (parts). In conversation, students will learn to confirm information by asking questions in context. Second year students will continue to build their vocabulary, apply ASL grammar, and will learn to make requests, ask for advice, give opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in ASL II include expressing year, phone numbers, time, and currency in numbers, appearance, clothing, giving directions, locations, etc. Each unit will include presentations and readings on Deaf culture and Deaf history. Class time will be dedicated to interactive ASL activities and signing practice. ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day of class. Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students. Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice. Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. Through Canvas, students will be asked to post short videos of themselves signing as homework. Enrolled students will be asked to review ASL 1 vocabulary, grammar, and facial expressions. Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and body movement), and "below the nose" modifiers (lip expressions). Textbook/Supply Fee: There is a supply fee of $50.00 payable to Compass for the digital access code for the interactive e-textbook, TRUE+WAY ASL. With their subscription, students may also accces a free searchable, bilingual ASL & English dictionary, called What's the Sign? Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.
12:00 pm-12:55 pm
10th-12th
(Year Long)
American Sign Language (ASL) III
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 6
Students of ASL will continue to improve their fluency in this 3rd year course. As students become more advanced signers, emphasis will be on focusing on the meaning of a conversation (whole) and storytelling rather than individual signs (parts) or phrases. In conversation, students will learn to confirm information by asking questions in context. Third year students will continue to build their vocabulary, apply ASL grammar, and will learn to describe places, giving directions, giving opinions about others, discussing plans and goals, ask for advice, give opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in ASL III include expressing year, phone numbers, time, and currency in numbers, giving directions, locations, etc. Each unit will include presentations and readings on Deaf culture and Deaf history. Class time will be dedicated to interactive ASL activities and signing practice. ASL students will have a Deaf instructor. She regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day of class. Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students. Prerequisite: ASL II students who wish to enroll in ASL III must pass a proficiency exam and receive instructor approval. Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice. Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. Through Canvas, students will be asked to post short videos of themselves signing as homework. Enrolled students will be asked to review ASL 1 and 2 vocabulary, grammar, and facial expressions. Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including "above the nose" grammar (brows and body movement), and "below the nose" modifiers (lip expressions). Textbook/Supply Fee: There is a supply fee of $50.00 payable to Compass for the digital access code for the interactive e-textbook, TRUE+WAY ASL. With their subscription, students may also accces a free searchable, bilingual ASL & English dictionary, called What's the Sign? Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.
2:00 pm-2:55 pm
11th-12th
(Year Long)
English: Intro to Literary Genres with Writing- The Epic
Quarter(s): 4
Day(s): Fri
Open Spots: 0
In this introductory high school English workshop, students will be introduced to the concepts of literary genres and analytical writing. Each quarter, the class will examine one select work or genre. Students will learn to recognize figurative language, tone, subtext and diction, identify symbolism and imagery, and develop an awareness of narrative perspective and of the social-historical contexts in which these works were created.
Fourth quarter will feature the Epic tale featuring Robert Fagle's translation of Homer's Odyssey.
Composition: Students will also learn the fundamental components of academic writing, including how to construct a thesis statement that makes an argument, how to support their ideas effectively with textual evidence, how to organize an argument logically, and how to cite sources in MLA format. Some class periods will be dedicated Writing Lab session in which students write in-class in order to get on-the-spot support and feedback from the teacher. Students should bring laptops to these class sessions.
Dates Not Meeting: This is a 6-week class that will not meet on 4/4/24, 4/18/2025, 5/16/24
Topics in this Series: The Novel (Quarter 1), Poetry (Quarter 2), The Play (Quarter 3), and The Epic (Quarter 4). Students who continue from one quarter to the next will receive priority registration.
Prerequisites: Students should be able to read at grade level, and it is recommended that students have had a middle school writing class.
Workload: Students should expect to spend 1-2 hours per week outside of class.
Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom.
Assessments: Students' written assignments will be graded using a rubric and assigned points that the homeschool parent can use when assigning an overall class grade.
Textbook/Materials: Because students will need clean, inexpensive copies of each novel to mark in, and they must be able to refer to the passages on the same page numbers, copies of mass market paperbacks will be pre-purchased and bundled for students. (See Supply Fee below).
Supply Fee: A class fee of $13.00 is due payable to Compass on the first day of class for the select novel.
What to Bring: Students should bring the current novel, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking passages/pages.
Credit: Homeschool families may wish to count this course as a partial credit in English for purposes of a high school transcript.
10:00 am-10:55 am
9th-10th
English: British Literature with Writing Lab: Literary Anal...
Quarter(s): 3,4
Day(s): Wed, Fri
Open Spots: 4
This full-credit high school English class will focus on developing critical reading and writing skills through the study of a range of canonical and post-colonial genres and texts written in English. Through exposure to a variety of voices across time periods and geographical regions, students will investigate major themes, such as the importance of language as a locus of power, the continuity of human nature, and the role of the imagination. Spring semester will introduce students to post-colonial texts and genres featuring Vindication of the Rights of Woman (Mary Wollstonecraft), Pride and Prejudice (Jane Austen), Frankenstein (Mary Shelley), and Paradise Lost (John Milton). Writing Lab: An essential component of this course will be an in-class Writing Lab. Students will write two or three critical response papers and a full-scale literary analysis essay each term. Students will continue to hone the components of academic writing, including how to construct a thesis statement that makes an argument, how to support their ideas effectively with textual evidence, how to organize an argument logically, and how to cite sources in MLA format. Students should bring a laptop to class one day per week for in-class writing. Note: This is a 14-week class that will not meet on: 4/2/2025, 4/4/2025, 4/16/2025, 4/18/2025, 5/14/2025, 5/16/2025 Topics in this Series: British Literature, Part I (Semester 1) and British Literature, Part II (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: Students should be able to read at grade level and have completed Introduction to Genre or equivalent high school level writing class. Students are expected to take an active role in discussion and complete all writing assignments. Workload: Students should expect to spend 2-3 hours per week outside of class. Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom. Assessments: Students' written assignments will be graded using a rubric and assigned points that the homeschool parent can use when assigning an overall class grade. Textbook/Materials: Because students will need clean, inexpensive copies of each novel to mark in, and they must be able to refer to the passages on the same page numbers, copies of mass market paperbacks will be pre-purchased and bundled for students. (See Supply Fee below). Supply Fee: A class fee of $22.00 is due payable to Compass on the first day of class for the class pack of books and handouts. What to Bring: Students should bring the current literature, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking passages/pages. Credit: Homeschool families may wish to count this course as a half-credit (one semester) or full credit (both semesters) in English for purposes of a high school transcript.
11:00 am-11:55 am
10th-11th
(Semester Long)
English: American Literature with Writing Lab- Rhetorical A...
Quarter(s): 3,4
Day(s): Wed, Fri
Open Spots: 2
This full-credit English course is designed to prepare students for college level academic writing. It will deepen student's critical reading and textual analysis skills by asking students to think critically about the "American Dream" and what it means to be an American by reading texts that engage with these topics from the 18th century to today. In this course, students will read and respond in writing to both fiction and non-fiction texts, and our analytical method will focus on rhetorical context (subject, purpose and audience). Spring Semester will feature Their Eyes Were Watching God (Zora Neale Hurston), The Things They Carried (Tim O'Brien), and a selection of other short fiction and poetry. Writing Lab: An essential component of this course will be an in-class Writing Lab. Students in this class should have mastered the basics of academic writing, such as constructing a thesis statement that makes an argument and organizing their thoughts through effective topic sentences and transition statements. This class will deepen students' textual analysis skills with a focus on developing rhetorical analysis, the study of how a text makes meaning. Over the course of the year, students will develop familiarity with a variety of writing styles and forms including rhetorical analysis, literary analysis, critical response, close reading, opinion essay, and personal essay. Students should bring a laptop to class one day per week for in-class writing. Note: This is a 14-week class that will not meet on: 4/2/2025, 4/4/2025, 4/16/2025, 4/18/2025, 5/14/2025, 5/16/2025 Prerequisites: Students taking this class should have mastered the foundations of Introduction to Genre and British Literature (or similar English courses), are expected to take an active role in discussion and complete all writing assignments. Topics in this Series: American Literature, Part I (Semester 1) and American Literature, Part II (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Workload: Students should expect to spend 2-3 hours per week outside of class. Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom. Assessments: Students' written assignments will be graded using a rubric and assigned points that the homeschool parent can use when assigning an overall class grade. Textbook/Materials: Because students will need clean, inexpensive copies of each novel to mark in, and they must be able to refer to the passages on the same page numbers, copies of mass market paperbacks will be pre-purchased and bundled for students. (See Supply Fee below). Supply Fee: A class fee of $44.00 is due payable to Compass on the first day of class for the class pack of books and handouts. What to Bring: Students should bring the current literature, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking passages/pages. Credit: Homeschool families may wish to count this course as a half-credit (one semester) or full credit (both semesters) in English for purposes of a high school transcript.
1:00 pm-1:55 pm
11th-12th
(Semester Long)
Biology: Lab (On-Level or Honors)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 13
This class will be taught in a Hybrid format with an online lecture on Mondays (10:00 am - 10:55 am) over a live, online platform and in-person lab and activities on Fridays (9:30 am - 10:55 am). Registration for the Lab section will automatically enroll the student in the Lecture section. This full-year lab science course introduces classic biology topics updated for the 21st century. Biology studies living things and their relationships from microscopic to massive, ancient to modern, arctic to tropic. Our survey includes: (1) cellular and molecular biology, (2) ecology, (3) genetics, (4) biology of organisms (with selected human health and anatomy topics), and (5) evolution and diversity. You will observe microscopic organisms and give monarch butterflies a health exam before tagging them for their 2,800 mile migration to Mexico. You will extract DNA, model its processes, and learn how scientists manipulate this magnificent molecule to make mice glow. You will observe animal behavior, test your heart rate, and practice identifying and debunking pseudo-science. By the end of the course, students will be able to explain the nature of science as a system of knowing; cite evidence for foundational theories of modern biology; explain basic biological processes and functions; describe structures and relationships in living systems; outline systems of information, energy, and resources; demonstrate valid experimental design; discern ethical standards; relate their values and scientific ideas to decision-making; and apply biology knowledge to their own health. Students are responsible for pre-reading and reviewing new material such as readings from the textbook and additional popular and scholarly sources, videos, and animations PRIOR to class meetings. In-person sessions focus on active discussion, clarification, exploration of content, review, modeling, and hands-on activities. Labs address not only technical skills and sequential operations, but also forming testable predictions, collecting data, applying math, drawing conclusions, and presenting findings. Hands-on dissection, always optional, is taught with preserved crayfish and fetal pigs. Sensitive issues: human reproduction is not taught separately, but mentioned as students learn about other, related topics such as sperm, eggs, stem cells, genetic disease, hormones, fetal development, breast-feeding, adolescence, and HIV. While there may be some debate-style discussion of topics such as GMO, abortion will not be debated. Birth control and sex education are not covered, but distinctions between gender and biological sex are discussed in detail in the genetics unit. Evolution is embedded in every topic, from molecular to ecological, inseparably from other content. It is addressed in a scientific context, not from a faith standpoint. Levels: The course provides a substantive, full-credit experience on either an Honors or On-Level track. All class members share core material and participate in the same labs. Honors has longer or additional readings, more analytical work, and more thorough and difficult assessments. Brief, required summer assignments are due in August for those who elect to take Honors. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Students may move down a level (from Honors to On-Level) at any time. Prerequisites: Students should be very strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages. Workload: All students should expect to spend 4-6 hours outside of class reading and preparing homework. Homework includes term cards, brief written responses, weekly online quizzes, unit tests, occasional lab reports, and some creative assignments including sketching. Students will sometimes prepare short, in-class presentations, participate in group projects, run simulations, or conduct simple experiments at home. Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments; upload homework, take automated quizzes and tests; track grades; message instructor and classmates; and attend virtual conferences. Assessments: Completed homework, projects, quizzes, and tests receive points and narrative feedback. Parents can calculate a letter grade using the student's points earned divided by points available, in weighted categories that include assignments, reading quizzes, tests, and participation and presentations. Parents may view all scoring and comments at any time through the Canvas site. Textbook/Materials: Students must purchase or rent the textbook Biology Now: Third High School Edition (2022) published by WW Norton. A 360-day digital license directly from the publisher costs $53.00 HERE (ISBN: 978-0-393-54247-9) or $130 when bundled with a hardcover text (ISBN 978-0-393-54010-9). Used books may be available from 2022-23 students. Core textbook readings are supplemented by the instructor with updated information drawn from sources such as peer-reviewed science journals, popular science publications, and podcasts. Lab/Supply Fee: A class fee of $130 is due payable to the instructor on the first day of class. Supplies/Equipment: Students will need access to a computer/internet, compound microscope with 400X magnification and cool lighting, splash goggles, water-resistant/acid-resistant lab apron, kitchen or postal scale, 3-ring binder, approximately 400- 3"x5" index cards; and plain, lined, and graph paper. Some of these supplies are used at home. Weekly "Read Me First" web pages and class announcements on Canvas tell students what items to bring to class. Credit: Homeschool families may wish to count this course as a full credit in Lab Science for purposes of a high school transcript.
9:30 am-10:55 am
10th-12th
(Year Long)
Modern World History (AP, Honors, or On-Level)
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 13
This year-long course dives into change and continuity from 1200 CE-present in Africa, Asia, the Americas, Europe, and Oceania. If you want to better understand Russia's interest in Ukraine or China's motives in Africa, how the world came to drive Japanese cars, Zimbabwe's 2020 land offer to white farmers abroad, or more about the roots of your own family's story and its ties to other places and times, this is the course for you.
Global connections were not born with jet travel nor Columbus. By the early 1200s, Persian historian Juvayni, reported that one might walk safely from Southeast Asia to Eastern Europe- thanks to Mongol army units stationed along the way. Silk Roads linked Moscow to Tibet. Vibrant Indian Ocean trade circulated goods, people, and animals from China to Indonesia to India, with links to East African coastal cities and the wider Muslim world, including Arab and Turkic peoples. In 200 more years, Muslim Admiral Zheng He would command China's legendary treasure fleet.
What of the Americas? Despite sporadic contacts, like Leif Ericson's disastrous family trip to Canada around 1000 CE, the Old World remained ignorant of lands from the Arctic Circle to Tierra del Fuego. Yet precursors to Incan and Aztec empires built impressive urban city-states, while farther north, Cahokia's pyramids and Mesa Verde's cliffside apartments boomed, the Iroquois League united five great nations, and countless other groups thrived as hunter-gatherers, horticulturists, whalers, fishers, and farmers. At 1200 CE, when this course begins, two halves of the world had not yet collided.
Students will use tools and perspectives of historians to see this collision in wider context and learn what else built today's world. The class will analyze primary sources created at the time studied and secondary sources such as historian accounts. Students will learn to spot symbols, think critically about claims, and develop arguments based fairly on evidence. The group will interpret maps, letters, paintings, ceramics, propaganda posters, murals, sculptures, photographs, and speeches to understand context, causation, continuity, and change. Students will learn how to run, ruin, revolt from, and reform empires and nations. By the end of the course, students may not have memorized dozens of dates (unless they want to), but they will have a much clearer idea of who was where, when, and why- and how- that has affected us.
Note: This is a reading-heavy course suited for students who can commit to completing homework BEFORE each meeting. That prepares you for active discussion, role play, and activities in class. The course is not lecture-based, but instead is taught as a participatory seminar. Simply cannot learn the rich course material by simply attending. However, if you come with your readings completed, ready to ask questions and apply what you've learned, the world (history) is yours!
Levels This course is offered at three levels: On-Level, Honors, and Advanced Placement (AP). Each has a different workload, but all meet together. On-Level students use the same college-level textbook, but have fewer readings, less homework, and less rigorous assessments. Honors students have assignm2ents that engage higher-level analysis and historical thinking skills. AP students work at a university freshman level and have the potential to earn college credit or placement through the spring 2025 AP exam. Once the course begins, students may move down a level anytime, but the instructor will consider "bumping up" on a case-by-case basis only. Before August 1, students must email Compass to (1) choose On-Level, Honors, or Advanced Placement (AP); and (2) provide separate email addresses for student plus adult observer. This allows the instructor to send level-specific Canvas invitations in time for book purchases and completing homework due before your first meeting.
Schedule: There are two weekly meetings: (1) Friday 12:00 pm -12:55 pm in-person for all students and (2) Monday tentatively scheduled for 12:00 pm- 12:55 pm online (subject to an alternate time by consensus of AP-enrolled students). The latter is required for AP students, but recorded and open to all. For Honors and On-Level, this is a 28-week course that ends two weeks early due to AP exam timing. AP students have 31 weeks, as they begin two weeks before the regular Compass start date and have an additional session for a mock exam.
Workload: Honors and On-Level students should plan 4-5 hours per week outside meetings for reading and homework. AP students typically need 6 hours or more, depending on reading speed and experience. All levels use materials written at a freshman college level. Students must be highly skilled readers or have robust reading support at home.
Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments; upload homework, take automated quizzes and tests; track grades; message instructor and classmates; and attend virtual conferences. AP students start asynchronously two weeks early with homework due August 22 and 29. All sections will have brief assignments due September 5, the day before the first class meeting on September 6.
Assessments: Completed homework, projects, quizzes, and tests receive points and narrative feedback. Parents can calculate a letter grade using the student's points earned divided by points available, in weighted categories that include assignments, reading quizzes, tests, and participation and presentations. Parents may view all scoring and comments at any time through the Canvas site.
Textbooks: Students and observers will receive Canvas invitations by August 5 to access to syllabus and initial assignments once they have provided a student and observer email address. All students should purchase or rent: Ways of the World: A Global History with Sources, 3rd ed. 2016, by Strayer, Robert W. (ISBN 9781319022723). Look for an olive green cover with woodcut print of the first Japanese commercial railway in 1872. AP students will need two additional books: (1) A History of the World in 6 Glasses by Tom Standage, 2005 (any ISBN); and (2) Advanced Placement World History: Modern by Logan/Perfection Learning Logan, 2019 (ISBN 1531129161).
About AP: "AP" is a trademark of the College Board, which owns and designs the course outline and "audits" (i.e. approves) high school instructors who employ their expertise and creativity to deliver the college freshman-level content. The College Board's summary of the AP World History program can be read HERE, and the instructor AP Course Audit Approval form can be viewed HERE. https://apcentral.collegeboard.org/media/pdf/ap-world-history-modern-course-overview.pdf)
AP Fees: Due to the instructional time, an additional tuition fee of $200 is assessed for the Monday AP lecture session for students approved to take AP level. AP Students must register separately for the Monday lecture session. The fee is not refundable if the student decides midyear to switch to Honors or On-Level. The fee for the College Board's AP World History: Modern exam in May 2025 is not included. Each family is responsible for scheduling and paying for their student's AP exam.
AP Enrollment: Students who have taken a prior course with this instructor may discuss AP enrollment through conversation or e-mail with her. If new to this instructor, please email Compass to request a short questionnaire and written assignment prior to selecting AP level.
Credit: Homeschool families may wish to count this course as a full credit in World History for purposes of a high school transcript.
12:00 pm-12:55 pm
10th-12th
(Year Long)
Code for a Cause: Technovation Team for Girls
Quarter(s): 1,2,3,4
Day(s): Fri
Open Spots: 9
Imagine a phone app that could quickly reunite lost pets, connect the poor with resources that they need, or report a problem in the community! Code for a Cause is the Compass-based Technovation hub where middle school and high school girls will participate in the "world's largest technology entrepreneurship program for girls." Each year, Technovation teams solve real world problems through technology that they develop!
Through Technovation, girls work with women mentors, identify a problem in their community, develop a mobile app, and launch a startup. Since 2010, 140,000 girls around the world have developed mobile apps and small businesses to solve problems ranging from food waste and nutrition to women's safety, education, and much more. In this year-long program, girls will work in teams and learn the skills they need to change the world through technology.
First semester, the class will participate in team building activities and will be introduced to coding. Students will use Ozaria from Code Combat, a Python-based platform that applies stories and a gamified approach to teach the logic of coding and terminology. Once students understand these fundamentals, they will evaluate (pros and cons) and select their preferred block-based coding tool from either Thunkable or MIT's App Inventor.
Second semester, students will form teams of 2-3 girls who will brainstorm and identify a community problem. They will propose a mobile app or AI solution to the issue and conduct market research to see if their idea is unique and feasible. Next, the team will begin developing an app following the Technovation curriculum. In class, girls will be coached step-by-step on the process of creating an interactive application. Finally, girls will learn how to brand their app, create a business plan, and look at what it would take to bring the app to market.
The weekly Technovation work sessions will be facilitated by an experienced Technovation coach and cybersecurity engineering student at GMU. She will be supported by remote advisor, Almira Roldan, Sr. Technical Program Manager, AWS Machine Learning University and CEO, UnDesto AI Agency. Ms Roldan will assist through mentoring and scheduling guest presenters who will speak to the Compass teams about topics relevant to their phase of app development such as user experience and market research.
Participation in Technovation gives girls the confidence to pursue more computer science courses (70%) and the foundation to eventually major in computer science (26%). Technovation teams are in 100 countries, and the program is sponsored by Oracle, Google, 3M, Adobe Foundation, and others.
Level:All students will meet together, but student teams will either Junior or Senior division depending the ages of the team members as of August 1, 2025: Junior Division is for girls ages 13-15, and Senior Division is for girls ages 16-18. In addition to the app and competition document, the Junior division has an additional submission of a User Adoption Plan. The Senior division has an additional submission of a Business Plan.
Workload: Students should expect to spend 1-2 hours per week outside of class.
Assignments: Will be posted on a Google classroom site for students, and key reminders will be emailed to parents.
Assessments: Students will receive informal feedback throughout the project.
Lab/Supply Fee: A software fee of $30.00 is due payable to Compass on the first day of class.
What to Bring: For this class, students should bring their laptop and charger. Chromebooks cannot be used.
Non-Meeting Days: In addition to the scheduled days-off on the published Compass schedule, this class ends on 5/2/25 and will have two (2) other dates off to be announced.
Credit: Homeschool families may wish to count this course as a full credit in Technology or Career Exploration for purposes of a high school transcript.
1:00 pm-2:55 pm
7th-12th
(Year Long)
Action Dance: Swing & Step
Quarter(s): 3,4
Day(s): Fri
Open Spots: 0
Social dancing does not have to be slow or stuffy! There is energy in the ballroom with Action Dance! Students will learn the beginning waltz, foxtrot, and swing dancing, which originated in Harlem and is known for its spirited stepping and spinning to jazz and big band music. The class will examine the evolution of East Coast swing and its offshoots along with some West Coast swing, Lindy Hop, the Charleston, and the DC native Hand Dance. They will also learn some 2-step and country swing. Emphasis in the class will be on having fun and learning techniques to help dancers be comfortable and relaxed. Social dances encourage confidence, social presence, posture, and poise in teens. Social dancing is partner-based dance; consider signing up with a friend! Please note that in order to demonstrate some steps and forms, students may occasionally be invited to partner with their instructor. This is a 15-week class that does not meet on March 21. Topics in this Series: Caribbean & Latin (Semester 1), Swing & Smooth (Semester 2), etc. Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: None Assessments: Informal feedback will be given in class. Formal assessments or grades will not be given. What to Wear: Students should wear loose, comfortable clothing. Credit: Homeschool families may wish to count this course as a component (partial) credit in fine arts for purposes of a high school transcript.
10:00 am-10:55 am
9th-12th
(Semester Long)
Acting- Teen Stage: Immersive Improv
Quarter(s): 3,4
Day(s): Fri
Open Spots: 0
Snappy comebacks, one-liners, sarcasm, exaggeration, irony...and teenagers. These things just go together! Improv gives kids an outlet for fun, creative stories and spontaneous humor. Teens who find amusement in the unexpected and humor in the unpredictable will enjoy improvisational acting! Second semester, actors will continue to hone their "short game", or short form improv skills. Class activities will teach students how to do edits, perfect their scene work, create characters, escalate emotions, elevate relationships, and use object work to create a more involved stories. They learn about timing, transitions, and how to connect scenes and travel through the improv story with recurring characters, patterns, and common themes to portray a hilarious or witty situation. Class exercises will help students improve listening stills and build the collective, group imagination. Improvisation is the art of entertaining with connected, unpredictable twists and turns often seen from the great comedians and best live entertainers. Improv students will improve their ability to think on-their-feet, play off each other, and react with spontaneous wit, sarcasm, and irony. Actors' creative thinking and communication skills will be strengthened as they work "outside-of-the-box" and learn to read their audience. Improv can be for everyone! No previous experience is needed. Beginners are welcome, and experienced students will further develop their improv skills. If you have taken this class before, go ahead and take it again because no two classes are ever alike. This class is best suited for students who are active listeners, flexible, and easily adapt, have a sense of humor, and can work collaboratively in a group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. This is a 15-week class that does not meet in March 21. Topics in this Series: Innovative Improv (Semester 1), Immersive Improv (Semester 2. Students continuing from first semester receive priority pre-registration for second semester. Workload: Students should expect to spend 0-1 hour per week outside of class. Assignments: If any, will be sent to parents and students by e-mail. Assessments: Informal, qualitative feedback will be given in class throughout the semester. A quantitative score/grade will not be provided. Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.
11:00 am-11:55 am
9th-12th
(Semester Long)
Krav Maga Self Defense for Teens- Black Stripe (Fri)
Quarter(s): 4
Day(s): Fri
Open Spots: 6
Krav Maga is the Israeli martial art which teaches self defense and fitness. Students of Krav Maga are taught a series of strategies to assess and respond to common situations, such as facing a bully. Teens are always taught first and foremost to get away, to get help, and to try to deescalate the situation. When that fails, students practice a technique that includes a warning strike followed by escape, and finally, they learn how to stand up for themselves and how to counterattack if a situation escalates and becomes threatening. Teens are empowered and gain confidence when they rehearse how to handle real-life situations. Exercises and in-class practice incorporate balance, coordination, energy, and other key elements of fitness along with life skills such as confidence, teamwork, respect, discipline, and respect. Students may enroll in Krav Maga at any time, and everyone will begin as a white belt. Each quarter, students will practice the full range of skills, but there will be two "featured" moves that a student can earn a belt stripe for being able to demonstrate. Featured moves will include a combative strike and a defensive escape technique. No one stripe is a prerequisite for any other color, and color stripes can be earned in any order. Fourth quarter, students will have the chance to earn a Black Stripe. Featured moves include: cover defense and wrist locks (red stripe); straight punch defense and bear hugs (orange stripe); head movement defense and front 2-handed choke (yellow stripe); round kick defense and back 2-handed choke (green stripe); front kick defense and guillotine choke (blue stripe); clinch defense and rear choke (purple stripe); ground striking defense and head lock defense (brown stripe); and 360 defense and full Nelson (black stripe). Students will be able to test for belt promotions to move through the ranks of white belt, yellow belt, orange belt, etc. On average, it is estimated that a student will be ready for a belt test after four quarters/four color stripes. Belt testing will be by coach approval. Topics in this Series: Blue Stripe (1st Quarter), Purple Stripe (2nd Quarter), Brown Stripe (3rd Quarter) and Black Stripe (4th Quarter). Assessments: Belt testing for promotion will be by coach recommendation, but on average will take 4 quarters. Lab/Supply Fee: A class fee of $6.00 is due payable to the instructor on the first day of class- for new students only- for a white belt to collect the colored stripes! A belt test fee of $25.00 is due payable to the instructor when a student is ready to test for promotion. What to Bring: Refillable water bottle. What to Wear: In lieu of a full martial arts uniform, participants should wear their class t-shirt and belt along with shorts, leggings, or loose, comfortable athletic pants, and comfortable athletic shoes or sneakers.
2:00 pm-2:55 pm
9th-12th
Mindful Mosaics Open Studio (Q4)
Quarter(s): 4
Day(s): Fri
Open Spots: 3
Mindful Mosaics is run as a studio art class where students create unique compositions and work at their own pace under the guidance of an experienced mosaic artist. Each quarter, students are taught new design, cutting, layout, and finishing techniques and are introduced to new mosaic materials which they can incorporate into inspired, original pieces. The instructor can suggest possible themes for projects based on the featured materials, but most students work on individual projects that reflect their own interests, hobbies, or decor.
Students who are new to mosaics will complete a quick checkerboard project (complete with wooden checkers) to teach pattern, layout, and lines before starting an individual projects. For each project, students will choose from a variety of substrates- rectangular, square, shaped, or circular backboards (typically first-year students), or special forms or 3D objects (experienced students). Each project will expand a student's understanding of color, pattern, rhythm, texture, and spacing as they complete rich, dimensioned compositions. Students will be able to incorporate other glass, ceramic, and porcelain tiles into their projects and may select feature elements such as beautiful glass gems, millefiori, sliced stone, metallic ornaments, mirrored bits, or shells, to serve as focal points in their mosaic piece. The mosaic can be monochromatic, complimentary, or contrasting colors. A broad pallet of colors is always available, and new colors are added each quarter to reflect the season.
Students will develop a skillset for mosaic artistry over multiple quarters or years. As each student demonstrates mastery of basic skills, safety, and artistic expression, that student will be taught advanced techniques, materials, tools, composition, and color theory. A typical progression in mosaics is: (1) Whole tiles in symmetric design on a flat, rectangular substrate with emphasis on proper spacing and adhesion; (2) Tile cut with nippers in themed design and individual color choices on a flat wood substrate; (3) Sheet glass cut with pistol grip, breaking, and/or running pliers with emphasis on composition, color, and design on a flat or curved substrate; (4) Progress to 3D substrate and advanced adhesives; (5) Learn porcelain and ceramic cutting, special adhesives, and advanced design.
Note:There is no prerequisite for this class. The number of projects completed each quarter depends on the student's work speed and attendance in class. Compass parents are welcome to register for the class to work alongside their teens, or to work on their own, while their teen is in another Compass class.
Workload: Students should expect to spend 0-1 hours per week outside of class.
Assessments: will not be given.
Materials Fees: All material fees are due payable to the instructor on or before the first day of class by cash, check or electronic payment. Materials used vary depending on a student's experience with mosaic.
Beginner Material Fee: $40.00 for a selection of Beginner Materials, including:
- vitreous glass, ceramic, mini, eco recycled glass, beach glass, glitter glass, glass gems, ceramic pebble, shells, metallic crystal, subway glass
- Adhesive: weld bond
- Grout: bone or charcoal color
- Cutters: wheeled tile nippers
- Substrate: 2D/Flat 12" x 12",10" x 10", 8" X 8", 4" X 4", framed mirrors, ornament shapes
Advanced Material Fee: $50.00 for a selection of Advanced Materials including:
- All Beginner Materials plus, iridized glass, cathedral sheet glass, opaque sheet glass, color fusion, millefiori, Van Gogh glass, natural stone and minerals, special effects glass, water glass, colored mirror, illumination glass, china plates, rhinestone, ball chain
- Adhesives: weld bond, thin-set mortar, silicone
- Grout: Custom colors (purple, rose, green, blue, earth, orange)
- Cutters: wheeled tile nippers, porcelain hand tool, hand file, pistol grip, beetle bits cutting system
- Substrates: All flat shapes plus, 3D forms (egg, sphere, cone, pyramid, etc.), cut out sentiments, trays, glass bottle, mini sleds, flower pot, picture frame, sun catcher.
Additional Fee: There may be additional fees for premium materials such as tesserae (by request and consultation with instructor), mother of pearl, 24 kt gold tiles (market rate), or specially cut substrates.
Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.
10:00 am-11:25 am
7th-Adult
Cooking for Teens: Savory Spring Specialties
Quarter(s): 4
Day(s): Fri
Open Spots: 2
Students will enjoy making delicious recipes and family favorites that feature a variety of fruits, vegetables, and fresh ingredients. Recipes are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: Students
- Sprigs and Prosciutto in a Blanket (contains pork)
- Miso Soup
- Carrot Salad
- Cashew Rice Pilaf (contains nuts)
- Teriyaki Salmon and Quinoa Bowl
- Cauliflower Stir Fry with Toasted Peanuts (contains nuts)
- Cowboy Casserole
- Strawberry Shortcake
12:00 pm-12:55 pm
9th-12th
Natural Leaders: Spring
Quarter(s): 4
Day(s): Fri
Open Spots: 0
Natural Leaders is an outdoor education and leadership program. Each week, the group will venture into the woods surrounding Lake Fairfax for an authentic, immersive adventure featuring hiking, outdoor skills, leadership, and camaraderie. At each meeting, students take turns in different roles that are key to the group's success, safety, and fun such as: coordinator (plan out the group's schedule for the day); navigator (following the map, practice orienteering); naturalist (investigate and present a lesson about local plants, animals or ecology); skills coaches (research, practice, and demonstrate a skill to others, such as knot tying or whittling); game master (plan and teach an group game or challenge); and safety officer (present on a safety or first aid topic) They will also learn survival skills such as fire-building, edible plants, building shelters, use of knives, and safety/first aid. The student-led portions of the program promote group cohesion, cooperation, and friendship, while students benefit from the positive peer pressure to come prepared for their weekly roles and responsibilities. Tweens and teens will also become more confident and comfortable as leaders and outdoor adventurers as their self-reliance skills grow. Natural Leaders is supervised by an experienced Natural Leaders mentor, trained and supported in providing a positive experience and managing safety. They typically have a passion for sharing nature with kids, and may have a background in a range of skills such as wilderness first aid, survival skills, tracking, primitive skills, and experience in hiking, camping, rock climbing, water sports, etc. Natural Leaders meets weekly rain, snow, or shine, in all temperatures. Students should always dress is layers for the forecasted weather conditions. Registered students will receive more detailed instructions about what to wear, what to bring, and where to meet prior to the start of the program.
10:00 am-2:55 pm
6th-8th
| Art / Music | Science / Technology | Humanities / Social Sciences | Language Arts |
| Extracurricular | Math | Foreign Language | (Full Classes) | Private Lessons | Cooking | Lunch N Learn |