Español 2A ~ Internet Search: Spanish Language & Culture Info. / Sept. 51.http://www.lingolex.com/housen.htm

2.http://www.inside-mexico.com/featureindep.htm

3.http://www.abcgallery.com/R/rivera/riverabio.html

4.http://www.spanishspanish.com/alfabeto_ipower.html

5.http://www.rlrouse.com/spanish/spanish-colors.html

6.http://en.wikipedia.org/wiki/Hispanic

7. http://www.recipezaar.com/Mole-Mo-lay-Sauce-35659
http://www.mediterrasian.com/cuisine_of_month_paella.htm
http://allrecipes.com/Recipe/Argentine-Meat-Empanadas/Detail.aspx

8.http://www.spanish.bz/body.htm

9.http://www.lingolex.com/bodyen.htm
Español 1A - Internet Search: Language, Culture & Vocab / Dec. 31) Flags
2) Mole Sauce Ingredients
3) Mexican Holiday
4) ¡Los Colores!
5) Job Search! Do You Speak Spanish?
6) Latin American Talent!
7) Famous Spanish Architect
8) Famous Spanish Festival
9) Days of the Week!
How many Spanish-speaking countries?
Español 2B ~ Review Exercises (11 de marzo, 2014)¡Los Números!
EASY "Números" EXERCISES!
SKIP AROUND AT THIS WEB SITE TO REVIEW GREETINGS & MORE!
Alphabet/Spelling Review! Try this!
¡Los Colores!
¡Vocabulario de la Clase!
Word Search: Vocabulario de la Clase
Take the "Preterite Tense" Quiz!!
Preterite Conjugation Exercises! Check this one out!
False Future (Ir + a + Infinitive!)
More False Future!
http://quizlet.com/24191812/house-chores-w-tener-que-infinitivo-flash-cards/">Household Vocab/Chores
Las Profesiones (Word Find)
Education & Human Development 4-18 Years SyllabusCourse Syllabus

Education & Human Development 4-18 Years - (Canby High School .5 Credit)

Preschool Child Development HDF 247 - (Clackamas Community College 3 Credits)
• Clackamas Community College Registration Dates ________________

Mrs. Helbling Phone: (503) 263-7200 ext. 5004
Room 04 E-mail: helblinp@canby.k12.or.us
2013-2014 Period 2

Course Description
Education & Human Development 4-18 Years will increase understanding of children preschool age through adolescence. Students will learn to recognize stages children go through and how an adult's reaction to these stages can affect the child's self-esteem and behavior. Additionally, students discover the principles of development including emotional, social, intellectual, and physical growth. Students will participate in a service-learning project weekly at Eccles Elementary School, where each high school student will be working with elementary school students. High school students will model, teach, and encourage positive reading strategies with their younger buddies, while applying classroom learning about how to maximize healthy development in children.

Class Texts
• A Child’s World, by Diane E. Papalia, Sally Wendkos Olds, Ruth Duskin Feldman
• The Developing Child, by Holly E. Brisbane

Major Units of Study
• Early childhood health, physical, cognitive, and psychosocial development. 3 1/2 weeks in length.
• Reading strategies for elementary students in preparation for a service-learning reading project with elementary students. 4 days in length.
• Middle childhood health, physical, cognitive and psychosocial development. 4 weeks in length
• Adolescent health, physical, cognitive, and psychosocial development. 4 weeks in length.

Course Objectives
Upon completion of the course students will be able to:
1. Describe the physical growth and development of children from four to eight and plan for the physical care they require.
2. Act appropriate to meet the emotional and social needs of children from four to eight, based on their development.
3. Explain intellectual development of children from four to eight and discuss school experiences appropriate for children with different needs.

Student Learning Outcomes
Upon completion of the above coursework students will be able to:
1. Compare and contrast expected patterns of physical and motor development in children ages four through eight.
2. Describe body and gender awareness in children ages four through eight.
3. Explain major social and emotional milestones in psychosocial development during this period.
4. Recognize theoretical perspectives in the study of psychosocial and cognitive development of this age group.
5. Effectively identify cognitive development in children ages four through eight.
6. Write an observation paper describing the cognitive, physical and social-emotional growth of a child within this age group.




Main Projects
1. Write an observation paper of a child you observe over several weeks.
2. Participate in a group research project to be presented to the class as a speech. Groups will research a topic of their
choice relating to the development of adolescents.

College Credit
You may choose to earn 3 college credits through Clackamas Community College’s Advanced College Credit program. The grade you earn in this class will be on your permanent college transcript. Clackamas Community College charges $30 for this course. Registration and payment will be online. The College Credit application and registration must be completed before specific deadlines to receive credit for the course.

Grading Scale:
A+ 99 – 100% C+ 79%
A 92 – 98% C 72 – 78%
A- 90 – 91% C- 70 – 71%
B+ 89% D+ 69%
B 82 – 88% D 62 – 68%
B- 80 – 81% D- 60 – 61%
F Below 60%
*Scores from formative assessments are 40% of your grade
*Scores from summative assessments are 60% of your grade

In response to HB 2220, Canby School District has moved to standards-based grading. For many students and parents this marks a new approach to reporting student academic progress.
Standards-based grading communicates how students perform on a set of clearly defined learning targets called standards. The purpose of standards-based grading is to identify what students know and are able to do in relation to pre-established learning targets. The traditional averaging of grades can mask what students have learned, or not learned, in a specific course.
Students are graded based on acquired knowledge of the Oregon Content Standards and Common Core State Standards. Students will be graded under two categories: formative and summative assessments. Formative assessments are used for learning. Examples might be quizzes, exit slips, homework, etc. They let students, parents and teachers know how a student is progressing in his/her learning. Summative assessments are assessments of learning. Examples might be unit exams, essays, etc. They let students, parents and teachers know what a student has learned when instruction is over.

Standards-based report cards separate academic performance from work habits and behavior in order to provide parents a more accurate view of a student’s progress in both academic and behavioral areas. Variables such as effort, participation, timeliness, cooperation, attitude, and attendance are reported separately, not as an indicator of a student’s academic performance. Behavior will be reported out separately.
Behavior can no longer be a factor in determining students’ academic grades. Students’ behavior will be reported using the Personal Management standards in the Career Related Learning Standards.

Extra credit opportunities will not be available.

Personal Management Standards:
Exhibit appropriate work ethic and behaviors in school, community and workplace.
1. Identify tasks that need to be done and initiate action to complete the tasks.
2. Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality.
3. Take responsibility for decisions and actions and anticipate consequences of decisions and actions.
4. Maintain regular attendance and be on time.
5. Maintain appropriate interactions with colleagues.
Formative and Summative Assessments Missed Due to Absence
If you are absent from class you are responsible for all material covered in class whether you were present or not. You will find out what was covered in class by checking the “Daily Lesson Book” the first day you return for your missed work. Collect your handouts from the “Education and Human Development 4-18 Years Handouts” file. Formative and summative assessments must be completed and turned in within three days (or as many days as you have been out of school) of returning to school.

Late Work
• Late formative assessments from a unit of study must be turned in prior to taking the summative assessment for the unit. Once you have taken the summative assessment for a unit, late work from that unit will not be accepted for credit.
• In order to take a summative assessment all of your previous summative assessments must be turned in.

Formative and Summative Assessments
Students must complete the formative or summative assessment given in class on that day.

Attendance and Tardy Policy
Attendance is essential for success. You are expected to be in class, in your seat, with appropriate materials when the bell rings. The school attendance and tardy policy will be enforced. For students who are late to class the following procedure will occur:
• Verbal warning to student
• Communication with parent(s) & student (documented in grade book), 15 minute lunch detention.
• Communication with parent(s), student, & counselor (documented in grade book, 30 minute lunch detention.
• Referral to Student Center
*Lunch detentions must be served within three school days or a referral to the Student Center will occur.

Required Supplies
Daily you will need the following supplies: paper, pen or pencil, spiral notebook.

Classroom Expectations and Tips for Success
• Be in your assigned seat before the bell rings.
• Leave the classroom only with the teacher’s permission, with a hall pass.
• Participate in daily activities.
• Be respectful of each other and school property.
• Appropriate language will be used at all times.
• Turn in assignments on time.
• Follow school rules and procedures as described in the CHS Student Handbook.
• No food or drink (water only)
• Use time wisely
• Come to class prepared
• Use technology appropriately

Organization
You are expected to take notes daily and keep them in an organized manner.

Participation
You are expected to be an active learner and participate regularly in class. Your participation will be considered in your personal management evaluation.






Consequences May Include
• Warning
• Detention during lunch
• Parent notice
• Parent conference
• Referral - (Saturday School, Suspension, or Community Service)
• Removal from class


Cell Phone/Electronic Device Policy
Cell phones and electronic devices (including ipads issued by another CHS teacher) are to be turned off and put away out of sight during class time. If your cell phone or electronic device is turned on or visible to the teacher during class time the following consequences will occur:
• 1st occasion – 15 minute lunch detention, conference with teacher.
• 2nd occasion – 30 minute lunch detention, conference with teacher, phone call to parent or guardian.
• 3rd occasion – Referral to the Student Center.

NOTE: Cell phones and personal electronic devices are not allowed while working at the elementary school. A referral will be written for the first and each subsequent use of a cell phone or personal electronic device used at the elementary school.

Class Policies – Clackamas Community College
Because this class is a dual credit class, earning high school and college credit, you are held to student conduct policies for the Canby High School and Clackamas Community College. Please refer to the CHS Student’s Rights and Responsibilities Guide and the College Handbook (http://www.clackamas.edu/documents/handbook.pdf).

Note: All schedule and assignment information for this course is tentative and the instructor reserves the right to make any changes that are deemed necessary.




























Parents and Students
Please fill out the form below acknowledging your understanding of the information presented in this syllabus. Students please return the signed syllabus to your teacher to begin receiving points toward course completion.

Student Name (print)

Student Signature Date


Parent Name (print)

Parent Signature Date

Parent Email

Parent Phone Number _____________________________________________



























Education & Human Development 4-18 Years
Period 2
Education & Human Development 0-3 Years Syllabus

Course Syllabus

Education & Human Development 0-3 Years - (Canby High School .5 credit)

Prenatal, Infant & Toddler Development HDF225 - (Clackamas Community College 3 credits)
• Clackamas Community College Registration Dates ________________________________

Mrs. Helbling Phone: 503-263-7200 ext. 5004
Room 04 E-mail: helblinp@canby.k12.or.us
2013-2014 Period 3

Course Description
Education and Human Development 0-3 Years is designed to help prepare students for working with infants and young children either personally or professionally. This course will include human development from pregnancy through age three years. Appropriate communication techniques to use when working with young children will be addressed as well as responsibilities of parenthood, effective guidance techniques, pregnancy/childbirth, care of newborns, intellectual, physical, emotional, and social development of children birth to three years. Students will have the opportunity to observe infants, toddlers, and preschool students in action.

Class Text
The Developing Child, by Holly E. Brisbane

Major Units of Study
• Parenthood and Families -- 2 weeks
• Communication -- 3 days
• Guidance -- 3 days
• Teen Pregnancy -- 1 week
• Pregnancy and Birth -- 3 weeks
• Development - Infancy through age three -- 5 weeks
• Health and Safety -- 1 week

Course Objectives
This course is intended to:
• Foster an understanding of infant and toddler (0-36 months) development for the early childhood education practitioner.
• Introduce students to various developmental scales used in the early childhood care and education field.
• Prepare the students to effectively administer developmentally appropriate child guidance techniques.
• Help students assess where each child is on the various developmental continuums (including Oregon’s Standards for Preschoolers, 2004)

Student Learning Outcomes
Upon completion of the above course work, students will be able to:
• Differentiate between the stages of development: prenatal through three years.
• Evaluate the different theories used to explain early childhood development.
• Evaluate the environmental influences on the developing child.
• Describe the development of the “whole child” (0-3 years).
• Demonstrate and describe an appreciation for cultural diversity.
• Detail an understanding of economics and its influence on the development of a child.
• Describe an appreciation of the importance of healthy prenatal care.
• Demonstrate and describe an appreciation of developmentally appropriate child guidance (parenting & child care).

Main Projects
1. A group research project and speech will be presented to the class.
2. Observations in the Infant Center, Toddler Center, and Preschool.
3. You will create a developmentally appropriate activity to enhance learning/development for a child between
the ages of 2 months and 3 years.

College Credit
You may choose to earn 3 college credits through Clackamas Community College’s Advanced College Credit program. The grade you earn in this class will be on your permanent college transcript. Clackamas Community College charges $30 for this course. Registration and payment will be online. The College Credit application and registration must be completed before specific deadlines to receive credit for the course.

Grading Scale
A+ 99 – 100% C+ 79%
A 92 – 98% C 72 – 78%
A- 90 – 91% C- 70 – 71%
B+ 89% D+ 69%
B 82 – 88% D 62 – 68%
B- 80 – 81% D- 60 – 61%
F Below 60%
*Scores from formative assessments are 40% of your grade
*Scores from summative assessments are 60% of your grade

In response to HB 2220, Canby School District has moved to standards-based grading. For many students and parents this marks a new approach to reporting student academic progress.
Standards-based grading communicates how students perform on a set of clearly defined learning targets called standards. The purpose of standards-based grading is to identify what students know and are able to do in relation to pre-established learning targets. The traditional averaging of grades can mask what students have learned, or not learned, in a specific course.
Students are graded based on acquired knowledge of the Oregon Content Standards and Common Core State Standards. Students will be graded under two categories: formative and summative assessments. Formative assessments are used for learning. Examples might be quizzes, exit slips, homework, etc. They let students, parents and teachers know how a student is progressing in his/her learning. Summative assessments are assessments of learning. Examples might be unit exams, essays, etc. They let students, parents and teachers know what a student has learned when instruction is over.

Standards-based report cards separate academic performance from work habits and behavior in order to provide parents a more accurate view of a student’s progress in both academic and behavioral areas. Variables such as effort, participation, timeliness, cooperation, attitude, and attendance are reported separately, not as an indicator of a student’s academic performance. Behavior will be reported out separately.
Behavior can no longer be a factor in determining students’ academic grades. Students’ behavior will be reported using the Personal Management standards in the Career Related Learning Standards.

Extra credit opportunities will not be available.

Personal Management Standards
• Exhibit appropriate work ethic and behaviors in school, community and workplace.
• Identify tasks that need to be done and initiate action to complete the tasks.
• Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality.
• Take responsibility for decisions and actions and anticipate consequences of decisions and actions.
• Maintain regular attendance and be on time.
• Maintain appropriate interactions with colleagues.


Formative and Summative Assessments Missed Due to Absence
If you are absent from class you are responsible for all material covered in class whether you were present or not. You will find out what was covered in class by checking the “Daily Lesson Book” the first day you return for your missed work. Collect your handouts from the “Education and Human Development 0-3 Years Handouts” file. Formative and summative assessments must be completed and turned in within 3 days (or as many days as you have been out of school) of returning to school.

Late Work
Late formative assessments from a unit of study must be turned in prior to taking the summative assessment for the unit. Once you have taken the summative assessment for a unit, late work from that unit will not be accepted for credit.

Formative and Summative Assessments
Students must complete the formative or summative assessment given in class on that day.

Attendance and Tardy Policy
Attendance is essential for success. You are expected to be in class, in your seat, with appropriate materials when the bell rings. The school attendance and tardy policy will be enforced. For students who are late to class the following procedure will occur:
1. Verbal warning to student
2. Communication with parent(s) & student (documented in grade book), 15 minute lunch detention.
3. Communication with parent(s), student, & counselor (documented in grade book, 30 minute lunch detention.
4. Referral to Student Center
*Lunch detentions must be served within three school days or a referral to the Student Center will occur.

Required Supplies
Daily you will need the following supplies: paper, pen or pencil, spiral notebook.

Classroom Expectations and Tips for Success
• Be in your assigned seat before the bell rings.
• Leave the classroom only with the teacher’s permission, with a hall pass.
• Participate in daily activities.
• Be respectful of each other and school property.
• Appropriate language will be used at all times.
• Turn in assignments on time.
• Follow school rules and procedures as described in the CHS Student Handbook.
• No food or drink (water only)
• Use time wisely
• Come to class prepared
• Use technology appropriately

Organization
You are expected to take notes daily and keep them in an organized manner.

Participation
You are expected to be an active learner and participate regularly in class. Your participation will be considered in your personal management evaluation.






Consequences May Include
• Warning
• Detention during lunch
• Parent notice
• Parent conference
• Referral - (Saturday School, Suspension, or Community Service)
• Removal from class

Cell Phone/Electronic Device Policy
Cell phones and electronic devices (including ipads issued by another CHS teacher) are to be turned off and put away out of sight during class time. If your cell phone or electronic device is turned on or visible to the teacher during class time the following consequences will occur:
• 1st occasion – 15 minute lunch detention, conference with teacher.
• 2nd occasion – 30 minute lunch detention, conference with teacher, phone call to parent or guardian.
• 3rd occasion – Referral to the Student Center.

Class Policies – Clackamas Community College
Because this class is a dual credit class, earning high school and college credit, you are held to student conduct policies for the Canby High School and Clackamas Community College. Please refer to the CHS Student’s Rights and Responsibilities Guide and the College Handbook (http://www.clackamas.edu/documents/handbook.pdf).

Note: All schedule and assignment information for this course is tentative and the instructor reserves the right to make any changes that are deemed necessary.

































Parents and Students
Please fill out the form below acknowledging your understanding of the information presented in this syllabus. Students please return the signed syllabus to your teacher to begin receiving points toward course completion.

Student Name (print) ____________________________________________
Student Signature ____________________________________________ Date ___________


Parent Name (print) ____________________________________________
Parent Signature ___________________________________________ Date ___________

Parent Email ______________________________________________
Parent Phone Number _____________________________________________



























Education & Human Development 0-3 Years
Period 3
Future Focus SyllabusFuture Focus 2013-14 - Syllabus

Instructor Pam Helbling Classroom 04
503-263-7200 Ext. 5004 Office Hours: 7:15-7:40 and 2:40-3:15 most days
helblinp@canby.k12.or.us


Course Description Future Focus provides students an opportunity to discover their present interests, values, aptitudes, skills, and personality type. This individual self-knowledge is applied through research of possible careers each might choose to consider. Students update their own “My Academic Plan and Profile”, and experience a community job shadow. Personal career development opportunities include a mock interview with a community member, exploration of the qualities and characteristics of an ideal employee, practice of career related learning standards, and the creation of a resume, cover letter, and individualized student portfolio. The career development process demonstrated throughout Future Focus can be repeated throughout life as individual student aptitudes and interests continue to develop and grow.

Major Units of Study
• Personal assessments, personal goals, My Academic Plan and Profile (MAPP)- weeks 1 and 2
• Career research - week 3
• Career Related Learning Experience: job shadow introduction and preparation - week 4
• Career Development
• Success, work place ethics - week 5
• Job seeking skills (resume and cover letter) - weeks 6 and 7
• Career Related Learning Standards (Teamwork, Communication, Personal Management,
* Problem Solving, Career Development, and Employment Foundations - weeks 8 and 9
• Job Seeking Skills (interviewing, thank you letters, job applications) - weeks 10 and 11
• Portfolio completion and job shadow presentations – week 12

Main Projects and Due Dates
• Career Goal Narrative - A paper analyzing the combination of several personal inventories and career research about the career that you select to job shadow, due on January 6, 2014.
• Mock Interview - Each student will participate in a mock interview with a community member. Students will prepare a portfolio based on previous individual research and work throughout the trimester. The project will include the portfolio, a typed paper (due February 7, 2014), and portfolio presentation during their Mock Interview on February 12, 2014.
• Job Shadow - Each student will complete a job shadow with a community member in the occupation their Career Goal Narrative is written about. After the job shadow students will complete the Job Shadow Reflection, a thank you letter to the community member whom they shadowed, 20 typed questions with the reply to the questions, and an oral report to the class. Job shadows are arranged by the School to Career staff at Canby High School. All job shadows must be pre-approved by the CHS School to Career Coordinator. Students are responsible for arranging transportation to their job shadow site. Job shadows will occur throughout the trimester after the Career Goal Narrative is complete.

Grading System
Grading Scale:

A+ 99 – 100% C+ 79%
A 92 – 98% C 72 – 78%
A- 90 – 91% C- 70 – 71%
B+ 89% D+ 69%
B 82 – 88% D 62 – 68%
B- 80 – 81% D- 60 – 61%
F Below 60%

*Scores from formative assessments are 20% of your grade
*Scores from summative assessments are 80% of your grade

In response to HB 2220, Canby School District has moved to standards-based grading. For many students and parents this marks a new approach to reporting student academic progress.
Standards-based grading communicates how students perform on a set of clearly defined learning targets called standards. The purpose of standards-based grading is to identify what students know and are able to do in relation to pre-established learning targets. The traditional averaging of grades can mask what students have learned, or not learned, in a specific course.
Students are graded based on acquired knowledge of the Oregon Content Standards and Common Core State Standards. Students will be graded under two categories: formative and summative assessments. Formative assessments are used for learning. Examples might be quizzes, exit slips, homework, etc. They let students, parents and teachers know how a student is progressing in his/her learning. Summative assessments are assessments of learning. Examples might be unit exams, essays, etc. They let students, parents and teachers know what a student has learned when instruction is over.

Standards-based report cards separate academic performance from work habits and behavior in order to provide parents a more accurate view of a student’s progress in both academic and behavioral areas. Variables such as effort, participation, timeliness, cooperation, attitude, and attendance are reported separately, not as an indicator of a student’s academic performance. Behavior will be reported out separately.
Behavior can no longer be a factor in determining students’ academic grades. Students’ behavior will be reported using the Personal Management standards in the Career Related Learning Standards.

Extra credit opportunities will not be available.

Personal Management Standards:
Exhibit appropriate work ethic and behaviors in school, community and workplace.
1. Identify tasks that need to be done and initiate action to complete the tasks.
2. Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality.
3. Take responsibility for decisions and actions and anticipate consequences of decisions and actions.
4. Maintain regular attendance and be on time.
5. Maintain appropriate interactions with colleagues.

Assignments Missed Due to an Absence If you are absent from class you are responsible for all material covered in class whether you were present or not. You will find out what was covered in class by checking the “Daily Lesson Book” the first day you return for your missed assignments. Collect your handouts from the “Future Focus Handouts” file. Assignments must be turned in within 3 days (or as many days as you have been out of school) of returning to school, keep in mind that summative assessments are scored on employability skills.

Late Work For students who have not turned in summative assessments and the personal assessments by their due dates, mandatory daily work sessions during lunch will be required until the assignment is complete and turned in.

Attendance & Tardy Policy Attendance is essential for success. You are expected to be in class, in your seat, with appropriate materials when the bell rings. The school attendance and tardy policy will be enforced. For students who are late to class the following procedure will occur:
1) Verbal warning to student
2) Communication with parent(s) & student (documented in grade book), 15 minute lunch detention.
3) Communication with parent(s), student, & counselor (documented in grade book, 30 minute lunch detention.
4) Referral to Student Center
*Lunch detentions must be served within three school days or a referral to the Student Center will occur.
Employability Skills Summative assessments will be scored with consideration to employability skills, due to Future Focus being a career development course that is based on the Career Related Learning Standards.
Clackamas Community College Identification Number You will be issued a Clackamas Community College identification number by being enrolled in the Future Focus class and participating in the Clackamas Community College Career Related Learning Standards workshops. This identification number is used for all Clackamas Community College classes that you may take at Canby High School, such as Advanced College Credit classes, Drivers Education, etc.



Required Supplies Daily you will need the following supplies: paper, pen or pencil, spiral notebook. You will need a business-casual outfit that is required for two learning experiences: your job shadow and your mock interview.
• For students who choose to borrow and outfit, the Career Center has a clothes closet of business casual attire for students who wish to checkout clothing.

Cell Phone & Electronic Device Policy Cell phones and electronic devices (including ipads issued by another CHS teacher) are to be turned off and put away out of sight during class time. If your cell phone or electronic device is turned on or is visible to the teacher during class time the following consequences will occur:
1st occasion – 15 minute lunch detention, conference with teacher.
2nd occasion – 30 minute lunch detention, conference with teacher, phone call to parent or guardian.
3rd occasion – Referral to the Student Center.

NOTE: Cell phones and personal electronic devices are not allowed to be visible during guest speaker presentations..
A referral will be written for the first and each subsequent use of a cell phone or personal electronic device during
guest speaker presentations.

Classroom Rules and Expectations for Success • Be in your assigned seat before the bell rings.
• Leave the classroom only with the teacher’s permission, with a hall pass.
• Participate in daily activities.
• Be respectful of each other and school property.
• Appropriate language will be used at all times.
• Turn in assignments on time.
• Follow school rules and procedures as described in the CHS Student Handbook.
• No food or drink (water only)
• Use time wisely
• Come to class prepared
• Use technology appropriately
Organization You are expected to take notes daily and keep them in an organized manner.

-
Participation You are expected to be an active learner and participate regularly in class. Your participation will be considered in your personal management evaluation.



Note: All schedule and assignment information for this course is tentative and the instructor reserves the right to make any changes that are deemed necessary.

Please fill out the form below acknowledging your understanding of the information presented in this syllabus. Students please return the signed syllabus to your teacher to begin receiving points toward course completion.


Student Name (print)

Student Signature Date


Parent Name (print)

Parent Signature Date

Parent Email

Parent Phone Number ____________________________________________

Spanish 1a ~ Prepare for Numbers, Days, Dates & Time Test!Practice: Days, Months, Time, Numbers, Seasons!
Days & Months Review
Números Parte 1
Números Parte 2
¡Números! Try these games!
Telling Time (“La Hora”) ~ Use headphones!
Days of the Week ~ Use headphones!
Months!
Chp. 1 VOCABULARIO (Review! Easy!)
Spanish 2a¡Hola!
Make sure to get your SYLLABUS signature page filled out and turned in ASAP.
DUE MONDAY: Syllabus signature page (No points), Vocabulary Matching (POINTS!) & answers to the Internet Search (Purple paper, started in-class on Friday = POINTS!)
Spanish 1aSeptember 5 / THURSDAY (JUEVES)
Please remember to get your SYLLABUS signature page filled out and turned in ASAP!
Make sure you have checked out a Spanish 1 textbook: ¡Expresate!
Spanish 1B - April 26, 2013 / Review Exercises before Chp. 4 TestClassroom Vocab I
Classroom Vocab II
Classroom Vocab III
Tener ~ Rags to Riches Game!
Tener ~ Games!
Tener Idioms
Tener & Tener Idioms / Exerices
Definite & Indefinite Articles - Practice!
More Exercises: Definite & Indefinite Articles
School Voca + Indefinite Articles
Español 2b ~ HOMEWORK (Due: 3 de abril)1.) Present Tense of -ar Verbs
2.) Present Tense of -er Verbs
3.) Present Tense of -ir Verbs
4.) Preterite Tense of -ar Verbs
5.) Preterite Tense of -er Verbs
6.) Preterite Tense of -ir Verbs
Spanish 1a: Chp. 3 -er/-ir Verbs ~ CONJUGATION PRACTICE (3/13/13)Exercise #1
Exercise #2
Exercise #3
Español 1B ~ REVIEW EXERCISES (13 de diciembre, 2012)Los Números
¡Más Números!
Telling Time (La Hora)
Hobbies
Los Colores
Los Deportes (Sports!)
Weather (El Tiempo)
Weather II
Weather III
Vocabulario de la ClaseVocabulario de la Clase II
False Future (ir + a + infinitive)
"ser"
-ar Verbs
Los adjetivos
Spanish 2a = TENER Exercises ~ 10/31/121) http://www.drlemon.com/Grammar/Tener.html
Read thru information at this site.

2) http://www.studyspanish.com/practice/tenexp.htm
Exercise A = Complete the "Idiomatic Expressions with Tener" Quiz #1 = PRINT THIS WHEN COMPLETE!
Exercise C = Complete the activity suggested in Activity C - "Suggested Writing Exercise". HAND-WRITE and TRANSLATE your sentences on the BACK OF THE PAGE that you printed (Exercise A).

3) http://www.studyspanish.com/lessons/games/tenexp-sp.htm
Go thru the audio exercises in "Expressions with tener"
WRITE the seven sentences that you hear on the BACK SIDE of the page you printed above (Exercise A).
Education & Human Development 4-18 Years Syllabus Fall 2012Course Syllabus

Education & Human Development 4-18 Years (Canby High School .5 Credit)
Preschool Child Development HDF 247 (Clackamas Community College 3 Credits)
Clackamas Community College Registration Dates October 8 – November 16

Mrs. Helbling Phone: (503) 263-7200 ext. 5006
Room 06 E-mail: helblinp@canby.k12.or.us
Fall 2012 Period 2

Course Description: Education & Human Development 4-18 Years will increase understanding of children preschool age through adolescence. Students will learn to recognize stages children go through and how an adult's reaction to these stages can affect the child's self-esteem and behavior. Additionally, students discover the principles of development including emotional, social, intellectual, and physical growth. Students will participate in a service-learning project weekly at Eccles Elementary School, where each high school student will be working with elementary school students. High school students will model, teach, and encourage positive reading strategies with their younger buddies, while applying classroom learning about how to maximize healthy development in children.

Class Texts: A Child’s World, by Diane E. Papalia, Sally Wendkos Olds, Ruth Duskin Feldman
The Developing Child, by Holly E. Brisbane

Major Units of Study
1. Early childhood health, physical, cognitive, and psychosocial development. 3 1/2 weeks in length.
2. Reading strategies for elementary students in preparation for a service-learning reading project with elementary students. 4 days in length.
3. Middle childhood health, physical, cognitive and psychosocial development. 4 weeks in length
4. Adolescent health, physical, cognitive, and psychosocial development. 4 weeks in length.

Course Objectives:
Upon completion of the course students will be able to:
1. Describe the physical growth and development of children from four to eight and plan for the physical care they require.
2. Act appropriate to meet the emotional and social needs of children from four to eight, based on their development.
3. Explain intellectual development of children from four to eight and discuss school experiences appropriate for children with different needs.

Student Learning Outcomes:
Upon completion of the above coursework students will be able to:
1. Compare and contrast expected patterns of physical and motor development in children ages four through eight.
2. Describe body and gender awareness in children ages four through eight.
3. Explain major social and emotional milestones in psychosocial development during this period.
4. Recognize theoretical perspectives in the study of psychosocial and cognitive development of this age group.
5. Effectively identify cognitive development in children ages four through eight.
6. Write an observation paper describing the cognitive, physical and social-emotional growth of a child within this age group.


Main Project: Students will participate in a group research project to be presented to the class as a speech. Groups will research a topic of their choice relating to the development of adolescents.

College Credit
You may choose to earn 3 college credits through Clackamas Community College’s Advanced College Credit program. The grade you earn in this class will be on your permanent college transcript. Clackamas Community College charges $30 for this course. Registration and payment will be online. The College Credit application and registration must be completed before specific deadlines to receive credit for the course.

Grading System and Attendance
Midterm and trimester grades will be determined by totaling all possible points. The percentages for grades are as follows:

90% = A 80% = B 70% = C 60% = D less than 60% = F

Absences - Students who have been absent are responsible for checking the “Daily Lesson Book” the first day back for missed assignments and projects. Collect handouts from the “Handouts File”.

Excused Absences - Assignments, projects, and papers missed due to excused absences must be made up within 3 days (or as many days as the student has been out of school) of returning to school or be considered late receive a 20% reduction in grade.

Unexcused Absences - Assignments, projects, and papers are due the first day back for missed assignments and projects.

Late Work - All assignments, projects and papers are due on time. Late work will receive a 20% reduction in grade.

Required Supplies
Each day students are required to bring the following supplies:
• Paper
• Pen or pencil
• 3 ringed binder
• USB Drive

Classroom Expectations and Tips for Success
• Be in your assigned seat before the bell rings.
• Leave the classroom only with the teacher’s permission, with a hall pass.
• Participation in daily activities is required.
• Be respectful of each other and all school property.
• Appropriate language will be used at all times.
• Turn in assignments and daily work on time.
• Follow school rules and procedures as described in the CHS Student Handbook.

Consequences May Include
• Warning
• Detention during lunch
• Parent notice
• Parent conference
• Referral - (Saturday School, Suspension, or Community Service)
• Removal from class

Tardy Policy
Students are expected to be in class, in their assigned seat, on time, with appropriate materials when the bell rings. The following will be the procedure for unexcused tardies:
• 1st tardy - conference with teacher
• 2nd tardy- 15 minutes detention during lunch
• 3rd tardy - 30 minutes detention during lunch
• 4th tardy - written referral
Detentions must be served within three days.

Cell Phone/Electronic Device Policy
Electronic devices, including cell phones are to be turned off and put away during class time. Students who use a cell phone or electronic device during class time will have the following consequences:
• 1st occasion – 10 minute lunch detention, conference with teacher.
• 2nd occasion – 15 minute lunch detention, phone call to parent/guardian.
• 3rd occasion – Referral to Student Services.
NOTE: Cell phones and personal electronic devices are not allowed while working at the elementary school. A referral will be written for the first and each subsequent use of a cell phone or personal electronic device used at the elementary school.

Class Policies
Because this class is a dual credit class, earning high school and college credit, you are held to student conduct policies for the Canby High School and Clackamas Community College. Please refer to the CHS Student’s Rights and Responsibilities Guide and the College Handbook (http://www.clackamas.edu/documents/handbook.pdf).











Education & Human Development 0-3 Syllabus Fall 2012 Course Syllabus

Education & Human Development 0-3 Years (Canby High School .5 credit)
Prenatal, Infant & Toddler Development HDF225 (Clackamas Community College 3 credits)
Clackamas Community College Registration Dates October 8 – November 16

Mrs. Helbling Phone: 503-263-7200 ext. 5006
Room 06 E-mail: helblinp@canby.k12.or.us
Fall 2012 Period 3

Course Description:
Education and Human Development 0-3 Years is designed to help prepare students for working with infants and young children either personally or professionally. This course will include Human Development from pregnancy through age three years. Appropriate communication techniques to use when working with young children will be addressed as well as responsibilities of parenthood, effective guidance techniques, pregnancy/childbirth, care of newborns, intellectual, physical, emotional, and social development of children birth to three years. Students will have the opportunity to observe infants, toddlers, and preschool students in action.

Class Text: The Developing Child, by Holly E. Brisbane

Major Units of Study
1. Parenthood and Families -- 2 weeks
2. Communication -- 3 days
3. Guidance -- 3 days
4. Teen Pregnancy -- 1 week
5. Pregnancy and Birth -- 3 weeks
6. Development - Infancy through age three -- 5 weeks
7. Health and Safety -- 1 week

Course Objectives:
This course is intended to:
• Foster an understanding of preschool (0-36 months) development for the early childhood education practitioner.
• Introduce students to various developmental scales used in the early childhood care and education field.
• Prepare the students to effectively administer developmentally appropriate child guidance techniques.
• Help students assess where each child is on the various developmental continuums (including Oregon’s Standards for Preschoolers, 2004)

Student Learning Outcomes:
Upon completion of the above course work, students will be able to:
• Differentiate between the stages of development: prenatal through three years.
• Evaluate the different theories used to explain early childhood development.
• Evaluate the environmental influences on the developing child.
• Describe the development of the “whole child” (0-3 years).
• Demonstrate and describe an appreciation for cultural diversity.
• Detail an understanding of economics and its influence on the development of a child.
• Describe an appreciation of the importance of healthy prenatal care.
• Demonstrate and describe an appreciation of developmentally appropriate child guidance (parenting & child care).

Main Projects:
1. A group research project and speech will be presented to the class.
2. Childcare Research Paper
3. A final project consisting of creating a developmentally appropriate item for a young child will be presented to the class with a one-page paper describing the item and the developmental areas it encourages.

College Credit
You may choose to earn 3 college credits through Clackamas Community College’s Advanced College Credit program. The grade you earn in this class will be on your permanent college transcript. Clackamas Community College charges $30 for this course. Registration and payment will be online. The College Credit application and registration must be completed before specific deadlines to receive credit for the course.

Grading System and Attendance
Midterm and trimester grades will be determined by totaling all possible points. The percentages for grades are as follows:

90% = A 80% = B 70% = C 60% = D less than 60% = F

Absences - Students who have been absent are responsible for checking the “Daily Lesson Book” the first day back for missed assignments and projects.

Excused Absences - Assignments, projects, and papers missed due to excused absences must be made up within 3 days (or as many days as the student has been out of school) of returning to school or be considered late and receive a 20% reduction in grade.

Unexcused Absences - Assignments, projects, and papers are due the first day back for missed assignments and projects.

Late Work - All assignments, projects and papers are due on time. Late work will receive a 20% reduction in grade.

Required Supplies
Each day students are required to bring the following supplies:
• Paper
• Pen or pencil
• USB Drive (flash drive, memory stick)

Classroom Expectations and Tips for Success
• Be in your assigned seat before the bell rings.
• Leave the classroom only with the teacher’s permission, with a hall pass.
• Participation in daily activities is required.
• Be respectful of each other and all school property.
• Appropriate language will be used at all times.
• Turn in assignments and daily work on time.
• Follow school rules and procedures as described in the CHS Student Handbook.







Consequences May Include
• Warning
• Detention during lunch
• Parent notice
• Parent conference
• Referral - (Saturday School, Suspension, or Community Service)
• Removal from class

Tardy Policy
Students are expected to be in class, in their assigned seat, on time, with appropriate materials when the bell rings. The following will be the procedure for unexcused tardies:
• 1st tardy - conference with teacher
• 2nd tardy- 15 minutes detention during lunch
• 3rd tardy - 30 minutes detention during lunch, phone call to parent/guardian
• 4th tardy - written referral
Detentions must be served within three days.

Cell Phone/Electronic Device Policy
Electronic devices, including cell phones are to be turned off and put away during class time. Students who use a cell phone or electronic device during class time will have the following consequences:
• 1st occasion – 10 minute lunch detention, conference with teacher.
• 2nd occasion – 15 minute lunch detention, phone call to parent/guardian.
• 3rd occasion – Referral to Student Services.

Class Policies
Because this class is a dual credit class, earning high school and college credit, you are held to student conduct policies for the Canby High School and Clackamas Community College. Please refer to the CHS Student’s Rights and Responsibilities Guide and the College Handbook (http://www.clackamas.edu/documents/handbook.pdf).



Future Focus Syllabus Fall 2012Future Focus - Syllabus
Mrs. Helbling Fall 2012
(503) 263-7200 ext. 5006 Periods 4 and 5
Email: helblinp@canby.k12.or.us Room 06

Course Description
Future Focus provides students an opportunity to discover their present interests, values, aptitudes, skills, and personality type. This individual self-knowledge is applied through research of possible careers each might choose to consider. Students update their own “My Academic Plan and Profile”, and experience a community job shadow. Personal career development opportunities include a mock interview with a community member, exploration of the qualities and characteristics of an ideal employee, practice of career related learning standards, and the creation of a resume, cover letter, and individualized student portfolio. The career development process demonstrated throughout Future Focus can be repeated throughout life as individual student aptitudes and interests continue to develop and grow.

Major Units of Study
• Personal assessments, personal goals, My Academic Plan and Profile (MAPP)- weeks 1 and 2
• Career research - week 3
• Career Related Learning Experience: job shadow introduction and preparation - week 4
• Career Development
• Success, work place ethics - week 5
• Job seeking skills (resume and cover letter) - weeks 6 and 7
• Career Related Learning Standards (Teamwork, Communication, Personal Management, Problem Solving,
Career Development and Employment Foundations - weeks 8 and 9
• Job Seeking Skills (interviewing, thank you letters, job applications) - weeks 10 and 11
• Portfolio completion and job shadow presentations – week 12

Main Projects and Due Dates
• Career Goal Narrative - A paper analyzing the combination of several personal inventories and career research about the career that you select to job shadow, due on October 3, 2012.
• Mock Interview - Each student will participate in a mock interview with a community member. Students will prepare a portfolio based on previous individual research and work throughout the trimester. The project will include the portfolio, a typed paper (due November 26 2012), and portfolio presentation during their Mock Interview on November 29, 2012.
• Job Shadow - Each student will complete a job shadow with a community member in the occupation their Career Goal Narrative is written about. After the job shadow students will complete the Job Shadow Reflection, a thank you letter to the community member whom they shadowed, 20 typed questions with the reply to the questions, and an oral report to the class. Job shadows are arranged by the School to Career staff at Canby High School. All job shadows must be pre-approved by the CHS School to Career Coordinator. Students are responsible for arranging transportation to their job shadow site. Job shadows will occur throughout the trimester after the Career Goal Narrative is complete.

Grading System and Attendance
Each student will receive points throughout the trimester for the following:
• Daily work and homework assignments
• Papers
• Career Related Learning Experience - Job Shadow (all shadow requirements: job shadow, thank you letter, Job Shadow Reflection, 20 typed questions with the typed reply to the 20 questions, and a class oral report must be completed to receive credit for the course)
• Concluding Project (portfolio, paper, mock interview, & thank you letter to the interviewer)

Grading System and Attendance Continued
Midterm and trimester grades will be determined by totaling all possible points. The percentages
for grades are as follows:
90% = A 80% = B 70% = C 60% = D less than 60% = F

Absences - Students who have been absent are responsible for checking the “Daily Lesson Book” the first day back for missed assignments and projects. Collect handouts from the “Future Focus Handouts” file.
• Excused Absences - Assignments, projects, and papers missed due to excused absences must be made up within 3 days (or as many days as the student has been out of school) of returning to school or be considered late and receive a 20% - 30% reduction in grade.
• Unexcused Absences - Assignments, projects, and papers missed due to unexcused absences will not be accepted for credit. Absences must be excused through the attendance office before credit will be issued.

Late Work - All assignments, projects and papers are due on time. Late work will receive a 20% - 30% reduction in grade, depending on the assignment.

Clackamas Community College Identification Number
Students are issued a Clackamas Community College identification number by being enrolled in a Future Focus class and participating in the CCC CRLS workshops. This identification number is used for all CCC classes that students may take, such as Advanced College Credit classes, Drivers Education, etc.

Required Supplies
Each day students are required to bring the following supplies:
• Paper
• Pen or pencil
• USB Drive (flash drive, memory stick)

* Each student needs a business-casual outfit to be used for two events: the Job Shadow and the Mock Interview
• For students who need to borrow an outfit, the Career Center has a clothes closet of business casual attire for students who wish to checkout clothing for the event.

Classroom Expectations and Tips for Success
• Be in your assigned seat before the bell rings.
• Leave the classroom only with the teacher’s permission, with a hall pass.
• Participation in daily activities is required.
• Be respectful of each other and all school property.
• Appropriate language will be used at all times.
• Turn in assignments and daily work on time.
• Follow school rules and procedures as described in the CHS Student Handbook.

Consequences May Include
• Warning
• Detention during lunch
• Parent notice
• Parent conference
• Referral - (Saturday School, Suspension, or Community Service)
• Removal from class

Tardy Policy
Students are expected to be in class, in their assigned seat, on time, with appropriate materials when the bell rings. The following will be the procedure for unexcused tardies:
• 1st tardy - conference with teacher
• 2nd tardy- 15 minutes detention during lunch
• 3rd tardy - 30 minutes detention during lunch, phone call to parent/guardian
• 4th tardy - written referral
Detentions must be served within three days.

Cell Phone/Electronic Device Policy
Electronic devices, including cell phones are to be turned off and put away during class time. Students who use a cell phone or electronic device during class time will have the following consequences:
• 1st occasion – 10 minute lunch detention, conference with teacher.
• 2nd occasion – 20 minute lunch detention, phone call to parent/guardian.
• 3rd occasion – Referral to Student Services.


Scope & Sequence - Spanish 2a/2bScope & Sequence - Spanish 2a/2b
Syllabus - Spanish 2Syllabus - Spanish 2
Syllabus - Spanish 1Syllabus - Spanish 1
Canby School Distict Transition Program
Navigation
Categories
Announcements
Your Blog
My Calendar
School Calendar