SYLLABUS

BEHAVIORAL EXPECTATIONS
Rules are made to be broken   |   Expectations are made to live up to

1. Respect Others: Listen attentively, avoid interruptions, and use kind words.

2. Be Prepared: Bring necessary materials, complete assignments, and participate actively.

3. Engage in Learning: Ask questions, share ideas, and contribute to discussions.

4. Use Devices Responsibly: Follow technology guidelines and minimize distractions.

5. Keep the Classroom Clean: Take care of personal space and shared materials.

6. Be on Time: Arrive punctually and ready to learn.

7. Communicate Honestly: Speak truthfully and ask for help when needed.

8. Take Responsibility: Own your learning, behavior, and choices.

9. Use Positive Language: Promote a respectful and inclusive classroom culture.

10. Follow Directions: Listen carefully and complete tasks as instructed.

11. Collaborate Effectively: Respect group work and contribute fairly.

12. Manage Emotions: Express feelings constructively and seek help when necessary.

13. Stay Safe: Maintain a respectful and secure environment for all.

14. Embrace Mistakes: View challenges as learning opportunities.

15. Support Inclusion: Respect diverse perspectives and learning styles.

DISCIPLINE PROCESS

① VERBAL WARNING

Recognize it. Redirect it.

Your teacher talks with you about the behavior and what needs to change.

The interaction is documented, and home may be contacted.

↓

② PARENT/GUARDIAN CONTACT

Bring in support.

If the behavior continues, your teacher contacts home to discuss the concern, expectations, and next steps.

A conference may be scheduled.

↓

③ SUPPORT CALL

Additional support is needed.

If the behavior continues after previous interventions,

administration becomes involved to provide additional behavioral support.

PERFORMANCES

• • Participation in all performances is mandatory unless otherwise communicated.

Concerts (i.e. CHS Fall Choir Concert, CHS Spring Choir Concert, MDUSD All-District Choir Festival)

• • 100pts for delivering an artistic performance, remaining focused while off-stage, and wearing the appropriate performance attire.

  • In rare cases (religious exemption, death in the family, etc.), students may be excused from participating in a concert with written notice from a parent/guardian; these students will be provided with an alternate assignment to be completed before the end of the grading period.

Gigs (e.g. National Anthem performances, retirement home performances, City of Concord Tree Lighting)

• • 30pts for delivering an artistic performance, remaining focused while off-stage, and wearing the appropriate performance attire.

  • All scheduling conflicts must be made clear to Mr. West in writing at least 2 weeks before a missed performance. Failure to do so may result in a grade of zero with no opportunity for make-up credit.

  • If a student must miss a gig, this credit can be made up by completing an additional point of Choir Community Service (CCS) that semester.

CHECK-INS

• Choir students will be given regular Check-In assignments on block days to demonstrate mastery of vocal technique and the concert repertoire. Check-ins may be assigned individually or in small groups and will require students to complete a variety of tasks (i.e. record yourself singing, demonstrate correct solfège hand signs, turn in sheet music with solfege written in, etc.)

• Each submission will receive one of the following ratings (based on the CMEA festival scoring rubric):

  • Superior (4pts)—This rating represents the finest conceivable performance for the event and the level of participants being adjudicated, worthy of being recognized as among the very best. While the adjudicator might find some minor points to criticize and make some helpful suggestions for further improvement, their comments and/or check marks would show a preponderance of “Superiors.” Comments would be generally complimentary for outstanding work.

  • Excellent (3pts)—This rating reflects a fine performance in many respects but not one worthy of the highest rating due to minor defects. It is, however, a performance of distinct quality. This performance usually shows the results of sound, fundamental training, but the performance lacks the polish and artistry necessary to qualify for a “Superior.” There would probably be some “Superior” and perhaps a few “Good” comments and/or check marks, but more comments and/or check marks would be in the “Excellent” area rather than the “Good” or “Fair” areas .

  • Good (2pts)—This rating is awarded for a good performance, but one that is not excellent. The performance shows accomplishments and marked promise, but is lacking in one or more essential qualities. This rating indicates room for improvement in many of the fundamental items listed on the adjudicators’ comment sheets. Such forms might show one or two marks in the “Superior,” “Excellent” and/or “Fair” areas, but would show a majority “Goods” and “Fairs.” There would probably not be time or space to record each separate error as it occurred, but the group would have some basically fine qualities and there should be ample opportunity for the adjudicator to make suggestions for general improvement of fundamental weaknesses. 

  • Fair (1pt)—This rating describes a performance that shows some obvious weaknesses. These may reflect handicaps in the way of instruction, instrumentation, or lack of rehearsal time. This rating represents a performance that is generally weak and uncertain. There are numerous errors in most of the fundamental categories. The adjudicators’ sheets will show a great many areas in need of attention and the adjudicators will probably not devote much space to pointing out specific errors. Comments should be encouraging and contain helpful suggestions for improve ment. They might suggest such things as schedule and rehearsal improvements, or more careful suggestions for ensemble or individual studies and exercises that would contribute to the development of a soloist or group. (Perhaps a private note to the director with suggestions might be in order for this rating.) 

  • Missing (0pts)—The work was never submitted.

• If a student does not receive full credit on a check-in, they are encouraged to resubmit that check-in for a better score. Check-ins may be reattempted any number of times until the end of the grading period.

• Students will be given class time to complete each check-in assignment. Any Check-Ins that are not completed before the end of class must be completed as homework.

• At the end of each grading period (quarter/semester), each student's lowest check-in score will be automatically dropped.

WRITTEN WORK

• Students will be required to complete daily assignments from a music theory workbook at the beginning of each rehearsal. These workbook pages are self-paced and will eventually lead to quizzes/tests that assess mastery of music literacy skills.

*CHOIR COMMUNITY SERVICE*

view policy on Choir Community Service (CCS) webpage

Late Work Policy

• Students will be able to submit/resubmit work for full credit anytime until one week before the end of the grading period (i.e. progress reports, report cards). Work that is assigned in the last week of the grading period may be submitted/resubmitted until one week before the end of the next grading period (i.e. work assigned during the last week of Q1 may be turned in until one week before Q2 Progress Reports are due).

• If a student submits/resubmits an assignment that has already been entered into the gradebook, it is their responsibility to let Mr. West know that their work needs to be graded.

Absence Policy

• • Students are expected to come to rehearsal on time every day. A group's sound changes when singers are missing and music will need to be retaught, slowing the group's progress. Families: when scheduling medical/dental appointments, please make an effort to have your student miss other classes. Individual assignments can easily be made up, but there is no substitute for missed rehearsal time.

  • Students with 12 or more absences in a concert season will not be allowed to perform in concert with their vocal ensemble. These students will still be required to attend the concert as audience members and will be given an alternate assessment for make-up credit.

  • If a student is planning to be absent for an extended period of time (illness, travel, etc.), it is their responsibility to communicate this to Mr. West in writing so that accommodations can be made.