香港六合彩资料

The Transition From School to Work (TSW) course will prepare students for the world of work by exploring career options, individual career preferences, and employability skills. Topics covered align with the Career and Technical Education standards which focus on the following skills:

• Complex Communication
• Collaboration
• Thinking and Innovation
• Professionalism
• Initiative and Self-Direction
• Intergenerational and Cross Cultural Competence
• Organizational Culture
• Legal and Ethical Practices
• Financial Practices

In addition, the course will focus heavily on self-advocacy, which refers to an individual’s ability to effectively communicate, convey, negotiate or assert their own interests, desires, needs, and rights. It involves making informed decisions and taking responsibility for those decisions. As part of the self-advocacy process, students will learn how to develop their educational plans and present them to their team. Further communication will come when the student’s meeting is scheduled.

Link to CTE Standards: 

Students are expected to log into the course Canvas webpage every day to retrieve essential course content, materials and view up-to-date announcements. Students will submit coursework through Canvas and may send messages to teachers regarding questions, concerns, or needs for clarification.  

The following items are to be brought to school everyday in proper working order just as you would for any job.

• School provided chromebook (charged)
• Writing utensils
• TSW USB (optional)

The TSW staff is dedicated to assisting students. I am available by appointment before or after school.  Students can request an appointment via Canvas, flex time, email, or in person during their scheduled class time or lunch.

This course is set up to mimic an entry level job to help students develop healthy, employable habits that can transfer to any job/career.  Successful students will meet the following expectations.  

• A successful student will arrive promptly and clock in/out.
• A successful student will come prepared with all necessary materials.
• A successful student will be committed and have a “can do” attitude.
• A successful student will refrain from eating/drinking in the classroom (except water).
• A successful student will leave a clean work area when finished.
• A successful student will be respectful of themselves and others.
• A successful student will have their cell phones off or on silent and placed inside their backpack while in the classroom in order to optimize their learning experience.
• A successful student will follow all campus expectations as outlined in the Parent/Student Handbook.
• A successful student will conduct themselves in a professional manner on and off campus.

In alignment with the CTE Standard, professionalism (4.A Adheres to organizational protocol related to behavior, appearance, and communication.), TSW students are required to dress appropriately as outlined by the school and/or district dress code both during classes and when participating in on or off campus work based experiences. Failure to adhere could result in missed opportunities for work based experiences.

Failure to meet student expectations may result in disciplinary action that may include: verbal warning, private conference with student, contacting parent, referral to administration. For further details please refer to Parent/Student Handbook.

In addition, failure to conduct oneself in a professional manner could result in the loss of work based learning opportunities.

Social Behavior Agreement

We at MRHS believe that all students have the right to learn, all teachers have the right to teach and that all students will have the opportunity to demonstrate their learning. We believe that we do not leave this decision of learning up to choice. Thus the reason for the Social Behavior Agreement.

Social emotional learning (SEL) is an important process through which students are supported in social skill development to engage in positive relationships with their peers, teachers, and other adults while learning to access their emotional intelligence to foster awareness of self and others. 

Integrated through a whole-school approach in the teaching and learning communities, school climate and culture, and supporting structures, SEL can promote good decision-making, positive relationships, and self-care. By implementing SEL in a school-wide approach, educators can help students become more successful in high school and beyond.

There are five interrelated sets of cognitive, affective and behavioral competencies. These along with our Standards Based Mindset Academic Behavior Framework and Flowchart. Assist our teachers in helping our students make good educational choices, along with assisting students with self-advocating, responsible and self-awareness of their academic choices.

Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.

Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.

Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.

Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.

Responsible decision-making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.

Electronic Device Use

Technology (cell phones, chromebooks, iPads, hand-held devices, etc.) used in the classroom is intended to enhance the learning environment for all students; however, any use of technology that degrades the learning environment, promotes dishonesty or illegal activities is prohibited. If the instructor determines that the use of technology is a distraction to the learning process, either of the student using the technology or to those around him/her, the student may, at the discretion of the teacher, be asked to discontinue the use of technology in the classroom.

School chromebooks to Facilitate Learning:

Mountain Ridge High School utilizes chromebooks as a learning tool in the classroom. The classroom teacher will inform students as to when they may use their device and for which purposes. Students must adhere to their teacher’s guidelines for use and appropriate times for use. Any student who violates the teacher’s guidelines will be subject to disciplinary action.

Please note- students may not access their personal devices, whether for entertainment or learning, if the teacher has stated that the classroom activities at that time do not warrant use. For example, during testing or assessments.

Students are expected to arrive to class on time, and remain engaged in class for the entire duration of the  period. For further details please refer to Parent/Student Handbook.

In alignment with CTE Standard 4.0, professionalism, students are required to email their TSW Teacher when they are going to be absent. This process is to mimic the expectation of contacting an employer when the employee is going to be absent from a shift.

Make-Up Work

When a student is absent from school, the student will be provided the opportunity to make up work in order to close learning gaps from time away from school. The teacher will provide access to the student’s assignment(s) and any hand-out or materials necessary for accomplishment of such assignment, allowing a minimum make-up period of one (1) day for each day absent.

Students are responsible for communicating with the teacher the first day back from an absence to develop a plan to make-up lost learning/assignments.  Students are encouraged to communicate electronically with the teacher during the absence.

Students who miss school work because of unexcused absences or suspensions will be given the opportunity to make-up missed work for credit. The teacher may assign such make-up work as necessary to ensure academic progress, not as a punitive measure.

Late Work Procedure

In order to accurately reflect a student’s academic performance level, teachers will accept late work and missing work for full credit if the work is submitted within the timeframe of the current unit of study. A zero will be entered in the gradebook until the work is submitted. Students will be responsible for turning in late work in addition to their current work, which results in the natural consequence of a heavier workload. The primary consequence for not completing the work is to complete the work. Students may be assigned to our academic intervention time, assigned behavioral consequences such as lunch and/or after school detention for not completing work. It is the expectation that during these assigned intervention and/or detentions, the student utilizes the time to complete the missing work.

While there is no late penalty for work, there is also a need to protect teachers’ work time for grading. If a student does not turn in work during the current unit of study, the teacher will enter a “0” (i.e. “No Evidence”) for the assignment. The only exception for this is for an assignment that is due near the end of the unit of study. In this case, the student would have until the end of the unit of study or two weeks from the due date (whichever is greater) to turn in the work.

Long-Term Project Procedure

There is an important distinction between daily/formative assignments and long-term/summative projects. Make-up policies regarding long-term/summative projects are based on the timeframe of the student’s absence and the requirements of the long-term project. It is the expectation that students submit long-term projects on the day they are due. Students should self-advocate for assistance if they need extensions.

Re-Take/Reassessment Procedure

All students will have the opportunity to improve their learning. At Ridge, we instill in our students the value of learning from our mistakes and failures. We recognize and reward hard work, grit, and determination.

The primary objective of grades is to report where a student is in the learning process, regardless of how much time or effort the student needs to get there.

At Ridge, students will be allowed to retake assessments/assignments during the same grading period to show the student’s current proficiency level of the standards.

• Students will be afforded extra time for learning; however, there is an ending point for each course in which final reports on a student’s learning must be conveyed.
• End of term or capstone projects and performance assessments will not be eligible for retakes.
• Assessments/assignments may be in an alternate format for reassessment.
• Students are required to show evidence of learning and applying the teacher’s feedback in order to earn a reassessment opportunity.

In order to retake assessments/assignments students must:

1. Have completed all previous work for the unit
2. Have met with or spoken to the teacher regarding the specific assessment/assignment

3. • During this discussion any additional steps for retake will be determined and communicated (i.e. test corrections etc.) and a time or due date will be assigned for the retake.
4. IF necessary, depending on assessment/assignment in question, completed corrections prior to retaking the assessment/assignment

Mountain Ridge High School will be using Traditional Grading as defined by the 香港六合彩资料 Grading Practices 2023-2024 Document:

MRHS will be utilizing the categories and weights associated with 香港六合彩资料 Grading Practice changes, specifically the use of Assessment, Coursework, and Practice categories for all entries in the gradebook. A breakdown of these changes are listed below:

ASSESSMENT: This category includes all items used to measure a student’s proficiency toward the learning standards once the student has had sufficient practice and at a specified point in time. This category can include summative tests, performance assessments, reports, unit or module assessments, quizzes, long-term projects, short-term projects, presentations, capstone projects, research papers, and lab reports.

COURSEWORK: This category includes formative work that provides students with the opportunity to learn content and skills and to receive feedback on their learning.  Coursework is assigned to provide meaningful, independent practice, reinforce learning targets, and extend learning. This category can include in-class assignments, quizzes, exit tickets, checks-for-understanding, and daily activities.

PRACTICE:  This category includes formative student work that a student completes while in the process of learning specific skills.  Student work that is done inside and outside of the classroom, such as classwork and homework, falls into this category.

Weights

All teacher gradebooks will utilize the following weights for each category in the gradebook.

            ASSESSMENT CATEGORY             80%

            COURSEWORK CATEGORY           20%

            PRACTICE CATEGORY                      0%

In addition to the percentage score for entries in the gradebook, Assessment category entries will have standards tagged for informational purposes only. This will give the student, parent, and teacher the ability to quickly assess what skill or content section needs improvement.

PowerSchool Access

The PowerSchool site allows parents/guardians and students to access the student’s grades, attendance, and other information. If you need your access information, please stop by the front desk during business hours. You will need a photo I.D. The web address is: ps.dvusd.org/public

Plagiarism and Cheating

Cheating: In cheating, a student is taking the work of another, on any assignment, and claiming it as his/her own.  At MRHS cheating includes but is not limited to:

• Copying and/or offering homework verbally, in written form, or by electronic means from/to another student.
• Copying and/or offering questions and/or answers on tests or quizzes verbally, in written form, or by electronic means from/to another student.
• Pressuring other students to copy and/or offer homework, answers and/or questions on tests or quizzes verbally, in written form or by electronic means.
• Bringing in and using unauthorized information during class time, including information stored in any electronic device.
• Offering or receiving information under circumstances in which information is not to be shared.
• Having anyone, including parents or tutors, complete assignments and submitting the work as one’s own.
• Presenting collaborative work as independent work and independent work as collaborative.  (In group work, one person should not and will not bear the burden for the entire group assignment.)
• Copying answers from answer guides in texts.
• Fabricating data, information, or sources.  Presenting made up material as authentic.

Plagiarism: The act of plagiarism may include direct copying, but it may also be more complex than verbatim repetition.  A student, in preparing a project for a class, will have plagiarized if he/she has taken information from sources without citing the sources that have been used.  Plagiarized material may appear in a student’s paper as word-for-word copying, a summation, or a paraphrase of another’s ideas. A student has plagiarized whether the material from another source has been taken in whole or in part.  In effect, by not naming the source, the student is claiming the work of another as his/hers.  At MRHS plagiarism includes but is not limited to:

• Submitting images and/or documents in whole or in part from the Internet without citation of the source(s).
• Copying another’s work.
• Using another’s ideas without proper citations.
• Incorporating portions of another’s writing within the context of your own work.
• Failing to acknowledge a source of information.
• Using “unique” phrases without citations.
• Using graphics, charts, diagrams, or illustrations without citations.
• Using a translator (either in-person or on-line) without proper citations

Plagiarism and/or Cheating will result in disciplinary actions and a retake of the assessment.

Loss of Credit Due to Absences

Upon reaching 12 unexcused and/or excused absences, a student may lose credit in any given class.

Any student may be placed on an Attendance Contract upon accumulating multiple excused and unexcused absences. Any student with excessive absences may:

1. Lose credit in one or more classes.
2. Lose parking privileges.

Please contact the TSW Teacher for any student concerns. It is crucial that teachers, parents, and students maintain open lines of communication in order to ensure the best support for student success. Contact information is provided at the top of the syllabus.

Vocational Rehabilitation: Students are required to remain in frequent contact with their VR counselor in  order to remain eligible for Vocational Rehabilitation. Please see below for your VR counselor’s contact information. 

Kayla Eckerson

Vocational Rehabilitation Counselor

Arizona Department of Economic Security

Mobile: 602-8800742

Email: keckerson@azdes.gov

The Deer Valley Unified School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. For any inquiries regarding nondiscrimination policies contact the Superintendent's Department, 20402 N. 15th Avenue, Phoenix, AZ 85027. 623.445.5000.