Simmons, Erin

Barry Goldwater High School, A+ School of Excellence

2024-2025 School Year

Teacher Name: Erin Simmons                                        

Name of Course: Literacy Connections (Elevate)               

Teacher Email:  erin.simmons@dvusd.org

Cultural Vision:BGHS is committed to providing continuous opportunities to demonstrate achievement and personal growth in a collaborative student-centered community of diversity and kindness. To this end we embrace standards-based practices and focus on student learning and growth.  

SUPPLIES LIST

• Chromebook and Charger
• Pencils
• Notebook paper
• 1-Inch 3 Ring Binder
• Section Dividers

**Please note that all supplies will be provided by the school or teacher. You are welcome to purchase and use your own if you prefer.

GUARANTEED AND VIABLE CURRICULUM

BGHS  students will develop their reading, writing, speaking and listening skills by utilizing analysis, organization, production and language skills in innovative and creative ways.  These skills will be assessed individually and collectively multiple times throughout the semester in order to determine student growth and achievement.  Students are encouraged to work toward the highest level of achievement and to challenge themselves to grow and learn to their highest ability.  

There are state standards, district curriculum expectations and a scope and sequence to ensure students are learning alongside their peers and at Goldwater we also focus heavily on critical thinking skills, communication skills, life skills, and habits of mind. Please check Canvas, PowerSchool, and/or the BGHS course website for the Standards, Performance Objectives and Rubrics for grading.

Classroom Expectations

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

What to do immediately upon entering this classroom:

1. Look at the board for directions.
2. Turn off all electronic devices off and place them out of sight  (backpack or pocket)
3. Take out all necessary materials and put your backpack away as indicated.
4. Begin the Do Now.
5. Contribute to the learning environment and work hard to demonstrate your abilities.  

Course Outline of Units and Expected Time Frames                                                

Literacy Connections is a foundational reading course that uses the reading intervention program Reading Horizons Elevate. This course teaches the 44 sounds of the English language, five phonetics skills, and two decoding skills. Each lesson combines annotations and hand motions to help students break down, analyze, and accurately read multisyllabic words. Students are expected to apply the Elevate strategies when reading inside and outside of the Literacy Connections classroom.

The Elevate program graduates students through six chapters of lessons. Below is a brief overview of the topics covered in each chapter and the expected date of completion for the chapter.

*Chapter Two: blends, digraphs, and grammar [Expected Completion: end of August]

*Chapter Three: long vowel sounds, phonetic skills, and special letter combinations [Expected Completion: Fall Break]

*Chapter Four: decoding skills and multisyllabic words [Expected Completion: Winter Break]

*Chapter Five: special vowel sounds and pattern exceptions [Expected Completion: Spring Break]

*Chapter Six: decoding exceptions [End of Year]

Grading and Feedback 

At Barry Goldwater High School, we believe that a positive attitude and strong work ethic driven by the goal of continuous improvement are essential for student success both in high school and in life. Each piece of a student’s work is crucial as it provides an opportunity for feedback to foster improvement and growth academically, socially, and emotionally. All coursework, both summative (assessments) and formative (practice), is of value and influences a teacher’s understanding of student learning and growth. In order to ensure that teachers provide feedback based on student learning, DVUSD uses levels of proficiency based upon a student demonstrating what they know and can do relative to the IB Middle Years Program (MYP) Criteria, IB Diploma Criteria, and Arizona content standards. Feedback may be verbal or in writing and is intended to be timely and clear to provide the necessary support for a student to reach the next level of proficiency. Our expectation is that each student achieves mastery of each concept measured on a summative assessment.  

Students will receive marks for their overall performance in each course of study using the following letter grade scale.

A =  90-100%                B =  80-89%                C =  70-79%                D =  60-69%                F =   0-59%

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Grades of “D” and above are passing marks. A course grade of “F” indicates that the student has failed the course.

No course credit will be awarded for a failing course grade (F).

Students will receive marks for their proficiency towards the standards using the following scale. These marks are for information and do not calculate the student's overall course grade. 

4 = Highly Proficient    3 = Proficient    2 = Partially Proficient    1 = Minimally Proficient

Proficiency marks for each standard measured will use the following guide to assign a score to the assignment. Parents will be able to view the percentage score for each grade book entry with the letter grade mark on the front page of the PowerSchool parent portal or by the student PowerSchool site.

Gradebook Categories:

ASSESSMENT (80%) This category includes ALL items used to measure a student’s proficiency towards the learning standards once the student has had sufficient practice and at a specified point in time. Items in this category include, but are not limited to, summative tests, performance assessments, reports, unit or module assessments, quizzes, long-term projects, short-term projects, presentations, capstone projects, research papers, and lab reports.

COURSEWORK (20%) This category includes formative work that provides students with the opportunity to learn content and skills and to receive feedback on their learning. Coursework is assigned to provide meaningful, independent practice, reinforce learning targets, and extend learning. Items in this category include in-class assignments, quizzes, exit tickets, checks for understanding, and daily activities.

PRACTICE (0%) This category includes formative student work that a student completes while in the process of learning specific skills.

Reassessment & Reperformance

Retakes: A student completes another assessment of the same standard. The assessment to be retaken may be in the same format or a different format. The higher of the two scores will be entered in the gradebook. To earn a retake opportunity, a student must complete all of the following:

• Complete all formative coursework related to the content/skill assessed
• Within 5 school days, the student must communicate with the teacher to create a reassessment plan. If required by the teacher, the plan can be submitted.

Reperformance: The student will be reassessed on the same standard multiple times during a semester. All reperformance scores related to the targeted standard may be changed to reflect this new evidence of learning in the gradebook.

Missing Work

An assignment is considered missing when the assignment is not submitted by the due date

Missing work will be treated as such:  

• The assignment will be marked with the “Missing” special code in the gradebook  
• A zero (“0”) will be entered as the score for the assignment in the gradebook  
• No Evidence (NE) will be entered for the standards attached to the assignment
•  If the work is submitted as Late Work (see terms below), the zero (“0”) assignment score will be changed to reflect the student’s actual score with no deductions or penalties  
• If the work is not submitted as Late Work or does not meet conditions for Late Work, the score for the assignment can be changed from a zero (“0”) up to a 49%, dependent upon the school’s processes, by the end of the term

Late Work

An assignment is considered late work when the assignment is not submitted by the due date that was established, but is submitted within the parameters listed below.

In order for Late Work to be accepted, the assignment must meet the following parameters:

• Assignment is not due within the class period
• Assignment is not a timed activity (such as a Quick-Write Essay)
• Assignment is not a Long-Term assignment (over multiple weeks)
• Assignment is submitted prior to the end of the instructional unit

Make Up Policy

Students are expected to complete and submit all assignments missed as a result of an absence. A student has one (1) day to make up assignments for each day of absence. Coursework and assessments assigned prior to the absence(s) may still be due on the date assigned. It is the student’s responsibility to check in with teachers via email or to review Canvas for work missed and a possible adjustment of due dates. Teachers may choose to schedule an appointment with the student to arrange due dates as needed. Make-up work for an extended or any absence can be accessed via our Learning Management System (LMS) called Canvas.  (per BGHS Student and Parent Handbook)

Reporting Timeline

In order to provide better communication of student progress, an up-to-date progress report will be available on the dates listed below. Progress reports indicate where a student is with regard to achieving proficiency with the content standards and process skills at that point in time.  A final grade will be given at the end of each semester.  Students have many opportunities in each class to continue their learning, reassess, and grow.

Fall Semester Progress Report Reporting Dates	Spring Semester Progress Report Reporting Dates
August 16th   September 6th September 27th October 25th   November 15th December 6   December 20th   January 6th - End of Semester in PowerSchools	January 24th February 14th March 7th March 28th April 17th May 9th May 22nd   May 23rd - End of Semester in PowerSchools

 

Your final mark will be determined by assessment of your proficiency in the standards for the course. Work will be assigned and should be completed in order to gain proficiency in skills and develop a thorough understanding of the concepts. Each piece of work is crucial as it provides opportunity for feedback, improvement and demonstration of growth.

Positive Choices

Increased Learning	Positive feelings	Positive attention
Higher achievement levels	Increased confidence	Positive Peer relationships
More/ higher  level skills	Increased success	Positive Relationships with staff
Scholarships, better jobs	Increased respect	Internships and Opportunities

 

 

Consequences of Poor Choices

Offense	Minor Offenses	Major Offenses
1st	Conference with student to reteach expectations Documented in PBIS Rewards as a minor referral	Staff member completes a major referral in PBIS Rewards Administrator completes Due Process Consequences are assigned Data entry completed
2nd	Conference with student to reteach expectations Documented in PBIS Rewards as a minor referral Staff contacts guardian
3rd	Conference with student to reteach expectations Documented in PBIS Rewards as a minor referral Staff contacts guardian Staff assigns after school detention
4th  and Beyond	Conference with student to reteach expectations Documented in PBIS Rewards as a major referral Staff contacts guardian All future offenses of this nature are documented as major referrals

 

 

BGHS Electronic Procedures

At BGHS  we want students to learn how to leverage technology and its applications to make life easier and to enhance their performance now and in the future. We know that integrating tech into our classrooms is one way to expose students to the potential benefits of technology while at the same time helping them learn how to use these powerful tools responsibly. All students will receive a Chromebook they can use to complete their schoolwork. Since ALL students have access to a computing device, they will not need to use personal electronics during class time. As a courtesy and to ensure we focus on academic pursuits, we require students to silence their phones and put away all personal electronics during instructional time.

                                                                                                                                                                                                                                     

                                                                                        

Academic Integrity Statement

• To be college-, career-, and community-ready, students in the Deer Valley Unified School District are expected to demonstrate academic integrity. Academic integrity is all about being honest and fair in your schoolwork. It means doing work that is entirely your own and giving credit to others (including generative Artificial Intelligence tools) through proper citation when you use their ideas or words.
• 
  If you have questions about the guidelines for academic integrity, you should discuss them with your teacher.

 

Academic Dishonesty Statement

Academic dishonesty refers to any action that compromises the integrity of academic work or evaluation processes. This includes but is not limited to:  

• Copying or stealing another person’s work or data (plagiarism);  
• Allowing another person to copy one’s work;  
• Doing another person’s classwork;  
• Creating more than one copy of one’s work for distribution;  
• Providing another person with the answers on tests or quizzes;  
• Noncompliance with teachers’ test-taking procedures;
• Unauthorized copying or development of software; and
• Unauthorized use of generative Artificial Intelligence.

 

Consequences for instances of academic dishonesty range from a conference and loss of credit (student will be given another opportunity to show mastery of learning) up to a 5-day suspension and loss of credit.

 

Use of Generative AI Tools

In the Deer Valley Unified School District, we are committed to providing our students with the best possible education while ensuring their safety, privacy, and well-being. As part of our ongoing efforts to enhance learning experiences, teachers may incorporate generative Artificial Intelligence (AI) in the classroom for students.

Students must adhere to the specific guidelines provided in the assignment details. If no guidance around the use of generative AI is provided, students should follow the “restrictive” level (see chart). Teachers should direct students to contact their teacher before submitting classwork if the student is unsure if the tool or website they are using is permitted on a specific assignment.

Levels of Generative AI Use by Students

AI Use Traffic Light	Level	Description	Example Instruction
	Restrictive   No!	AI tools are prohibited for the assignment, and all work must be the student's original creation.	"Do not use AI tools for this assignment. All content must be original, and any use of AI will be treated as plagiarism."
	Moderate   Whoa!	Students can use teacher-approved AI tools from the district list for specific parts of their assignments, such as brainstorming or initial research, but the core content and conclusions should be original.  Proper citation is required for any AI-generated content.	"You can employ AI tools to assist brainstorming or initial research, however, the main content, arguments, and conclusions should be your own."
	Permissive   Go!	Students can utilize district-approved AI tools to assist in their assignments, such as generating ideas, proofreading, or organizing content. Proper citation is required for any AI-generated content.	"You may use AI tools as you see fit to enhance your assignment and demonstrate your understanding of the topic."

 

Attendance/Tardies

Our school motto is “Attend Today, Achieve Tomorrow.” This motto is an extension of our belief that regular attendance will equate to the attainment of excellence later in life. Remember, the benefit of lectures, discussion and participation is lost forever to those who are absent. Everyday Counts!  Students who miss more than 10% of the class or school year are at risk of losing credit. (9 Class Periods)

Students are expected to arrive on time to each class daily. Remember, the school day starts at 7:30 am. Students who arrive to class, after the bell, but within the first TEN minutes of class, are tardy. Students who arrive later than 10 minutes will be marked absent.  Excessive tardiness will result in a major referral.  

Being punctual or being respectful of another’s time is an important part of a culture of kindness.

1. If you struggle to be on time… BE EARLY.
2. Once you arrive, don’t leave… ENTER CLASS ONCE
3. No hall passes during the first and last…5 MINUTES of class.
4. All students who are not in class can be approached by… FACULTY and STAFF.

Remember, Attend Daily, On Time, Ready to Learn!

Out-of-Class Policies

Teaching and learning time is a priority.  Students are asked to make every effort to be in class from bell to bell.  

We ask that students limit the number of passes they request in a semester.  

Students are expected to utilize the 5-minute passing periods and the 30-minute lunch period to check messages, and use the restroom, etc.

If students need to leave class, they must get teacher approval and  fill out an eHall pass.

Advisory Periods

At BGHS, learning is the constant expectation however, the time and support provided is what varies.  Student mastery of content and each student's social and emotional well-being are equally important.

Advisory time on Fridays helps to ensure we develop a sense of belonging and connectivity at Goldwater.

Confirmation of Syllabus 2024-2025

My signature is provided to confirm I have received the Course Syllabus for Literacy Connections. My review of this supports an awareness of the learning expectations for this course as well as the course outcomes.  

Written materials such as articles, stories, excerpts and the novels as well as videos and technology are used in the classroom to support the teaching of the State Standards and this level of information may be found in the Canvas course that accompanies the class.

I am aware that I am invited to Meet the Teacher Night, 8/15, and I am also able to speak directly with a teacher if I have questions.  

BGHS also provides intervention staff, social workers and counselors who  are available to provide information and support. Please contact the main office for more information or see the parent tab on the BGHS Website.         

I understand the late Work Policy- see policy within syllabus.

                                                                            Parent Initials_____                        Student Initials_____

I understand that in order to retake any assessment I must request a retake within 5 days of the assessment and complete all coursework in the unit prior to the reassessment.                                                          

                        Parent Initials_____                        Student Initials_____

I understand that cell phones and/or other personal electronic devices or accessories are not allowed and will be confiscated and turned over to the office immediately following the BGHS Electronics Policy.

Parent Initials_____                        Student Initials_____

I understand the importance of attendance and that I may not receive credit for the class after accumulating more than 12 absences (excused and/or unexcused).

Parent Initials_____                        Student Initials_____

I understand that any communication regarding assignments, grading, absences, or any coursework should be communicated to the teacher via email or Canvas.

                                                                            Parent Initials_____                        Student Initials_____

A signature indicates that you have reviewed the syllabus for this class. A missing signature does not communicate that your student will not participate in the activities and course lessons and outcomes.

 

STUDENT’S SIGNATURE                        PRINTED NAME                                        DATE

PARENT/GUARDIAN  SIGNATURE                PRINTED NAME                                        DATE