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This course is designed for students who have advanced proficiency in English and who are preparing to exit the English Language Support Program and meet the ELPA requirements in reading, writing, speaking, and listening. Opportunities will be given for practicing and scoring benchmark work in the areas of speaking, reading, writing, and listening in addition to other essential elements of the exit portfolio.

Prerequisite: ELD teacher approval

Course fee applied to this course

First semester students will dive deep into scientific research by carrying out an individualized inquiry project while learning in-depth research and writing skills. Students are required to enter their projects into the Beaverton-Hillsdale Science Expo, which is a qualifying fair for the Intel Northwest Science Expo. Second semester students will conduct observational research on feeder bird behavior. Students will research typical bird behavior, migration patterns, and learn to identify common birds found in the Pacific Northwest.

Course fee applied to this course

Advanced Choir is open to students on an audition-only basis.  Students must audition or get instructor permission before registering for this class.  Advanced Choir is offered as a full year course, and previous experience in a choral ensemble is expected.  Course content includes all elements of vocal pedagogy in addition to musical notation, subject specific vocabulary, solo performance and sight-reading.  Multiple evening concerts are presented during the year and attendance is mandatory.  Students are assessed using the four MYP Arts Criterion and related rubrics.  Advanced Choir is a class for motivated, experienced singers.  Advanced Choir students have opportunities outside the school day including auditioning for All-State and All-NW Choir and performing at the Oregon State Capitol during the holiday season.  A positive attitude, kindness, clear demonstration of vocal ability and the choral ensemble experience offered in Advanced Choir provide a solid foundation for success in the IB Diploma Programme offered in grades 11-12.

The first course focuses on the Algebra concepts, solving linear functions, modeling with linear functions, solving systems of equations, using arithmetic and geometric sequences to develop linear and exponential functions, and graphing functions. The Geometry focus includes congruence, construction and proof using lines, angles, triangles, and other two-dimensional figures. There is a connection developed between Geometry and Algebra concepts through coordinate geometry. The Statistics in this first course includes basic measures of central tendencies, spread and position, including graphical representations; histograms, boxplots and dot plots. The Statistics and Algebra concepts are connected through mathematical modeling using two-variable data and regression models. This will include scatterplots, correlation and analysis of the mathematical models. Two-way frequency tables will be used to organize categorical data and interpret joint, marginal and conditional relative frequencies and to develop an understanding of probability.

Prerequisite:

MYP Assessment Criteria summary marks from Math 6/7/8: Criterion A: 6; Criteria B - D: 5.

The second course focuses on the Algebra concepts, quadratic functions, structure of expressions, quadratic equations, using arithmetic and geometric sequences to develop linear and exponential functions, and function analysis and features. The Geometry focus includes Geometric figures, Similarity and Right Triangle Trigonometry, circles from a Geometric perspective and conic sections. The Statistics in this second course focuses on the connection to Probability. Topics include conditional probabilities, interpreting the meaning of data sets, using samples to estimate probabilities, the Addition Rule including Venn Diagrams, and Independence.

Accelerated AGS 3 is the third in a three-course sequence that integrates the study of algebra, geometry, and probability and statistics standards. This course provides an accelerated option that prepares students for the advanced math courses at ISB. The primary emphasis in Accelerated AGS III is placed on problem solving while exploring the relationship between mathematical forms, graphing, solving equations, and modeling in context. Students will investigate topics such as: introductory functional analysis, complex numbers, quadratics and higher order polynomials, exponentials, logarithms, rational functions, radical equations, trigonometry and trigonometric functions, systems of equations and inequalities, and conic sections. The trigonometry in this course will have both a function-based and geometric foundation. A student who has successfully completed this course may take Precalculus, IB MAI SL I, or IB MAA SL I the following year, based on teacher.

Course fee applied to this course

This course is a general foundations course open to 8^th-10^th grade students.  It fulfills the MYP fine arts requirement and is a prerequisite for other art courses designed to prepare students for the Diploma Program.  An emphasis will be placed on the foundational elements and principles of art and will include developing various technical skills, research, and critical thinking.  Students will work with a variety of media and explore, develop, and refine the design process.  Group critiques throughout the term will give students an opportunity to share and receive feedback.  Students will continue to reflect in the Developmental Workbook (DW) for MYP documentation.

Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it is scheduled during the regular school day. Each week, students receive instruction that utilizes a rigorous college-preparatory curriculum provided by AVID Center, tutor-facilitated study groups, motivational activities, and academic success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization, and reading to support their academic growth. Additionally, students engage in activities centered around exploring college and career opportunities and their own agency. 

Beginning Band is designed for students with no prior wind or percussion instrumental experience. The class focuses on proper instrument care, playing posture, tone production, embouchure, breathing techniques, tuning and intonation, tonguing and slurring, percussion technique, time signatures 4/4, 3/4, and 2/4, key signatures of Concert B-flat, E-flat, F, and C major with corresponding scales, Concert B-flat chromatic scale, melodic understanding, symbols and terms, notation and composition, multicultural perspectives on music, concert etiquette, self-reflection.  Regular home practice is expected and is part of the student’s grade.  Private lessons are always encouraged.  Several performances a year will demonstrate mastery of technical and musical demands.

This course is designed for students who are at the beginning level of proficiency in English. ELD learning targets drive instruction in speaking, reading, writing, and listening. Opportunities will be given for practicing and scoring benchmark work samples in the areas of speaking, reading, writing, and listening.

Prerequisite: ELD teacher approval

Career Exploration courses help students identify and evaluate personal goals, priorities, aptitudes, and interests with the goal of helping them make informed decisions about their careers. These courses expose students to various sources of information on career and training options and may also assist them in developing job search and employability skills.

For sixth and seventh grade students, choir is a one semester class.  Students will sing a variety of choral literature and present one concert during the semester.  The concert represents a culmination of their work in class, and it is a mandatory evening event.  Course content includes:  daily work on vocal technique including pitch matching, proper breath support, tone production, vowel modification, consonant articulation, and developing confidence and skill both as a member of a group and a potential soloist.  Additionally, this class will introduce students to musical notation, sight-reading and help develop musical listening skills.  Students are assessed through group and individual vocal skill tests, written work, and will be expected to maintain a developmental workbook.

For sixth and seventh grade students, choir is a one semester class.  Students will sing a variety of choral literature and present one concert during the semester.  The concert represents a culmination of their work in class, and it is a mandatory evening event.  Course content includes:  daily work on vocal technique including pitch matching, proper breath support, tone production, vowel modification, consonant articulation, and developing confidence and skill both as a member of a group and a potential soloist.  Additionally, this class will introduce students to musical notation, sight-reading and help develop musical listening skills.  Students are assessed through group and individual vocal skill tests, written work, and will be expected to maintain a developmental workbook.

Eighth grade choir is a full year class.  Three evening concerts are presented during the school year, each one representing a culmination of the work to date in class.  These concerts are mandatory evening events, and concert dates will be included in the course syllabus given during the first two weeks of school.  During the year, the choir will perform a variety of choral music, demonstrating an understanding of different musical styles, cultures, and languages.  Course content includes daily work on vocal technique, including proper breath support, pitch matching, tone production, vowel modification, consonant articulation and elision, and developing confidence and skill both as a member of an ensemble.  This class also includes work on musical notation, sight-reading, and listening skills.  Students are assessed in a variety of ways including small group and individual vocal tests, rehearsal practices, and written work.  Students are expected to maintain a developmental workbook.  Students may be recommended/selected to represent ISB at choral events, State Honor Choir, and community activities, with teacher direction.  

This 10th grade core course will evaluate US history from Post-Reconstruction to the Present, using a thematic lens.  It will also integrate economics concepts into US History.   

Civics will teach students the functions of US government, at the local, state, tribal, and national levels.  It will evaluate how policy, law, and change is created and its effects, both positive and negative, on the people.  Civics aims to get students to understand their place in society as effective participants and leaders in a democracy.  Students will participate in large project-based learning to bring relevancy to their study and bring in community partners to their classroom.

The Concert Band is available for students with two or more years of instrumental experience or for those beginners from the previous year who show exceptional ability. This is our entry level symphonic group. The class focuses on developing musicianship: an increasing awareness of intonation and tuning, an emphasis on sight-reading, the ability to perform in a variety of keys, awareness of enharmonic pitches at all ranges of the instrument, more complicated rhythmic patterns including advanced syncopated patterns, an increasing awareness of musical style and the ability to perform music appropriate to a particular style, and the ability to engage in self-criticism and reflection. Regular home practice is expected. Though not directly reflected, it is part of the student's grade and will be evident when students are asked to demonstrate what they have learned within a classroom setting. Private lessons will be encouraged. Group performances and individual in-class assessments will demonstrate proficiency of technical and musical demands. Public performances will demonstrate mastery of technical and musical demands and an exposure to a wide variety of music.

Course fee applied to this course

High School Concert Choir is offered as a full year course, and is open to any student in grades 9-10 with a sincere interest in learning to sing and perform.  Previous experience in a choir or other musical ensemble is helpful, but not required.  Course content includes work on vocal technique including breath support, posture, vowel modification, consonant articulation and elision, tonal placement and part singing.  Multiple evening concerts are presented during the year and attendance is mandatory for these events.  Students are assessed in a variety of ways, both individually and in groups, and each student must keep a developmental workbook.  Concert Choir is a class for motivated, solid singers to develop and refine their vocal skills in a safe and supportive classroom environment.  A positive attitude, kindness, and spirit of fun are expected for students electing to sing in Concert Choir.  Concert Choir is a fun, challenging, and interactive class.

6th Grade Design focuses on developing student proficiency of the Beaverton School District learning targets. The MYP Design Cycle will be introduced and applied throughout the semester. Students will learn the basics of computer operations, troubleshooting, and transferring information. Online research, fair use (copyright), and internet safety will be encouraged as students investigate the use of technology. Cross platform strategies will be learned to help students adapt as they move between platforms. They will explore the use of word processing, graphics, presentations software, and more.

8^th Grade Design focuses on developing student proficiency of the Beaverton School District learning targets.  Skills developed previously will be implemented at a more comprehensive level.  Students will be applying their skills to new technology, hardware, and applications.  They will be transferring work across operating systems and applications.  Troubleshooting strategies will be developed as they work within systems and applications, which include graphics, presentation, and multimedia software.

Formerly known as Film/Videotape, Cinematography/Video Production courses emphasize the application of the fundamental processes of artistic expression for the purpose of shooting and processing of the image. These courses include the history and development of cinema, television, and video production. Students explore a range of skills needed to explore contemporary social, cultural, and political issues and creatively solve problems within and through cinematic or video productions. Students engage in critiques of their cinematic or video productions, those of others, and productions of professional cinematographers or video artists for the purpose of reflecting on and refining work for presentation.

Course fee applied to this course

In this class, students will learn a variety of drawing and painting techniques to develop their technical skills, composition, and personal expressive style.  They will continue to build upon the skills of seeing, thinking, experimenting, and making art that will be relevant to all visual arts.  While emphasis is placed on individual artistic growth, students will be responsible for a specific quantity and quality of teacher assigned art work.  Students will apply critical thinking and an awareness of global aesthetics in their individual projects.  Group critiques throughout the term will provide students a chance to share and receive feedback about artwork.  Students will continue to work and reflect in their Developmental Workbook (DW) for MYP documentation.

Prerequisite:  Art 1 & 2

This course offers an introduction to the basic concepts of micro and macroeconomics starting with an examination of how various economic systems confront the problem of scarcity. Topics may include supply and demand, market structures, the stock market, fiscal and monetary policies, and international trade and exchange. Students will be able to explore these economic concepts through application to today’s world.

This class will focus on the basic elements and principles of design.  These elements and principles will be introduced through production in various media, such as drawing, painting, and sculpture.  This class will expose students to the art of world cultures and encourage them to explore possible influences on their own culture.  Students will be introduced to the developmental workbook (DW) and the design cycle in which they will continue through MYP.

This class will focus on the basic elements and principles of design.  These elements and principles will be introduced through production in various media, such as drawing, painting, and sculpture.  This class will expose students to the art of world cultures and encourage them to explore possible influences on their own culture.  Students will be introduced to the developmental workbook (DW) and the design cycle in which they will continue through MYP.

"Physical literacy is the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life." The International Physical Literacy Association, 2017 

Healthy habits are a component of Physical Literacy

Being physically literate is a fundamental and valuable means to maximizing a person’s potential to succeed in all aspects of life. Physical literacy is one of the most controllable factors of a person’s overall well-being. It is a critical skill that empowers students to become successful and productive members of society. The physically literate student will demonstrate mastery of the following:

●      Competence and confidence in motor skill and movement patterns

●      Application of health-related fitness concepts, principles, strategies and tactics

●      Maintenance of physical fitness or progress towards physical fitness through participation

●      Responsible personal and social skills in individual and teamwork tasks

●      The value and desire to engage in physical activity as a lifestyle

A physically literate person needs to be healthy in both mind and body. Developing this lifestyle positively contributes to a person’s overall physical, social, and emotional health.  Acquiring the skills of a physically literate person is a valuable, lifelong skill that is needed to improve self-esteem and confidence, teamwork skills, and readiness to learn in all content areas.

We must provide all students with multiple opportunities to regularly and consistently access equitable and culturally relevant Physical Education classes. It is imperative that students receive instruction from highly qualified, licensed Physical Education teachers. It takes a combination of methods, materials, and classroom spaces for students to achieve proficiency on learning targets. In order to successfully reach all students, it is crucial for teachers to have access to safe and age appropriate equipment as well as and current and relevant technology. Teachers must have opportunities to access ongoing professional development designed to deepen content knowledge and improve cultural competency. Appropriate accommodations, modifications, adaptations, and support for all learners are also required in order to create a fully inclusive classroom environment. It is vital for facilities to be safe and specifically dedicated and designed for Physical Education classes, to execute the curriculum, meet Learning Targets and move effectively in the space.  These courses should be rigorous and required for all students without waivers or exemptions.

To provide an effective physical education program, SHAPE (Society of Health and Physical Educators) America recommends that elementary students should receive a minimum of 150 minutes per week of Physical Education while middle and high school students should receive a minimum of 225 minutes of Physical Education per week. With that time, Physical Educators envision students moving competently and confidently, demonstrating a wide variety of motor and manipulative skills. They will apply knowledge of a physically active lifestyle as well as concepts and strategies related to movement and performance. Students will have multiple opportunities to work collaboratively in activities with others representing diverse backgrounds, experiences, and abilities. They are developing joy for movement while experiencing the feelings associated with overcoming challenges to achieve individual, team and group success.

To achieve this vision and best support physical education teachers, structures within all schools, kindergarten through 12th grade, will be inclusive to support adequate physical education and skill development for all students in accordance with state law. Appropriate accommodations, modifications, adaptations, and support for all learners are also required in order to create a fully inclusive classroom environment.

Ultimately, physical literacy is achieved through an evolving partnership of all stakeholders: students, families, teachers, administrators, schools, and communities. The task of the Beaverton School District is to create an equitable Physical Education environment in which all students are valued for their diversity, fostered in their wellness development, challenged, and motivated to continue learning and leading a physically healthy lifestyle through their lifetime.

Students taking Health 1 will gain the ability to access, understand, appraise, apply, and advocate for health information and services in order to maintain or enhance one’s own health and the health of others.  This will be done through the study of mental/emotional health, injury prevention, drug awareness/prevention, violence prevention, and sexual health.  The class will be engaging, inclusive, informative, and will provide life-long health and wellness skills.  Health 1 is a required course for graduation and should be taken before Health 2.

Students taking Health 2 will gain the ability to access, comprehend, analyze, apply, and advocate for health information and services in order to maintain or enhance one’s own health and the health of others.  This will be done through the study of healthy eating, mental/emotional health, disease prevention, drug awareness/prevention, violence prevention, and sexual health.  The class will be engaging, inclusive, informative, and will provide life-long health and wellness skills.  Health 2 is a required course for graduation, Health 1 is a prerequisite for Health 2.

Course fee applied to this course

The focus of the Visual Arts course is to provide students opportunities to explore, express, and synthesize their sensory experiences of their immediate environment in the context of the global world. The study of visual arts encourages understanding and respect for cultural and aesthetic differences and engages students in creative problem solving and risk taking. Students who study the visual arts are challenged intellectually, emotionally, and physically which encompasses the true human experience.

IB Biology courses prepare students to take the International Baccalaureate Biology exams. In keeping with the general aim of IB Experimental Sciences courses, IB Biology promotes understanding of the facts, principles, and concepts underlying the biological field; critical analysis, evaluation, and generation of scientific information and hypotheses; improved ability to communicate scientific ideas; and an awareness of the impact of biology and scientific advances in biology upon both society and issues of ethical, philosophical, and political importance. Course content varies, but includes study of statistical analysis, cells, the chemistry of life, genetics, ecology and evolution, and human health and physiology, nucleic acids, metabolism, plant biology, genetics, and animal physiology. Laboratory experimentation is an essential component of these courses.

In addition to meeting the aims of the IB Diploma Program, the focus of the HL Biology course at ISB is to enlighten students about the wonder of life on our planet. Specific topics covered within the course will be statistical analysis, cells, the chemistry of life, genetics, ecology and evolution, human health and physiology, nucleic acids and proteins, cell respiration and photosynthesis, and plant science. Lab work and application of the Scientific Process will be a major component of the course.

This course is a continuation of IB Biology HL I. It extends the study of life with the topics Plant Science, Human Health and Physiology, Ecology and Conservation, and Evolution. Students will continue to build on their lab investigation skills by designing two independent investigations. This course is required for all 12th grade students.

Course fee applied to this course

Chemistry SL is a two year course which aims to provide students with an engaging opportunity to master the knowledge, sills and attitudes needed to succeed in scientific endeavors. The course will be taught in the context of the nature of science as an international effort, which requires communication, collaboration, and understanding of the resources and needs of others. This will often bring up moral, ethical, social, economic, and environmental concerns as students deal with the benefits and drawbacks of scientific and technological advances. This course is available only as a Group 6 alternative.

Obligatory for every International Baccalaureate degree candidate, IB Extended Essay aim to help students develop an independent, self-directed piece of research, culminating in a 4,000 word paper. These courses provide students with practical preparation for later research and help build their analysis, synthesis, and evaluation skills.

IB Global Politics SL I is a two-year course of study that allows students to develop an understanding of the local, national, international and global dimensions of political activity, as well as allowing them the opportunity to explore political issues affecting their own lives.

Students will understand abstract political concepts by grounding them in real world examples and case studies.

All standard level students complete a common core under the central unifying theme of "people, power and politics". This consists of four core units: Power, sovereignty, and international relations; Human rights; Development; and Peace and conflict.

IB History courses prepare students to take the International Baccalaureate History exams at either the standard or higher level. In these courses, students study historical developments at national, regional, and international levels; critically reflect on their relationship to the present; and explore the nature of historical documentation and the methods used by historians. IB History courses may survey the history of Europe and the Islamic world or focus on 20th-century topics in an international context and may enable students to undertake individual study on a subject of interest in greater detail and depth.

IB History of Asia is the first of a 2-year IB Higher Level study.  Students will be asked to hone their skills in oral communication, in critical thinking and reading, and in writing clear and coherent arguments as they study 19th and 20th century Japan and China.

Students will study Japan as it faces the challenges of post-feudalism modernization, becoming a world power facing the rise of militarism, and its involvement in World War 2. We'll focus on China through its huge historical changes: imperialism, revolution, World War 2, civil war, and Maoist campaigns. Students will also look at the post-Mao PRC as it grapples with a changing economic system and superpowerdom.

This class focuses on the 20th Century as it prepares students for the HL History exam and life beyond ISB.  The course continues the intense study of history from HL 1 with a shift of focus to understanding the Arab-Israeli conflict. We will also spend a significant portion of the year on the major leaders, wars, and tensions of the 20th Century. Students engage with primary documents and critical assessments of historical writing.  Students will continue to develop their understanding of history through this exciting and challenging work.  Also included in this course is a research paper which allows students to further develop their understanding of a historical topic of their choosing

Students will continue to develop language skills in more advanced interactions. Students focus on language acquisition and usage through listening, speaking, reading, writing, and cultural understanding of Japan working with authentic materials, and develop personal connections with the language through project-based curriculum. As this is an IB course, students will work towards completing an internal assessment and an external assessment to meet their diploma requirements.

At the HL level, in addition to the above, students are responsible for reading independently and demonstrating understanding of two instructor approved works of Japanese language literature.

IB Language A: Language and Literature—English courses prepare students to take the International Baccalaureate Language A: Language and Literature exams at either the standard or higher level. Course content includes in-depth study of composition for purpose and audience, forms of mass communication and the media, and the context and elements of literature. The course includes oral and written assignments and is designed for students highly competent in using English in an academic context.

Juniors begin the Anticipated Year and Seniors finish the Diploma Year of a two-year course that includes the Internal and External Assessments required for earning the International Baccalaureate Diploma. The aims of IB English HL are to:

• encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism
• develop the students’ powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations
• introduce students to a range of literary works of different periods, genres, styles, and contexts
• broaden the students’ perspective through the study of works from other cultures and languages
• introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works
• develop the ability to engage in close, detailed analysis of written text
• promote in students an enjoyment of, and lifelong interest in, literature

Having followed the IB English HL program, candidates will be assessed for the following:

Knowledge and understanding

• Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationships between them
• Demonstrate an understanding of the ways in which cultural values are expressed in literature
• Demonstrate awareness of the significance of the context in which a work is written and received
• Substantiate and justify ideas with relevant examples

Analysis, synthesis and evaluation

• Demonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the reader
• Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar literary texts
• Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meeting

Selection and use of appropriate presentation and language skills

• Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style
• Demonstrate a command of terminology and concepts appropriate to the study of literature
• Demonstrate an ability to express well-organized oral and written arguments
• Demonstrate an ability to write a sustained and detailed literary commentary

For students who speak, read, and write a language other than English at an academic level of proficiency, ISB offers an opportunity to study literature in that language.  In a student’s course of study for Grades 11 & 12, this class replaces Group 2; Language Acquisition or Group 6:  The Arts.  All students are still required to take IB English HL 1 & IB English HL 2.  Students interested in pursuing studies in the literature of their native languages will meet with an IB English teacher and the IB Coordinator during the Spring Semester of their Sophomore year in order to construct a program that meets the requirements for Self-Taught Literature as delineated by the IBO.  It is important that students who enroll in this course are highly motivated and self-directed.  All work must be the independent work of the student; however, it is often helpful if a member of the student’s household is academically proficient in the study of literature in the native language.  Self-Taught IB Assessments mirror the IB Assessments in IB English HL 1 & IB English HL 2; however, rather than two Internal Assessments and three External Assessments, all 5 are External Assessments.

Please refer to the Course Description for IB English HL 1 & IB English HL 2 for a list of aims.  The aims listed there are the same for IB Self-Taught Literature.

The main focus of IB Mandarin courses is on language acquisition and development of language skills through the study and use of a range of written and spoken material.  The class content is designed based on the core and option topics from the IB Language B guide.

This is year two of a two-year course in which students will apply their mathematical knowledge to solving problems in a variety of contexts. Students will be introduced to concepts of rigor and proof while gaining insight into the form and structure of mathematics. They will develop math concepts in a comprehensive way in the following topics: vector and planar geometry, probability, statistics, complex numbers, and calculus topics including differentiation, integration, and infinite series and sequences. The focus of this class will be preparing students for the IB HL Math test in year 2.

Prerequisite:  Pre-calculus with a minimum grade of B.  Students with B’s should discuss their placement with their math teacher as IB Math Standard Level might be a more appropriate placement.  A grade of C or better is required in IB Math HL I to proceed to HL II.  Students will complete one IB Internal Assessment each year in this course.

This is year one of a two-year course in which students will apply their mathematical knowledge to solving problems in a variety of contexts. Students will be introduced to concepts of rigor and proof while gaining insight into the form and structure of mathematics. They will develop math concepts in a comprehensive way in the following topics: vector and planar geometry, probability, statistics, complex numbers, and calculus topics including differentiation, integration, and infinite series and sequences. The focus of this class will be preparing students for the IB HL Math test in year 2.

Prerequisite:  Pre-calculus with a minimum grade of B.  Students with B’s should discuss their placement with their math teacher as IB Math Standard Level might be a more appropriate placement.  A grade of C or better is required in IB Math HL I to proceed to HL II.  Students will complete one IB Internal Assessment each year in this course.

This course is year one of a two-year course that provides an opportunity for a student to study a broad range of college-level mathematics. Topics to be studied include: calculus, vectors, matrices, probability, and statistics. Students in this class will be prepared to take the IB Standard Level mathematics exam at the end of their senior year.

Prerequisite:  AGS III with a minimum grade of C.

This course is year two of a two-year course that provides an opportunity for a student to study a broad range of college-level mathematics. Topics to be studied include: calculus, vectors, matrices, probability, and statistics. Students in this class will be prepared to take the IB Standard Level mathematics exam at the end of their senior year.

Prerequisite:  AGS III with a minimum grade of C.

This course is year one of a two-year course designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics. Students in this class will be prepared to take the IB MAI SL mathematics exam at the end of their senior year.

Prerequisite: Algebra 1 and Geometry with a minimum grade of C.

This course is year two of a two-year course designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics. Students in this class will be prepared to take the IB MAI SL mathematics exam at the end of their senior year.

Prerequisite: Algebra 1 and Geometry with a minimum grade of C.

IB Mathematics: Analysis and Approaches courses prepare students to take the International Baccalaureate Mathematics: Analysis and Approaches exams. These courses prepare students to use analytical concepts within mathematics to solve abstract problems in a variety of contexts. These concepts are applied to course topics such as numbers and algebra, functions, geometry and trigonometry, statistics and probability, and calculus.

IB Music courses prepare students to take the International Baccalaureate Music exam at either the standard or higher level. IB Music courses develop students’ knowledge and understanding of music through study of musical perception, including study of musical elements, form and structure, notations, musical terminology and context. These courses include exploration of music from different places, cultures, and time periods. They also involve training in at least one of the following: creating, solo performing, and group performing.

Psychology is the systematic study of behavior and mental processes. IB Psychology encourages students to achieve a greater understanding of themselves and appreciate the diversity of human behavior. The course examines the interaction of biological, cognitive, and socio-cultural influences on behavior. IB Psychology emphasizes the ethical concerns raised by the methodology and applications of psychological research. Students will demonstrate their skills and knowledge by conducting a simple psychological experiment (Internal Assessment). IB Psychology SL I and II are designed to prepare students for the standard level IB exam in psychology. This course is available only as a Group 6 alternative.

The goal of the class is to balance individual study time with the introduction to effective study tools, some that students try out in “real-time”, as they progress through the semester. Built in is ongoing support of their course work which include keeping track of due dates and assessment requirements, as well as offering opportunities for students to provide feedback to one another on their work. Students are also taught how to use collaborative study groups in a productive and focused manner. In all, the course provides a structure that is meant to foster student planning and problem-solving so that as they progress through the semester they find the study tools that work for them given the demands of the Diploma Program classes. This class is graded as a Satisfactory/Unsatisfactory grade and is tied to the BSD Behavior Targets.

This college-level course is designed to prepare students for both the IB internal assessments beginning in February and the IB exam in May.  It is expected that students have received between 150-250 hours of Spanish language instruction in a classroom setting before entering this class.  In October of the second year of the course, students will register to take IB examinations.  This class is an application of Spanish language skills to a set of thematic content units in accordance with the IB course design and curriculum.  At the HL level, in addition to the above, students are responsible for reading independently and demonstrating understanding of two approved works of Spanish language literature.

Required for every IB Diploma candidate, IB Theory of Knowledge courses aim to stimulate critical self-reflection of students' knowledge and experiences. Course content generates questions regarding the basis of knowledge and its verification in the disciplines of mathematics, natural sciences, human sciences, the arts, and history, with an awareness of moral, political, and aesthetic judgments and biases. Students learn to appreciate the strengths and limitations of various kinds of knowledge, to relate studied subjects to one another, general knowledge, and living experiences, to formulate rational arguments, and to evaluate the role of language in knowledge and as a way to convey knowledge. One semester each year during elective Grade 11 and 12.

General Band courses help students develop techniques for playing brass, woodwind, and percussion instruments and their ability to perform a variety of concert band literature styles. These courses may emphasize rehearsal and performance experiences in a range of styles (e.g., concert, marching, orchestral, and modern) and also include experiences in creating and responding to music.

This course is designed for students who have an intermediate level of proficiency in English and have acquired basic skills in Beginning English Language Development. ELD learning targets drive instruction in speaking, reading, writing, and listening. Opportunities will be given for practicing and scoring benchmark work in the areas of speaking, reading, writing, and listening.

Prerequisite: ELD teacher approval

Students in this quarter-long class will be able to understand and respond to very simple phrases, greetings, statements and questions. They will increase their understanding of Japanese culture. Students will acquire language through listening, reading, and viewing authentic material. They will demonstrate their comprehension of words and phrases through their writing, speaking, and/or actions.

Students in this quarter-long class will be able to understand and respond to very simple phrases, greetings, statements and questions. They will increase their understanding of Chinese culture. Students will acquire language through listening, reading, and viewing authentic material. They will demonstrate their comprehension of words and phrases through their writing, speaking, and/or actions.

Students in this quarter-long class will be able to understand and respond to very simple phrases, greetings, statements and questions. They will increase their understanding of culture in Spanish- speaking countries. Students will acquire language through listening, reading, and viewing authentic material. They will demonstrate their comprehension of words and phrases through their writing, speaking, and/or actions.

Workbook fee

Students in this class will be able to understand and respond to simple phrases, statements and questions. They will identify basic messages; facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in simple oral and written phrases. They will convey basic information in a limited range of everyday situations, using spoken and written language appropriate to a very limited range of interpersonal and cultural contexts.

Workbook fee

Students in this class will be able to understand and respond to simple spoken and written texts. They will identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short spoken and written form. They will interact to share information in a limited range of interpersonal and cultural contexts. They will be aware that language varies according to purpose and audience.

Prerequisite: Average MYP criteria score of 4 or higher in Level 1 or teacher placement.

Workbook fee

Students in this class will be able to understand and respond to a limited variety of spoken and written texts. They will understand specific information, main ideas and some detail presented in oral, visual and written language, and demonstrate their comprehension in a limited range of spoken and written forms. They will engage in conversation and write structured text to express their ideas, opinions and experiences on a range of familiar and some unfamiliar situations, in a limited range of interpersonal and cultural contexts.

Prerequisite: Average MYP criteria score of 4 or higher in Level 1 or teacher placement.

Workbook fee

Students in this class will be able to understand and respond to a variety of spoken and written texts. They will interpret specific information, main ideas and some detail presented in complex spoken, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They will engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They will be able to communicate substantial information containing relevant and developed ideas or justified opinions on events, experiences and some concepts explored in class.

Prerequisite: Average MYP criteria score of 4 or higher in Level 1 or teacher placement.

Sixth graders will work toward achieving the MYP aims and objectives through their studies of poetry, short stories, plays, whole-class novel studies, small group novel studies, and ongoing writing instruction. Students will also improve their listening and presentation skills.

Seventh graders will work toward achieving the MYP aims and objectives through their studies of poetry, short stories, plays, whole-class novel studies, small group novel studies, mythology, and ongoing writing instruction. Students will also improve their listening and presentation skills.

Eighth grade students will continue to meet the goals of MYP by taking their analysis and writing skills to a deeper level. Students will gain insight into more challenging texts, including poetry, short stories, plays, and a selection of novels. They will continue to develop their writing skills as they begin to move beyond the five-paragraph essay. Students will also have opportunities to improve public speaking and presentation skills.

As this is the culminating year of the MYP program, students will craft assessment tasks that show their abilities in the areas of formal essay writing, creative writing, and responses to literature. Students read novels, short stories, poems, and a Shakespeare play to develop critical, creative, and personal approaches to literary analysis.

Reading, writing, viewing, and presenting (both orally and visually) help tenth-graders develop strong work habits, self-confidence, and critical communication skills. Content, organization, and style and language mechanics are emphasized.

Ninth graders will develop their skills in oral, written, and visual communication to meet the MYP objectives. Students read a variety of poems, short stories, and longer works. Literary analysis and composition skills will be developed through discussions, essays, speeches, and projects. Opportunities are given to compare and contrast pieces of literature, express informed and independent responses, and organize arguments in a logical and coherent manner.

Workbook fee

Students in this class will be able to understand and respond to simple phrases, statements and questions. They will identify basic messages; facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in simple oral and written phrases. They will convey basic information in a limited range of everyday situations, using spoken and written language appropriate to a very limited range of interpersonal and cultural contexts.

Workbook fee

Students in this class will be able to understand and respond to simple spoken and written texts. They will identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short spoken and written form. They will interact to share information in a limited range of interpersonal and cultural contexts. They will be aware that language varies according to purpose and audience.

Prerequisite: Average MYP criteria score of 4 or higher in Level 1 or teacher placement.

Workbook fee

Students in this class will be able to understand and respond to a limited variety of spoken and written texts. They will

understand specific information, main ideas and some detail presented in oral, visual and written language, and demonstrate their comprehension in a limited range of spoken and written forms. They will engage in conversation and write structured text to express their ideas, opinions and experiences on a range of familiar and some unfamiliar situations, in a limited range of interpersonal and cultural contexts.

Prerequisite: Average MYP criteria score of 4 or higher in Level 1 or teacher placement.

Workbook fee

Students in this class will be able to understand and respond to a variety of spoken and written texts. They will interpret specific information, main ideas and some detail presented in complex spoken, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They will engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They will be able to communicate substantial information containing relevant and developed ideas or justified opinions on events, experiences and some concepts explored in class.

Prerequisite: Average MYP criteria score of 4 or higher in Level 1 or teacher placement.

Chinese Languages V courses prepare students to communicate authentically in Chinese languages by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information, concepts, and ideas on a variety of topics, including connections to other subject areas. Chinese Languages V courses promote students’ understanding of the relationships among the products, practices, and perspectives of Chinese language-speaking countries and cultures. These courses may be used for any Chinese language, including Mandarin and Cantonese.

Math 6/7 is an accelerated course that uses a problem-centered curriculum. The class includes time for students to explore concepts and participate in several required projects. The development of strong "approaches to learning’ skills is expected of all students. Math concepts studied include: factors and multiples; rational numbers; two-dimensional geometry and measurement; conversion between and computation with fractions, decimals and percent; statistics; introduction to algebra; and similarity of figures. This course covers 6th grade learning targets and a portion of the 7th grade targets. Students will also review and more deeply explore previously learned math concepts.

Math 6/7/8 prepares students for Algebra 1 while covering middle school math learning tar- gets and strengthening pre-algebra skills. Math concepts studied include: four operations with fractions, decimals and integers, introduction to algebra, linear algebra, proportions and ratios, statistics and 2D and 3D measurement. Students will also review and more deeply explore previously learned math concepts. Placement into this course is based on a collection of evidence including test scores, TAG identification, and 5th grade report card.

Math 7/8 uses a problem-centered curriculum. The class includes time for students to explore concepts and participate in several required projects. The continued development of strong ‘approaches to learning’ skills is expected of all students. Math concepts studied include: ratios and proportions; operations with positive and negative numbers; linear relationships; three- dimensional geometry and measurement; direct and inverse variation; Pythagorean Theorem; square roots and irrational numbers; measures of central tendency. This course covers traditional 7th and 8th grade material.

10th Grade - Seminar courses vary widely, but typically offer a small peer group the opportunity to investigate areas of interest. Course objectives may include improvement of research and investigatory skills, presentation skills, interpersonal skills, group process skills, and problem-solving and critical-thinking skills. Seminars aimed at juniors and seniors often include a college and career exploration and planning component.

This course will focus on the details of the common mathematical function families. Students will develop an understanding of notation, domain, range, absolute value, piece-wise functions, inverses, compositions, transformations, general shape, and end-behavior.

Students will study logarithmic, polynomial, and rational functions.  Nearly half the course will focus on the study of trigonometric functions, polar coordinates, and vectors. Other topics include conic sections and the normal probability distribution. This course

is taught with a problem-solving, inquiry approach in which students will be expected to show critical, independent thought.

This is a foundational lab-based integrated science course. Using the processes of scientific inquiry, engineering design, and critical thinking students will discover and apply patterns in such topics as cell, tissue, organ, and organ systems, ecology, energy, electricity and magnetism. An important aim of the course is to develop and build students' performance in problem solving, scientific literacy, and technical communication skills that will be useful in later science courses. This course will address all grade level ODE structure and function, interaction and change, inquiry and engineering standards.

This is a foundational lab-based integrated science course. Using the processes of scientific inquiry, engineering design, and critical thinking students will discover and apply pat- terns in such topics as cell processes, genetics and heredity, sexual and asexual reproduction, weather and climate, water cycle, force and motion, human impact on the environment, layers of the atmosphere, weathering, erosion and deposition. An important aim of the course is to develop and build students' performance in problem solving, scientific literacy, and technical communication skills that will be useful in later science courses. This course will address all grade level ODE structure and function, interaction and change, inquiry and engineering standards.

This is a foundational lab-based integrated science course. Using the processes of scientific inquiry, engineering design, and critical thinking students will discover and apply patterns in such topics as natural selection and evolution, chemistry, energy transformation, periodic table, gravity, properties of matter, atomic structure, geologic time, and Earth systems changes over time. An important aim of the course is to develop and build students' performance in problem solving, scientific literacy, and technical communication skills that will be useful in later science courses. This course will address all grade level ODE structure and function, interaction and change, inquiry and engineering standards.

Course fee applied to this course

Two different courses, sculpture and digital photography, will be paired up for a year-long course that will provide students with a well-rounded experience in three-dimensional art and digital imaging.

Sculpture I:  In this class, students will learn how to express their creative ideas in three-dimensional form.  Students will be expected to apply their knowledge of composition and the elements and principles of design to improve their technical skills in sculpture.  Students will create works of art using a variety of media that may include:  clay, wood, paper, wire, fabric, glass, and found objects.  Students will continue to work and reflect through the Design Cycle in their Developmental Workbook (DW) for MYP documentation.

Digital Imaging:  This art class is designed for students who are interested in learning fundamental skills and concepts related to Digital Photography.  All projects in this class are infused with the study of art elements and design principles to help you become more masterful at crafting strong images.  Students are encouraged to grow as artists, learning how to make personally meaningful imagery about themselves and the world around them.  Throughout the semester, students will be challenged to think critically about the images they see and make and will be introduced to digital camera techniques, shooting skills, imaging and editing basics in Photoshop, and printing methods.  Students will also continue to work through the Design Cycle in the Developmental Workbook (DW) for MYP documentation.  The school will supply a limited number of cameras for checkout.

What makes a civilization? This is the overarching question for the sixth-grade social studies course. In sixth grade, students are encouraged to respect and understand the world around them, and to provide a skills base to facilitate further study in the social sciences. Students will learn about geography, how civilizations began and what each civilization contributed to future generations. They will explore primary source documents, investigate how the environment contributed to the civilization, and how people adapted to change over time. Students will improve their research, writing, presentation and critical thinking skills. Ancient Mesopotamia, China, India, Mesoamerican, Greece and Rome are all civilizations we will explore.

Seventh grade focuses on the continuing development of civilizations around the world, from the end of ancient times through the Middle Ages and up to the Enlightenment. The course uses the skills developed in sixth grade to help students learn to look at evidence available to them and select the pieces that best support a given thesis. Students will explore how nations changed, expanded, and merged as well as the impact that technology, resources, economics, and religion had on their growth. We also explore how these civilizations connect to the twenty-first century. Our goal remains developing historical perspective, that sense that history lives through us. Units include medieval China and Japan, medieval Europe, the rise of Islam, the Renaissance and the Age of Discovery, and the Enlightenment and the French Revolution.

Eighth grade U.S. history promises students a critical study of the ways in which the U.S. came to be the plurality of cultures and backgrounds united under one national identity. Students will develop the skills required to construct strong, detailed written and oral arguments. They will use evidence and reasoned judgments to clearly communicate a point of view, a prediction, or a causal relationship. By the end of this year, students will be able to identify the basic parts of an argumentative essay, construct and edit and critique written and oral arguments, and feel comfortable and confident in the use of evidence to support their ideas. Multiple perspectives will be considered. Topics of study will include colonialism, revolution, Westward expansion, cultural identity, class/race/gender politics, economics, natural rights, movements for social justice, and the ways in which ideas about participation in national conversations change with time and technology.

Students in this class will be able to understand and respond to simple phrases, statements and questions. They will identify basic messages; facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in simple oral and written phrases. They will convey basic information in a limited range of everyday situations, using spoken and written language appropriate to a very limited range of interpersonal and cultural contexts.

Students in this class will be able to understand and respond to simple spoken and written texts. They will identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short spoken and written form. They will interact to share information in a limited range of interpersonal and cultural contexts. They will be aware that language varies according to purpose and audience.

Prerequisite: Average MYP criteria score of 4 or higher in Level 1 or teacher placement.

Students in this class will be able to understand and respond to a limited variety of spoken and written texts. They will understand specific information, main ideas and some detail presented in oral, visual and written language, and demonstrate their comprehension in a limited range of spoken and written forms. They will engage in conversation and write structured text to express their ideas, opinions and experiences on a range of familiar and some unfamiliar situations, in a limited range of interpersonal and cultural contexts.

Prerequisite: Average MYP criteria score of 4 or higher in Level 1 or teacher placement.

Students in this class will be able to understand and respond to a variety of spoken and written texts. They will interpret specific information, main ideas and some detail presented in complex spoken, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They will engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They will be able to communicate substantial information containing relevant and developed ideas or justified opinions on events, experiences and some concepts explored in class.

Prerequisite: Average MYP criteria score of 4 or higher in Level 1 or teacher placement.

Spanish V courses prepare students to communicate authentically in Spanish by interpreting (reading, listening, viewing), exchanging (speaking and listening; reading and writing), and presenting (speaking, writing) information, concepts, and ideas on a variety of topics, including connections to other subject areas. Spanish V courses promote students’ understanding of the relationships among the products, practices, and perspectives of Spanish-speaking countries and cultures.

This year-long course will be a detailed study of chemical interactions. Matter, atomic structure, chemical names and formulas, reactions and Thermochemistry will be among the topics covered. Applications to real world situations will be the starting point for study and will help to build connections with other disciplines. Labs and other hands-on activities will be a major portion of the course, supplementing textbook materials.

This is a foundational lab-based physics course designed for freshman who may be interested in careers in Science, Technology, Engineering, and Math (STEM). Through rigorous scientific inquiry and complex engineering design, students will be challenged to discover, explore, and apply patterns in such major Physics topics as motion, forces, momentum, energy, waves, electricity, and magnetism. An important aim of this course is challenge and enhance students' math abilities, performance in problem solving, scientific literacy, and technical communication skills that will be useful in STEM careers. This course will address, with extended depth, the Oregon State Science standards for physics, scientific inquiry, and engineering.

Symphonic Band is a year- long course and is available for students with three or more years of instrumental experience.  You must have instructor approval to register for this course.  Students must demonstrate proficiency in fundamental musical skills and an interest in developing mastery.  Regular home practice is expected.  Though not directly reflected, it is part of the student’s grade and will be evident when students are asked to demonstrate what they have learned within a classroom setting.  Group performances and individual in-class assessments will demonstrate level of proficiency of technical and musical demands.  Students will be exposed to a wide variety of musical styles and genres.  Public performances will demonstrate mastery of technical and musical demands.  The offering of this course is subject to sufficient enrollment and instrumentation.

This 9th grade course explores the story of the United States post-Reconstruction through the present day. Students will develop and demonstrate factual and conceptual knowledge, as well as critical thinking, communication, and research skills. Student learning experiences include (but are not limited to) evaluating and analyzing the importance of place by developing geographic skills and knowledge and applying that to national, local, and Tribal history. Students will also investigate the concept of belonging through historical case studies that allow them to consider issues like power and identity, what it means to be an American, and how to recognize and value the many communities that collectively form the United States.

In the second semester, students will examine aspects of peace and conflict in the 20th century to develop an understanding of the world as it is today. Finally, students will study rights movements and practice civic engagement in a final unit based on the concept of justice. In addition to these conceptual explorations of modern U.S. history, students will practice and develop the skills and habits of mind to be successful in advanced and rigorous coursework in later years. Ultimately, students will be consistently invited to use and apply what they’ve learned in class to be active, compassionate, and contributing members of our community.

Wind Ensemble is a year-long course and is available for students with three or more years of instrumental experience. It is the top symphonic group offered at ISB. You must have instructor approval to register for this course. This is also the group that represents our IB Music juniors and seniors that are choosing the Group Performance option for their IB Diploma. Thus, students must demonstrate a very high level of proficiency in fundamental musical skills and an interest in developing mastery.  Regular home practice is expected. Though not directly reflected, it is part of the student's grade and will be evident when students are asked to demonstrate what they have learned within a classroom setting. Group performances and individual in-class assessments will demonstrate mastery of technical and musical demands. Students will be exposed to a wide variety of musical styles and genres.  The offering of this course is subject to sufficient enrollment and instrumentation.