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Course Catalog

Snowy Peaks High School

2024-2025 Course Catalog & Academic Policy

Academic Information

Registration

Each student's confirmed schedule for the fall semester will be available on PowerSchool in August, the week before the beginning of classes. Students who are unable to complete online registration will be able to register with support the week before school begins, families are encouraged to attend, class availability will be limited. All students who enroll at Snowy Peaks must maintain full-time status, taking five or more classes. 

New students to Summit School District will register in August. Class choices may be limited. Registration paperwork, online registration, proof of residency and custody documents (if applicable) must be presented at registration. Students must be present to be enrolled. No schedules will be generated prior to this time.  Students who are transferring from outside of Summit School District will receive credit for their classes based upon counselor’s discretion, yet these classes will not count towards the student’s GPA.

Class Schedule Change and Class Withdrawal

All schedule changes will go through the school counselor. If a schedule change is requested, the student must report to their scheduled class until the change is approved and the signed schedule change form is returned to the principal. The school may require signatures on a course drop form, and reasons for the schedule change will be identified on the drop form. Students are responsible for getting all necessary signatures required for a course change:  1) teacher,  2) counselor or principal, and 3) parent. 

Drop Policy

1. A student may drop a course during the first two weeks of any quarter with no penalty.  All dropped classes will be replaced with a new course. 

2. If a student is permitted to drop a course after the deadline date, then that student must have written permission from both parents and the principal. No class is officially added or dropped from a student’s schedule until the paperwork has been completed and turned into the principal and all teachers involved have been properly notified.

3. Students must attend all regularly scheduled classes until the drop/add procedure is complete.

4. If a student drops a class up until the 6th week, the course will appear on the student’s records and the record will show a WP or WF (withdrawal pass or withdrawal fail). A WP is not factored into a student’s credits or grade point average. However, if a student is failing at the time he/she withdrawals from the class, a WF will be noted on the student’s transcript.  A WF (or 0%) is factored into a student’s grade point average. 

5. No withdrawals will occur after the 6th week of the semester unless an administrator requests a drop, which will be noted as a WF.

Repeated Courses

A student who completes a course with a passing grade may repeat the same course one time with the intent to receive a higher grade. Students who fail a course required for graduation may retake the course as many times as needed until a passing grade is earned. Important: Credit toward your high school diploma is given for only one course. All occurrences of repeated courses taken for high school credit will be included on the transcript. The higher of the two grades will be counted toward your cumulative GPA. Always check with your academic advisor or counselor before re-registering.

Graduation Requirements

To receive a high school diploma from the District, students must meet or exceed state and District academic standards.

Graduation from high school is a culminating event that results from the foundations built at the elementary and middle levels.  Graduation is a collaborative effort among levels in a student's public school career. 

Demonstration of being Prepared: Students will demonstrate postsecondary readiness in both academics and character. All students must pass Be Legendary!, helping students build habits of success in school and in life. Be Legendary! teach social skills to students, including sophisticated social skills, behavior management strategies, culture development, and experiential activities. 

Demonstration of being a Growth-Oriented Learner: Students will demonstrate growth in both academic and character competencies. Students will demonstrate competency in their ability to remain flexible and open to possibilities, adapt in changing circumstances, and pursue passions.

Demonstration of being Courageous: Students will demonstrate competency in their ability to take informed risks, persevere through challenges, and advocate for the needs of themselves and others.

Demonstration of being Curious: Students will demonstrate competency in their ability to ask questions, think critically, and solve problems using a variety of strategies. Students must engage and reflect upon 18 experiential education experiences, which total at least 36 hours, each year of attendance at Snowy Peaks. 

Demonstration of being Globally aware:  Students demonstrate competency by participating in local and global communities, embracing different cultures, welcoming the perspectives of others, and communicating effectively across lines of difference. Students must complete a minimum of ten community service hours for each year of attendance at Snowy Peaks. 

Snowy Peaks High School Graduation Requirements

A minimum of 18 credits are required to graduate. Each quarter, students earn .25 credits in one content area (one year of class = one full credit). Students are encouraged to exceed the minimum credits required during their high school education to broaden their high school experience and take advantage of the educational opportunities.

English

4 credits

Math

4 credits

Science, Includes Earth and Physical science, Chemistry, and Biology

3 credits

Social Studies, *Must include Civics

3 credits

Be Legendary! (Social Skill Curriculum), *Proficiency must be displayed in the following areas:
1) Effective Interpersonal Skills, 2) Managing Emotions 3) Effective Communication 4) Assertiveness Training 5) Problem-Solving 6) Conflict Resolution

1 credit 

Electives

*Students will pursue courses related to their ICAP pathway, which may include World Language, Career Internship / On-the-Job Training, and Concurrent Enrollment courses.

2 credits

PE/Health

1 credit

Total

18 credits

All students will be enrolled in math and English language arts while attending our school.  Students who have passed their proficiency will be expected to take higher-level classes in the respective subject area. English, science, social studies, and math elective classes may be used to supplement core requirements; however, they may not supplant these core classes. Exceptions may be made on a case-by-case basis for those students who are credit deficient.

All students must complete a capstone portfolio and capstone personal project that demonstrates proficiency in each area of the graduate profile: Prepared, Courageous, Curious, Globally Aware, and Growth Oriented. Each portfolio component and personal project will be assessed by rubric.

Competencies include: 

  • English Language Arts 

  • Mathematics

  • Science

  • Humanities (includes civics)

  • Electives Related to Students’ Individual Career and Academic Plans 

  • Physical Education with embedded Health (physical and emotional wellbeing) standards 

  • Social and Employability Skills: 1) Effective Interpersonal Skills, 2) Managing Emotions 3) Effective Communication 4) Assertiveness Training 5) Problem-Solving 6) Conflict Resolution

Assessment Practices

Standards based grading (SBG)

Standards based grading (SBG) provides a more accurate understanding of student academic achievement by measuring what a student knows and is able to do based on the Colorado Academic Standards and the Colorado English Language Proficiency Standards (CELP’s). Standards based grading differs from traditional grading methods because it does not include feedback on a student’s work habits, completion of homework or classroom participation. Although these behaviors are not graded, they are part of the student’s growth and development as a learner. Providing more specific and targeted feedback to teachers, students and parents, the standards based grading approach promotes improved student learning, character development and academic success. 

Grading Scale

4.0 - Advanced

Student consistently exceeds grade level expectations/standards and is able to apply them almost faultlessly in a wide variety of situations. The student demonstrates originality and insight and regularly produces work of high quality.

3.5 - Advanced

Student consistently meets and exceeds grade level expectations/standards and is able to apply learned information and skills to new and unfamiliar situations with original insights beyond what is covered in the classroom.

3.0 - Proficient

Independently, student consistently meets and sometimes exceeds grade level expectations/standards and is able to apply learned information and skills to complex ideas and processes in familiar situations (this is the level being "taught).

2.5 - Proficient

With minimal adult support, student consistently meets grade level expectations/standards and is able to apply learned information and skills to complex ideas and processes in familiar situations. (The student is showing proficient level of work but not as consistently).

2.0 - Progressing

The student meets or exceeds proficiency of foundational details and processes prerequisite skills, but is still working toward proficiency of the complex ideas and processes of the grade level.

1.5 - Partially Proficient

With assistance, the student displays knowledge of foundational details and processes or prerequisite skills.

1.0 - Unsatisfactory

The student is rarely able to display knowledge of foundational details and processes, even with help.

.5 - Unsatisfactory

The student is unable to display knowledge of foundational details and process, even with help.

NG - No Grade

The student has not provided enough evidence to determine a score.

 

Grades

Grade reports are issued at the end of the ninth week and the completion of each semester. The student’s grade will be an incomplete until the exam or project has been completed and graded. Classes transferred from an accredited high school program outside of SSD will not factor into a student’s GPA. College-level courses will factor into a students’ GPA. 

In-Class Assignments

 

Learning Activities 
(Not included in Final Grade)

Performance Tasks
(Included in Final Grade)
Standard Score
(Comes from Performance Tasks)

 

 

 

Possible Grades

 

 

1.5-4.0

Student has demonstrated various passing levels of proficiency for assigned activity.

1.5-4.0

Student has demonstrated various passing levels of proficiency for the assigned performance task.

1.5-4.0

Overall standard score for all submitted performance tasks tied to a specific standard.

0.5 or 1.0

Student has not met proficiency expectations for assigned activity.

0.5 or 1.0

Student has not met proficiency expectations for assigned performance task.

0.5 or 1.0

Overall standard score is below proficiency standards.

Check

Student has submitted the assigned activity.

Missing (M)

The student earns a "Missing" if they did not turn in the assignment when due. *Does not impact overall grade.

 

Missing (M)

The student earns a "Missing" if they did not turn in the assignment when due.

No grade (NG)

Student and teacher have worked to identify a final opportunity to complete missing work and the student has not met the deadline.

 

 

Incomplete (INC)

Insufficient Evidence (IE) Failed Course (0.5 or 1.0)
Definition

The student has completed most essential assessments and is on their way to a passing grade.

 

Students will receive an INC in the course until all work is complete. 

Student has not provided enough evidence of learning or engagement throughout the course.

Student has not demonstrated proficiency on required assessments. The overall grade is a 0.5 or 1.0.

Credit Recovery Options Students will take or submit missing assessments required within the course. They must work directly with their teacher to make a plan for the completion of missing work. Students must register to retake the course, credit recovery is not an option.

Students will be required to retake the course in-person or choose to take a Credit Recovery Class within a supportive learning environment at SPHS. The Credit Recovery Class will be during one of the class periods at SPHS.

       

Colorado Mountain College Courses

Snowy Peaks’ students may take current classes at CMC through the CEPA program. These credits count towards high school graduation and will be listed on a student’s transcript. Classes taken through Colorado Mountain College will be listed on the transcript and will count towards the cumulative GPA.

Expectations for Snowy Peak Students who enroll in a CMC course

1. If a student chooses to drop a class it must be done during the allowed CMC drop period to avoid paying for the course. If the class is not dropped in a timely manner, the student and their family may be asked to reimburse the cost of the class. 

2. Students will participate in all required Snowy Peaks courses and school activities.

3. If a student completes the course with a grade lower than a B, they and their family may be asked to reimburse the cost of the class. 

4. Students will pay for CMC class books and materials, by enrolling in the CMC book program or from their own funds. If this is a barrier to class participation it is the student’s responsibility to let both CMC advisors and Snowy Peaks know in a timely manner, so successful completion of the course if possible. 

5. The CMC school calendar is different from the Snowy Peaks calendar, it is the responsibility of the student to plan for these differences. 

6. Prior to adding, dropping, or withdrawing from a class, you must communicate with both your CMC advisor and your Snowy Peaks Counselor.

7. Students will maintain clear and timely communication with Snowy Peaks staff and CMC advisors and professors. 

Edgenuity Online Courses

Snowy Peaks’ online program, Edgenuity, offers classes online as an alternative means to earn high school credits. Whether one is looking to take additional courses, striving to get back on track, or wanting flexibility in his/her schedule, the Edgenuity program provides greater flexibility. Classes taken through Edgenuity will be listed on the transcript and will count towards the cumulative GPA.

Edgenuity provides engaging online and blended learning education solutions that propel success for every student, empower every teacher to deliver more effective instruction, and enable schools and Summit School District to meet their academic goals. Edgenuity delivers a range of Core Curriculum, AP®, Elective, Career and Technical Education (CTE), and Credit Recovery courses aligned to the rigor and high expectations of state, Common Core and iNACOL standards and are designed to inspire lifelong learning.

As a reminder, students must take at least 5 classes per quarter to be considered full-time. All Snowy Peaks students are required to take core English and mathematics courses in-person and on-campus. 

Transfer Credits

Transfer students will be given credit for courses taken outside Snowy Peaks High School based on the following criteria:

  • Students must possess a certified transcript from an accredited academic institution in order to transfer credits and apply them toward an SPHS diploma and/or transcript.

  • GPA will not transfer in from another high school or accredited institution nor will it be included within the SPHS GPA. Edgenuity and CMC courses will factor into a student’s GPA. 

  • Credits must be compatible with CDE and SSD standards and Snowy Peaks’ curriculum from an accredited academic institution and be approved by principal, counselor and/or content department head.

  •  Students currently enrolled in SSD may only apply 10 non-SSD credits toward an SPHS diploma.

College and Career Planning (KHBK-R)

ICAP is a multi-year process that intentionally guides students and families in the exploration of career, academic and postsecondary opportunities. With the support of adults, students develop the awareness, knowledge, attitudes, and skills to create their own meaningful and powerful pathways to Postsecondary and Workforce Readiness (PWR).

Portfolio Graduation Requirements

Page Name

About Me Academics Character Community Nature POST High School

Summit School District Graduate Profile

 

Prepared
Growth-oriented

Curious
Courageous 
Globally-aware Courageous
Globally-aware
Prepared
Growth-oriented
 

About Me Virtual Collage

"Me as a Learner". A "picture" of you as a learner. Growth, IEP, 504, learning styles, disability presentation, 16 personalities.

Character Reflection Orientation Reflection Primary Experience in Nature A Job Shadow Reflection
 

Personal Data Sheet

NWEA and SAT evidence and reflection of growth.

Two Letters of Rec. Need Personal Data Sheet filled out to give to person. Register to Vote - online or paper (screenshot or pic of card). Challenge hike/bike reflection FAFSA or Asset Completion
 

Resume - no assignment 

Transcript from Jen (Dec 2023 or May 2024)

Personal project submission 
Presentation Jan 2024
Community Reflection   College Application and acceptance
  Graduation Speech can be completed after portfolio defense   Brick Rough Draft and Approval - Graduation week Experiential Ed logs (Fridays and Wednesdays)   Career Research from SAT prep-Optional if they can find it! or O*NET results OR
        Community Service Logs (can be integrated into Experiential Ed logs). One PTC/year!   Yeti Fund scholarship
        Senior Exit Survey- Will do this on the day before graduation   Local Scholarship essay

State Assessment Refusal (IKA/IKA-E)

State and federal law require district students to take standardized assessments in the instructional areas of English language arts, math, science, and social studies. Accordingly, the district shall administer standardized assessments pursuant to these state and federal legal requirements.

A parent/guardian who refuses for his or her child to participate in a particular state assessment or assessments shall make this request in accordance with the regulations identified within this policy. This policy's refusal process shall apply only to state assessments and shall not apply to district or classroom assessments.

  1. The parent/guardian must schedule and participate in a 'refusal of testing' meeting with the child's school leadership team.

  2. As part of the meeting, the school leadership team will seek to understand the cause for the refusal of state standardized testing, may provide factual information regarding state standardized testing and data usage, and will explain alternative activities or schedules for the student if a refusal form is filed. Additionally, the school will provide the parent/guardian with the district parent refusal form.

  3. The parent/guardian must sign and submit the parent refusal form to the school no later than 7 days prior to the first day of testing.

General Information

ATHLETICS/ACTIVITY ELIGIBILITY (JJJ / JJJ-R)

Eligibility for SHS-sponsored athletics and activities will be determined by the CHSAA rules, the appropriate league's guidelines, SSD BOE policy and other relevant criteria. To participate, students must meet all eligibility criteria. The student must have on file with the athletic office the District-provided permission to participate form signed by his/her parent/guardian. The medical clearance / sport physical parent permission form has the results of a physical examination conducted by an approved medical provider. One examination per year is required at the student's expense. The student must provide insurance coverage information on the physical/parent permission form. SHS does not purchase insurance coverage for students. 

There is a participation fee of a minimum of $150-$500 per sport. The fee for activities (e.g. Play, Musical) is $70 per activity, and Speech & Debate is $110.00. Students may not be permitted to participate in an athletic or activity program until all fees are reconciled from the previous athletic program/season or activity. 

Students who are not in good standing due to academics can change their status after one week.

Enforcement of athletic rules is separate from and independent of the enforcement of the School Code of Conduct. A student involved in co-curricular activities (including athletics) is accountable to both general school rules and athletics/activity rules simultaneously. Refer to the Athletic/ Activities handbook for further inquiries. 

CARE OF SCHOOL AND PROPERTY

Students are responsible for the proper care of books, supplies, and furniture supplied by the school. Only necessary items for school activities should be at school. The administration is not responsible for items brought to school that are stolen or damaged. Thefts should be reported immediately to the Dean’s office.

CHANGE OF ADDRESS

Please inform the registrar when there is a change in your address, telephone number or email address. Please also inform us of separate households in which the student may live to include both parents’/guardians’ contact information. We make every attempt to keep records and the mailing lists current. Failure to notify the school may result in a student being withdrawn from SPHS.

PARTICIPATION IN THE GRADUATION CEREMONY (IKFB)

A student who successfully completes all requirements of the Board of Education and is in good standing may participate in graduation exercises and will receive a diploma at that time. Only those students who have earned their required number of credits may participate in the graduation exercises. Please note that all student fines and fees must be paid in full in order to participate in the graduation ceremony. Violations of the code of conduct may require a postponement of reception of diploma pending restorative actions by the student.

Attendance

Attendance Line – (970) 368-1900

Colorado Attendance Law and Summit School District’s Attendance Policy

One criteria of a student's success in school is regular and punctual attendance. Frequent absences may lead to poor academic work, lack of social development and possible academic failure. Regular attendance is of utmost importance for school interest, social adjustment and scholastic achievement. No single factor may interfere with a student's progress more quickly than frequent tardiness or absence.

According to state law, it is the obligation of every parent/guardian to ensure that every child under their care and supervision receives adequate education and training and, if of compulsory attendance age, attends school.

Continuity in the learning process and social adaptation is seriously disrupted by excessive absences. In most situations, the work missed cannot be made up adequately. Students who have good attendance generally achieve higher grades, enjoy school more and are more employable after leaving school. For at least these reasons, the Board believes that a student must satisfy two basic requirements in order to earn full class credit: (1) satisfy all academic requirements and (2) exhibit good attendance habits as stated in this policy.

Absences 

Students are expected to enroll at the beginning of the school year, to attend regularly and to be prompt in arriving at school and at each class during the day.

Excused Absences

The following will be considered excused absences:

1. A student who is temporarily ill or injured or whose absence is approved by the administrator of the school of attendance on a prearranged basis. Prearranged absences will be approved for appointments or circumstances of a serious nature only which cannot be taken care of outside of school hours.

2. A student who is absent for an extended period due to a physical, disability or mental behavioral health disorder. (Absences due to illness in excess of 10 days in the school year will require documentation from a doctor in order to be excused. If documentation is not provided the absence(s) will be marked as unexcused). 

 3. A student who is pursuing a work-study program under the supervision of the school.

4. A student who is attending any school-sponsored activity or activities of an educational nature with advance approval by the administration.

5. A student who is suspended or expelled.

The following may be considered excused absences at the discretion of the principal or designee:

1. Serious emergencies or hardship.

2. Family emergencies or hardship.

3. Family vacations. (While discouraged, such excuses should be prearranged at least 5 days prior to leaving with the school administration. If a student has poor attendance or poor academic performance, a principal may deny an excused absence for vacation purposes.)

4. Religious observances when requested by a parent or guardian.

5. Absence required by a legal body or social agency (court, juvenile authorities, public health department or police).

As applicable, the district may require suitable proof regarding the above exceptions, including written statements from medical sources.

If a student is in out-of-home placement (as that term is defined by C.R.S. 22-32-138 (1)(h)), absences due to court appearances and participation in court-ordered activities will be excused. The student's assigned social worker must verify the student's absence was for a court appearance or court-ordered activity.

Unexcused Absences

An unexcused absence is defined as an absence that is not covered by one of the foregoing exceptions. Each unexcused absence will be entered on the student's record. The parents/guardians of the student receiving an unexcused absence will be notified orally or in writing of the unexcused absence. Parents/guardians shall be required to furnish an explanation for student absenteeism either in writing or orally. Absences not explained within two days after returning to school shall be recorded as unexcused absences unless unusual or extenuating circumstances exist as determined by the principal.

In accordance with law, the district may impose appropriate penalties that relate directly to classes missed while unexcused. The administration will develop procedures to implement appropriate penalties. Students and parents/guardians may appeal to the Superintendent or designee for exceptions to this policy. provided that no exception will be sustained if the student fails to abide by all requirements imposed by the Superintendent or designee as conditions for granting any such exception.

The district may initiate judicial proceedings to enforce compulsory attendance laws against a student who has accumulated four unexcused absences in any one month, or ten unexcused absences during any academic year.

Tardy Policy 

Tardiness is defined as the appearance of a student without proper excuse after the scheduled time that a class begins. There are two designations of tardiness. Tardy (T in PowerSchool) means a student was ten (10) minutes or less late to class. Unexcused Present (UP in PowerSchool) means a student was more than 10 minutes late to class. Because of the disruptive nature of tardiness and the detrimental effect upon the rights of the non-tardy student to uninterrupted learning, appropriate penalties may be imposed for excessive tardiness. Parents or guardians will be notified of all penalties regarding tardiness. 

Teachers shall be responsible for addressing tardiness as a classroom management issue. Excessive tardiness may be referred to the administration for consideration as an attendance problem.

In an unavoidable situation, a student detained by another teacher or administrator will not be considered tardy provided that the teacher or administrator gives the student a pass to enter the next class. Teachers will honor passes presented in accordance with this policy.

Minimum: Teacher Managed Consequence, Student Conference, Call home, other school communication regarding attendance patterns and relevant supports. 

Maximum: Success Team Referrals/Behavior Referral, Restorative Interventions, loss of privileges, loss of ability to attend extracurricular activities (e.g. sporting events, dances, concerts, school sponsored events), requirement to attend support groups, increase access to mental health/health services support, detention, In-School Suspension

Early Dismissal

Early dismissal for any reason must be pre-arranged by the parent or guardian through the Attendance office via call, note or personal visit from a parent/guardian. The student must sign out through the Attendance office before leaving school for any reason, including seniors with an off period. At NO time should a student leave school without checking out properly. Failure to sign out properly will result in truancy and disciplinary action.

Make-Up Work

If a student is absent and does not turn in an assignment, mark the assignment as Missing.

  • The next class period you have the student, discuss when the assignment needs to be handed in.

  • If the assignment is not turned in at the agreed upon deadline, it will become an NG.

Truancy (SSD BOE - JHB)

If a student is absent without an excuse signed by the parent/guardian or if the student leaves school or a class without permission of the teacher or administrator in charge, the student shall be considered truant. An "habitual truant" shall be defined as a student of compulsory attendance age who has four total days of unexcused absences from school in any one month or 10 total days of unexcused absences during any school year. Absences due to suspension or expulsion shall not be counted in the total of unexcused absences for purposes of defining a student as an "habitual truant."

Academic Integrity Policy

The 21st Century learner must learn to assess and use a vast amount of information. Snowy Peaks High School accepts the responsibility of developing and safeguarding both the academic character and knowledge of its students in this culture. Furthermore, SPHS protects the academic potential of all students through direct instruction, differentiation, and academic intervention to ensure the understanding of ethical academic behavior.

With regard to academic honesty, the school community expects students to particularly focus on being:

Principled—acting with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups, and communities. They take responsibility for their own actions and the consequences that accompany them. 

Academic dishonesty (“cheating”) is defined as: copying or paraphrasing without citing the source of information or using the academic work of others for school assignments; the solicitation of another student’s work; and student inquiry of another’s work while taking a test. Students who violate the cell phone, pagers, or electronic device policy may be considered cheating.

Plagiarism is claiming someone else’s work as one’s own.

Collusion is working with another person to commit plagiarism, and is not to be confused with collaboration. 

Inquiring and knowledgeable students of the 21st Century need the support of the high school to understand and respect the need for academic honesty. Specific examples of assignments where students may face issues of ethical practice are: research projects (particularly the Personal Project), summative assessments, scientific experiments, and online assessments. 

Academically honest students do:

· Their own work

· Acknowledge the sources of ideas that are not their own

· Use laptops, cell phones, and other technology ethically

· Report instances of cheating, theirs or others, to an authority figure at SPHS

· Know the difference between collusion and collaboration

· Meet deadlines

· Know the difference between “summary,” “paraphrase,” and “direct quotations

Academically honest students do not:

· Use forbidden information to aid them on an assessment

· Copy test answers from another student or website

· Copy homework from another student or website

· Hand in work or research without citing sources and using a Works Cited

· Allow students to copy from their homework or tests

· Break testing rules given by SPHS

Students have plagiarized if:

· They have paraphrased and presented information as if it is their own

· They have copied and pasted from the Internet without quotation marks or citing the source

· They have presented someone else’s argument without acknowledging the source

· They have bought or acquired a research paper and handed it in as their own

Students can avoid plagiarism by:

· Identifying notes entries as “summary,” “paraphrase,” and “direct quote

· Keeping Works Cited information for all sources

· Checking with the instructor for “common knowledge”

In instances of cheating, students will be reported to the Principal. The principal will use character education assignments to encourage the development of positive habits. The students will have an opportunity to show their understanding of the importance of academic honesty and the shame of plagiarism. This will be followed by an opportunity to re-do the assignment with integrity.

Student Accountability:

Students will initially receive “no credit” for an assignment attempted or completed through cheating. Because SPHS’s grading system is designed to assess a student’s academic capabilities, students who miss opportunities to display proficiency may receive an incomplete in a class. However, aligned with the district’s standards-based grading policy, we believe that students should still have an opportunity to display proficiency on all assignments. Students may earn the opportunity to complete the original assignment for a grade after successfully completing a consequence and/or a character education assignment. Subsequent offenses of cheating may result in heightened consequences, including, but not limited to, detention, suspension, removal from the SPHS program, or expulsion.

Minimum: Loss of privileges, required completion of character education assignment, mandatory after-school character support, character education assignment

Maximum: Suspension, and possible removal from SPHS program, loss of class credit. Information regarding cheating may also be reported to the colleges of where the charged students applied. 

Electronic Devices (JS)

Electronic Device includes but is not limited to cell phones, smart watches, tablets, and headphones. Should a student not have this signed contract on file and misuses electronic devices, the student will forfeit their opportunity for progressive discipline and have their electronic use privilege revoked for the remainder of the school year.

  • We believe that classrooms are sacred spaces for teaching and learning. Additionally, the recent Summit School District parent survey indicates a strong desire for increased parameters around cell phone use in schools. 

  • Students may bring cell phones / Bluetooth headphones on campus but are not permitted to use cell phones or Bluetooth headphones during the school day, with the exception of lunch. 

  • All students are required to turn off and store their cell phones and headphones in their lockers. Students may also choose to lock their personal devices in the front office. 

  • According to district policy, for privacy purposes, cell phones are not permitted to be present in bathrooms at any time.

  • Smart watches can be worn, but not used for communication or gaming purposes. If violated, the same consequences apply.

  • Per district policy, school personnel have the right to confiscate electronic devices - both school-owned and personal - when any expectations are not being upheld. Failure to turn in the device when requested will result in an automatic level 2 referral, and the student will be sent home for the day or placed in in-school suspension. 

Every student will be provided with a school-issued Chromebook. Students may not use a personal computer during school hours. Students who use school-owned electronic devices for cheating may have their device confiscated permanently. Students found in violation of this policy may be subject to consequence and/or confiscation of said device(s).

While using personal electronic devices students will abide by the SSD One2World Handbook, SSD Acceptable Use Policy and the Summit High School Student Code of Conduct. This includes the use of VPN. Permission must be obtained prior to recording or photographing any staff member or student. Sharing and posting of media without consent will be considered a violation of the code of conduct. Any violation will follow the consequences outlined in the Code of Conduct. 

District technology devices are owned by the district and are intended for educational purposes. Students shall have no expectation of privacy when using district devices or networks. The district reserves the right to monitor, inspect, copy, review and store (at any time and without prior notice) all usage of district technologies, including devices and all Internet and electronic communications access and transmission/receipt of materials and information. All material and information accessed/received through district technology devices shall remain the property of the school district.

If a device is damaged/lost the student will pay the appropriate restitution.

Internet (JS)

To use the Internet and access email, the District's Acceptable Use Policy (AUP) must be signed and turned into the Registrar at the beginning of the year. Students younger than 18 must have the signature of their parent/guardian.

Access to email and the Internet will enable students to explore thousands of libraries, databases, and bulletin boards while exchanging messages with Internet users throughout the world. Families should be warned that some material accessible via the Internet may contain items that are illegal, defamatory, inaccurate, or potentially offensive to some people. While our intent is to make Internet access available to further educational goals and objectives, students may find ways to access other materials as well. We believe that the benefits to students from access to the Internet, in the form of information resources and opportunities for collaboration, exceed any disadvantages. But, ultimately, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. To that end, the Summit School District supports and respects each family's right to decide whether or not to apply for access.

Students are responsible for good behavior on school computer networks just as they are in a classroom or anywhere on school property. Communications on the network are often public in nature. General school rules for behavior and communications apply. The network is provided for students to conduct research and communicate with others for educational purposes. Access to network services is given to students who agree to act in a considerate and responsible manner. Access is a privilege, not a right. Access entails responsibility.

Violation of the District's AUP will result in disciplinary action, restriction or loss of Internet and access to Email privileges.

English Language Arts

7th/8th Grade English Language Arts

This course is designed to foster a deep appreciation for language and literature while honing essential language skills. Students will embark on a captivating journey through the world of short stories, multimedia, literature analysis, and vocabulary development. fostering a love for reading, critical analysis, and effective communication. By the end of the course, students will not only have a richer understanding of English language and literature but will also have developed their analytical and expressive abilities. A link to the Snowy Peaks JH curriculum map can be found here

World Literature / Advanced World Literature

This freshman-year English course engages students in literary analysis and inferential evaluation of great texts both classic and contemporary. While critically reading fiction, poetry, drama, and literary nonfiction, students will master comprehension and literary analysis strategies. Interwoven in the lessons across two semesters are activities that encourage students to strengthen their oral language skills and produce clear, coherent writing. Students will read a range of classic texts including Homer’s The Odyssey, Shakespeare’s Romeo and Juliet, and Richard Connell’s “The Most Dangerous Game.” They will also study short but complex texts, including influential speeches by Dr. Martin Luther King Jr., Franklin D. Roosevelt, and Ronald Reagan. Contemporary texts by Richard Preston, Julia Alvarez, and Maya Angelou round out the course. Students who exceed proficiency in grade level content may be eligible to advance to take a more rigorous academic pathway, accessing the next grade’s English content. Students on this pathway will have access to college-level concurrent enrollment courses prior to graduation. 

A link to the Snowy Peaks World Literature curriculum map can be found here

American Literature / Advanced American Literature

This junior-year English course invites students to delve into American literature from early American Indian voices through contemporary works. Students engage in literary analysis and inferential evaluation of great texts as the centerpieces of this course. While critically reading fiction, poetry, drama, and expository nonfiction, students master comprehension and literary analysis strategies. Interwoven in the lessons across two semesters are tasks that encourage students to strengthen their oral language skills and produce creative, coherent writing. Students read a range of short but complex texts, including works by Ralph Waldo Emerson, Emily Dickinson, Herman Melville, Nathaniel Hawthorne, Paul Laurence Dunbar, Martin Luther King, Jr., F. Scott Fitzgerald, Sandra Cisneros, Amy Tan, and Dave Eggers. Students who exceed proficiency in grade level content may be eligible to advance to take a more rigorous academic pathway, accessing the next grade’s English content. Students on this pathway will have access to college-level concurrent enrollment courses prior to graduation. 

A link to the Snowy Peaks American Literature curriculum map can be found here

British Literature / Advanced British Literature

This junior/senior-year English Language Art course is a comprehensive exploration of the rich and diverse literary traditions of the United Kingdom, spanning from Anglo-Saxon writing to the Modern Period. The course is designed to meet Colorado State Standards while fostering critical thinking, analytical skills, and a deeper appreciation for the cultural and historical context of British literature. Students will engage in a rigorous study of a variety of literary genres and works, encouraging them to analyze and interpret texts, draw connections across different periods, and develop their own perspectives on the themes presented. While critically reading fiction, poetry, drama, and expository nonfiction, students will learn and apply comprehension and literary-analysis strategies. Tasks will encourage students to strengthen their oral language skills, critical reading skills, research skills, and produce creative, coherent writing based upon texts. Furthermore, students will contextualize themes found in British Literature, making connections to their own lives and post-secondary pursuits. 

Assessment in the 12th-grade British Literature course will include critical analysis essays, research projects, class discussions, creative applications of content, and presentations. Students will also engage in close reading activities, collaborative projects, and assessments aligned with Colorado State Standards. 

A link to the Snowy Peaks British Literature curriculum map can be found here

PBL English (Rhetoric of Film)

Explore the captivating world of cinema through the lens of rhetoric in this dynamic course. Rhetoric of Film provides students with a comprehensive understanding of the art and language of film, delving into the techniques and strategies filmmakers employ to convey meaning, influence emotions, and communicate powerful messages. Throughout the course, students will analyze iconic films from various genres, studying the use of visual elements, narrative structures, cinematography, sound design, and editing to decipher the intentional choices made by directors. Engaging in critical discussions, students will develop a discerning eye for the subtleties and nuances that contribute to the overall rhetorical impact of a film.

12th Grade ELA 

12th Grade ELA is designed to provide students with a comprehensive and challenging exploration of literature and composition skills. In addition to literature and composition, students will explore relevant themes and connections to other disciplines, fostering interdisciplinary understanding. The course will also incorporate multimedia resources, enabling students to analyze and respond to various forms of media. This course aims to enhance critical thinking, analytical writing, and communication abilities, preparing students for the academic demands of college and beyond.

SAT Preparation English 

The SAT Prep course is an intensive, individualized program designed to prepare students for success in the Scholastic Assessment Test (SAT) using Khan Academy as a primary resource facilitated by a math and English teacher on campus. This course focuses on honing key skills required for the SAT, including critical reading, mathematical problem-solving, and writing. Students will benefit from a structured curriculum that leverages Khan Academy's interactive lessons, practice exercises, and real SAT questions. The course emphasizes strategic approaches to each section, time management techniques, and personalized feedback. Through the guidance of experienced instructors and the use of Khan Academy's dynamic platform, students will build confidence, strengthen their test-taking abilities, and enhance their overall readiness for the SAT, ultimately improving their college admissions prospects.

Mathematics

7th grade math 

Welcome to 7th Grade Mathematics, a comprehensive and engaging exploration of key mathematical concepts tailored for students in the seventh grade. This course is designed to build a solid foundation in mathematical skills, critical thinking, and problem-solving abilities, laying the groundwork for future mathematical success.

Curriculum Highlights:

  • Number Sense and Operations: Dive into the world of numbers, exploring operations, decimals, and fractions. Strengthen your understanding of mathematical operations and their practical applications.

  • Algebraic Thinking: Introduce foundational algebraic concepts, including expressions, equations, and inequalities. Develop problem-solving skills through algebraic reasoning and pattern recognition.

  • Geometry and Spatial Reasoning: Investigate geometric shapes, angles, and spatial relationships. Apply geometry concepts to real-world scenarios and develop spatial reasoning skills.

  • Data and Statistics: Explore the world of data, probability, and statistics. Analyze and interpret data sets, understand probability concepts, and make informed decisions based on statistical information.

  • Ratios and Proportional Relationships: Delve into ratios, rates, and proportional relationships. Apply these concepts to solve real-world problems and understand the relevance of proportions in various contexts.

  • Mathematical Practices: Develop mathematical practices such as reasoning abstractly, constructing viable arguments, modeling with mathematics, and persevering in problem-solving. Cultivate a growth mindset and a positive attitude towards challenges.

  • Technology Integration: Utilize technology tools to enhance mathematical understanding. Explore interactive simulations, digital resources, and educational platforms that complement classroom learning.

  • Collaborative Learning: Engage in collaborative activities and group projects to strengthen teamwork and communication skills. Foster a supportive and inclusive learning environment.

This 7th Grade Mathematics course aims to make math accessible, enjoyable, and relevant to students' lives. Join us as we embark on a journey to explore the beauty and practical applications of mathematics, laying the groundwork for a lifelong appreciation of the subject.

A link to the 7th Grade Math curriculum map can be found here.

8th Grade Math 

The 8th Grade Mathematics course is designed to provide students with a comprehensive understanding of mathematical concepts aligned with the Common Core State Standards (CCSS). Throughout the academic year, students will engage in a dynamic and interactive learning experience that focuses on developing their mathematical proficiency, critical thinking skills, and problem-solving abilities.

Key Topics Covered:

Real Numbers and Number Systems:

  • Understanding rational and irrational numbers.

  • Operations with rational numbers.

  • The number line and the coordinate plane.

Expressions and Equations:

  • Simplifying algebraic expressions.

  • Solving linear equations and inequalities.

  • Systems of linear equations and inequalities.

Functions:

  • Defining, evaluating, and comparing functions.

  • Describing and analyzing relationships between variables.

  • Understanding proportional relationships.

Geometry:

  • Investigating transformations and symmetry.

  • Applying the Pythagorean Theorem.

  • Understanding the properties of geometric shapes.

Statistics and Probability:

  • Analyzing and interpreting data.

  • Constructing and interpreting scatter plots.

  • Introduction to probability and its applications.

Mathematical Reasoning:

  • Developing logical reasoning skills.

  • Constructing and justifying mathematical arguments.

  • Using mathematical models to solve real-world problems.

By the end of the 8th Grade Mathematics course, students will have developed the mathematical skills and reasoning abilities necessary for success in high school mathematics and beyond, laying a solid foundation for their future academic and professional pursuits.

A link to the 8th Grade Math Curriculum Map can be found here.

Algebra I 

Algebra 1 is a foundational course designed to deepen students' understanding of algebraic concepts and skills in accordance with the Common Core State Standards (CCSS). This course provides a rigorous introduction to algebraic reasoning, equations, functions, and their applications. Students will engage in a combination of theoretical exploration and practical problem-solving to develop a strong algebraic foundation necessary for success in higher-level mathematics.

Key Topics Covered:

Expressions and Equations:

  • Simplifying and evaluating algebraic expressions.

  • Solving linear and quadratic equations.

  • Understanding and manipulating polynomial expressions.

Functions:

  • Defining, evaluating, and graphing linear functions.

  • Introducing and analyzing exponential functions.

  • Understanding the concept of function inverses.

Linear Systems:

  • Solving systems of linear equations algebraically and graphically.

  • Exploring applications of linear systems in real-world contexts.

  • Inequalities:

  • Solving and graphing linear inequalities.

  • Understanding and solving compound inequalities.

Polynomials:

  • Factoring polynomials of various degrees.

  • Solving polynomial equations.

Rational Expressions:

  • Simplifying and performing operations with rational expressions.

  • Solving rational equations.

Data Analysis and Probability:

  • Analyzing and interpreting data sets.

  • Understanding basic probability concepts.

By the end of the 9th Grade Algebra 1 course, students will have developed a robust set of algebraic skills, laying the groundwork for success in subsequent mathematics courses and providing a strong foundation for college and career readiness.

A link to the Algebra 1 Curriculum Map can be found here.

Geometry 

This course formalizes what students learned about geometry in the middle grades with a focus on reasoning and making mathematical arguments. Mathematical reasoning is introduced with a study of triangle congruency, including exposure to formal proofs and geometric constructions. Then students extend what they have learned to other essential triangle concepts, including similarity, right-triangle trigonometry, and the Laws of Sines and Cosines. Moving on to other shapes, students justify and derive various formulas for circumference, area, and volume, as well as cross-sections of solids and rotations of two-dimensional objects. Students then make important connections between geometry and algebra, including special triangles, slopes of parallel and perpendicular lines, and parabolas in the coordinate plane, before delving into an in-depth investigation of the geometry of circles. The course closes with a study of set theory and probability, as students apply theoretical and experimental probability to make decisions informed by data analysis. Students who exceed proficiency in grade level content may be eligible to advance to take a more rigorous academic pathway, accessing the next grade’s mathematics content. Students on this pathway will have access to college-level concurrent enrollment courses prior to graduation. 

A link to the Geometry Curriculum Map can be found here.

Intermediate Algebra

This course builds on foundational algebraic concepts while introducing more advanced topics at a comfortable pace. Students will deepen their understanding of linear equations, inequalities, systems of equations, polynomial functions, and factoring. Additionally the course will cover quadratic functions, rational expressions, radicals, and exponential functions 

A link to the Intermediate Algebra Curriculum Map can be found here.

Algebra II / Advanced Algebra II

This course focuses on functions, polynomials, periodic phenomena, and collecting and analyzing data. The course begins with a review of linear and quadratic functions to solidify a foundation for learning these new functions. Students make connections between verbal, numeric, algebraic, and graphical representations of functions and apply this knowledge as they create equations and inequalities that can be used to model and solve mathematical and real-world problems. As students refine and expand their algebraic skills, they will draw analogies among the operations and field properties of real numbers and those of complex numbers and algebraic expressions. Mathematical practices and habits of mind are embedded throughout the course, as students solve novel problems, reason abstractly, and think critically. Students who exceed proficiency in grade level content may be eligible to advance to take a more rigorous academic pathway, accessing the next grade’s mathematics content. Students on this pathway will have access to college-level concurrent enrollment courses prior to graduation. 

A link to the Algebra II curriculum map can be found here.

PBL Math

Embark on a dynamic and immersive journey into the world of mathematics through our Project-Based Learning (PBL) course. This innovative and hands-on approach to learning invites students to explore mathematical concepts by actively engaging in real-world problem-solving scenarios.

Throughout this course, students will not only enhance their mathematical skills but also develop critical thinking, collaboration, and communication abilities. The curriculum is designed to integrate core mathematical principles with practical applications, fostering a deep understanding of the subject and its relevance in various fields.

Key Features:

  • Real-World Problem Solving: Tackle authentic and challenging problems that mirror the complexities of the world outside the classroom. Apply mathematical concepts to address issues and make informed decisions.

  • Collaborative Learning: Work in teams to foster a collaborative and inclusive learning environment. Develop communication and teamwork skills while solving complex mathematical challenges.

  • Hands-On Projects: Engage in hands-on projects that require creativity and critical thinking. Projects may range from designing solutions to real-world issues to creating mathematical models for practical applications.

  • Technology Integration: Leverage technology tools and resources to explore mathematical concepts in a dynamic and interactive manner. Utilize software, simulations, and digital platforms to enhance learning experiences.

  • Presentation Skills: Hone presentation skills as students communicate their findings, solutions, and mathematical insights to classmates and possibly external audiences. Develop the ability to articulate complex ideas clearly.

  • Reflection and Feedback: Emphasize reflective practices to deepen understanding and improve problem-solving strategies. Provide and receive constructive feedback to enhance individual and collective growth.

This PBL Math course is designed to empower students to see mathematics as a tool for solving real-world challenges and to appreciate its applications in various fields. Join us on this exciting journey where math comes to life through exploration, collaboration, and creativity.

A link to the PBL Math curriculum map can be found here.

CMC - MAT0250 - Quantitative Literacy

Develops number sense and critical thinking strategies, introduces algebraic thinking, and connects mathematics to real world applications. Topics in this course include ratios, proportions, percent, measurement, linear relationships, properties of exponents, and math learning strategies. This course prepares students for math for liberal arts, statistics, integrated math, and college level career math courses.

A link to the Quantitative Literacy curriculum map can be found here

CMC - MAT0300 - Algebraic Literacy

Develops algebraic skills necessary for manipulating expressions and solving equations. Topics in the course include radicals, complex numbers, polynomials, factoring, rational expressions, quadratic equations, absolute value equations, systems of linear equations in two variables, related applications, and linear inequalities. This course prepares students for MAT 1140 College Algebra.

A link to the Algebraic Literacy curriculum map can be found here

CMC - MAT1340 - College Algebra

Focuses on a variety of functions and the exploration of their graphs. Topics include: equations and inequalities, operations on functions, exponential and logarithmic functions, linear and non-linear systems, and an introduction to conic sections. This course provides essential skills for Science, Technology, Engineering, and Math (STEM) pathways. This is a statewide Guaranteed Transfer course in the GT-MA1 category.

A link to the College Algebra curriculum map can be found here.

Financial Math

Connecting practical mathematical concepts to personal and business settings, this course offers informative and highly useful lessons that challenge students to gain a deeper understanding of financial math. Relevant, project-based learning activities cover stimulating topics such as personal financial planning, budgeting and wise spending, banking, paying taxes, the importance of insurance, long-term investing, buying a house, consumer loans, economic principles, traveling abroad, starting a business, and analyzing business data. Offered as a two-semester course for high school students, this course encourages mastery of math skill sets, including percentages, proportions, data analysis, linear systems, and exponential functions.

High School Life Skill Math aka Practical Mathematics for Life Skills

This high school-level mathematics course is designed to equip students with essential life skills in managing money, understanding time, interpreting percentages, probability, and budgeting. The curriculum is tailored to provide practical knowledge that is directly applicable to real-world scenarios, ensuring students are well-prepared for the challenges of adulthood.

Key Topics:

  • Financial Literacy: Students will gain a solid understanding of personal finance, including budgeting, saving, investing, and making informed financial decisions. Practical exercises and simulations will be employed to enhance financial decision-making skills. 

  • Time Management: The course will explore effective time management strategies to help students balance academics, work, and personal responsibilities. Topics include setting priorities, creating schedules, and optimizing time for maximum productivity. 

  • Percentages: Students will delve into the world of percentages, learning how to calculate discounts, markups, and understand interest rates. Practical applications will include analyzing sales promotions, credit card statements, and mortgage rates. 

  • Probability and Risk Analysis: This section focuses on developing students' ability to assess and manage risks. Topics include probability calculations, risk evaluation in decision-making, and understanding statistical data in everyday contexts.

Teaching Methodology:

The course emphasizes a hands-on and practical approach to learning, incorporating real-life scenarios, case studies, and interactive activities. Students will have the opportunity to apply mathematical concepts to everyday situations, fostering a deeper understanding and appreciation for the relevance of mathematics in their lives.

Assessment:

Assessment methods will include individual and group projects, practical exercises, problem-solving tasks, and periodic assessments. These evaluations are designed to measure students' ability to apply mathematical concepts to real-life situations and make informed decisions.

By the end of this course, students will not only have strengthened their mathematical skills but will also be equipped with the tools necessary to navigate the complexities of financial decision-making, time management, and probability analysis in the real world.

SAT Preparation Math

The SAT Prep course is an intensive, individualized program designed to prepare students for success in the Scholastic Assessment Test (SAT) using Khan Academy as a primary resource facilitated by a math and English teacher on campus. This course focuses on honing key skills required for the SAT, including critical reading, mathematical problem-solving, and writing. Students will benefit from a structured curriculum that leverages Khan Academy's interactive lessons, practice exercises, and real SAT questions. The course emphasizes strategic approaches to each section, time management techniques, and personalized feedback. Through the guidance of experienced instructors and the use of Khan Academy's dynamic platform, students will build confidence, strengthen their test-taking abilities, and enhance their overall readiness for the SAT, ultimately improving their college admissions prospects.

Science

Earth and Physical Science

Delve into the fascinating realms of High School Earth and Physical Science in this course meticulously crafted to align with the Next Generation Science Standards (NGSS). Integrating fundamental concepts from both Earth and Physical Sciences, this interdisciplinary course provides students with a comprehensive understanding of the natural world. From Earth's dynamic systems to principles of motion, forces, and energy, students engage in diverse topics. Hands-on experiments and inquiry-based activities enhance comprehension of scientific principles, in accordance with NGSS practices. Assessment methods include quizzes, projects, and exams, ensuring students acquire a robust foundation in both Earth and Physical Science. This course equips students for advanced academic pursuits while fostering an appreciation for the interconnections of scientific phenomena in our surroundings. 

A Link to the Snowy Peaks Curriculum map can be found HERE.

Biology

Explore the intricacies of life sciences in our High School Biology course, aligned with the Next Generation Science Standards (NGSS) and the Colorado State Standards. Students will investigate cell structure, delve into genetics, and understand evolution, all while exploring ecological relationships and the diversity of life on Earth. This course also covers flow of energy in living systems and the basic principles of biochemistry. Through hands-on experiments and critical thinking exercises, students will develop scientific skills, preparing them for future academic and professional pursuits in the life sciences. Assessment includes quizzes, laboratory reports, projects, and exams, emphasizing scientific literacy and practical application of biological concepts.

 A link to the Snowy Peaks Biology curriculum map can be found HERE

Chemistry

Embark on a captivating scientific journey with our High School Chemistry course, meticulously crafted to align with the Next Generation Science Standards (NGSS). This course immerses students in the essential principles of chemistry, exploring topics such as atomic structure, chemical reactions, and the periodic table. Through hands-on experiments and interactive activities, students will deepen their understanding of molecular interactions, chemical bonding, and the properties of matter. Aligned with NGSS practices, the course emphasizes scientific inquiry, data analysis, and critical thinking skills. Assessment methods include quizzes, laboratory reports, and exams, ensuring students develop a strong foundation in chemical concepts and practical applications. This course equips students for future academic and professional pursuits in the field of chemistry, fostering a profound appreciation for the role of chemistry in our everyday lives. 

A link to the Snowy Peaks chemistry Curriculum map can be found HERE.

Social Studies

7th Grade Social Studies

Welcome to 7th-grade Social Studies, aligning with the Colorado Department of Education standards to provide a comprehensive exploration of the world's diverse cultures, histories, and geographies. This course is designed to meet the specific expectations outlined by the state, emphasizing key concepts and skills integral to students' academic and civic development. Throughout the academic year, students will engage in in-depth studies of historical events, civilizations, and geographical regions, with a focus on Colorado's unique contributions to the nation's history. The curriculum integrates critical thinking, inquiry-based learning, and primary source analysis to foster historical inquiry skills. Students will also explore the connections between geography, culture, and societal development. The course aims to cultivate responsible citizenship by encouraging students to understand their role in local and global communities. Join us on an educational journey that aligns with Colorado's educational standards, preparing students for a deeper understanding of the world and their place in it.

A link to the Snowy Peaks 7th Grade Social Studies Curriculum map can be found HERE.

8th Grade Social Studies

Welcome to 8th-grade Social Studies, a dynamic course meticulously aligned with the Colorado Department of Education standards, offering students an immersive exploration of United States history and geography. This curriculum is designed to meet the specific expectations outlined by the state, emphasizing key concepts, skills, and historical events pivotal to understanding the nation's development. Through engaging lessons, students will delve into the American Revolution, Constitution, Civil War, Reconstruction, and the nation's westward expansion, with a particular focus on Colorado's role in these narratives. The course fosters critical thinking skills through the analysis of primary and secondary sources, encouraging students to draw connections between historical events and their contemporary implications. In line with the state standards, students will also investigate the complexities of government structures, civic participation, and the development of American identity. Join us on a captivating journey through the annals of U.S. history, where students not only gain a profound understanding of the past but also develop the skills essential for responsible citizenship.

A link to the Snowy Peaks 8th Grade Social Studies Curriculum map can be found HERE.

World History and Geography

Welcome to High School World History and Geography, a comprehensive course thoughtfully aligned with the Colorado Department of Education standards, offering students an in-depth exploration of global civilizations and their interconnected histories. Throughout the academic year, students will embark on a captivating journey from ancient societies to the contemporary world, delving into key events, cultural developments, and geopolitical shifts. The curriculum emphasizes critical thinking and historical analysis, challenging students to engage with primary and secondary sources while honing their research and writing skills. Aligned with state standards, this course also integrates geographic principles, encouraging students to understand the impact of physical and human geography on historical events and societal structures. By examining diverse cultures, political systems, and economic dynamics, students will develop a nuanced understanding of the complexities that shape our global community. Join us on an enlightening exploration that aligns with Colorado's educational standards, preparing students to be informed, thoughtful, and globally aware citizens.

High School U.S. History

Welcome to High School United States History: The American Civil War to Present, a comprehensive course meticulously aligned with the Colorado Department of Education standards. This dynamic curriculum delves into the transformative period following the Civil War, guiding students through the Reconstruction era, the challenges of westward expansion, the Industrial Revolution, and the emergence of the United States as a global power. Aligned with state standards, the course emphasizes critical analysis of primary and secondary sources, fostering students' ability to evaluate historical perspectives and understand the complexities of societal changes. From the Progressive Era to the challenges of the 20th century, including the World Wars, the Civil Rights Movement, and contemporary issues, students will explore the interconnectedness of historical events and their impact on the nation's development. Join us on an engaging journey that aligns with Colorado's educational standards, preparing students to navigate and contribute to the complex tapestry of American history in the present and future.

A link to the Snowy Peaks US History Curriculum map can be found HERE.

High School Civics

Welcome to High School Civics, a rigorous course thoughtfully aligned with the Colorado Department of Education standards. This dynamic curriculum is designed to equip students with a deep understanding of the principles, structures, and functions of American government. Throughout the academic year, students will explore the foundations of democracy, the Constitution, the branches of government, and the rights and responsibilities of citizens. Aligned with state standards, the course emphasizes active civic participation and critical thinking, encouraging students to analyze political issues, engage in informed discussions, and develop the skills necessary for responsible citizenship. From local government structures to the impact of global events on the nation, students will gain a comprehensive understanding of the civic landscape. Join us on a transformative journey that aligns with Colorado's educational standards, empowering students to be informed, engaged, and active contributors to the democratic principles that shape our society.

A link to the Snowy Peaks 8th Grade Social Studies Curriculum map can be found HERE.

Personal Finance

This introductory finance course teaches what it takes to understand the world of finance and make informed decisions about managing finances. Students learn more about economics and become more confident in setting and researching financial goals as they develop the core skills needed to be successful. In this one-semester course, students learn how to open bank accounts, Retirement accounts, invest money, taxes, apply for loans, apply for insurance, explore careers, manage business finances, make decisions about major purchases, and more. Students will be inspired by stories from finance professionals and individuals who have reached their financial goals.

Physical Education & Health

Students will create personalized fitness plans, training techniques, and continued exploration of holistic well-being. They will have the opportunity to design and implement their own fitness routines. Students will explore topics related to physical, mental, and social health, as well as develop critical thinking skills to make informed decisions about their own health. Practical strategies for maintaining a healthy lifestyle will be discussed. 

This course is also designed to help the student define and practice elements of leading a healthy lifestyle. Physical, mental, and social well-being are stressed. Topics include Healthy Relationships, Sexual Education, Alcohol, Tobacco and Drugs, Violence and Injury Prevention, Nutrition and Environment and Community Health.

Electives

AT THIS TIME, THE FOLLOWING ELECTIVE COURSES WILL BE OFFERED IN AN ONLINE FORMAT, TAUGHT BY HIGHLY QUALIFIED INSTRUCTORS WHO MAY OR MAY NOT BE OFF-SITE. IF AN OFF-SITE INSTRUCTOR IS USED, STAFF AT SPHS WILL PROVIDE SUPPORT, COACHING, AND MENTORSHIP THOUGH THE DURATION OF THE COURSE.

Studio Art

This course encourages students to gain an understanding and appreciation of art in their everyday lives, while thoughtfully aligning with the Colorado Department of Education standards. Presented in an engaging format, this one-semester course provides an overview of many introductory themes: the definition of art, the cultural purpose of art, visual elements of art, terminology and principles of design, and two- and three-dimensional media and techniques. Studio Art helps develop students' creative, imaginative and critical knowledge, skills and academic research capabilities to practice as artists within the domains of the visual-cultural industries. Students will learn how to evaluate their art work as well as their peers, while applying critical thinking skills and improving their visual literacy through mixed media. Students get to explore different skills and concepts using multimedia making images, objects and various ideas using creative, theoretical and critical explorations. Students enrolled in this class will also gain knowledge and overview of art throughout history.

A Link to the Snowy Peaks Curriculum map can be found Here

Project Based learning- Maker Space

Welcome to PBL MakerSpace, an immersive and hands-on project-based learning experience designed to ignite your creativity, foster innovation, and empower you to bring your ideas to life. This dynamic course is set in the MakerSpace, where the focus is not just on learning, but on creating, inventing, making, planning, and doing.

Throughout this semester-long journey, you will embark on a series of engaging projects that will challenge your problem-solving skills, encourage collaboration, and push the boundaries of your imagination. From concept to execution, you will be actively involved in every step of the making process, gaining practical experience in various tools, materials, and technologies. A Link to the Snowy Peaks Project-Based Learning Curriculum map can be found here.

Academic Intervention (AI) class

Welcome to our Inclusive AI class! This course is specifically designed for middle-high school students on an Individualized Education Program (IEP) to thrive in their general education classes. We recognize and celebrate the unique strengths and challenges of each student, providing a supportive environment that emphasizes the use of accommodations. From extra time on assignments and assessments to personalized support, our aim is to create an inclusive atmosphere where every student can reach their full potential. Through tailored approaches, collaborative learning, and a dedicated team of educators, we strive to empower students on IEPs to excel academically, build confidence, and embrace their educational journey with enthusiasm. Join us on this inclusive learning adventure, where individual differences are celebrated, and success is achieved through personalized support.

World Languages

AT THIS TIME, ALL WORLD LANGUAGE COURSES WILL BE OFFERED IN AN ONLINE FORMAT, TAUGHT BY HIGHLY QUALIFIED INSTRUCTORS WHO ARE OFF-SITE. STAFF AT SPHS WILL PROVIDE SUPPORT, COACHING, AND MENTORSHIP THOUGH THE DURATION OF THE WORLD LANGUAGE COURSE.

Spanish I (Online)

Students begin their introduction to high school Spanish with fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Each unit consists of an ongoing adventure story, a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and multimedia cultural presentations covering major Spanish-speaking areas in Europe and the Americas.

Spanish II (Online)

High school students continue their introduction to Spanish with fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Each unit consists of an ongoing adventure story, a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, cultural presentations covering major Spanish-speaking areas in Europe and the Americas, and assessments.

Spanish III (Online)

In this expanding engagement with Spanish, high school students deepen their focus on four key skills in foreign language acquisition: listening comprehension, speaking, reading, and writing. In addition, students read significant works of literature in Spanish, and respond orally or in writing to these works. Continuing the pattern, and building on what students encountered in the first two years, each unit consists of a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and multimedia cultural presentations covering major Spanish-speaking areas in Europe and the Americas.

French I (Online)

Students in high school begin their introduction to French with fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Each unit consists of an ongoing adventure story, a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and multimedia cultural presentations covering major French-speaking areas in Europe and across the globe.

French II (Online)

Students continue their introduction to French in this second-year, high school language course with review of fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Each unit consists of an ongoing adventure story, a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and cultural presentations covering major French-speaking areas across the globe, and assessments.

French III (Online)

In this expanding engagement with French, high school students deepen their focus on four key skills in foreign language acquisition: listening comprehension, speaking, reading, and writing. In addition, students read significant works of literature in French, and respond orally or in writing to these works. Continuing the pattern, and building on what students encountered in the first two years, each unit consists of a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and multimedia cultural presentations covering major French-speaking areas in Europe and the Americas.

German I (Online)

High school students begin their introduction to German with fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Each unit consists of an ongoing adventure story, a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and cultural presentations covering major German-speaking areas in Europe.

German II (Online)

Students continue their introduction to high school German in this second-year course with review of fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Each unit consists of an ongoing adventure story, a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and cultural presentations covering major German-speaking areas in Europe.

Career Electives

AT THIS TIME, THE FOLLOWING CAREER ELECTIVE COURSES WILL BE OFFERED IN AN ONLINE FORMAT, TAUGHT BY HIGHLY QUALIFIED INSTRUCTORS WHO MAY OR MAY NOT BE OFF-SITE. IF AN OFF-SITE INSTRUCTOR IS USED, STAFF AT SPHS WILL PROVIDE SUPPORT, COACHING, AND MENTORSHIP THOUGH THE DURATION OF THE COURSE.

3D Art I – Modeling

This course focuses on the fundamental concepts of 3D modeling and explores the basic concepts and skills of 3D animation. Students learn Blender® software to create 3D models such as a house, a creature, an animation of the creature walking, and a landscape terrain. Activities include using points on a grid to create mountains and using a color gradient to create a sun and a moon. Students learn 3D space and 3D objects; creating, scaling, and rotating objects; materials and textures; poses and key frames; extruding and mirroring 3D objects; rendering animations; and appending materials, textures, objects, armatures, and animations.

3D Art II – Animation

This course focuses on building animation skills including realistic movement and lighting. Students learn the Blender® software workspace and tools; location and rotation properties; scripts; IP curves; vector handles; rendering and baking animations and simulations; and particle systems and emitters. Activities and projects promote key 3D animation concepts including frames and key frames, squash and stretch, action strips, walk cycles and poses, and trajectories. Students develop the skills needed to design and create animations with an understanding of the skills needed to succeed as professional animators. (Prerequisite: 3D Art I – Modeling)

Career Planning & Development

Introducing high school students to the working world, this course provides the knowledge and insight necessary to compete in today’s challenging job market. This relevant and timely course helps students investigate careers as they apply to personal interests and abilities, develop the skills and job search documents needed to enter the workforce, explore the rights of workers and traits of effective employees, and address the importance of professionalism and responsibility as careers change and evolve. This one-semester course includes lessons in which students create a self-assessment profile, a cover letter, and a résumé that can be used in their educational or career portfolio.

Computer Applications: Microsoft Office

This full-year course introduces students to the features and functionality of the most widely used productivity software in the world: Microsoft® Office®. Through video instruction, interactive skill demonstrations, and numerous hands-on practice assignments, students learn to develop, edit and share Office® 2010 documents for both personal and professional use. By the end of this course, students will have developed basic proficiency in the most common tools and features of the Microsoft® Office® 2010 suite of applications: Word®, Excel®, PowerPoint®, and Outlook®.

Computer Science

This one-semester course introduces students to the basics of computer science through a series of Python® programming projects that encourage creativity and experimentation. Students create a diverse portfolio of projects as they learn commands and functions, values and variables, Graphical User Interface, modular and object-oriented programming, and events and event-driven processes. Students also learn loops, debugging techniques, software-development processes, arrays and sets, generators and namespaces, packages and libraries, randomness, file handling, and how to program simple games. Students explore careers in programming, including profiles from a wide variety of programming professionals.

Digital Arts

Digital Arts focuses on building a solid foundation of the elements of art and design: line, shape, form, color, value, space, and texture. Topics include learning processes for evaluating artworks and identifying selected artists’ works, styles, and historical periods. Student learn 3D space in a 2D environment; filters, gradients, and highlights; and methods of working with color. By the end of this course, students will have created a unique portfolio of digital artwork, including repeating images to be used as a computer’s desktop background, a logo with text, two images scaled proportionally to one another, and a poster image and layout. Students advance their skills using Inkscape, a free open-source alternative to Adobe® Illustrator®, and also learn new tools such as the Spiral, Bezier, and Paint Bucket Tools.

Engineering Design

Engineering Design introduces students to computer-aided design including the creation of geometric forms, interpreting 2D and 3D drawings of objects, and editing isometric and perspective drawings in a professional CAD environment. Students learn the steps of the design process by modeling and building paper towers, bridges, or platforms. Projects include orthographic projections of 3D objects, isometric drawings, designing a 3D container, and applying math and geometry skills to models and engineering processes. Students produce drawings to meet design specifications, create oblique and perspective CAD drawings, edit drawings in a 3D CAD environment, and apply reverse engineering to an object to explore its parts, aesthetics, and manufacturing process. Students also learn Creo™ Elements/Direct™, a 3D CAD modeling program used by professional engineers.

Introduction to Entrepreneurship

This one-semester course teaches the key skills and concepts students need to know to plan and launch a business. Students learn about real-life teen entrepreneurs; characteristics of successful entrepreneurs; how to attract investors and manage expenses; sales stages, planning, and budgeting; how to generate business ideas and create a business plan; and how to promote and market a company. Topics include exploring factors of business success and failure, economic systems, competition, production, costs and pricing, accounting, bookkeeping, and financial reporting, working with others, and successfully managing employees. 

Projects in Audio Engineering

This introductory, supplemental course teaches the four main steps of professional audio engineering: recording, editing, mixing, and mastering. Through a series of Audacity® software projects, students learn tones and waveforms, recording studios and formats, Musical Instrument Digital Interface (MIDI) and Digital Audio Workstations (DAW®), syncing audio, and many other topics relating to the field of audio engineering. Activities include echo and reverb effects; encoding and exporting audio; mastering audio files and mixing samples to create a new track; equalizing, compressing, and normalizing audio files; and adding fading and crossfading.

Projects in Game Design

Utilizing the Multimedia Fusion 2® software program, this supplemental course allows students to build a solid foundation in the fundamentals of game design and development. Students create an impressive portfolio of interactive, engaging games such as a classic two-player ping-pong game, a block-breaking action game, and a maze game with moving obstacles. Students learn the MMF2 language of events, conditions, and actions; game objects that track scores, lives, time, and more; and automated, random, and user-controlled movement. Topics include libraries, game sounds, and game-design concepts including objects, layers and frames, cursors and crosshairs, pixels and coordinates, calculations, title and end screens, and looping animations.

Career Pathways

AT THIS TIME, THE FOLLOWING CAREER PATHWAYS COURSES WILL BE OFFERED IN AN ONLINE FORMAT, TAUGHT BY HIGHLY QUALIFIED INSTRUCTORS WHO MAY OR MAY NOT BE OFF-SITE. IF AN OFF-SITE INSTRUCTOR IS USED, STAFF AT SPHS WILL PROVIDE SUPPORT, COACHING, AND MENTORSHIP THOUGH THE DURATION OF THE COURSE.

Health Science Concepts

This yearlong course introduces high school students to the fundamental concepts of anatomy and physiology—including the organization of the body, cellular functions, and the chemistry of life. As they progress through each unit, students learn about the major body systems, common diseases and disorders, and the career specialties associated with each system. Students investigate basic medical terminology as well as human reproduction and development. Students are introduced to these fundamental health science concepts through direct instruction, interactive tasks, and practice assignments. This course is intended to provide students with a strong base of core knowledge and skills that can be used in a variety of health science career pathways.

Introduction to Business

In this two‐semester introductory course, students learn the principles of business using real‐world examples—learning what it takes to plan and launch a product or service in today’s fast‐paced business environment. This course covers an introduction to economics, costs and profit, and different business types. Students are introduced to techniques for managing money, personally and as a business, and taxes and credit; the basics of financing a business; how a business relates to society both locally and globally; how to identify a business opportunity; and techniques for planning, executing, and marketing a business to respond to that opportunity.

Introduction to Health Science

This high school course introduces students to a variety of healthcare careers, as they develop the basic skills required in all health and medical sciences. In addition to learning the key elements of the U.S. healthcare system, students learn terminology, anatomy and physiology, pathologies, diagnostic and clinical procedures, therapeutic interventions, and the fundamentals of medical emergency care. Throughout the course, instructional activities emphasize safety, professionalism, accountability, and efficiency for workers within the health care field.

Introduction to Information Technology

This course introduces students to the essential technical and professional skills required in the field of Information Technology (IT). Through hands-on projects and written assignments, students gain an understanding of the operation of computers, computer networks, Internet fundamentals, programming, and computer support. Students also learn about the social impact of technological change and the ethical issues related to technology. Throughout the course, instructional activities emphasize safety, professionalism, accountability, and efficiency for workers within the field of IT.

Medical Terminology

This semester-long course introduces students to the structure of medical terms, plus medical abbreviations and acronyms. The course allows students to achieve comprehension of medical vocabulary appropriate to health care settings, medical procedures, pharmacology, human anatomy and physiology, and pathology. The knowledge and skills gained in this course provide students entering the health care field with a deeper understanding of the application of the language of health and medicine. Students are introduced to these skills through direct instruction, interactive tasks, practice assignments, and unit-level assessments.

Microsoft® Office® Specialist

This two-semester course introduces students to the features and functionality of Microsoft® Office® 2010 while preparing them for the beginning, intermediate, and advanced levels of the Microsoft User Specialist (MOS) certification program. Through video instruction, interactive skills demonstrations, practice assignments, and unit-level assessments, students become proficient in Microsoft Word®, Excel®, PowerPoint®, Outlook®, and Access®. By the end of the course, students are prepared to demonstrate their skills by obtaining one or more MOS certifications.

Nursing Assistant 

This two-semester course prepares students to provide and assist with all aspects of activities of daily living and medical care for the adult patient in hospital, long-term care, and home settings. Through direct instruction, interactive skills demonstrations, and practice assignments, students are taught the basics of nurse assisting, including interpersonal skills, medical terminology and procedures, legal and ethical responsibilities, safe and efficient work, gerontology, nutrition, emergency skills, and employability skills. Successful completion of this course from an approved program prepares the student for state certification for employment as a Certified Nursing Assistant.

Pharmacy Technician 

This two-semester course prepares students for employment as a Certified Pharmacy Technician (CPhT) and covers the skills needed for the pharmacy technician field. Through direct instruction, interactive skills demonstrations, and practice assignments, students learn the basics of pharmacy assisting, including various pharmacy calculations and measurements, pharmacy law, pharmacology, medical terminology and abbreviations, medicinal drugs, sterile techniques, USP 795 and 797 standards, maintenance of inventory, patient record systems, data processing automation in the pharmacy, and employability skills. Successful completion of this course prepares the student for national certification for employment as a Certified Pharmacy Technician.

Test Preparation Courses

Colorado Child Protection Act
Colorado law requires all teachers, counselors, administrators, social workers and others who are child care providers to report cases of child abuse, neglect or exploitation. School employees are required, under penalty of prosecution, to report child abuse. Child protection service workers will perform the investigation. They may talk with the child in school without parental consent if necessary. More information may be obtained about Colorado Child Protection Act by calling Summit High School Counseling Department at 368-1100 ext 1126 or consulting School Board Policy JLF.
    
Summit School District is an equal opportunity educational institution and will not discriminate on the basis of race, color, national origin, gender, and disability in its activities, programs, or employment practices as required by Title VI, Title IX, and Section 504. For more information regarding civil rights or grievance procedures, contact the Director of Personnel. PO Box 7, Frisco, CO 80443, 970-368-1006 or the Office of Civil Rights, U.S. Department of Education, Region VIII, Federal Office Building, 1244 North Speer Blvd., Suite 310, Denver, Colorado 80204, 303-844-2991.Civil Rights, U.S. Department of Education, Region VIII, Federal Office Building, 1244 North Speer Blvd., Suite 310, Denver, Colorado 80204, 303-844-2991.