AP Seminar 10 Class Syllabus

Organization

Students must keep all of their work organized chronologically in a section of their binder dedicated to this course. Even after work is graded and passed back, students must keep their work until the end of the year. Please show Ms. Dinh if there is another organization system that works for you.

Participation (20%): Assignments in this category are daily classwork and activities that build foundational skills for major assessments. They may include class discussions, peer reviews, team-building, note-taking, warm-ups, exit tickets, etc. 

Assessments: Assessments will be grouped into weighted categories by the skills and proficiencies below. They may include quarterly midterms and semester finals, formal group and individual presentations, IRR and IWA checkpoints, drafts, final submissions, etc. 

• Analyze Sources and Evidence (20%)

• Construct an Evidence-Based Argument (20%)

• Understand Context and Perspective (20%)

• Communicate (20%)

Performance Task Submission Requirement

Fall semester tasks are practice versions of the AP performance tasks and spring semester tasks are officially submitted to College Board for the AP exam. All final performance tasks (IRR, TMP, IWA, IMP) must be submitted to the College Board Digital Portfolio by their official deadlines in order to receive a grade in their associated gradebook categories (Analyze Sources and Evidence, Construct an Evidence-Based Argument, Communicate). Submitting work only to the teacher does not qualify. If work is not uploaded and submitted as final to College Board, the student will receive a zero in all related gradebook assignments, which may significantly lower the course grade. 

Classroom Expectations

1. Students come to class prepared with required materials, readings and assignments completed. 

2. Students respect the classroom, teacher, and each other.

3. 100% of students participate in class activities and discussions.

4. Students recognize the safe learning environment and feel comfortable sharing their passions and opinions.

5. Assignments are turned in on time; if not, students understand they are accountable for their own work.

6. The teacher learns from the students throughout the year.

Assignments

Expectation: Assignments must be complete and ready to turn in at the beginning of the class period the day they are due.

Homework: All unfinished classwork is homework unless otherwise stated. 

Absences: It is the student’s responsibility to find out what they missed when they are absent and figure out how they can make it up. When students are absent, they should check Google Classroom to see agenda items and download copies of materials they missed. Absent students are still expected to complete the work to the best of their ability and have it ready to turn in when they return to class, so that appropriate assistance can be provided if needed. Absent students are expected to make up exams and presentations when they return to class unless other arrangements are made. Extensions and alternative assignments will be granted at the teacher’s discretion for special circumstances. 

Late Work: Assignments are designed to develop and reinforce skills needed to be successful on major assessments and performance tasks, so students should complete all assigned work, even if submitted late. Since each assignment is given a mastery score, there is no score deduction for late work. Excessive late work will be reflected in a student’s work habits grade instead. However, the sooner you turn in late work, the better. If you wait too long, you will fall behind in learning. The very last day to turn in any late work is exactly one week before finals. 

Missing Assignments: Please fill out the missing assignment form if your assignment is marked as missing on Aeries.

The school’s academic honesty policy will be enforced. 

Attendance

The school’s attendance and tardy policies will be enforced. 

• If you are not in your assigned seat when the bell rings, you are tardy! 

• If you were with another teacher or school staff member, be sure you have a pass. 

• When you arrive, find your seat with the least possible disruption.

If you are not here, you are not learning. If you have excessive tardies or absences due to extenuating circumstances, please come talk to me. You do not have to share every detail of your personal life, but if I don’t know anything at all, I won’t be able to help you. I will always try my best to understand and work something out with you so that you can get your work done. 

Citizenship

Be courteous. Be respectful. Unkindness will negatively affect a student’s citizenship grade. Life is short and we always regret unkindness later. You will be treated as a member of our learning community and expected to act accordingly. The rules of common sense and courtesy will be followed by all. 

Behavior Policy

Classroom expectations and procedures will be clearly communicated and modeled at the beginning of the school year to ensure a safe and positive classroom environment for all students. I understand that everyone has bad days from time to time, but my job is to foster a community space where learning can take place. Therefore, students will be held accountable for all behaviors that disrupt an effective learning environment and all incidents will be documented.

Positive Behaviors

Positive behavior will be noticed and rewarded to the best of my ability! Students may receive verbal praise, Argo Cash, bonus privileges around the classroom, and/or positive communication home. Please advocate for yourself if you feel like I haven't noticed you in awhile. Ü

Problem Behaviors

Behaviors that distract from and disrupt an effective learning environment and/or jeopardize our safe space as a community of learners will be addressed more or less according to the following system:

1. When a student exhibits problem behavior, they will receive a non-verbal and/or verbal warning. 

2. Then I will talk to the student 1:1 to address the problem behavior, discuss the appropriate behavior, remind the student of the classroom expectations, and resume class activity. 

3. If the problem behavior persists, the student’s seat may be moved, the student may be isolated, the student may be held back after class, or the student may be escorted out of the classroom. 

4. Depending on the unique situation, the student's parent/guardian(s), counselor, assistant principal, and/or other teachers may be contacted, and the situation will be escalated as needed.