• Barry Goldwater High School, A+ School of Excellence

    ELD Course Syllabus 2020-2021

    Teacher Name: Suzy Palmer and Marianne Durell

    Email: suzy.palmer@dvusd.org       Office Telephone: 623-445-3123

    Email: Marianne.durell@dvusd.org Office Telephone: 623-445-3123

    GRADING AND FEEDBACK 

    At Barry Goldwater High School, we believe that a strong work ethic driven by the goal of continuous improvement is essential for student success both in high school and the student’s future.  Each piece of work is crucial as it provides an opportunity for feedback on improvement and also for growth in the student’s education. All coursework, both summative (assessments) and formative (practice), is of value and influences a teacher’s understanding of your student’s learning and growth.  In order to ensure that teachers provide feedback based on student learning, BGHS  uses levels of achievement  based upon a student demonstrating what they know and can do relative to the IB Middle Years Program (MYP) Criteria, IB Diploma Criteria, Arizona Career & College Readiness Standards, and Arizona content standards. 

    Final course marks (“grades” in a traditional system) are determined by the teachers' professional analysis of your student’s most recent and consistent evidence of levels of achievement against those standards based on prescribed exit outcome levels, not by mathematical calculations such as averaging or curving the grade.   Valuable feedback on student work may be provided through use of rubrics, on paper, or verbally during instructional time.  Quality feedback is clear and timely to provide support for student learning and growth. BGHS teachers are trained in analyzing student products against standards and in obtaining evidence of learning using a variety of instructional methods. Please do not hesitate to inquire how levels of achievement for your student are determined by contacting the teacher.  

    SUPPLIES LIST

    • School provided chromebook
    • Agenda/ Calendar – Use app on chromebook or a paper version
    • 2 folders with folders with pockets for handouts
    • 3 colored highlighters
    • blue/black ink pens
    • pencils
    • 3 composition notebooks for vocabulary, writing and reading



    COURSE OUTLINE of Units and Expected Time Frames*

    Fall Semester ELD

    Unit Title

    Key and Related Concepts/Standards

    ATL or Related Campus &

    District Assessments

    Expected Timeframe

    All About Me/Think Again/Choices

    • EL.9-12.S1.1-4 Find theme, summarize a text, cite evidence, and determine text structures: Reading Narratives
    • EL.9-12.S3.2 Writing Narratives
    • RI/PSI/PI
    • ELLA/District
    • Edge Placement
    • Narrative Writing
    • Edge Unit Assessment

    Weeks 2-6

    Wisdom of the Ages/Family Matters/The Art of Expression

    • EL.9-12.S1.1 and 4 Analyze central idea, determine text structure.
    • EL.9-12S3.3 Compose informational texts
    • EL.9-12.S9.1 and 2 Develop an informational topic and develop a sequence of events.
      • Critical Thinking Skills-Inferences
    • Expository Writing Skills
      • EDGE Unit Assessment
    • Research Skills

    Weeks 7-12

    Global Village/True Self/The Hero Within

    • EL.9-12.S1.1-4 Find theme, summarize a text, cite evidence, and determine text structures: Reading Narratives
    • EL.9-12.S4.1-4 Persuasive Writing
    • Collaboration Skills
    • Communication Skills
    • Persuasive Writing Assessment 
    • ELLA/District

    Weeks 13-19

    Spring Semester

    Unit Title

    Key and Related Concepts

    ATL & Related Campus &

    District Assessments

    Expected Timeframe

    How We See Things/Give and Take/Opening Doors

    • EL.9-12.S1.1 and 4 Analyze central idea, determine text structure.
    • EL.9-12S3.3 Compose informational texts
    • EL.9-12.S9.1 and 2 Develop an informational topic and develop a sequence of events.
    • Creative and Critical Thinking Skills
    • Social Skills 
    • Argument Assessment
    • ELLA/District


    Weeks 1-6

    Absolute Power/Fair Play/Fear This

     

    • EL.9-12.S1.1-4 Find theme, summarize a text, cite evidence, and determine text structures: Reading Narratives
    • EL.9-12.S3.2 Writing Narratives
    • Literary Analysis
    • Research Skills
    • AZMerit State Testing 
    • 2021 AZELLA
    • RI Testing 


    Weeks 7-12

    Hard-Won Liberty/Coming of Age/Are You Buying it?



    • EL.9-12.S1.1-4 Find theme, summarize a text, cite evidence, and determine text structures: Reading Narratives
    • EL.9-12.S9.1 and 2 Develop an informational topic and develop a sequence of events.
    • RI Testing
    • Critical Thinking Skills
    • Social Skills
    • ELLA/District
    • Edge Unit Assessment

    Weeks 14-20

    *Subject to change at the discretion of the teaching team

    GUARANTEED AND VIABLE CURRICULUM

    BGHS  students will develop their reading, writing, speaking and listening skills by utilizing analysis, organization, production and language skills in innovative and creative ways. The following rubric demonstrates the skills students will need to gain and demonstrate during the fall and spring semester to achieve both a BGHS/DVUSD letter grade.  The skills will be assessed individually and collectively multiple times throughout the semester in order to determine student growth and achievement.  Students are encouraged to work toward the highest level of achievement and to challenge themselves to grow and learn to their highest ability.  Please check Power Schools and the BGHS course website for the Standards, Performance Objectives and Rubrics for grading.

    In order to provide better communication of student progress, teachers will be reporting an updated progress task/assignment on these dates.  This progress update is only a “snapshot” of where a student is for the purpose of feedback; a final mark or “grade” can only be given at the end of each semester.   Students have many opportunities in each class to continue their learning, reassess, and grow.  If your student is struggling in a course, we highly encourage communication and support from parents, teachers and counselor. 

    REPORTING TIMELINE

    Fall Semester 

    “Snapshots,” Progress Report,  and End of Semester Mark Reporting Dates

    (All grades are reported in Power Schools)

    Spring Semester

     “Snapshots,” Progress Report, and End of Semester Mark Reporting Dates

    (All grades are reported in Power Schools)

    August 28th  - Snapshot

    September 18th  - Snapshot

    October 9th* - Progress Report 

    October 30th  - Snapshot

    November 20th   - Snapshot

    December 18th  - Snapshot

    January 4th*End of Semester in PowerSchools

    January 29th - Snapshot

    February 19th- Snapshot

    March 12th*Progress Report 

    April 9th – Snapshot

    April 30th - Snapshot

    May 14st  -  Snapshot

    May 21st - End of Semester in PowerSchools

     

    Your final mark will be determined by assessment of your proficiency in the standards for the  course. Work will be assigned and should be completed in order to gain proficiency in skills and develop a thorough understanding of the concepts. Each piece of work is crucial as it provides opportunity for feedback, improvement and demonstration of growth. Students that do not develop, practice and demonstrate skills through the assessments (whether they are formative or summative) are not likely to pass this course. 

    FINAL GRADE DESCRIPTOR

    (ALL CONTENT AREAS)

    POWERSCHOOL

    FINAL GRADE

    The student demonstrates a consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost flawlessly in a wide variety of situations.  Consistent evidence of analysis, synthesis, and evaluation is shown where appropriate. The student consistently demonstrated originality and insight and always produces work of high quality.  

    10

    A

    The student demonstrates a consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations.  Consistent evidence of analysis, synthesis, and evaluation is shown where appropriate.  The student generally demonstrates originality and insight.    

    9

    A

    The student demonstrates a consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis, and evaluation where appropriate and occasionally demonstrates originality and insight.

    8

    B

    The student demonstrates a good, general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations.  There is occasional evidence of the skills of analysis, synthesis, and evaluation.  

    7

    C

    The student demonstrates a limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrated a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.  

    6

    D

    Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support.

    5

    F

    The student demonstrates minimal achievement in terms of the objectives. 

    5

    F

    The student demonstrates no evidence of achievement.

    5

    F





    CLASSROOM EXPECTATIONS

    Be prompt, prepared, respectful, and committed to the class, the instructor, and to one another.  In the event that any of us are not prompt, prepared, respectful, and committed, we must take responsibility and make amends while accepting the consequences of our actions.

    What to do immediately upon entering this classroom:

    1. Look at the White Board to determine learning goals and find your assigned chair. 
    2. Turn all electronic devices off and place in backpack or pocket* 
    3. Take out your Chromebook and all necessary materials and put the backpack away as indicated. 
    4. Begin bellwork and/or join your team to actively engage in learning.  
    5. Contribute to the learning and work hard to demonstrate your abilities.  







    Consequences of Positive Choices

    Increased Learning

    Positive feelings

    Positive attention 

    Higher achievement levels

    Increased confidence

    Positive Peer relationships

    More/ higher  level skills

    Increased success

    Positive Relationships with staff

    Scholarships, better jobs

    Increased respect 

    Internships and Opportunities

    Consequences of Poor Choices

    Tier

    Minor Offences

    Major Offences

    1st

    Restate expectations, Redirect,  Task change, Seat change, Conference 

    Referral to Administration 

    Consequences issued in line with  student handbook

    2nd

    Buddy Teacher w/reflection, Conference, email communication to parent

    3rd

    Phone call home, In person conference w/parent, Thinking center, Detention

    4th

    A referral to the administration/office



    BGHS ELECTRONICS PROCEDURES

    At BGHS we know that  technology is all around us and can enhance work outcomes. We embrace technology and strive to use it as a powerful learning tool.  We provide Chromebooks to our students and strive to integrate technology in our lessons .  Because our students have access to Chromebooks and school computers they will not need to use cell phones during class time.   We ask students to not access their phones or music devices, etc. during instructional time.   This is an important part of preparing students for college and career.   As they graduate, head to college or start jobs they will need to know how to manage their devices and understand the appropriate time and place for technology use.  

    BGHS students will use Chromebooks  to complete tasks during class.  If a student does not comply with this policy and his electronic device is being used or creates a disruption in the classroom,  the following steps will be taken. 

    1st Offense: Teacher will request that the student put technology away and that devices are not to be visible or used during class time. *

    2nd Offense: Teacher will apply classroom consequences and document the offense. *

    3rd Offense: Teacher will send the student with the device to the office where the electronic device will be stored to be picked up at the end of the day.  

    *If at any time during this process the student escalated this issue, the student can be referred to administration.  If a student has multiple instances where the office has taken their phone, parent pick up will be required and a conference with the parent may be requested.  

    BGHS OUT OF CLASS PASS 

    At BGHS teaching and learning time is a priority.  When a student is out of class they are often not directly supervised and are missing out on instruction.  We limit the number of passes students use in a semester and students are taught to utilize the 5-minute passing periods and the 30-minute lunch hour to check messages, go to the locker,  use the restroom  or to get a drink.   Students are asked to make every effort to be in class from bell to bell.   Each classroom uses a sign out log and students must have a pass each time they are out of class.  Abuse of passes may need to be handled with a parent contact or a conference with administration.  



    CONFIRMATION OF ELD SYLLABUS 2020-2021 

     

     

    I have received the ______Course Syllabus and I am aware that a copy of this, and the course Exit Outcomes.  

    I understand that videos shown in the classroom and technology used in the classroom is for the sake of learning and will be  support

    I understand the teachers and counselors are available to provide information and support and can be reached by email or I can leave a voicemail message.   

     

    My child’s name is: ____________________________________________________________________

     

     

    STUDENT’s SIGNATURE PRINTED NAME DATE

     

     

    PARENT/GUARDIAN  SIGNATURE PRINTED NAME DATE