Academy at SOAR Middle & High School Academic Course Catalog 2020-2021
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Academy at SOAR
2020-2021
Middle & High School
Academic Course Catalog
ACADEMIC DESIGN Academic Mission Statement The overall mission of the academic department is to provide an alternative learning environment and di erentiated instruction that nurtures self-discovery and independent inquisition. Many students have experienced di culty in traditional academic settings, stemming from a variety of factors including, but not limited to LD, ADHD, negative feedback from peers and teachers, inability to self-advocate, peer in uences, and poor academic performance. Beyond providing content instruction in each course, Academy at SOAR seeks to modify the student’s perception of him or herself as a learner, allowing them to become aware of their unique strengths, abilities, and challenges, along with techniques to overcome academic hurdles. Accommodations This mission is carried out by providing di erentiated instruction based on the needs of each student. Flexibility in instructional methods and coursework o erings is necessary to meet the needs of each student. Though traditional instruction is used at times during classroom days, Academy at SOAR seeks to implement multi-sensory methods whenever possible to make learning experiences more relevant and meaningful. Learning Environment Further, it is the Academy at SOAR’s desire for every student to maintain a safe, accepting environment that allows students to make mistakes, yet learn from these missteps. This goal is implemented by creating an environment of respect and kindness between students, their peers, and teachers. Though feedback is critical in the development of young minds, it is constructive and focuses on both strengths and areas targeted for growth. Academy at SOAR’s philosophy is to prompt students to verbalize feedback to themselves, whereby taking ownership of successes and challenges, rather than relying on others for praise and criticism. This method has been selected for its utility in shaping students into independent, self-aware learners. Learning Skills The Academy at SOAR uses a unique teaching method in which students gain knowledge and skills by working for an extended period to investigate and solve a complex question, problem, or challenge. At its core, the process is focused on teaching students important knowledge and skills, derived from the standards and key concepts of all academic subjects. Students build competencies, such as problem-solving, critical thinking, collaboration, communication, and creativity, which are explicitly taught and assessed. We do this by engaging learners in a rigorous process of asking questions, using resources, and developing answers. Students see the need to
gain knowledge, understand concepts, and apply skills to create project products. They are allowed to make some choices about the products to be created, how they work, and how they use their time, all guided and facilitated by the teachers and instructors. The project includes processes for students to give and receive feedback on the quality of their work, leading them to make revisions or conduct further inquiry and then present their work to other people, beyond their classmates and teachers. Classroom Days The school day consists of ve periods each day. Classes typically run for 60-65 minutes with a 10-minute break in between for restroom use, socialization, or snack. The average class size is eight students. Students attending Academy at SOAR are required to bring a Chromebook for academic use. This is necessary due to the frequency with which students use di erent computing applications within the context of their daily class work. Expeditions Academy at SOAR operates on a 4-week cycle: two weeks on campus and two weeks on expedition eld study. This model has been adapted in an e ort to ensure both the quality of academics, as well as the amount of face-time students have with their teachers. Expedition curriculum provides a mix of location speci c and experiential lessons combined with lessons based on each courses’ standards. Great care is taken to relate the material to expedition locations; the overall goal is to provide a consistent level of instruction for students regardless of their location—classroom or trail. Instructional Design It is the responsibility of Academy at SOAR teachers to modify and adapt the curriculum to provide appropriate, meaningful learning experiences both inside and outside of the classroom. Teachers plan lessons and activities for students to complete on a daily basis, ve days per week, even while on expeditions, in each subject. Field instructors are responsible for facilitating instruction and ensuring students complete work at an acceptable pace with an acceptable degree of quality. Instructors are also responsible for reporting back to the academic team about speci c student concerns that need to be addressed to ensure successful academic experiences for each student on every expedition.
GRADUATION REQUIREMENTS
HIGH SCHOOL GRADUATION COURSE CREDIT REQUIREMENTS
English 4 credits
Mathematics (including Integrated Math 1 & 2 or their equivalent) 4 credits
Sciences 3 credits
Social Studies 3 credits
Health/Physical Education 1 credits
Electives 7 credits
Total 22 credits
Minimum Test Score (SAT, ACT or MAP)
Minimum GPA
PLAN YOUR PATH TO GRADUATION AND BEYOND
LANGUAGE ARTS SEQUENCE
9TH 10TH 11TH 12TH
ENGLISH 9 ENGLISH 10 ENGLISH 11 ENGLISH 12
HUMANITIES SEQUENCE
9TH 10TH 11TH 12TH
MODERN WORLD UNITED STATES GOVERNMENT ELECTIVE OR
ANCIENT WORLD
SCIENCE SEQUENCE
9TH 10TH 11TH 12TH
EARTH & SPACE BIOLOGY ENVIRONMENTAL CHEMISTRY
MATH SEQUENCES
9TH 10TH 11TH 12TH
INTEGRATED INTEGRATED INTEGRATED PRE-CALCULUS
MATH 1 MATH 2 MATH 3
MSM/PRE-ALGEBRA INTEGRATED MATH INTEGRATED MATH INTEGRATED
1A 1B MATH 2
Parents/guardians and students should use this worksheet to plan their path to graduation. If your student is transferring from another school, this worksheet in combination with the course catalogue will be very helpful in making sure your student is meeting graduation requirements. If you or your student has any questions, please contact the Dean of Academics at the Academy at SOAR. School: Grade: 9th 10th 11th 12th Math English Science History Electives ACT & SAT Testing All Juniors and Seniors are encouraged to take the ACT or SAT. Students and families work in conjunction with the Dean of Academics to select a test date that works with the expedition schedule. Most Academy at SOAR students qualify for testing accommodations such as extended time or small group setting. Please contact the Dean of Academics to complete the required waivers allowing Academy at SOAR to apply for accommodations on behalf of the student. College & Career Support Students and families will collaborate directly with the Dean of Academics to receive guidance and support regarding college and career goals. Students are encouraged to schedule time with the Dean to review transcripts, GPA, psycho-educational reports, and to develop action plans for their postsecondary goals. Juniors and Seniors have the option to attend workshops provided by Haywood Vocational Opportunities (HVO) to explore career interests and learn workplace etiquette. HVO registration forms can be obtained from the Dean.
COURSE OFFERINGS
Academy at SOAR works to provide each course needed to help its students complete
Academy graduation requirements, however, individual courses may not be available each
semester/year. Course availability is dependent upon the Master Course Schedule developed
based on the needs of the enrolled student body. If the Academy at SOAR does not o er a
course that a student needs to meet graduation and/or college admissions requirements, we will
work with students and families to connect them to needed courses o ered by other accredited
institutions.
Science (Typically 1 Semester Block) English Language Arts (year-long)
Middle School Science Literature & Composition 7-12
Earth Science
Environmental Science
Biology Social Studies (Typically 1 Semester Block)
Chemistry Middle School Humanities
Ancient World History & Humanities
Math (year-long) Modern World History & Humanities
Middle school Math 2-3 United States History & Humanities
Pre-algebra Government
Integrated Math 1-3
Pre-Calculus
Supplementary Courses
Students that want or need to take courses not taught by Academy at SOAR teachers, can
make arrangements with the Dean of Academics to pursue studies online. Academy at SOAR
has partnerships with accredited online schools including Edison Learning and John Hopkins
Center for Talented Youth (https://cty.jhu.edu/online/index.html). Tuition payments for
online courses are the responsibility of students and families. Tuition typically ranges from
$500 to $2000 depending on the online platform and the speci c course.
Non-Core Courses (year-long)
Physical education & health (All Grade Levels)
Outdoor leadership (All Grade Levels)
Life Success Skills (7-12th grades)
Independent Study/Internships (Individualized for upperclassman)
Summer Only
Spanish Immersion in Peru (Spanish 1 & 2)
Course Descriptions
Science
All science courses include hands-on labs, project-based learning, place-based learning,
experiential education, class demonstrations, and shorter lessons to explain more complex
topics. The project-based learning model requires that the students work on a solution to
a real-world project. It is motivated by self-guided research and planning as the students
determine what they need to know to solve the problem. This learning style engages the
students more e ectively because they have more control over the direction of their project
and they determine what they need to research to have a successful project. The teacher’s
role is to provide guidance and ensure the science learning standards are being met.
Place-based and experiential learning occur while the students are on expedition. Lesson
plans are developed to take advantage of the unique landscapes and organisms that the
students observe and experience.
The scienti c method and experimental design are stressed in all science subjects. On
expeditions, the students complete nature journal entries designed to develop their
observation skills and attention to detail. On campus, the students complete short
research projects to practice internet research of credible resources, study identi cation
terms, and practice public speaking in a low-risk environment as they present their
projects to the class. Students engage in individualized learning through science articles
to determine reading comprehension, interactive computer labs and games, and
hands-on labs and activities.
Middle School Sciences Earth & Space Science
Middle School Science is a Earth and Space Science is a
standards-based course that introduces standards-based course that focuses on
and reinforces key concepts in science to Earth’s processes and the Earth as an
provide a solid basis for high school object in space. Major topics include
courses. Course topics run parallel with energy conversion, gravity, Big Bang
content of high school courses covering Theory, electromagnetic radiation,
physical and life science concepts. celestial objects, Earth’s history, and Earth
systems.Biology Biology is a standards-based course that emphasis placed on critical analysis of data focuses on the basic principles in biology to draw their own conclusions. This such as cell structures and functions, course will draw together concepts from organisms and their environment, multiple disciplines, including ecology, structure and function of DNA, theory of earth science, botany, zoology, evolution, system classi cation, and paleontology, climate science, and the organism survival. social sciences. Environmental Sciences Chemistry Environmental Science is a Chemistry is a standards-based course that standards-based course that focuses on the focuses on the basic principles in study of the natural environment, as well chemistry such as the structure of atoms as, the impact of humans on the and ions, bonds, the Periodic Table, environment. The student will work to gas-temperature-pressure relationships, understand and create solutions to chemical reactions, and acids and bases. environmental problems with an
History/Humanities
In our history & humanities courses, students examine the historical roots of signi cant events,
ideas, and movements, while simultaneously exploring how people shape their world, and how
their world shapes them. Students explore recurring themes of human experience common to all
civilizations. They study ways societies have dealt with continuity and change, exempli ed by
issues such as war and peace, law, and commerce, instability and strife, and the development of civil
institutions. Students look at history and current events from a social, political and economic
perspective, and debate how issues in history a ect their lives as consumers and citizens in an
interdependent world. The expedition component of the program allows students, along with
their Field Instructors, to “take the road less travelled”, and entertain unique teachable moments as
they encounter them among the paths of their travels, and as their teachers have planned for them.
A strong central tenet of all courses in the Academy is the development of essential academic skills.
Middle School Humanities Government
Middle School Humanities emphasizes the Government
connections between literature, culture, art, is a blended
geography, music, and history. Students who course that
take Humanities will have the opportunity to emphasizes
study historical events and people the
simultaneously with relevant literature. connections
between
Modern World History & Humanities literature, culture, legislative and administrative
Modern World History and Humanities and judicial history, art, geography, music, and
emphasizes the connections between literature, history. Students who take this Humanities
culture, art, geography, music, and history. course will have the opportunity to study early
Students who take this Humanities course will and contemporary civics issues, governmental
have the opportunity to study World events and structure, and political systems.
culture from the Renaissance to the 21st
Century. Ancient World History & Humanities
Ancient World History and Humanities
United States History & Humanities emphasizes the connections between literature,
United States History and Humanities is a culture, art, geography, music, and history.
blended course that emphasizes the connections Students who take this Humanities course will
between literature, culture, art, geography, have the opportunity to study World events and
music, and history. Students who take this culture from homohabolis to the Renaissance.
Humanities course will have the opportunity to
study early American history.Mathematics
Academy at SOAR math classes are standards-based courses that integrate hands-on and
experiential learning opportunities. Most mathematics courses at the Academy utilize the
ALEKS software as a component of the curriculum. This unique program consistently assesses
what students know and what they need to know to be successful. For example, a student will
initially take a pre-assessment to determine areas of strength. Then he or she is given a series of
questions on a single topic to gain new skills. The student at any time can see sample problems
with instructions to better understand the mathematical procedure. If the student is not able
to understand the concept on his own, then the teacher gives a mini lesson with explicit
instruction. In this way, instruction has independent and individualized components. After a
student has successfully completed three to four problems in succession, he or she is then
allowed to move on the next topic which builds on the rst. The ALEKS software allows
students who struggle to receive individual instruction and ll gaps in their learning before
they can move forward. Interestingly, strong math students excel with ALEKS because they are
allowed to move at their own pace. It is not uncommon to see students move through as many
as ten topics in a single class period. These students are typically bored in traditional
classrooms as they wait for other students to understand concepts that come easily to them. All
students are given frequent retention assessments on all concepts mastered to ensure that the
material can be recalled for multiple step operations in the future.
Honors Math: Students that assess with a high % of mastery on their initial assessment, will be
o ered the opportunity to enroll in Honors Math. They will be assigned completion expectations
based on learning 100% of the standard math topics of their course.
Middle School Math 2
This course covers Whole Numbers and Integrated Math
Integers, Fractions, Decimals, Ratios, The Integrated Mathematics I-III courses o er
Proportions, and Measurement, Percents, an alternative to the Algebra 1, High School
Equations and Inequalities, Graphing, Geometry, and Algebra 2 course sequence.
Functions, and Sequences, Angles, Lines, and Either course sequence can be used to prepare
Polygons, Perimeters, Areas, and Volumes, Data students for courses in higher level mathematics.
Analysis and Probability. Each Integrated Mathematics I-III course o ers
comprehensive, standards-based coverage and
Middle School Math 3 reporting against the Common Core Standards.
This course provides more in-depth coverage of
all topics covered in Middle School Math 2 with Integrated Mathematics 1 focuses on algebra,
the addition of Transformations. linear and exponential functions, sequences,
systems of equations, descriptive statistics, and
Pre-Algebra introductory geometry.
Pre-Algebra provides coverage of all of Grade 8
Math, including a robust introduction to the
basic concepts of algebra and its prerequisites.Integrated Mathematics 2 focuses on Pre-Calculus
quadratic functions, probability, advanced Pre-Calculus provides a broad coverage of
geometry and introductory trigonometry. Algebra 2 and select topics of Trigonometry,
logarithmic functions, linear equations, and a
Integrated Mathematics 3 focuses on review of geometry. Successful passing of the
extending algebra and functions (including Initial Assessment is a prerequisite for this
radicals, rational expressions, polynomial course.
functions, logarithmic functions, sequences and
series), trigonometry, and probability.English
English 7-12 are Literature & Composition courses that provide di erentiated
instruction for students with learning di erences in the core knowledge of literature,
writing, and grammar. The curriculum seeks to provide students with the skills
necessary to become independent readers, writers, and thinkers. While students
attending the Academy at SOAR come to our program with di erent grade level and
course requirements, they also come to us with unique strengths and challenges in the
areas of reading and written expression. Instruction is highly di erentiated to work both
toward a student’s strengths as well as to address a student’s speci c academic needs. At
the start of each semester, students will be assessed via the NWEA MAPs assessment to
determine reading and writing priorities for learning. The English teacher will work in
collaboration with the science and humanities teachers to develop cross-curricular
lessons that engage students at their current literacy abilities.
Non-Core Courses (Fall & Spring Semesters)
Academy at SOAR’s Non-Core (elective) courses are deeply intertwined with the Academy’s
programmatic features. Each non-core course has an assigned class time on campus; however, course
work predominantly takes place outside the traditional classroom setting.
Physical Education and Health 7th-12th skills they apply in the eld to support their team.
Through structured class time, “teachable They will be expected to think consciously about
moments”, group discussions, eld trips, the example they provide their peers and juniors,
experiential activities, and adventure activities, this and to work to improve their hard skills, whether
course provides tools and knowledge that enable it is canoeing, hiking or climbing, to name a few.
our students to develop healthy lifestyles. This The questions they will be responsible for
course helps students develop a routine of physical answering will be "How do I lead a small group of
activity, nutrition, a passion for adventure based people using the map & compass skills I have
activity, and awareness of their body. Emphasis is learned?" or "How do I know that my team has
placed on students applying these skills during everything they need while ensuring that their
periods of time outside the traditional school day. backpacks are as light and well- tting as possible?"
and ""How do I plan for tent and shelter sites for
Outdoor Leadership 7th - 12th my team ensuring that we take Leave No Trace
While the Outdoor Leadership Student in the into account?"
Upper School will ideally have had the experiences
from 7th or 8th grade such as: how to use a map &
compass, how to pack a backpack, and how to
build tents/shelter, most may have had some
experience outside of the Academy’s experiential
model. This course will include elements like:
evaluating the e ciency with which they
participate in their roles and thinking about whatLife Success Skills 7th-12th Non-Core Courses (Summer Only) Through periods of time outside the traditional The design of the Perú program follows the school day, they learn to ful ll their general design of most subjects that form the responsibilities associated with working in a structure of the traditional Academy curriculum group/community setting. Through structured during our Fall and Spring semesters. There are, class time, impromptu lessons, class discussions, however, several important distinctions. This a eld trips and experiential activities, Life Success completely immersive and interactive program Skills provides the tools, structure, and knowledge which, while duplicating much of the Academy that enable our students to be successful in and culture of the regular year, will be an intensive out of school. This course helps students gain two-month course involving academic instruction skills related to daily living, responsibility, in Spanish, working in an exclusively communication, nancial management, healthy Spanish-speaking environment, and engaging in relationships, community service, self-awareness, Expeditions across the length and breadth of the and goal setting. Through periods of time outside country. We will be interacting with the extremely the traditional school day, they learn to ful ll their diverse local population. Staying in the city of responsibilities associated with working in a group/community setting. Independent Study/ Internships Cusco, students will experience daily cultural (upperclassmen) activities. They will also engage in Expeditions to Students that have met graduation requirements regions as diverse as Machu Picchu, Baños, in in one or more core content areas may have the Ecuador and Huaráz, etc. Expedition locations opportunity to pursue onsite or o site internships change yearly. in areas of interest and postsecondary goals.
Spanish 1 Spanish 2
Our course begins in a fairly common-sense Spanish 2 builds on the Spanish 1 material and
manner covering topics which one is often most Spanish 2 students will be able to discuss familiar
likely to engage in when communicating with topics, seek/give information in written and
others. Spanish 1 is a course which serves as an spoken format, communicate in the present, past
introduction to the language and its use in daily and future tense, compare various aspects of
life. The introductory nature of the Spanish 1 culture/language structure, and make use of
course helps the students begin communicating in appropriate reference to materials.
the most basic fashion. This provides the student Spanish 2 also grows from Spanish 1 in that the
the opportunity to practice the basics with the students are introduced to more complex
local population as quickly as possible, laying a grammatical structures. These include, but are
positive foundation of interaction upon which to not limited to: di erent conjugations for the most
build a sustainable language learning often used regular and irregular verbs, the
environment. possessive and the present progressive and
Students will practice the use of language with describing events in the preterite. Spanish 2
local business owners and employees, whether at students will also practice the use of their language
restaurants, ordering food, at hostels, seeking skills during interactions with local business
accommodations, or at travel centers, booking owners and employees. They will also be expected
seats. to support the Spanish 1 students as they navigate
real-life use of the language.ACADEMIC SUPPLY LIST
(if purchasing from Amazon, consider using smile.amazon.com and selecting SOAR
Inc. in Balsam, NC as your charity)
___ #2 Pencils
___ Black Pens
___ Erasable Highlighters t.ly/ivYY
___ Sharpies
___ 1 Flat Pencil Pouch (with rings to put in 3-ring binder)
___ 4 pkgs. of printer paper
___ 1 pkg lined loose leaf paper
___ Color Index cards
___ Post-it Notes
___ 3-4 binders (2-inch three ring binder: If you have a tendency to lose papers, a zippered binder may
be preferable)
___ Plastic big tab notebook dividers with pockets t.ly/R0sP
___ Spiral notebooks for each subject
___ Calculator (basic function required; graphing calculator is helpful for Algebra 2 & above)
___ 1 Waterproof dry bag (to keep journal and student handbook dry)
___ Chromebook: any size, any manufacturer, etc. only requirement is Chrome OS
___ Accident protection/replacement insurance for chromebook**
___ Case for Chromebook**
** Chromebooks will accompany students into the eld during “front country” sections of expeditions
___ Headphones with microphone (for use with our speech to text software)
Optional Items
___ Bonded Leather Journals
___ Letter writing materials (stamps, envelopes, etc)
___ Laptops/MacBook will not be permitted for academic use but are permitted at the Academy
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