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Course Catalog

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Mission, Vision, Core Beliefs, Agreements

Dual College Credit

Indiana Diploma Checklists

Community Service & Service Log

School Wide Learning Outcomes & Assessment

Internship

Senior Project

English/Language Arts

World Language

Math Offerings

Science Offerings

Social Studies

Engineering

Physical Education

Art

Frequently Asked Questions

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In 2007, Columbus Signature Academy’s design team

made a commitment to design a school that would

prepare socially engaged citizens who excel in an

information and technology-rich society. For that we

needed a revolution.

Instead of preparing our students for “someday,” we

immerse our students in project based learning, so

they’ll know what to expect when they arrive in the

workforce. We use 21st Century Skills and technol-

ogy as tools to equip our students for a dynamic

future. We are glad you chose CSA and we welcome

you to the revolution.We

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The following core beliefs drive our goal set-

ting and guide our decisions. We review them

regularly and revise them when necessary.

Culture

We believe in learning-centered communi-

ties, in which all members are known, re-

spected and valued, and in which differences

are honored and student voice is heard. We

celebrate the successes of all learners.

Relationships

We believe students thrive when they ex-

perience relationships with peers, staff and

families that generate honest, respectful and

trusting communication.

Experiences

We believe students learn by actively engag-

ing in relevant, authentic and fl exible project

based instruction. Content for learning is im-

mediately applicable and balanced with refl

ection. Teachers guide learning in a technol-

ogy-rich environment which emphasizes 21st

century skills.

Habits of Mind

We believe school community members who

practice critical thinking and socially engaged

intelligence are using their minds well.

Community

We believe community partnerships provide

learners with a sense of responsibility, inspir-

ing them to become immersed in the com-

munity.

Accountability

We believe learners prioritize, plan and man-

age their work. Growth and achievement are

assessed from many perspectives including

performance of real tasks, self and peer cri-

tique, projects and portfolios.

Decisions

We believe procedural, curricular, cultural and

fi scal decisions refl ect the core beliefs and

the voice of the people directly affected by

the decisions. All educators are committed to

the decision-making process and model par-

ticipation in a democratic society.

CSA Core Beliefs

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Small School

Culture

We believe stu-

dents have bet-

ter opportuni-

ties to thrive in a

small school cul-

ture. With only

100 students per

grade level, no

Our vision is to be a revolutionary path-

way for education.

Our mission is to prepare socially en-

gaged citizens who excel in an informa-

tion and technology rich society.

Our students will:

• Know themselves and their talents

well, identify areas for personal

growth and create and identify paths

that will fulfi ll their own destinies.

• Learn through collaboration with

family, business, and community.

• Possess a strong sense of civic re-

sponsibility.

• Embrace and celebrate differences

and appreciate individuality.

• Think critically and practice 21st

century skills.

• Think creatively to solve authentic,

real world problems.

• Sustain healthy, trusting relation-

ships that support a safe learning

environment.

Our Mission and Vision Statements

Student Voice

At CSA, we embrace and celebrate dif-

ferences and appreciate individuality.

Now in our fi fth year, we welcome 400

unique students each fall.

Our students have been instrumental in

developing our culture from day one.

Students participate in Student Voice,

our student government, to help make

academic and cultural changes.

Through our advisory program, they

help generate and support our school

norms, which we call agreements, and

they learn to hold each other account-

able to living the “CSA way.”

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Diploma Eligibility

All CSA students are eligible for

the Indiana Core 40, the Academ-

ic Honors or the Technical Honors

diploma.

Students are awarded diplomas

through their sending school—

North or East. Additionally stu-

dents receive a CSA New Tech seal

if they complete all requirements.

CSA New Tech Seal

Requirements

•12 college credit hours

•100 hours of community service

•career-related internship senior

year

•senior project

•digital portfolio

•4 years of science

Early Graduation

Students are required to earn 12 college credit hours

to earn the New Tech Seal.

• Students can travel to Ivy Tech, IUPUC or Purdue College

of Technology during their junior and senior years.

•Ivy Tech dual credit courses are offered on CSA’s campus.

• A memorandum of understanding between Ivy Tech and

CSA provides all 6 credits tuition free for classes offered on

the Ivy Tech campus for qualifi ed students.

•Students are responsible for purchasing their own text-

books and technology.

•All courses students take are in the Indiana transfer library,

which makes them transferable to any Indiana college. Many

out of state universities accept the credits as well.

Course and Credit Requirements

English/Language Arts

8 Credits

Including a balance of literature, composition and speech

Mathematics 6 Credits (in grades 9-12)

2 credits: Algebra I2 credits: Geometry 2 credits: Algebra IIOr complete Integrated Math I, II, and III for 6 credits.Students must take a math or quantitative rea-soning course each year in high school

Science 6 Credits

2 credits: Biology I2 credits: Chemistry I or Physics I or Integrated Chemistry-Physics2 credits: any Core 40 science course

Social Studies 6 Credits

2 credits: U.S. History1 credit: U.S. Government1 credit: Economics2 credits: World History/Civilization or Geography/History of the World

Directed Electives 5 Credits

World LanguagesFine ArtsCareer and Technical Education

Physical Education 2 Credits

Health and Wellness 1 Credit

Electives 6 Credits

40 Total State Credits Required

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with Academic Honors (minimum 47 credits)

For the Core 40 with Academic Honors diploma, students must”

• Complete all requirements for Core 40.

• Earn 2 additional Core 40 math credits.

• Earn 6-8 Core 40 World language credits

(6 credits in one language or 4 credits each in two languages)

• Earn 2 Core 40 Fine Arts credits

• Have a grade of “C” or better in courses that will count toward the diploma.

• Have a grade point average of a “B” or better.

• Complete one of the following:

A. Earn 4 credits in 2 or more AP courses and corresponding AP exams

B. Earn 6 verifi able transcripted college credits in dual credit courses from priority course

list

C. Earn two of the following:

1. A minimum of 3 verifi able transcripted college credits from the priority course list,

2. 2 credits in AP courses and corresponding AP exams,

3. 2 credits in IB standard level courses and corresponding IB exams.

D. Earn a combined score of 1750 or higher on the SAT critical reading, mathematics and

writing sections and a minimum score of 530 on each.

E. Earn an ACT composite score of 26 or higher and complete written section.

F. Earn 4 credits in IB courses and take corresponding IB exams.

with Technical Honors (minimum 47 credits)

For the Core 40 with Technical Honors diploma, students must:

• Complete all requirements for Core 40.

• Earn 6 credits in the college and career preparation courses in a state-approved College & Ca-

reer Pathway and one of the following:

1. Pathway designated industry-based certifi cation or credential, or

2. Pathway dual credits form the lists of priority courses resulting in 6 transcripted college

credits.

• Earn a grade of “C” or better in courses that will count toward the diploma.

• Have a grade point average of a “B” or better.

• Complete one of the following:

A. Any one of the options (A-F) of the Core 40 with Academic Honors

B. Earn the following scores or higher on WorkKeys; Reading for Information—Level 6,

Applied Mathematics—Level 6, and Locating Information—Level 5.

C. Earn the following minimum score(s) on Compass; Algebra 66, Writing 70, Reading 80.

Signature students serve the community

• Students complete 100 hours of community service by Winter Break

of their senior year.

• Hours acquired between eighth grade and ninth grade can be used.

• Students should keep track of their service and submit the form (see

page 7) to their advisory facilitators when they are fi nished.

Signature students interact with the community

• Expand community programs and create new ones.

• Get on-the-job experience learning and developing best practices in

business and 21st century skills.

• Make the community a better place through service learning.

• Learn from the expertise of community members.

• Utilize public services and business opportunities to improve their

personal well-being and wellness.

Community

CSA students learn through collabo-

ration with family, business and com-

munity. We rely on community part-

ners to provide authentic problems

and projects to engage our students.

We believe community partnerships

provide learners with a sense of re-

sponsibility, inspiring them to become

immersed in the community.

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COMMUNITY SERVICE LOG

Name________________________________________________________

You may photocopy or print this form to catalog all of your service in the space below. For each service you perform, respond to the refl ection questions on separate sheets of paper. Attach this form to your refl ections. Keep a copy for your records.

Location Date # of Hours

Type of Service Supervisor’s Signature

REFLECTION

1. List and describe three duties that you performed or new skills you learned.

2. Describe three ways this experience changed the way you see things.

3. Describe one experience that made an impression on you.

4. Which habits of mind were most useful to you during this experience.

5. Describe a specifi c instance in which you had an impact on someone else.

6. Which SWLOCs did you develop most as a result of this experience? (Don’t limit yourself to the four freshman and sophomore SWLOCs.)

7. Would you recommend this service to other students? Why or why not?

8. Record the contact information for your service.

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The New Learner

CSA students are included in the deci-

sion-making process as they think criti-

cally d practice 21st Century skills.

Since we are preparing our students

for jobs that don’t exist yet, we want to

ensure they are ready for a diverse and

changing world.

Work EthicStudents are expected to attend class and ar-rive on time; complete all projects AND assign-ments by deadlines; maintain engagement in daily activities; follow written and oral instruc-tions; seek constructive feedback from peers prior to the deadline.

CollaborationStudents learn to offer constructive feedback to all group members; fulfi ll role as indicated by group contract with help from all group members; recognize personal strengths and weaknesses those of group members; identify confl ict and take steps to mediate within the group.

Written CommunicationStudents learn to communicate with clarity and precision; adhere to rules of mechanics and us-age (spelling, grammar, word choice, etc.); tar-get intended audience; support and cite claims using APA style; and develop a writer’s voice.

Oral CommunicationStudents learn to use speaking conventions; maintain appropriate eye contact, body lan-guage, facial expressions and posture; com-municate with appropriate volume, tone speed, projection and intonation for setting; engage

audience by demonstrating enthusiasm, author-ity and confi dence; show evidence of rehearsal; aim for a paced and poised delivery; use appro-priate academic language avoiding fi ller words and unnecessary comments; and use presenta-tion tools in an engaging manner.

Interpersonal SkillsStudents learn to maintain eye contact and appropriate body language (i.e. fully present listener); integrate opinions and ideas of oth-ers; maintain a positive relationship with peers and staff; respond in a manner that refl ects the social environment.

Citizenship & EthicsStudents learn to respect others and their beliefs; impact community positively; model stewardship; rely on mission/vision to make decisions; and “pay it forward”

Critical ThinkingStudents learn to explain other perspectives rel-evant to an issue; demonstrate thoughtful re-fl ection and seek improvement; cite supporting data/evidence to defend position/ thesis; rec-ognize multiple problem solving strategies; and question ideas and concepts.

Technological Profi ciencyStudents learn to hold themselves and others accountable to acceptable usage policies; lo-

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Assessment

Group and individual assessments pro-

vide a more complete picture of student

performance.

Projects include preparation for end of

course assessments (Core 40) required

of all Indiana students.

cate appropriate support to overcome tech/educational obstacles; present fi -nal products professionally; use tech-nology to aid in problem solving; use technology to enhance understanding; use appropriate technology and level of technology for project; use multiple forms of document/work storage; and use reliable resources in research.

Well BeingStudents learn self advocacy: have well being goals that are tracked; ask for help when needed; maintain overall healthy practices; make decisions based on future.

Students learn physical well being: make healthy food choices; understand nutri-tional information, discuss appropriate sleep habits; spend time outdoors be-yond school hours for a variety of rea-sons (social, leisure, work).

Students learn emotional well being: take care of self appropriately; demon-strate a positive self-image, look for the positive; avoid risky behavior using ap-propriate strategies, reduce stress using appropriate strategies.

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Senior Project Overview

The Senior Project at CSA is an interdisciplinary, collaborative and experience that allows students to showcase both their passions and their learning. A detailed explanation of the expectations, processes and assessments can be found in the Senior Project handbook.

Proposal PhaseLate in the junior year, students pitch senior project ideas and align themselves with a group of no more than 6 students. Students form groups and write group contracts, determine benchmarks and expenses. When seniors return in the fall, they reaffi rm their commitment to the team and then write a data-driven research proposal that defends the rationale for the project, identifi es their role in the project, and establishes benchmarks. Seniors select a Critical Friends Group (CFG), which includes mentor(s), their advisory facilitator and underclassmen. Senior Project groups will the be placed in a “cohort” advisory according to both their internship assignment and their project work time needs. Stu-dents should steer away from fund raising only projects and ensure that any fund raising has a strong connection to the project. The method and time line of fund raising must be approved before students may proceed with the project.

Project PhaseMost seniors will work on their projects during second and third quarter. As groups progress through their project, they will receive feedback from their CFG, track their hours and document their progress. All project work should be completed by Spring Break of the senior year unless permission is granted to fi nish beyond that date. A minimum of 15 hours per student is required.

Refl ection PhaseAs seniors enter their fi nal quarter at CSA, they begin to assemble the materials they will use to pres-ent their Senior Projects. Teams will present in early May to a panel comprised of their CFG group and additional community “experts.”

Projects should fall in one of the following CATEGORIES

Service to SchoolService to CommunityService to HumanityService to Culture

Service to Professionalism

Senior Projects must be:Collaborative (Groups of 2-6)

Aligned with the SWLOC’sDoable by May of Senior Year

Memorable Revolutionary

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ENGLISH COURSES

All Indiana diplomas require 8 semes-ters of English.

English 9 via integrated course Global Science Perspectives (GSP) English 9 is integrated with Geography and History of the world and Indepen-dent Science Research. Students read, write and create projects that tie into history, culture, natural disasters, world confl ict, religion and climate.

This course meets Indiana standards for English/Language Arts in Grade 9 and the Common Core State Standards for English/Language Arts.

English 10 via integrated course Social Justice English 10 is integrated with Current Problems, Issues and Events. Students read, write and complete projects that explore social and political issues such as poverty, discrimination, censorship, and college readiness skills.

This course meets Indiana standards for English/Language Arts in Grade 10 and the Common Core State Standards for English/Language Arts.

English 11 via integrated course

Global Science Perspectives: CSA Culture

(Speak), Green Audit, Culture Stew (Culture Nov-

els), The Nationalist Anthem (Anthem), Social Jus-

tice: Making a Living (Nickel and Dimed); Poetry

Out Loud; Buddy Walk, Congress Shall Make No

Law (Fahrenheit 451). American Heritage: Ne-

farious Deeds (Corruption in America); The Power

of One; The Last Generation (documentary about

WW 2). English 12: This I Believe (Personal Nar-

ratives); Lord of the Flies Graphic Novels. Media

Analysis: Living Museum (integration with art);

Violence is Golden (infl uence of pop culture);

Pressure Cooker (media infl uence on self image);

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Global Science Perspectives

Social Justice

American Heritage

English 12

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American Heritage English 11 is integrated with US History. Students read, write and complete projects that explore America’s literature and history. The course is a thematic study that includes the exploration of political parties, war and confl ict, the American Dream, college readiness.

This course meets standards for English/Lan-guage Arts in Grade 11 and the Common Core State Standards for English/Language Arts.

English 12 English 12 prepares students to complete their senior project and prepare for college and ca-reers. Students read, write and complete proj-ects that focus on reviewing literature, writing personal statements, engaging with classic litera-ture, and learning to study and read for college.

This course meets Indiana standards for Eng-lish/Language Arts in Grade 12 and the Common Core State Standards for English/Language Arts. English 12 is a 3 hour dual credit course for ENGL 111.

ENGLISH ELECTIVES Journalism-1 sem (not offered every semester)Journalism, a course based on Indiana’s Aca-demic Standards for English/Language Arts and the Common Core State Standards for English/Language Arts, is a study of communications his-tory including the legal boundaries and the ethi-cal principles that guide journalistic writing. It in-cludes a comparison study of journalistic writing to other types of writing. Students prepare for a career path in journalism by working on a proj-ect, such as a special feature magazine or mini-documentary on a topic of interest or concern. The project demonstrates knowledge, applica-tion, and progress in Journalism course content.

Publications-1 sem (not offered every semes-ter)This course is the continuation of the study of journalism; therefore, students must have previ-ously taken journalism or photojournalism in or-der to take Publications. Students demonstrate

their ability to do journalistic writing and design for high school publications, including school newspapers and yearbooks, and a variety of me-dia formats. Students follow the ethical princi-ples and legal boundaries that guide scholastic journalism. Students express themselves pub-licly with meaning and clarity for the purpose of informing, entertaining, or persuading.

Genres of Literature-1 sem (not offered every semester)This course is for students who love to read or students who want to improve their reading skills. Students will study various types of literature—including poetry, drama, novels, short stories, bi-ographies, journals, diaries, essays, etc. Students analyze how each genre impacts our culture.

Film Analysis-1 sem (not offered every semes-ter)This course is a study of how literature is adapted for fi lm or media and includes role playing as fi lm directors for selected screen scenes. Students read about the history of fi lm, the refl ection or infl uence of fi lm on the culture, and issues of interpretation, production and adaptation. Stu-dents examine the visual interpretation of literary techniques and auditory language in fi lm and the limitations or special capacities of fi lm versus text to present a literary work. Students analyze how fi lms portray the human condition and the roles of men and women and the various ethnic or cul-tural minorities in the past and present.

Creative Writing-1 sem (not offered every se-mester)This course is a study and application of writing strategies for prose and poetry. Using the writ-ing process, students demonstrate a command of vocabulary, the nuances of language and vocabu-lary, English language conventions, an awareness of the audience, the purposes for writing, and the style of their own writing. Creative Writing Project: Students complete a project, such as a short story, a narrative or epic poem, a persua-sive speech or letter, a book review, a script or short play, or other creative compositions, which demonstrates knowledge, application, and writ-ing progress.

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Critical Friends Group -1 sem (not offered ev-ery semester)This course is designed to teach students how to work collaboratively as they analyze and refl ect upon their individual, group and school work. This course allows students to learn techniques for dis-cussion which promote a refl ective and improved outcome based upon successes or dilemmas the learner may be facing.

Mass Media via integrated course Media Analysis Mass Media, an integrated course based on the High School Journalism Standards and the Mass Media and Media Literacy Standards, is the study of the importance of mass media as pervasive

in modern life at the local, national, and glob-al levels. It includes a study of the impact of constant and immediate news, entertainment, and persuasive messages on everyday life. Stu-dents use course content to become knowledge-able consumers of mass media in preparation for their roles as informed citizens in a democratic society. MASS MEDIA PROJECT for the second credit: Students complete a project, such as a media convergence special report using multiple formats that compare different aspects of a topic of interest or concern. The project demonstrates knowledge, application, and progress in Mass Me-dia course content.

English Seminar-1 sem (students may only en-roll in this course with permission)

Students who opt to take this course have the opportunity to improve their writing and reading skills. Some stu-dents will be assigned to this course.

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WORLD LANGUAGE

6 credits in same language required for Academic Honors Diploma; or 8 in two different languages.

Spanish 1, 2, 3, 4 All levels of Spanish are courses based on Indiana’s Academic Standards for

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Spanish I: Nuestra Clase,·

Art and Language, Primeros Pa-

sos, Aprendiendo Español Leyen-

do Español. Spanish II: Día de

Independencia de México (Mexi-

can Independence Day), Casa de

Muñecas (Doll Houses), Feria de

Salud (Health Fair). Spanish III:

La Calle Ocho (Street, Shops,

etc.), Planea el Viaje (Travel Pack-

ets). Spanish IV: Actos Alea-

torios de Amabilidad (Random

Acts of Kindness Campaign), Fi-

esta de Libros y Flores (Day of

Books and Flowers).

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Relationships

At CSA, we understad the importance of

providing a rigorous curriculum; howev-

er, we also know it is important to sus-

tain helthy, trusting relationships that

support a save learning environment.

students and teachers work to build re-

lationships both through our advisory

program and through all our projects.

World Languages and instruct students in Spanish language learning and to vari-ous aspects of Spanish-speaking culture. These courses use a blend of project and problem based learning to encourage interpersonal communication through speaking and writing and emphasize the development of reading and listen-ing comprehension skills. Each level is a year-long, 2 credit course that fulfi lls a World Language requirement for the Core 40 with Academic Honors diploma or counts as a Directed Elective or Elec-tive for any diploma. Students must earn credits for one level before progressing to the next level.

Language LabWorld Language an opportunity to study a language of choice (other than Spanish) with the support of multiple resources in-cluding a licensed world language facilita-tor, community partners and technology tools. Candidates will meet with the facili-tator to apply for enrollment.

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MATH COURSESAll Indiana diplomas require 8 semesters of math beginning with the class 0f 2016.

Algebra I Algebra I formalizes and extends the mathematics that students learned in the middle grades. Five critical areas com-prise Algebra I: Relations and Functions; Linear Equations and Inequalities; Qua-dratic and Nonlinear Equations; Systems of Equations and Inequalities; and Poly-nomial Expressions. The critical areas deepen and extend understanding of lin-ear and exponential relationships by con-trasting them with each other and by ap-plying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and us-ing quadratic functions. The Mathemati-cal Practice Standards apply throughout each course and, together with the con-tent standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of prob-

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Algebra I: Math Magazine (explaining systems

of equations to others); The Story of X (writ-

ing a math story to explain near inequalities,

equations, and the order of operations); Fund

raiser for CSA;, Geometry: Post-It Note Ani-

mation (using stop motion video to connect

geometry to art); . Geo/IED: Sweet Tessella-

tions; CSA Crime Solving (using trig, similarity

and CAD to prove angles at crime scenes); Putt

Putt Design; Fun House Design; Ferris Wheel.

Algebra II: Parabolic Art; Not So Fast; Even

Distribution. Trig/Pre Calculus: Trig Triangles

(creating real-world models); Technology in

Trig (using dynamic math software). Calculus:

Cruise Control (using robotics to increase

safety); Filling a Vase.

Algebra I

Geo/IED

Algebra II

Math Modeling

Trig/Precalc

Calculus

Early College

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Biology: CSA Tin Chef Salad Dressing;

Build-a-Bug; Up the Creek; Catch Me if You

Can (invasive species). GSP: Flirtin’ with Di-

saster (natural disaster preparedness plan);

Green Audit; Sustainable Agriculture; Ge-

netic Privacy. ICP: Fireworks (what makes

them work?); Recycling Factory. Chem-

istry: Ready, Set, Reaction; Element Speed

Dating; Bradbury’s Watering Hole (fi replace

enhancement products); Petroleum Politics;

Galactic Gasses. Physics: Let’s Get Wired

(electricity); Power to the People (wind ener-

gy). Environmental Science: Bayou Bound:

The Grand Isle Adventure; Beta Data (CSA’s

green practices). Biolit: Genetic Counseling;

Cancer Research; Into the Wild (overnight

simulation).

prise Algebra I: Relations and Functions; Linear Equations and Inequalities; Qua-dratic and Nonlinear Equations; Systems of Equations and Inequalities; and Poly-nomial Expressions. The critical areas deepen and extend understanding of lin-ear and exponential relationships by con-trasting them with each other and by ap-plying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and us-ing quadratic functions. The Mathemati-cal Practice Standards apply throughout each course and, together with the con-tent standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of prob-lem situations.

Geometry/Introduction to En-gineering via integrated course GeoIEDGeometry is integrated with Project Lead the Way’s Introduction to Engineering, a 3 hour dual credit course for DESN 103. Geo/IED emphasizes real-world design and 3D modeling with emphasis on geo-metric objects including: (1) points, lines, angles and planes; (2) polygons, trian-gles, right triangles; (3) circles; and (4) polyhedra and other solids.

Algebra II Algebra II builds on work with linear, quadratic, and exponential functions and allows for students to extend their reper-toire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that defi ne the functions, and continue to ex-pand and hone their abilities to model situations and to solve equations, includ-ing solving quadratic equations over the set of complex numbers and solving ex-ponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content stan-

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dards, prescribe that students experience math-ematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Advanced Modeling & Analysis/ Trigonmetry-1 semStudents will apply their knowledge to real life situations including population and biological de-cay. Students will learn new methods for math-ematical models including periodic functions and conic sections. Students will analyze nonstandard functions and graphs and interpret graphs using technology.

Pre-calculus /Trigonometry Pre-Calculus/Trigonometry is a two-credit course that combines the material from Trigonometry and Pre-Calculus into one course. The founda-tions of algebra and functions developed in pre-vious courses will be extended to new functions, including exponential and logarithmic functions, and to higher-level sequences and series. The course provides students with the skills and un-derstandings that are necessary for advanced ma-nipulation of angles and measurement. Students will also advance their understanding of imagi-nary numbers through an investigation of com-plex numbers and polar coordinates. The course is designed for students who expect math to be a major component of their future college and career experiences, and as such it is designed to provide students with strong foundations for cal-culus and other higher-level math courses. Pre-calculus is a 3 hour dual credit course for MATH 136/137.

Calculus Calculus AB, Advanced Placement is a course based on content established by the College Board. Calculus AB is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multi representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, ana-lytically, and verbally. The connections among these representations also are important. Topics

include: (1) functions, graphs, and limits; (2) de-rivatives; and (3) integrals. Technology should be used regularly by students and teachers to rein-force the relationships among the multiple repre-sentations of functions, to confi rm written work, to implement experimentation, and to assist in interpreting results. Calculus is a 3 hour dual credit course for MATH 211.

Probability and Statistics via integrated course Media Analysis-1 sem (not offered ev-ery semester)Probability and Statistics includes the concepts and skills needed to apply statistical techniques in the decision-making process. Topics include: (1) descriptive statistics, (2) probability, and (3) statistical inference. Practical examples based on real experimental data are used throughout. Students plan and conduct experiments or sur-veys and analyze the resulting data. The use of graphing calculators and computer programs is encouraged.

Math Seminar -1 sem (not offered every se-mester)Students who opt to take this course have the opportunity to improve their math skills. Some students will be assigned to this course.

SCIENCE COURSES

The Core 40 diploma requires 6 credits in sci-ence; to earn the New Tech Seal, students must take science all four years.

GSP & ICPthen Biology

GSP &Biology

Chemistry then Physicsor

Physics then Chemistry

AP Biology

EnvironmentalScience

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Independent Science Research (ISR) via integrated course Global Science Perspec-tivesIntegrated, with English 9 and Geography and History of the world ISR students complete a science fair project to be exhibited at a regional science fair and/or state science symposium, an end-of-course project, such as a scientifi c re-search paper, or some other suitable presenta-tion of their fi ndings.

Biology Biology is a project-based course covering the following core topics: cellular chemistry, struc-ture, function and reproduction; molecular basis of heredity and genetics; evolution; matter cycles and energy transfer; interdependence of organ-isms. Students develop an understanding that scientifi c knowledge is gained from the observa-tion of natural phenomena and experimentations guided by theory and evaluation and learn to communicate the results of those investigations according to accepted procedures.

Integrated Chemistry and Physics (ICP) ICP is a course focused on the following core topics: motion and energy, chemical, electrical, mechanical and nuclear energy; properties of matter; transport of energy; magnetism; energy production and its relationship to the environ-ment and economy. Instruction focuses on ob-servation and experimentation, learning through discovery and hands-on experiences, designing projects guided by theory, and by evaluating and communicating the results of their investigations.

Honors ChemistryHonors Chemistry is a course based on the fol-lowing core topics: properties and states of mat-ter; atomic structure; bonding; chemical reac-tions; solution chemistry; behavior of gases, and organic chemistry. Students in Honors Chemis-try will compare, contrast, and synthesize useful models of the structure and properties of mat-ter and the mechanisms of its interactions and communicate the results of their investigations. Students will be solving problems and developing projects with authentic connections to careers in the sciences and everyday life. The prerequi-

site for Honors Chemistry is Algebra I. Honors Chemistry is a 3 hour dual credit course for CHEM 101. Pre-requisite, “B” or better in Alge-bra 1.

Conceptual Physics Conceptual physics stimulates students’ higher –level cognitive skills and encourages them to see science everywhere. Students build understand-ing through exploration, develop comprehension through demonstrations and thought-provoking questions, and apply what they have learned through a variety of inquiry-based activities and a culminating project. The projects are aimed at investigating physics questions and problems concerning personal needs and community is-sues. Students explore topics and applications of mechanics, wave motion, electricity and magne-tism, atomic and nuclear physics, and thermody-namics.

Honors Physics This class is recommended for students who plan to pursue careers in engineering or science. Honors physics is an approach to physics that will stimulate your students’ higher –level cog-nitive skills and encourage them to see science everywhere. Your student will build understand-ing through exploration, develop their compre-hension through demonstrations and thought-provoking questions, and apply what they have learned through a variety of inquiry-based ac-tivities and a culminating project. The projects are aimed at investigating physics questions and problems concerning personal needs and com-munity issues related to physics. Students will extensively explore the topics and applications of mechanics, wave motion, electricity and mag-netism, atomic and nuclear physics, and ther-modynamics. This class will more extensively incorporate mathematical concepts than the con-ceptual physics course does. Honors Physics is a 3 hour dual credit course for CHEM 101.Pre-requisite, “B” or better in Algebra 1.

Environmental Science This course is an interdisciplinary course that in-tegrates biology, Earth science, chemistry, and other disciplines. Students enrolled in this course conduct in-depth scientifi c studies of ecosystems,

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Pro

ject

Sh

ow

ca

se

Global Science Perspectives: City scap-

ing; Give Peace a Chance (global confl ict);

Culture Stew (immigration). Social Justice:

Making a Living (Nickel and Dimed); Poetry

Out Loud; Buddy Walk, Congress Shall Make

No Law (Farenheit 451). American Heri-

tage: The Last Generation WWII documen-

tary); Roaring to Depression; Awesome 80s;

Facebook Progressives; A Slice of Pie. Gov-

ernment: for Xlandia (proposing a demo-

cratic system); The Constitution Contest;

The Campaign Trail. Economics: Interna-

tional Relations: So You’ve Got an Island

(choosing the best form of government);

Occupy CSA; 9/11 Changed Everything; Cur-

rent Events for Dummies; Symphony of War.

population dynamics, resource manage-ment, and environmental consequences of natural and anthropogenic processes. Students formulate, design, and carry out laboratory and fi eld investigations as an essential course component. Students completing Environmental Science, ac-quire the essential tools for understand-ing the complexities of national and glob-al environmental systems.

AP Biology AP Biology is a rigorous, project- based college preparatory course emphasizing the major biological themes of evolution, cell processes, genetic information and transfer, and interactions among organ-isms. Students will develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, ana-lyzing data, and applying mathematical routines in order to solve authentic prob-lems in biology. Students will take the AP Biology Exam at the end of course, qualifying scores for which can result in the awarding of college credit. Pre-requisites: Biology, Honors Chemistry, Geometry; Pre-or Co-requisite: Concep-tual or Honors Physics.

REQUIRED SOCIAL STUDIES CLASSES

All Indiana diplomas require 6 credits in social studies.

Global Science Perspectives

Social Justice

American Heritage

Government & Economics

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Geography and History of the World via integrated course Global Science Perspec-tives English 9 is integrated with Geography and His-tory of the world and Independent Science Re-search. Students read, write and create projects that tie into history, culture, natural disasters, world confl ict, religion and climage.

Current problems, issues, and events (CPIE) via Social Justice This course gives students the opporEnglish 10 is integrated with Current Problems, Issues and Events. Students read, write and complete proj-ects that explore social and political issuses such as poverty, discrimination, censorship, and col-lege readiness skills.

US History via American Heritage English 11 is integrated with US History. Students read, write and complete projects that explore America’s literature and history. The course is a thematic study that includes the exploration of political parties, war and confl ict, the American Dream, college readiness. The course gives major emphasis to the interaction of key events, peo-ple, and political, economic, social, and cultural infl uences in national developments from the late nineteenth century through the present. They develop historical thinking and research skills and use primary and secondary sources to explore topical issues and to understand the cause for changes in the nation over time.

Economics-1 semesterEconomics examines the allocation of resources and their uses for satisfying human needs and wants. The course analyzes economic reasoning used by consumers, producers, savers, inves-tors, workers, voters, and government in making decisions. Key elements of the course include study of scarcity and economic reasoning, supply and demand, market structures, role of govern-ment, national income determination, the role of fi nancial institutions, economic stabilization, and trade. Students will explain that because resourc-es are limited, people must make choices and understand the role that supply, demand, prices, and profi ts play in a market economy. The func-tions of government in a market economy and

market structures will be examined. Students will understand economic performance, money, sta-bilization policies, and trade of the United States. The behavior of people, societies and institutions and economic thinking is integral to this course.

Government -1 semesterUnited States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democ-racy in the United States. Responsible and effec-tive participation of citizens is stressed. Students will understand the nature of citizenship, politics, and governments and understand the rights and responsibilities of citizens and how these are part of local, state, and national government. Stu-dents will examine how the United States Consti-tution protects rights and provides the structure and functions of various levels of government. How the United States interacts with other na-tions and the government’s role in world affairs will be examined. Using primary and secondary resources, students will articulate, evaluate, and defend positions on political issues. As a result, they will be able to explain the role of individu-als and groups in government, politic, and civic activities and the need for civic and political en-gagement of citizens in the United States. Gov-ernment is a 3 hour dual credit course for POLS 101.

SOCIAL STUDIES ELECTIVESInternational Relations-1 sem (not offered every semester)

International Relations provides a survey of the formal relations among sovereign states in the international system, emphasizing the operation of diplomacy. The procedures for settlement of disputes and various methods of international confl ict resolution are included. This course ex-amines power, interdependence, global develop-ment, and international organizations.

Topics in Social Science-1 sem (not offered every semester)

An in-depth study of a topic, theme, or concept in one of the social science disciplines (diversity, stereotypes).

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CAREER TECHNICAL

Engineering Immersion Pathway @CSA New TechThe Engineering Immersion Pathway at CSA New Tech gives students the opportunity to make a seamless transition between high school pre-en-gineering courses and a postsecondary program in Engineering, Engineering Technology, and oth-er Manufacturing programs of study.

The pathway meshes two national models (the New Tech Project Based Learning model with Project Lead the Way curriculum). Courses are integrated in the high school as well as with postsecondary courses. In the Junior and Senior years, students may take advantage of college courses in Engineering and Engineering Technol-ogy, as well as School-to-Work and Internship opportunities.

Geometry/Introduction to Engineering DesignGeometry is integrated with Project Lead the Way’s Introduction to Engineering, a 3 hour dual credit course for DESN 103. Geo/IED emphasizes real-world design and 3D modeling with emphasis on geometric objects including: (1) points, lines, angles and planes; (2) poly-gons, triangles, right triangles; (3) circles; and (4) polyhedra and other solids.

Principles of Engineering (POE)Exploration of technology systems and engineer-ing processes. POE is a 3 hour dual credit course for ADMF115.

Computer Integrated Manufacturing (CIM)Robotics and automated manufacturing; produc-tion of 3D designs. Cross-Institution Course @ CSA New Tech & Purdue College of Technology with Purdue Faculty member. CIM is a 3 hour dual credit course for ADMF116.

Engineering Design & DevelopmentResearch, design, and construct solutions to en-gineering problems.

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PROJECT SHOWCASE

Geo/IED: Lego City (Historical Building

Models), Sweet Transformations (Ginger-

bread Houses), Pop-igami (Pop-up Origami

Books), Can You Scale It? (Parametric Fur-

niture) CSA Cake Wars (Cake Design) Arc

de Triomphe (Robot Race Track). IED: Engi-

neering: Is it in You? (Career Research)

Keep it Simple (Simple Machines)

Sort it Out (Recycling Machine)

Can You Build It? (Truss Design)

Energy, Thermodynamics, Fluid Power, Ma-

terials. CIM: 240 Sweet (Year-long class

project). EDD: Year-long independent in-

vestigation of (and solution to) a problem.

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Advanced Manufacturing &

Engineering Immersion Program

2012 2013 Pilot

An in depth Prezi presentation is available on CSA New

Integration

Geometry Teacher

Engineering Teacher

All Students

STEM

At CSA, we understad the importance

of providing a rigorous curriculum;

however, we also know it is important

to sustain helthy, trusting relationships

that support a save learning environ-

ment. students and teachers work to

build relationships both through our

advisory program and through all our

projects.

Engineering Immersion Pathway @CSA New Tech

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on CSA New Tech High

Third Year

Courses on C

CIM Course

Cross Inst

CSA Stude

PCOT Facu

Trained

Ivy Tech Institute

Mechanical Engineering

Technology

Engineering Technology

Design Technology

Industrial Technology

Advanced Manufacturing

Mechanical Engineering

Technology

Computer & Information

Technology

Industrial Technology

Organizational

Leadership & Supervision

Engineering Technology

(soon)

Mechanical Engineering

High School’s website: http://www.bcsc.k12.in.us/Domain/1601

ear

s on Campus

urse

s Institutional

Students

T Faculty PLTW

ned

Fourth Year

EDD Develop Product

Internships

School to Work

Additional Dual Credit

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HEALTH & PHYSICAL EDU-CATION

All Indiana diplomas require 2 PE credits and 1 Health credit.

Health-1 sem (required for graduation)Health shows students how to protect and pro-mote health and avoid or reduce health risks. Students practice the development of functional health information; determine personal values that support health behaviors; develop group norms that value a healthy lifestyle; develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors. promoting personal health and wellness, physical activity, healthy eating, promoting safety and prevent-ing unintentional injury and violence, promot-ing mental and emotional health, a tobacco-free lifestyle and an alcohol- and other drug-free life-style and promoting human development and family health.

Physical Education Individual-1 sem (re-quired for graduation)Individual Physical Education I focuses on in-structional strategies through a planned, se-quential, and comprehensive physical education curriculum which provide students with oppor-tunities to actively participate in at least four of the following: team sports; dual sport activities; individual physical activities; outdoor pursuits; self-defense and martial arts; aquatics; gymnas-tics; and dance, all which are within the frame-work of lifetime physical activities and fi tness. Ongoing assessment includes both written and performance-based skill evaluation. Individual assessments may be modifi ed for individuals with disabilities, in addition to those with IEP’s and 504 plans (e.g., chronic illnesses, temporary injuries, obesity, etc.).

Physical Education Team-1 sem (required for graduation)Team Physical Education I focuses on instruc-tional strategies through a planned, sequential, and comprehensive physical education curricu-lum which provide students with opportunities to actively participate in at least four of the fol-

lowing: team sports; dual sport activities; indi-vidual physical activities; outdoor pursuits; self-defense and martial arts; aquatics; gymnastics; and dance, all which are within the framework of lifetime physical activities and fi tness. Ongo-ing assessment includes both written and per-formance-based skill evaluation. Individual as-sessments may be modifi ed for individuals with disabilities, in addition to those with IEP’s and 504 plans (e.g., chronic illnesses, temporary in-juries, obesity, etc.).

MUSIC

Students seeking music credit may enroll in ban-or choir at North or East.

Rock Band-1 sem (no credit)Audition required.Students write, record and perform original mu-sic.

FINE ARTS

2D Art-1 sem (not offered every semester)Students taking this course engage in learn-ing experiences that encompass art history, art criticism, aesthetics, production, and integrat-ed studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judg-ments about artwork and the nature of art; cre-ate two-dimensional works of art, refl ect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and pre-sentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.

3D Art-1 sem (not offered every semester)Any student can take this course since it is an Intro to Sculpture (3D Art and Design). Using materials such as wire, clay, paper, and card-board, students create portfolio quality works. Students at this level produce works for their

31

portfolios that demonstrate a sincere desire to explore a variety of ideas and problems. They create realistic and ab-stract sculptures utilizing subtractive and additive processes of carving, modeling, construction, and assembling.

Advanced 3D Art-1 sem (not offered every semester)Pre-requisite: 3D art or Facilitator ap-proval. Students who have successfully completed 3D Art can take this course since it assumes students have base-lev-el skills. Using materials such as wire, clay, paper, and cardboard, students cre-ate portfolio quality works. Students cre-ate realistic and abstract sculptures uti-lizing subtractive and additive processes of carving, modeling, construction, and assembling.

Visual Communications-1 sem (not offered every semester)Students use Adobe Photoshop, Ind-Design and Illustrator to create a month-ly magazine for the school. Students uti-lize graphic design, typography, illustration, and image creation. Students utilize the re-sources of art museums, galleries, and stu-dios, and identify art-related careers. Visual Communications is a course based on the Indiana Academic Standards for Visual Art.

ACADEMIC LABStudents are encouraged to enroll in an academic lab, which provides time for stu-dents to work on and get help with their projects.

ADVISORY

All students are enrolled in advisory, which offers students a 3 hour dual credit for IVT 120 New Student Seminar. During advisory, students work on study skills, explore ca-reer and college options and improve school culture.

Pro

ject

Sh

ow

ca

se 2D Art: Watercolor Quotes;

Pen & Ink Interior Room Study;

Monochromatic Celebrity Portraits;

Painting from a Fragment; Black &

White Surrealism 3D Art: CSA

New Tech Virtual Art Fair; Explor-

ing Sculptures; Passion for Art (pur-

suing artistic passions). Advanced

3D Art: Living Museum (based on

famous paintings throughout art his-

tory).

La Pieta by Camber Anthony

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Can CSA students access AP Courses or C4 Courses at North or East?Yes, all CSA students are eligible to take courses at their sending school, C4 or Mc-Dowell.

How many college credits must CSA students earn?To earn the New Tech Seal, students must complete at least 12 college credit hours.

What is a magnet school?As a magnet school, we “attract” students from within BCSC. Because we are a path-way within BCSC, our students are eligible to participate in athletics and extracurricu-lar activities at North or East. CSA students receive a North or East transcript and di-ploma.

If my child attends CSA, do we have to pay extra fees?No, CSA students incur no extra costs. You can expect to pay typical book rental fees. Students who are eligible for textbook as-sistance in other BCSC schools are also eli-gible at CSA.

How are students transported to CSA?Students ride their regular buses to North or East and then ride a shuttle to andn from CSA.

What are SWLOCs?At CSA, we assess students on our School Wide Learning Outcomes in addition to content.

Will students eat at CSA?Yes, we have a full service kitchen. Since well being is one of our SWLOCs, we en-hance our nutritional offerings to include a daily salad bar option and healthier lunch choices.

Can students take Health and PE at CSA?Yes, we provide Health and PE courses on site. Our students are also eligible for the BCSC PE waiver.

Does CSA follow BCSC’s calendar?Yes, CSA is a BCSC high school; therefore, we follow the same calendar and have the same holidays, delays and cancellations.

Will my child be able to take all of his or her electives at CSA?Though students may travel to North or East to take courses we don’t offer, we do offer electives students need to earn their diplomas. Most of our students stay on our campus all day.

What will a CSA diploma look like?Students receive diplomas from North or East, but receive a New Tech Seal if they complete CSA’s additional requirements, which include 100 hours of community ser-vice, a professional internship, and 12 col-lege credits.

How will my child be assessed?Facilitators use individual and group as-sessments that stem from both content and SWLOCs.

Need to KnowsFrequently Asked Questions

33

Will my child take End of Course As-sessments?Yes, CSA students must pass the Core 40 in Algebra I and English 10 in order to graduate.

Do CSA students complete a senior project?Yes, As a BCSC high school, CSA students are required to complete a senior project.

What is the computer policy?CSA has a 1:1 student-computer ratio. Freshmen are assigned a computer that will stay with them all four years. Once they have met the requirements for taking the computer home as set forth by Student Voice (our student government), they may take their computers home.

How much do students use their com-puters?At CSA we use technology as a tool. Stu-dents engage with group members, com-munity members, and facilitators as much as they use their computers. However, students carry their computers with them each day in order to access Echo, which is the New Tech online learning system.

Why is PBL the method of instruction at CSA?Project Based Learning allows students to fi nd answers and solutions to problems us-ing critical thinking. Projects are steeped in authenticity and are designed around the materials students need to know.

What is the advantage of dual credit courses over AP?AP courses provide students with the op-portunity to “test out” of college courses,

whereas dual credit courses provide stu-dents with actual college credits. All dual classes CSA students take are in the Indi-ana transfer library.

How is class rank determined?Since CSA students receive a North or East diploma, they are included in their send-ing school’s class rank. CSA does not have a class ranking.

How do colleges perceive CSA?With over 20 New Tech schools in Indiana and 86 nationwide, colleges are becom-ing very familiar with New Tech schools. Colleges recognize the additional commit-ment students undertake to earn a New Tech Seal. Additionally nearly 90% of New Tech student pursue postsecondary edu-cation.

How do the internships work?During one quarter of senior year, students are placed in a professional internship. Students are assigned a mentor and com-plete a project through their internship.

When students work collaboratively, how are grade-conscious students penalized because of teammates’ low work ethic or how are they prevented from doing most of the work?Unlike traditional group work, students at CSA are taught how to work collaboratively. We coach them throughout their projects to function as a team. We provide them with tools to hold teammates accountable and mechanisms for dismissing students who don’t contribute. Projects are usually subject to team grades, but we also pro-vide many opportunities for individual as-sessment.