# data[].attributes.body
Grades 6-8

Creating: Conceiving and developing new artistic ideas and work.

Presenting: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

# data[].attributes.body
Grade 6-8

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

# data[].attributes.body
The objective of this course is to develop students’ vocal performance skills, musical literacy, and appreciation for diverse choral music. Aligned with the Nevada Fine Arts Standards for Music, students will learn proper vocal technique, sight-reading, and ensemble performance through the study and practice of a wide range of musical styles, from classical to contemporary. This course aims to foster creativity, collaboration, and a deeper understanding of music as a form of artistic and cultural expression.

Students will engage in regular rehearsals, develop listening and interpretive skills, and learn the fundamentals of music theory as it applies to vocal performance. Through solo and group performances, students will build confidence, discipline, and the ability to work as part of a cohesive musical ensemble. They will also reflect on the cultural and historical contexts of the music they perform, enhancing their awareness of music’s role in society.

Key standards include:

• Singing a variety of choral repertoire with accuracy, expression, and attention to musical detail (NV Fine Arts Standards MU:Pr4.1.7a, MU:Pr4.1.8a, MU:Pr4.1.E.5a)

• Developing vocal techniques, including breath control, tone production, diction, and pitch accuracy (NV Fine Arts Standards MU:Pr5.1.7a, MU:Pr5.1.8a, MU:Pr5.1.E.5a)

• Reading and interpreting musical notation and symbols for effective sight-singing and performance (NV Fine Arts Standards MU:Pr4.2.7a, MU:Pr4.2.8a, MU:Pr4.2.E.5a)

• Reflecting on and evaluating personal and group performances to improve technical and artistic quality (NV Fine Arts Standards MU:Re9.1.7a, MU:Re9.1.8a, MU:Re9.1.E.5a)

This course nurtures a lifelong love of music, strengthens students’ abilities as performers, and encourages collaboration and self-expression through the art of choral singing.

# data[].attributes.body
Grade 6 Overview

Ratios and Proportional Relationships

• Understand ratio concepts and use ratio reasoning to solve problems.

The Number System

Apply and extend previous understandings of multiplication and division to divide fractions byfractions.

Compute fluently with multi-digit numbers and find common factors and multiples.

Apply and extend previous understandings of numbers to the system of rational numbers.

Expressions and Equations
• Apply and extend previous understandings of arithmetic to algebraic expressions.
• Reason about and solve one-variable equations and inequalities.
• Represent and analyze quantitative relationships between dependent and independent variables.

Geometry
• Solve real-world and mathematical problems involving area, surface area, and volume.

Statistics and Probability
• Developunderstandingofstatisticalvariability.
• Summarize and describe distributions.

# data[].attributes.body
COURSE DESCRIPTION

A writing intensive course designed to strengthen college-level composition skills, with particular attention to audience, purpose, and context for writing. Students receive extensive background in strategies of planning, drafting, and revising.

Research, primary and/or secondary, is introduced as a means by which students can extend their own understanding through the use of outside resources. Additionally, critical reading and thinking strategies are developed. Students who successfully complete ENG 101 with a grade of “C-” or higher will be eligible to enroll in ENG 102. Prerequisite: English Placement Test or ACT 18+

COURSE OUTCOMES:

Students successfully completing this course should be able to:

Read, analyze, and integrate challenging material into original writing.

Use a process approach to write complete, coherent, and well-developed thesis-driven essays.

Employ appropriate documentation to support research-based essays.

Identify purpose, audience, and rhetorical situation.

Use appropriate technologies to prepare written assignments.

# data[].attributes.attachment_link.readable_text
Academic Advising
Graduating high school seniors participating in the Jumpstart Program will want to meet with an Academic Advisor to create a plan to meet your academic goals.
Campus Libraries
Jumpstart students have full access to CSN libraries.
Centers for Academic Success
Centers for Academic Success offers free tutoring to all registered Jumpstart Students. Online tutoring is offered through SMARTHINKING.
Coronavirus (COVID-19) Updates
Students can quickly locate details about the College of Southern Nevada degree programs and course offerings using the General Catalog & Student Handbook.
First Year Experience (FYE) & Student Success Initiatives
We are a "home base" experience of support, connection, and welcome for all new first-year students at CSN connecting students to peers, the community, campus resources and a network for overall success.
Placement Testing Information
ACT, SAT or Accuplacer scores are required and must be submitted by all students who are taking an English, Math or Reading course through the Jumpstart Program. In order to be eligible for Jumpstart courses, participating students must meet the appropriate prerequisites and placement testing requirements as defined by CSN. For more information visit the testing center webpage.
Student Policies & Procedures
CSN Policies provide direction and guidance that, along with Nevada System of Higher Education (NSHE) policies, assist members of the CSN Community in the daily conduct of CSN business.
Transcript Information
Official Transcripts are printed on official paper, include the school's seal and registrar's signature, and are presented in a sealed envelope. These are generally required by institutions for accepting transfer grades.

# data[].attributes.attachment_link.description
Academic Advising Graduating high school seniors participating in the Jumpstart Program will want to meet with an Academic Advisor to create a plan to meet your academic goals. Campus Libraries Jumpstart students have full access to CSN libraries. Centers for Academic Success Centers for Academic Success offers free tutoring to all registered Jumpstart Students.

# data[].attributes.body
The arts are essential in education and they provide students with a means to think, feel, and understand the world in unique ways. The meta-cognitive skills learned through instruction in the arts fosters effective work habits, creativity and innovation, critical thinking and problem solving, communication, and collaboration, each of which transfers across content areas preparing students for life in the 21st century.

These revised Nevada Academic Content Standards for Fine Arts are to guide districts and schools as they create elective coursework encompassing five disciplines: Visual Arts, Music, Theater, Dance, and Media Arts, predicated on a belief that Artistic Literacy provides students with an ability to create, present, critique, and connect art to their academic studies, lives, and the world around them. While all schools may not offer coursework in each discipline, these standards exemplify a growing body of work that allows students to fully realize artistic attitudes and apply this learning to college, career, and community life goals.

# data[].attributes.body
Grade 7 Overview

Ratios and Proportional Relationships

• Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number System

• Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Expressions and Equations

• Use properties of operations to generate equivalent expressions.
• Solve real-life and mathematical problems using numerical and algebraic expressions and equations. Geometry
• Draw, construct and describe geometrical figures and describe the relationships between them.
• Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Statistics and Probability
• Use random sampling to draw inferences about a population.
• Draw informal comparative inferences about two populations.
• Investigate chance processes and develop, use, and evaluate probability models.

# data[].attributes.body
Grade 8 Overview

The Number System

• Know that there are numbers that are not rational, and approximate them by rational numbers.

Expressions and Equations
• Work with radicals and integer exponents.
• Understand the connections between proportional relationships, lines, and linear equations.

• Analyze and solve linear equations and pairs of simultaneous linear equations.

Functions
• Define, evaluate, and compare functions.
• Use functions to model relationships between quantities.

Geometry

• Understand congruence and similarity using physical models, transparencies, or geometry software.
• Understand and apply the Pythagorean Theorem.
• Solve real-world and mathematical problems involving volume of cylinders, cones and spheres.

Statistics and Probability

• Investigate patterns of association in bivariate data.

# data[].attributes.body
The high school standards specify the mathematics that all students should study in order to be college and career ready. Additional mathematics that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics is indicated by (+), as in this example:

(+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers).

All standards without a (+) symbol should be in the common mathematics curriculum for all college and career ready students. Standards with a (+) symbol may also appear in courses intended for all students.

Conceptual categories portray a coherent view of high school mathematics; a student’s work with functions, for example, crosses a number of traditional course boundaries, potentially up through and including calculus.

Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.

The high school standards are listed in conceptual categories (see below for details):

1. Number and Quantity

2. Algebra

3. Functions

4. Modeling

5. Geometry

6. Statistics and Probability

1) Number and Quantity Overview

The Real Number System

• Extend the properties of exponents to rational exponents • Use properties of rational and irrational numbers.

Quantities
• Reasonquantitativelyanduseunitstosolveproblems

The Complex Number System

• Perform arithmetic operations with complex numbers
• Represent complex numbers and their operations on the complex plane • Use complex numbers in polynomial identities and equations

Vector and Matrix Quantities
• Represent and model with vector quantities.
• Perform operations on vectors.
• Perform operations on matrices and use matrices in applications.

__________

2. Algebra Overview

Seeing Structure in Expressions

• Interpret the structure of expressions
• Write expressions in equivalent forms to solve problems

Arithmetic with Polynomials and Rational Expressions
• Perform arithmetic operations on polynomials
• Understand the relationship between zeros and factors of polynomials
• Use polynomial identities to solve problems
• Rewriterationalexpressions

Creating Equations
• Create equations that describe numbers or relationships

Reasoning with Equations and Inequalities
• Understand solving equations as a process of reasoning and explain the reasoning
• Solve equations and inequalities in one variable
• Solvesystemsofequations
• Represent and solve equations and inequalities graphically

__________

3. Functions Overview

Interpreting Functions

• Understand the concept of a function and use function notation
• Interpret functions that arise in applications in terms of the context
• Analyze functions using different representations

Building Functions
• Build a function that models a relationship between two quantities
• Build new functions from existing functions

Linear, Quadratic, and Exponential Models
• Construct and compare linear, quadratic, and exponential models and solve problems
• Interpret expressions for functions in terms of the situation they model

Trigonometric Functions
•Extend the domain of trigonometric functions using the unit circle
• Modelperiodicphenomenawithtrigonometric functions
• Prove and apply trigonometric identities

__________

4. Modeling

Modeling links classroom mathematics and statistics to everyday life, work, and decision- making.

Modeling is the process of choosing and using appropriate
mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions.

Quantities and their relationships in physical, economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.

__________

5. Geometry Overview

Congruence

• Experiment with transformations in the plane

• Understand congruence in terms of rigid motions

• Prove geometric theorems

• Make geometric constructions

Similarity, Right Triangles, and Trigonometry

• Understand similarity in terms of similarity transformations

• Prove theorems involving similarity

•Define trigonometric ratios and solve problems involving right triangles

• Apply trigonometry to general triangles

Circles

• Understand and apply theorems about circles

• Find arc lengths and areas of sectors of circles

Expressing Geometric Properties with Equations

• Translate between the geometric description and the equation for a conic section

• Use coordinates to prove simple geometric theorems algebraically

Geometric Measurement and Dimension

• Explain volume formulas and use them to solve problems
• Visualize relationships between two- dimensional and three-dimensional objects

Modeling with Geometry
• Apply geometric concepts in modeling situations

__________

6. Statistics and Probability Overview

Interpreting Categorical and Quantitative Data

• Summarize, represent, and interpret data on a single count or measurement variable
• Summarize, represent, and interpret data on two categorical and quantitative variables
• Interpret linear models

Making Inferences and Justifying Conclusions
• Understand and evaluate random processes underlying statistical experiments
• Make inferences and justify conclusions from sample surveys, experiments and observational studies

Conditional Probability and the Rules of Probability
• Understand independence and conditional probability and use them to interpret data
• Use the rules of probability to compute probabilities of compound events in a uniform probability model

Using Probability to Make Decisions
• Calculate expected values and use them to solve problems
• Use probability to evaluate outcomes of decisions

# data[].attributes.headline
English Language Arts || MS || 6-8 Grade

# data[].attributes.subject
English Language Arts || MS || 6-8 Grade

# data[].attributes.body
Reading Standards

Literature

Pages 64-65

Reading Standards

Informational Text

Pages 68-69

Writing Standards

Argumentative

Page 74

Informative

Page 75

Narrative

Page 76

Research

Pages 77-78

Speaking and Listening

Comprehension, Collaboration, and Presentation

Pages 85-86

English Language

Conventions, Language, and Vocabulary

Pages 90-93

_________________________________

College and Career Readiness Anchor Standards for Reading

The grades 6–8 standards define what students should understand and be able to do by the end of each grade.

The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

3. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

1. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

# data[].attributes.headline
English Language Arts || HS || 9-12 Grade

# data[].attributes.subject
English Language Arts || HS || 9-12 Grade

# data[].attributes.body
Reading Standards

Literature

Pages 66-67

Reading Standards

Informational Text

Pages 70-71

Writing Standards

Argumentative

Page 79

Informative

Page 80

Narrative

Page 81

Research

Pages 82-83

Speaking and Listening

Comprehension, Collaboration, and Presentation

Pages 87-88

English Language

Conventions, Language, and Vocabulary

Pages 94-95

_________________________________

College and Career Readiness Anchor Standards for Reading

The grades 9-12 standards define what students should understand and be able to do by the end of each grade.

The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

3. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

1. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

# data[].attributes.headline
Science || MS || Physical, Life Science, Earth and Space, and Engineering Sciences

# data[].attributes.subject
Science || MS || Physical, Life Science, Earth and Space, and Engineering Sciences

# data[].attributes.body
MS Physical Science Standards

Page 55-66
In the physical sciences, performance expectations at the middle school level focus on students developing understanding of several scientific practices.

These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations; and to use these practices to demonstrate understanding of the core ideas. Students are also expected to demonstrate understanding of several of engineering practices including design and evaluation.

Chemical Reactions

Forces and Interactions

Energy

Waves and Electromagnetic Radiation

Structure, Function, and Information Processing

__________

MS Life Science Standards
Pages 67-71
There are five life science topics in middle school: 1) Structure, Function, and Information Processing, 2) Growth, Development, and Reproduction of Organisms, 3) Matter and Energy in Organisms and Ecosystems, 4) Interdependent Relationships in Ecosystems, and 5) Natural Selection and Adaptations.

The performance expectations in middle school blend core ideas with scientific and engineering practices and crosscutting concepts to support students in developing useable knowledge across the science disciplines.

Interdependent Relationships in Ecosystems

Growth, Development, and Reproduction of Organisms

Natural Selection and Adaptations

__________

MS Earth and Space Science Standards
Pages 72-81
There are six ESS standard topics in middle school: Space Systems, History of Earth, Earth’s Interior Systems, Earth’s Surface Systems, Weather and Climate, and Human Impacts.

The content of the performance expectations are based on current community-based geoscience literacy efforts such as the Earth Science Literacy Principles (Wysession et al., 2012), and is presented with a greater emphasis on an Earth Systems Science approach.

Space Systems

History of Earth

Earth’s Systems

Weather and Climate

Human Impacts

Engineering Design
Page 82-83
By the time students reach middle school, they should have had numerous experiences in engineering design.

The goal for middle school students is to define problems more precisely, to conduct a more thorough process of choosing the best solution, and to optimize the final design.

Engineering Design

__________

# data[].attributes.headline
Science || HS || Physical, Life Science, Earth and Space, and Engineering Sciences

# data[].attributes.subject
Science || HS || Physical, Life Science, Earth and Space, and Engineering Sciences

# data[].attributes.body
Physical Sciences
Pages 91-100
The high school performance expectations in Physical Science build on the middle school ideas and skills and allow high school students to explain more in- depth phenomena central not only to the physical sciences, but to life and earth and space sciences as well.

These performance expectations blend the core ideas with scientific and engineering practices and crosscutting concepts to support students in developing useable knowledge to explain ideas across the science disciplines.

In the physical science performance expectations at the high school level, there is a focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations; and to use these practices to demonstrate understanding of the core ideas.

Structure and Properties of Matter

Chemical Reactions

Forces and Interactions

Energy

Waves and Electromagnetic Radiation

__________

Life Sciences
Pages 101-111
Students in high school develop understanding of key concepts that help them make sense of life science.

The ideas are building upon students’ science understanding of disciplinary core ideas, science and engineering practices, and crosscutting concepts from earlier grades.

There are five life science topics in high school: 1) Structure and Function, 2) Inheritance and Variation of Traits, 3) Matter and Energy in Organisms and Ecosystems, 4) Interdependent Relationships in Ecosystems, and 5) Natural Selection and Evolution.

Structure and Function

Matter and Energy in Organisms and Ecosystems

Interdependent Relationships in Ecosystems

Inheritance and Variation of Traits

Natural Selection and Evolution

__________

Earth and Space Sciences
Pages 112-121
There are five ESS standard topics in high school: Space Systems, History of Earth, Earth’s Systems, Weather and Climate, and Human Sustainability.

The content of the performance expectations are based on current community-based geoscience literacy efforts such as the Earth Science Literacy Principles (Wysession et al., 2012), and is presented with a greater emphasis on an Earth Systems Science approach.

Space Systems

History of Earth

Earth’s Systems

Weather and Climate

Human Sustainability

__________

Engineering
Page 122-123
At the high school level students are expected to engage with major global issues at the interface of science, technology, society and the environment, and to bring to bear the kinds of analytical and strategic thinking that prior training and increased maturity make possible.

As in prior levels, these capabilities can be thought of in three stages—defining the problem, developing possible solutions, and improving designs.

Engineering Design

# data[].attributes.headline
Social Sciences || MS || World History, US History

# data[].attributes.subject
Social Sciences || MS || World History, US History

# data[].attributes.body
Early World Civilizations (prior to 1500)
Page 23

This content area focuses on the geography, history, and culture of early world civilizations while emphasizing disciplinary inquiry.

There is an intentional focus on spatial understanding of the world and the location of continents and countries as students explore each civilization. Students will analyze regional, economic, political, intellectual, environmental, and cultural characteristics of early world civilizations.

Teachers are encouraged to facilitate instruction from a chronological as well as thematic approach, thus avoiding the tendency to teach the content as a checklist of facts to be covered.
__________

Early U.S. History & Civic Ideals
Page 29

This content area focuses on the history of the United States from the framing of the Constitution through the early 20th Century. American founding documents, including the Constitution, Declaration of Independence and Bill of Rights are reviewed to provide a foundation for understanding the multicultural history, economics, civics, and geography of the time period students will analyze the powers and civic responsibilities of citizens and examine the origins, functions, and structure of the U.S. government.

In addition, students will build understanding of the major events, individuals, and ideas that have shaped U.S. history.
__________

Grades 6-8: Financial Literacy
Page 33

By the conclusion of grade 8, each student will continue to strengthen their knowledge of financial literacy. Students learn to examine financial goals, identify risk factors, understand a budget, and explore college and career options.
__________

# data[].attributes.body
World History & Geography (1300-Present)
Page 34

This content area focuses on World history from approximately the 1300s to modern day. This includes the study of geography, history and culture in global regions, with an emphasis on historical inquiry. Students analyze significant events, individuals, developments and process across the world within this time frame.

This content area should be taught from multiple and varied perspectives for a vivid and complex picture of history. The emphasis is global in nature with a multicultural approach, rather than a Eurocentric approach.
__________

U.S. History (1877-Present)
Page 38

This content area focuses on the history of the United States (1877-Present). American founding documents and democratic principles will provide a foundation referenced throughout this content area, maintaining focus on the multicultural history, economics, civics, and geography of the Industrial Revolution through the present day.

It should be taught from multiple and varied perspectives for a vivid and complex picture of U.S. history.
__________

Civics & Economics
Page 42

Productive civic engagement requires knowledge of the historical foundations and principles of American democracy, understanding the unique processes of local, state, and national institutions, the skills necessary to apply civic dispositions and democratic principles, and an understanding of the complex workings of the economy of the United States.

Students analyze the powers and civic responsibilities of citizens and examine the origins, functions and structure of the U.S. government. Content will include multiple historical eras and the multiple changing perspectives in America’s past, as well as connections between historical events.

Economics is grounded in knowledge about how people choose to use resources. Decision making within economics involves setting goals and identifying the resources available to achieving those goals.

These standards provide students with the concepts and tools necessary for an economic way of thinking and help students understand the interaction of buyers and sellers in markets, workings of the national economy, and interactions within the global marketplace.
__________

Grades 9-12 Financial Literacy
Page 45

By the conclusion of grade 12, each student will learn to evaluate and assess personal financial literacy skills for success in a complex financial environment.

Students will practice setting financial goals, evaluate financial information, examine loans and investments, and apply financial knowledge for college and career decision-making.
__________

# data[].attributes.body
Content Standard 1.0: Demonstrate competency in motor skills, movement patterns and safety needed to perform a variety of physical activities.
By the end of Grade 8, students know and are able to do everything required in previous grades and:

1.8.1 Apply locomotor and nonlocomotor movements into physical activities.

1.8.2 Demonstrate manipulative skills in a variety of environments and under a host of conditions.

1.8.3 Executemoderate and complex motor skills and movement patterns within physical activities.

1.8.4 Apply safe practices while participating in physical activities.

Content Standard 2.0: Apply knowledge of concepts, principles and strategies related to movement, performance and safety within physical activities.
By the end of Grade 8, students know and are able to do everything required in previous grades and:

2.8.1 Apply knowledge of the critical elements in specialized skills.

2.8.2 Implement multiple strategies in physical activities.

2.8.3 Implementsafe practices for self and others while participating in physical activities.

Content Standard 3.0: Participate regularly in physical activity.
By the end of Grade 8, students know and are able to do everything required in previous grades and:

3.8.1 Engage in a variety of moderate to vigorous physical activities.

3.8.2 Apply healthy activity patterns through participation in physical activity.

3.8.3 Demonstrate opportunities at school for regular participation in physical activities.

Content Standard 4.0: Achieves and maintains a health-enhancing level of physical fitness
By the end of Grade 8, students know and are able to do everything required in previous grades and:

4.8.1 Develop a physical activity plan that includes training and conditioning principles to improve fitness.

4.8.2 Monitor physiological effects during various physical activities and intensity levels.

# data[].attributes.body
Content Standard 1.0: Demonstrate competency in motor skills, movement patterns and safety needed to perform a variety of physical activities.
By the end of Grade 12, students know and are able to do everything required in previous grades and:

1.12.1 Demonstrate proficiency in multiple movement forms in physical activities.

1.12.2 Perform manipulative skills in combination with locomotor and/or nonlocomotor movements in a variety of environments and under a host of conditions.

1.12.3 Executecomplex motor skills and various movement patterns within physical activities.

1.12.4 Applysafe practices while participating in physical activities.

Content Standard 2.0: Apply knowledge of concepts, principles and strategies related to movement, performance and safety within physical activities.
By the end of Grade 12, students know and are able to do everything required in previous grades and:

2.12.1 Analyze complex skills in a physical activity setting.

2.12.2 Analyzestrategies used in physical activity settings to improve movement skills.

2.12.3 Demonstratesafe practices for self and others while participating in physical activities.

Content Standard 3.0: Participate regularly in physical activity.
By the end of Grade 12, students know and are able to do everything required in previous grades and:

3.12.1 Engage in a variety of moderate to vigorous physical activities.

3.12.2 Apply lifelong activity patterns through participation in physical activity.

3.12.3 Demonstrate opportunities at school for regular participation in physical activities.

Content Standard 4.0: Achieves and maintains a health-enhancing level of physical fitness
By the end of Grade 12, students know and are able to do everything required in previous grades and:

4.12.1 Use personal fitness data to develop an exercise and physical activity plan to improve fitness.

4.12.2 Analyzehealthand fitness benefits derived from participation in various physical activities.

# data[].attributes.body
Content Standard 1: Core Concepts

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Personal, Community, and Environmental Health Strand

1.PCE.MS.1 Investigate the impact of a variety of healthy practices and behaviors to maintain or improve personal, community, and environmental health.

1.PCE.MS.2 Investigate the impact of communicable and non- communicable diseases.

1.PCE.MS.3 Connect the importance of accepting the similarities and differences of self and others as it relates to personal, community, and environmental health.

1.PCE.MS.4 Recognize an individual’s personal role within the family structure and within the community.

1.PCE.MS.5 Interpret personal susceptibility to injury, illness, or death based on genetics, family history, and health behaviors.

1PCE.MS.6a Describe how to register as a donor and the rules governing donor gifts pursuant to Nevada Law.

1.PCE.MS.6b Explain the individual and societal benefits of organ and tissue donation.

1.PCE.MS.6c
List facts about organ and tissue donation.

Mental and Emotional Health Strand

1.ME.MS.1 Connect the relationship between mental health and physical health.

1.ME.MS.2 Identify how loss, grief, trauma, and emotional distress may influence self- injurious or suicidal behaviors.

Nutrition and Physical Activity Strand

1.NP.MS.1 Connect how healthy eating patterns, in accordance to the current federal Dietary Guidelines for Americans, lead to health promotion and disease prevention.

1.NP.MS.2 Compare the mental, social and physical benefits of daily moderate to vigorous physical activity.

1.NP.MS.3 Explain the importance of annual physical health examinations and responding appropriately to unusual aches and pains.

Substance Use and Abuse Strand

1.SUA.MS.1 Critique the pros and cons of using over-the- counter and prescription medications.

1.SUA.MS.2 Assess how alcohol, tobacco, marijuana, and other drugs impact health and disease prevention.

Safety Practices, Injury Prevention, and CPR/AED Strand

1.SIC.MS.1 Examine how health risk behaviors influence safety and injury prevention practices.

1.SIC.MS.2a Perform the psychomotor skills required for the administration of hands-only cardiopulmonary resuscitation (CPR) according to the guidelines of the American Heart Association.

1.SIC.MS.2b Discuss the purpose, operation, and safe use of an automated external defibrillator (AED).

Personal Safety Strand

1.PS.MS.1 Define personal boundaries and clear limits for self and recognize personal boundaries of others.

1.PS.MS.2 Investigate the impact of various abusive and coercive behaviors including mental, physical, social, economic, and legal consequences.

1.PS.MS.3 Summarize the reporting process and include where, when, and to whom to report unsafe situations.

1.PS.MS.5
Define human trafficking and ways to get help.

1.PS.MS.6 Compare the advantages and disadvantages of communicating using technology and social media.

Human Reproductive System, HIV/AIDS, Related Communicable Diseases, & Sexual Responsibility Strand

1.HRS.MS.1 Explain the structures and functions of the human reproductive systems using correct anatomical terms.

1.HRS.MS.2 Describe the physical, social, cognitive and emotional changes of adolescence. 2

1.HRS.MS.3 Explain the scientific process of human reproduction.

1.HRS.MS.4a Describe the signs and symptoms of a pregnancy. 2

1.HRS.MS.4b Explain the health benefits, risks and effectiveness rates of various methods of contraception, including abstinence and condoms.

1.HRS.MS.4c Identify prenatal practices that can contribute to or compromise a healthy pregnancy.

1.HRS.MS.4d Identify the laws relating to pregnancy, abortion, adoption, and parenting

1. HRS.MS.5a Classify the related communicable diseases (STDs/STIs), including HIV/AIDS,
by signs and symptoms, treatments, and modes of transmission.

1.HRS.MS.5b Discuss current preventative approaches, including, but not limited to, HPV vaccinations to combat HIV/AIDS and related communicable diseases (STDs/STIs).

1.HRS.MS.5d Compare and contrast behaviors, including abstinence, to determine the potential transmission risk of related communicable diseases (STDs/STIs) and HIV/AIDS. 2

1.HRS.MS.6 Compare and contrast the characteristics of healthy and unhealthy relationships. 2

1.HRS.MS.7a Define sexual consent and explain its implications for sexual decision- making. 2
1.HRS.MS.7b Discuss laws relating to the sexual conduct of minors, including consent, and criminal sexual conduct.

__________

Content Standard 2: Analyze Influences

Students will analyze the influences of family, peers, culture, media, technology, and other factors have on health behaviors. 1

2.AF.MS.1 Explain how the perceptions of current social expectations influence healthy and unhealthy behaviors.

Content Standard 3: Access Information

Students will demonstrate the ability to access reliable health information, products, and services to enhance
health. 1

3.AI.MS.1 Analyze the validity of health information, products and services. 1

Content Standard 4: Interpersonal Communication

Students will demonstrate the ability to use interpersonal communication skills to enhance health and to avoid or reduce health risks. 1

4.IC.MS.1
Apply effective verbal and nonverbal communication skills to enhance health. 1

4.IC.MS.2 Demonstrate refusal and negotiation skills to avoid or reduce health risks. 1

Content Standard 5: Decision Making

Students will demonstrate the ability to use decision-making skills to enhance health. 1

5.DM.MS.1 Predict the potential short- term impact of healthy and unhealthy decisions on self and others. 1

5.DM.MS.2 Analyze the outcomes of a health-related decision. 1

5.DM.MS.3 Choose healthy alternatives over unhealthy alternatives when making a decision. 1

Content Standard 6: Goal Setting

Students will demonstrate the ability to use goal-setting skills to enhance health. 1

6.GS.MS.1
Apply strategies and skills needed to attain a health goal. 1

6.GS.MS.2 Describe how health goals can vary with changing abilities, priorities, and responsibilities.1

Content Standard 7: Self-Management

Students will demonstrate the ability to practice health-enhancing behaviors and to avoid or reduce health risks. 1

7.SM.MS.1 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. 1

7.SM.MS.2 Demonstrate behaviors that avoid or reduce health risks to self and others. 1

7.SM.MS.3 Explain the importance of assuming responsibility for personal health behaviors. 1

Content Standard 8: Advocacy

Students will demonstrate the ability to support/promote personal, family, and community health. 1

8.AV.MS.1 Demonstrate how to influence and support others to make positive health choices. 1

# data[].attributes.body
Content Standard 1: Core Concepts

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Personal, Community, and Environmental Health Strand

1.PCE.HS.1 Evaluate the impact of a variety of healthy practices and behaviors to maintain or improve personal, community, and environmental health.

1.PCE.HS.2 Evaluate the impact of communicable and non- communicable diseases.

1.PCE.HS.3 Analyze the importance of accepting the similarities and differences of self and others as it relates to personal, community, and environmental health.

1.PCE.HS.4 Evaluate how an individual’s family structure impacts other families and the community.

1.PCE.HS.5 Evaluate the impact genetics, family history, health behaviors, and stress have on individual health.

1.PCE.HS.6a Explain how to register as an organ and tissue donor.

1.PCE.HS.6b Summarize individual and societal benefits of organ and tissue donation.

1.PCE.HS.6c Analyze factual information about organ tissue and donation.

Mental and Emotional Health Strand

1.ME.HS.1 Investigate the relationship between mental health and physical health.

1.ME.HS.2 Analyze ways to decrease the risk of self- injurious or suicidal behaviors.

Nutrition and Physical Activity Strand

1.NP.HS.1 Investigate how personal healthy eating patterns, in accordance to the current federal Dietary Guidelines for Americans, lead to health promotion and disease prevention.

1.NP.HS.2 Analyze the mental, social and physical benefits of daily moderate to vigorous physical activity.

1.NP.HS.3 Evaluate the importance of annual physical health examinations and responding appropriately to unusual aches and pains.

Substance Use and Abuse Strand

1.SUA.HS.1 Analyze the effects of long- term use and abuse of over- the-counter and prescription medications.

1.SUA.HS.2 Analyze the effects of long- term use and abuse of alcohol, tobacco, marijuana, and other drugs as they relate to health and disease prevention..

Safety Practices, Injury Prevention, and CPR/AED Strand

1.SIC.HS.1 Critique how health risk behaviors influence safety and injury prevention practices.

1.SIC.HS.2a Perform the psychomotor skills required for the administration of hands-only cardiopulmonary resuscitation (CPR) according to the guidelines of the American Heart Association.

1.SIC.HS.2b Explain the purpose, operation and safe use of an automated external defibrillator (AED).

Personal Safety Strand

1.PS.HS.1 Develop personal boundaries and clear limits for self and recognize the importance of not violating the personal boundaries of others.

1.PS.HS.2 Analyze the impact related to various abusive and coercive behaviors including mental, physical, social, economic, and legal consequences.

1.PS.HS.3 Diagram the reporting process and include where, when, and whom to report unsafe situations.

1.PS.HS.5 Discuss laws regarding human trafficking.

1.PS.HS.6 Evaluate the potentially positive and negative roles of technology and social media in relationships.

Human Reproductive System, HIV/AIDS, Related Communicable Diseases, & Sexual Responsibility Strand

1.HRS.HS.1 Analyze the role hormones play within the structures and functions of the human reproductive systems.

1.HRS.HS.2 Analyze how brain development has an impact on cognitive, social and emotional changes of adolescence and early adulthood.2

1.HRS.HS.3 Analyze the scientific process of human reproduction.

1.HRS.HS.4a Explain the impact a pregnancy has on the body.

1.HRS.HS.4b Compare and contrast the advantages and disadvantages of various methods of contraception, including abstinence and condoms.

1.HRS.HS.4c Examine prenatal practices that can contribute to or compromise a healthy pregnancy.

1.HRS.HS.4d Compare and contrast the laws relating to pregnancy, abortion, adoption, and parenting. 2

1.HRS.HS.5a Describe signs and symptoms, treatments, and modes of transmission of related communicable diseases (STDs/STIs),including HIV/AIDS.
1.HRS.HS.5b Describe current preventative approaches, including, but not limited to, HPV vaccinations to combat HIV/AIDS and related communicable diseases (STDs/STIs).
1.HRS.HS.5c Describe the laws related to sexual health care services, including related communicable diseases (STD/STIs) and HIV/AIDS testing and treatment. 2

1.HRS.HS.5d Evaluate the effectiveness of abstinence, condoms and other safer sex methods in preventing the spread of related communicable diseases (STDs/STIs), including HIV/AIDS. 2

1.HRS.HS.6 Describe characteristics of healthy and unhealthy romantic and/or sexual relationships. 2

1.HRS.HS.7a Analyze factors that can affect the ability to give or recognize consent to sexual activity.
1.HRS.HS.7b Analyze laws relating to the sexual conduct of minors, including consent, and criminal sexual conduct.

__________

Content Standard 2: Analyze Influences

Students will analyze the influences of family, peers, culture, media, technology, and other factors have on health behaviors. 1

2.AF.HS.1 Analyze how the perceptions of current social expectations influence healthy and unhealthy behaviors.

Content Standard 3: Access Information

Students will demonstrate the ability to access reliable health information, products, and services to enhance
health. 1

3.AI.HS.1 Evaluate the validity of health information, products and services. 1

Content Standard 4: Interpersonal Communication

Students will demonstrate the ability to use interpersonal communication skills to enhance health and to avoid or reduce health risks. 1

4.IC.HS.1
Utilize skills for communicating effectively with family, peers, and others to enhance health. 1

4.IC.HS.2 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. 1

Content Standard 5: Decision Making

Students will demonstrate the ability to use decision-making skills to enhance health. 1

5.DM.HS.1 Compare the potential short- term and long- term impact of healthy and unhealthy decisions on self and others. 1

5.DM.HS.2 Evaluate the effectiveness of health-related decisions. 1

5.DM.HS.3 Defend the healthy choice when making a decision. 1

Content Standard 6: Goal Setting

Students will demonstrate the ability to use goal-setting skills to enhance health. 1

6.GS.HS.1 Implement strategies and monitor progress in achieving a health goal. 1

6.GS.HS.2 Formulate an effective long- term health plan.1

Content Standard 7: Self-Management

Students will demonstrate the ability to practice health-enhancing behaviors and to avoid or reduce health risks. 1

7.SM.HS.1 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others. 1

7.SM.HS.2 Demonstrate a variety of behaviors that avoid or reduce health risks to self and others. 1

7.SM.HS.3 Analyze the role of individual responsibility in enhancing health. 1

Content Standard 8: Advocacy
Students will demonstrate the ability to support/promote personal, family, and community health. 18.AV.HS.1

Demonstrate advocacy for improving personal, family, and community health. 1

# data[].attributes.body
MS
Middle School:

Middle School curricula may include language exploration programs which are not designed to build proficiency (no exit proficiency expectations have been established).

Focused on goals such as introducing basic vocabulary for one or more languages and teaching students about different cultures.

HS
High School:

High school curricula may include language-focused programs. These are intended to d e v e l o p proficiency in the modern language, to articulate to college-level language courses, and to provide the credits students need to meet and exceed college entrance requirements.

Novice-Mid
Novice - High
Intermediate-Low
Intermediate-Mid
Intermediate-High
Advanced-Low
Advanced-Mid
Advanced-High

1.InterpersonalCommunication:
2. Interpretive Communication:
3.PresentationalCommunication
4. Relating Cultural Practices to Perspectives
5. Relating Cultural Products to Perspectives
6. Making Connections
7. Acquiring Information and Diverse Perspectives
8. Language Comparisons
9. Cultural Comparisons
10. School and Global Communities
11. Lifelong Learning

# data[].attributes.body
The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods.

Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure.

As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.

# data[].attributes.body
The AP English Language and Composition course focuses on the development and revision of evidence-based analytic and argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise.

Students evaluate, synthesize, and cite research to support their arguments. Additionally, they read and analyze rhetorical elements and their effects in nonfiction texts—including images as forms of text— from a range of disciplines and historical periods.

# data[].attributes.body
In AP World History: Modern, students investigate significant events, individuals, developments, and processes from 1200 to the present.

Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time.

The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.

# data[].attributes.body
In AP U.S. History, students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change.

The course also provides eight themes that students explore throughout the course in order to make connections among historical developments in different times and places: American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures.

# data[].attributes.body
AP U.S. Government and Politics provides a college-level, nonpartisan introduction to key political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States.

Students will study U.S. foundational documents, Supreme Court decisions, and other texts and visuals to gain an understanding of the relationships and interactions among political institutions, processes, and behaviors.

They will also engage in disciplinary practices that require them to read and interpret data, make comparisons and applications, and develop evidence-based arguments. In addition, they will complete a political science research or applied civics project.

# data[].attributes.body
The Sports Medicine program provides students with an introduction to sports medicine techniques and processes. The program provides the primary skills and knowledge in athletic training and sports medicine-related fields.

The areas of study include physical fitness, human anatomy and physiology, injury evaluation and prevention, and rehabilitation.

# data[].attributes.body
The Video Production program provides students instruction in the various video production processes and techniques. Areas of study include camera operation, on-air  program production, creative works, and video editing.

Students will produce original video and live broadcast productions. Emphasis is placed on writing, pre-/post-production , editing techniques, and studio and engineering procedures.

# data[].attributes.body
The Graphic Design program provides students with an introduction to the principles of creating graphic works.

Areas of study include elements and principles of design, production aspects, legal and ethical issues, and portfolio development.

# data[].attributes.body
The Teaching and Training program provides students with the introduction to the principles of education.

This program addresses human development, care, teaching and learning, so that students can guide the development of learners in an educational setting.

Areas of study include planning and implementing developmentally appropriate activities, basic health and safety practices, and legal requirements for teaching learners.

# data[].attributes.body
AP Calculus AB and AP Calculus BC focus on students’ understanding of calculus concepts and provide experience with methods and applications.

Through the use of big ideas of calculus (e.g., modeling change, approximation and limits, and analysis of functions), each course becomes a cohesive whole, rather than a collection of unrelated topics. Both courses require students to use definitions and theorems to build arguments and justify conclusions.

The courses feature a multirepresentational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Exploring connections among these representations builds understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems. A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential.

Teachers and students should regularly use technology to reinforce relationships among functions, to confirm written work, to implement experimentation, and to assist in interpreting results.

# data[].attributes.body
AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes, energy and communication, genetics, information transfer, ecology, and interactions.

# data[].attributes.body
The AP Chemistry course provides students with a college-level foundation to support future advanced coursework in chemistry.

Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore content such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium.

# data[].attributes.body
Course Description

English 102 is a continuation and extension of English 101 and equivalents with  attention to analytical reading and writing, critical thinking, and research methodologies,  while emphasizing interpretation, analysis, synthesis and argument.  Prerequisite: ENG 100, or 113 or 101 or 101G.

Course Objectives

●   Address purpose, audience, and rhetorical situation

●   Produce writing that demonstrates academic reading skills

●   Use a process approach to compose well-developed, research-based essays

●   Create an argumentative and/or exploratory thesis supported by textual evidence

●   Locate, evaluate, and integrate information sources

●   Summarize, analyze, synthesize, apply, and document source material

●   Control conventions of language, mechanics, and MLA format

# data[].attributes.attachment_link.readable_text
Academic Advising
Graduating high school seniors participating in the Jumpstart Program will want to meet with an Academic Advisor to create a plan to meet your academic goals.
Campus Libraries
Jumpstart students have full access to CSN libraries.
Centers for Academic Success
Centers for Academic Success offers free tutoring to all registered Jumpstart Students. Online tutoring is offered through SMARTHINKING.
Coronavirus (COVID-19) Updates
Students can quickly locate details about the College of Southern Nevada degree programs and course offerings using the General Catalog & Student Handbook.
First Year Experience (FYE) & Student Success Initiatives
We are a "home base" experience of support, connection, and welcome for all new first-year students at CSN connecting students to peers, the community, campus resources and a network for overall success.
Placement Testing Information
ACT, SAT or Accuplacer scores are required and must be submitted by all students who are taking an English, Math or Reading course through the Jumpstart Program. In order to be eligible for Jumpstart courses, participating students must meet the appropriate prerequisites and placement testing requirements as defined by CSN. For more information visit the testing center webpage.
Student Policies & Procedures
CSN Policies provide direction and guidance that, along with Nevada System of Higher Education (NSHE) policies, assist members of the CSN Community in the daily conduct of CSN business.
Transcript Information
Official Transcripts are printed on official paper, include the school's seal and registrar's signature, and are presented in a sealed envelope. These are generally required by institutions for accepting transfer grades.

# data[].attributes.attachment_link.description
Academic Advising Graduating high school seniors participating in the Jumpstart Program will want to meet with an Academic Advisor to create a plan to meet your academic goals. Campus Libraries Jumpstart students have full access to CSN libraries. Centers for Academic Success Centers for Academic Success offers free tutoring to all registered Jumpstart Students.

# data[].attributes.headline
Dual Enrollment || CSN || Academic Life Skills

# data[].attributes.subject
Dual Enrollment || CSN || Academic Life Skills

# data[].attributes.body
Course description:
This course is designed to assist the student in obtaining skills and knowledge necessary to reach his/her educational objectives.

Topics to be covered include memory development, time/priority management, test-taking, communication skills, study techniques, critical thinking, wellness management, understanding diversity, and career issues that face many college students.

This course is recommended for all new students, returning students, and others who may benefit.

Course learning outcomes:
After successfully completing ALS 101, students will be able to:

1. Discuss how they are responsible for creating their own successful college experience,

2. Practice positive behavioral changes,

3. Locate and utilize campus and community resources,

4. Identify and employ specific active learning strategies such as:

Setting realistic and attainable goals

Managing priorities effectively

Reducing stress

Discovering and using one’s dominant learning style to best advantage

Reading texts with improved focus, comprehension, and retention

Listening and comprehending lectures

Taking effective, useful notes

Improving memory and recall techniques

Preparing for and taking tests successfully

Presenting clear oral and written reports

Improving creative and critical thinking skills

5. Locate and utilize a variety of library and technical resources,

6. Implement plans to effectively manage financial resources,

7. Understand personal health and wellness issues,

8. Recognize and understand the value and complexity of a diverse society,

9. Develop stronger and healthier relationships, and

10. Develop a personal, unique career development plan.

# data[].attributes.attachment_link.readable_text
Academic Advising
Graduating high school seniors participating in the Jumpstart Program will want to meet with an Academic Advisor to create a plan to meet your academic goals.
Campus Libraries
Jumpstart students have full access to CSN libraries.
Centers for Academic Success
Centers for Academic Success offers free tutoring to all registered Jumpstart Students. Online tutoring is offered through SMARTHINKING.
Coronavirus (COVID-19) Updates
Students can quickly locate details about the College of Southern Nevada degree programs and course offerings using the General Catalog & Student Handbook.
First Year Experience (FYE) & Student Success Initiatives
We are a "home base" experience of support, connection, and welcome for all new first-year students at CSN connecting students to peers, the community, campus resources and a network for overall success.
Placement Testing Information
ACT, SAT or Accuplacer scores are required and must be submitted by all students who are taking an English, Math or Reading course through the Jumpstart Program. In order to be eligible for Jumpstart courses, participating students must meet the appropriate prerequisites and placement testing requirements as defined by CSN. For more information visit the testing center webpage.
Student Policies & Procedures
CSN Policies provide direction and guidance that, along with Nevada System of Higher Education (NSHE) policies, assist members of the CSN Community in the daily conduct of CSN business.
Transcript Information
Official Transcripts are printed on official paper, include the school's seal and registrar's signature, and are presented in a sealed envelope. These are generally required by institutions for accepting transfer grades.

# data[].attributes.attachment_link.description
Academic Advising Graduating high school seniors participating in the Jumpstart Program will want to meet with an Academic Advisor to create a plan to meet your academic goals. Campus Libraries Jumpstart students have full access to CSN libraries. Centers for Academic Success Centers for Academic Success offers free tutoring to all registered Jumpstart Students.

# data[].attributes.body
The objective of this course is to provide students with a comprehensive understanding of film as an art form, a cultural artifact, and a medium for storytelling. Aligned with the Nevada Academic Content Standards for English Language Arts and Media Literacy, this course will explore the history, theory, and techniques of filmmaking while encouraging critical analysis and interpretation of films from various genres, cultures, and time periods.

Students will examine the elements of film, including cinematography, editing, sound, and narrative structure, while engaging in discussions about the social, political, and cultural contexts of the films studied. Through hands-on projects, such as creating short films, writing screenplays, and conducting film analyses, students will develop their creative skills and gain insight into the filmmaking process. The course promotes critical thinking, creativity, and collaboration while encouraging students to articulate their thoughts and opinions on film.

Key standards include:

• Analyzing and interpreting the themes, characters, and cinematic techniques used in films (NV ELA Standards RL.7.2, RL.8.2, RL.9-10.2)

• Evaluating the impact of historical, cultural, and social contexts on film production and reception (NV ELA Standards W.7.7, W.8.7, W.9-10.7)

• Creating original film projects that demonstrate an understanding of storytelling, visual composition, and sound design (NV ELA Standards W.7.3, W.8.3, W.9-10.3)

• Developing media literacy skills to critically analyze and discuss film as a form of communication (NV ELA Standards SL.7.1, SL.8.1, SL.9-10.1)

This course aims to equip students with the skills to critically engage with film, fostering an appreciation for cinema as a powerful medium for artistic expression and cultural commentary, and preparing them for future studies in film, media, and related fields.

# data[].attributes.body
The objective of this course is to develop students’ skills in written, visual, and digital communication by engaging them in the production of various forms of media, such as school newspapers, yearbooks, and online platforms. Aligned with the Nevada Academic Content Standards for English Language Arts and Digital Literacy, students will apply critical reading, writing, speaking, and listening skills to real-world media production. They will also develop digital citizenship and ethical media creation and distribution responsibilities.

Students will learn the principles of journalism, photography, layout design, and digital publishing while fostering creativity, collaboration, and critical thinking. Through hands-on projects, students will research, write, edit, and present content, meeting Nevada’s expectations for developing effective communication and media literacy. This course will prepare students for real-world media production applications and provide opportunities to practice leadership and teamwork within a journalistic context.

# data[].attributes.body
The objective of this course is to provide middle school students with a solid foundation in English Language Arts (ELA) by enhancing their reading, writing, speaking, and listening skills. Aligned with the Nevada Academic Content Standards for English Language Arts, this course focuses on developing critical literacy skills, fostering a love for literature, and preparing students for success in higher-level ELA courses and real-world communication.

Students will engage with a diverse array of texts, including novels, short stories, poetry, and informational articles, to improve their comprehension, analytical, and interpretive skills. Through various writing exercises, they will learn to craft clear and coherent narratives, informative essays, and persuasive pieces while developing their unique voices as writers. Additionally, the course emphasizes the importance of collaborative discussions and presentations, promoting active listening and respectful dialogue among peers.

Key standards include:

• Analyzing and discussing literary elements, themes, and character development in diverse texts (NV ELA Standards RL.6.1, RL.7.1, RL.8.1)

• Developing writing skills for different purposes and audiences, including narrative, expository, and argumentative writing (NV ELA Standards W.6.2, W.7.2, W.8.2)

• Engaging in collaborative discussions, articulating ideas clearly, and responding to peers with respect and consideration (NV ELA Standards SL.6.1, SL.7.1, SL.8.1)

• Demonstrating knowledge of language conventions, including grammar, punctuation, and vocabulary usage (NV ELA Standards L.6.1, L.7.1, L.8.1)

This course aims to equip middle school students with the foundational skills needed for proficient reading and writing, effective communication, and critical thinking, fostering a supportive and engaging environment that encourages a lifelong appreciation for literature and learning.

# data[].attributes.body
The objective of this course is to provide targeted support to middle school students in developing their mathematical skills, confidence, and problem-solving abilities. Aligned with the Nevada Academic Content Standards for Mathematics, this course focuses on reinforcing foundational concepts and addressing individual learning needs to prepare students for success in higher-level math courses.

Students will engage in a variety of activities that emphasize critical thinking, real-world applications, and collaborative learning. The course will cover essential topics such as arithmetic operations, fractions, decimals, percentages, geometry, and basic algebra, ensuring students gain a solid understanding of these concepts. Through hands-on projects, interactive technology, and practice problems, students will build their mathematical reasoning and develop effective study strategies.

Key standards include:

• Mastering fundamental math operations, including addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals (NV Math Standards 6.NS.1, 7.NS.1)

• Applying problem-solving strategies to real-world scenarios and mathematical challenges (NV Math Standards 6.RP.1, 7.RP.1)

• Understanding and using basic geometric concepts, including area, perimeter, volume, and properties of shapes (NV Math Standards 6.G.1, 7.G.1)

• Developing skills in interpreting and representing data using graphs, charts, and tables (NV Math Standards 6.SP.4, 7.SP.4)

This course aims to empower students with the skills and confidence needed to succeed in mathematics, fostering a positive attitude toward learning and helping them develop a strong foundation for future academic achievement.

# data[].attributes.body
This class is no longer offered as a CTE course; however, the instructor does use the standards set for set by the state.

The standards in this document are designed to clearly state what the student should know and be able to do upon completion of an advanced high school Criminal Justice program.

# data[].attributes.body
Ever thought about how social media impacts teen mental health? Do you think rules around college sports should be changed? In AP Seminar, you choose what real-world or academic topics to investigate. AP Seminar teaches you how to find and use evidence from experts, and how to present the case from your own perspective effectively, both through writing and multimedia presentations

Skills You'll Learn

Reading and analyzing articles, studies, and other texts

Gathering and combining information from sources

Viewing an issue from multiple perspectives

Crafting arguments based on evidence

The AP Seminar assessment has three parts: two performance tasks—which you’ll complete over the course of the year and submit online for scoring through the AP Digital Portfolio—and the end-of-course AP Exam. The end-of-course exam is a fully digital exam in the Bluebook testing app and all responses are automatically submitted at the end of the exam. The three parts of the assessment measure your proficiency in the course skills, and all contribute to your final AP score on a scale of 1–5.

# data[].attributes.body
Skills You'll Learn

Conducting independent research

Analyzing sources and evidence

Applying context and perspective

Writing a college-level academic paper

Presenting research findings to an audience

There is no end-of-course written exam for AP Research. Instead, you’ll be assessed on performance tasks you complete that are based on your yearlong research project: an academic paper (which you’ll submit online for scoring through the AP Digital Portfolio), a presentation, and an oral defense of your research. These components all contribute to your final AP score on a scale of 1–5.

# data[].attributes.body
Immerse yourself in AP Human Geography by investigating population trends, exploring diverse cultural landscapes, and identifying spatial patterns across various scales. From bustling cities to rural areas, you’ll embark on a journey of discovery as you examine the diverse interactions that people have with the environment.

Skills You'll Learn

Connecting geographic concepts and processes to real-life scenarios

Understanding information shown in maps, tables, charts, graphs, infographics, images, and landscapes

Seeing patterns and trends in data and in visual sources such as maps and drawing conclusions from them

Understanding spatial relationships using geographic scales

# data[].attributes.body
The objective of this course is to develop students’ skills in written, visual, and digital communication by engaging them in the production of various forms of media, such as school newspapers, yearbooks, and online platforms. Aligned with the Nevada Academic Content Standards for English Language Arts and Digital Literacy, students will apply critical reading, writing, speaking, and listening skills to real-world media production. They will also develop digital citizenship and ethical media creation and distribution responsibilities.

Students will learn the principles of journalism, photography, layout design, and digital publishing while fostering creativity, collaboration, and critical thinking. Through hands-on projects, students will research, write, edit, and present content, meeting Nevada’s expectations for developing effective communication and media literacy. This course will prepare students for real-world media production applications and provide opportunities to practice leadership and teamwork within a journalistic context.

# data[].attributes.body
The objective of this course is to promote physical fitness, athletic development, and overall well-being by introducing students to the principles of strength training, conditioning, and personal fitness. Aligned with the Nevada Physical Education Standards, students will develop a comprehensive understanding of designing, implementing, and monitoring personalized fitness programs. The course focuses on strength training techniques, cardiovascular conditioning, flexibility, and injury prevention while encouraging lifelong habits for a healthy lifestyle.

Students will learn proper form, technique, and safety in various exercises, including weight training, functional movements, and endurance activities. The course emphasizes setting realistic goals, tracking progress, and adapting programs to meet individual needs. By fostering teamwork, discipline, and self-motivation, students will enhance their physical capabilities, preparing them for athletic performance and long-term fitness.

Key standards include:

• Demonstrating competency in motor skills and movement patterns for strength and conditioning activities (NV PE Standards 1.8.1, 1.12.1)

• Understanding and applying principles of training, including overload, progression, and specificity (NV PE Standards 2.8.3, 2.12.3)

• Participating in regular physical activity to achieve and maintain a health-enhancing level of fitness (NV PE Standards 3.8.1, 3.12.1)

• Demonstrating knowledge of proper nutrition and how it supports fitness goals (NV PE Standards 4.8.4, 4.12.4)

This course prepares students to take responsibility for their physical health, build strong fitness foundations, and develop the skills necessary to maintain an active and balanced lifestyle well beyond their school years.

# data[].attributes.body
The objective of this course is to cultivate students’ public speaking, argumentation, and critical thinking skills through structured participation in various forms of speech and debate. Aligned with the Nevada Academic Content Standards for English Language Arts and Speaking & Listening, students will learn to research, organize, and present well-reasoned arguments and effectively communicate their ideas in both formal and informal settings.

Through this course, students will explore different debate formats (such as Lincoln-Douglas, policy, and public forum) and speech categories (such as informative, persuasive, and extemporaneous speaking). The course emphasizes developing confidence, clarity, and persuasion in public speaking, as well as fostering active listening, respect for diverse viewpoints, and the ability to engage in civil discourse.

Key standards include:

• Engaging effectively in a range of collaborative discussions and debates, expressing ideas clearly and persuasively (NV ELA Standards SL.7.1, SL.8.1, SL.9-10.1)

• Evaluating a speaker’s argument, reasoning, and evidence to assess validity and relevance (NV ELA Standards SL.7.3, SL.8.3, SL.9-10.3)

• Presenting information, findings, and evidence clearly and logically to support a particular point of view (NV ELA Standards SL.7.4, SL.8.4, SL.9-10.4)

• Researching to gather, evaluate, and synthesize evidence to prepare for arguments (NV ELA Standards W.7.7, W.8.7, W.9-10.7)

This course equips students with essential communication and analytical skills, preparing them to excel in academic, professional, and civic environments. It encourages critical engagement with complex issues and promotes respectful, reasoned discourse as a foundation for active participation in society.

# data[].attributes.body
The objective of this course is to promote lifelong physical activity and well-being through the practice of fitness walking. Aligned with the Nevada Physical Education Standards, this course will help students develop cardiovascular endurance, muscle strength, and overall health while learning proper walking techniques, pacing, and goal-setting. Students will explore the benefits of walking as a low-impact, accessible form of exercise that can be incorporated into daily life.

Through participation in fitness walks, goal tracking, and personal fitness planning, students will learn how to monitor their heart rate, measure distances, and maintain proper form to maximize the benefits of walking. The course also focuses on strategies for developing and maintaining a healthy lifestyle, encouraging students to engage in regular physical activity beyond the classroom.

Key standards include:

• Participating in walking activities that improve cardiovascular fitness and overall health (NV PE Standards 3.8.1, 3.12.1)

• Setting personal fitness goals and tracking progress through walking activities (NV PE Standards 4.8.1, 4.12.1)

• Demonstrating knowledge of safety, posture, and proper techniques in walking for fitness (NV PE Standards 2.8.2, 2.12.2)

• Understanding the benefits of physical activity for mental, emotional, and physical health (NV PE Standards 5.8.1, 5.12.1)

This course equips students with the knowledge and skills to incorporate walking as a sustainable, enjoyable form of exercise that promotes lifelong fitness and well-being.

# data[].attributes.body
The objective of this course is to explore the rich traditions of folklore and mythology from various cultures, analyzing the stories, characters, and themes that have shaped societies throughout history. Aligned with the Nevada Academic Content Standards for English Language Arts, students will engage in critical reading, writing, and discussion as they study mythological narratives, folktales, and legends. The course encourages students to examine the cultural, historical, and moral significance of these stories and their impact on literature, art, and modern society.

Through comparative analysis of myths and folklore from diverse regions, students will learn to identify universal themes such as creation, heroism, morality, and the human condition. They will also explore the symbolic language and archetypes commonly found in mythological traditions, and how these stories reflect the values and beliefs of the cultures that created them.

Key standards include:

• Analyzing themes, characters, and settings in folklore and mythology from different cultures (NV ELA Standards RL.7.2, RL.8.2, RL.9-10.2)

• Comparing and contrasting myths, legends, and folktales across cultures and time periods (NV ELA Standards RL.7.9, RL.8.9, RL.9-10.9)

• Conducting research to explore the historical and cultural contexts of mythological narratives (NV ELA Standards W.7.7, W.8.7, W.9-10.7)

• Writing creative and analytical pieces that interpret or reimagine mythological and folkloric stories (NV ELA Standards W.7.3, W.8.3, W.9-10.3)

This course encourages students to appreciate the timeless power of storytelling, offering insights into how mythology and folklore reflect human experience and continue to influence contemporary culture, literature, and art.

# data[].attributes.body
The objective of this course is to introduce students to the scientific study of human behavior and mental processes. Aligned with the Nevada Academic Content Standards for Social Studies and Science, the course covers key concepts in psychology, including biological foundations of behavior, cognitive processes, emotional regulation, developmental psychology, and social influences on behavior. Students will explore psychological theories, research methods, and real-world applications to better understand themselves and others.

Through hands-on activities, case studies, and experiments, students will analyze human behavior, thought processes, and emotions from various psychological perspectives. The course fosters critical thinking, empathy, and self-awareness, helping students recognize the complexity of mental health and human interactions while building a foundation for future studies in the behavioral sciences.

Key standards include:

• Understanding the biological basis of behavior and the role of the brain, nervous system, and hormones in shaping thoughts and actions (NV Science Standards LS1.D, LS1.A)

• Exploring psychological development across the lifespan, including cognitive, social, and emotional growth (NV Social Studies Standards SS.6-8.WHI.5, SS.9-12.EWH.1)

• Applying research methods to understand behavior, including observation, experimentation, and ethical considerations (NV Science Standards S.6-8.N.2, S.9-12.N.1)

• Examining the effects of culture, society, and environment on behavior and mental processes (NV Social Studies Standards SS.6-8.CE.5, SS.9-12.CE.1)

This course equips students with the tools to better understand themselves and others, fostering skills in critical analysis, research, and emotional intelligence, and preparing them for further study in psychology and related fields.

# data[].attributes.body
The objective of this course is to develop students’ skills in written, visual, and digital communication by engaging them in the production of various forms of media, such as school newspapers, yearbooks, and online platforms. Aligned with the Nevada Academic Content Standards for English Language Arts and Digital Literacy, students will apply critical reading, writing, speaking, and listening skills to real-world media production. They will also develop digital citizenship and ethical media creation and distribution responsibilities.

Students will learn the principles of journalism, photography, layout design, and digital publishing while fostering creativity, collaboration, and critical thinking. Through hands-on projects, students will research, write, edit, and present content, meeting Nevada’s expectations for developing effective communication and media literacy. This course will prepare students for real-world media production applications and provide opportunities to practice leadership and teamwork within a journalistic context.

# data[].attributes.body
MS
Middle School:

Middle School curricula may include language exploration programs which are not designed to build proficiency (no exit proficiency expectations have been established).

Focused on goals such as introducing basic vocabulary for one or more languages and teaching students about different cultures.

HS
High School:

High school curricula may include language-focused programs. These are intended to d e v e l o p proficiency in the modern language, to articulate to college-level language courses, and to provide the credits students need to meet and exceed college entrance requirements.

Novice-Mid
Novice - High
Intermediate-Low
Intermediate-Mid
Intermediate-High
Advanced-Low
Advanced-Mid
Advanced-High

1.InterpersonalCommunication:
2. Interpretive Communication:
3.PresentationalCommunication
4. Relating Cultural Practices to Perspectives
5. Relating Cultural Products to Perspectives
6. Making Connections
7. Acquiring Information and Diverse Perspectives
8. Language Comparisons
9. Cultural Comparisons
10. School and Global Communities
11. Lifelong Learning

# data[].attributes.body
Novice

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

Intermediate

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

Accomplished

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

Advanced

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

# data[].attributes.body
Proficient || Accomplished || Advanced

Creating: Conceiving and developing new artistic ideas and work.

Presenting: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

# data[].attributes.body
The arts are essential in education and they provide students with a means to think, feel, and understand the world in unique ways. The meta-cognitive skills learned through instruction in the arts fosters effective work habits, creativity and innovation, critical thinking and problem solving, communication, and collaboration, each of which transfers across content areas preparing students for life in the 21st century.

These revised Nevada Academic Content Standards for Fine Arts are to guide districts and schools as they create elective coursework encompassing five disciplines: Visual Arts, Music, Theater, Dance, and Media Arts, predicated on a belief that Artistic Literacy provides students with an ability to create, present, critique, and connect art to their academic studies, lives, and the world around them. While all schools may not offer coursework in each discipline, these standards exemplify a growing body of work that allows students to fully realize artistic attitudes and apply this learning to college, career, and community life goals.

# data[].attributes.body
Proficient || Accomplished || Advanced

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external content.

# data[].attributes.body
Novice

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

Intermediate

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

Accomplished

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

Advanced

Creating: Conceiving and developing new artistic ideas and work.

Performing: Realizing artistic work through interpretation and presentation.

Responding: Understanding and evaluating how the arts convey meaning.

Connecting: Relating artistic ideas and work with personal meaning and external context.

# data[].attributes.body
The objective of this course is to develop students’ vocal performance skills, musical literacy, and appreciation for diverse choral music. Aligned with the Nevada Fine Arts Standards for Music, students will learn proper vocal technique, sight-reading, and ensemble performance through the study and practice of a wide range of musical styles, from classical to contemporary. This course aims to foster creativity, collaboration, and a deeper understanding of music as a form of artistic and cultural expression.

Students will engage in regular rehearsals, develop listening and interpretive skills, and learn the fundamentals of music theory as it applies to vocal performance. Through solo and group performances, students will build confidence, discipline, and the ability to work as part of a cohesive musical ensemble. They will also reflect on the cultural and historical contexts of the music they perform, enhancing their awareness of music’s role in society.

Key standards include:

• Singing a variety of choral repertoire with accuracy, expression, and attention to musical detail (NV Fine Arts Standards MU:Pr4.1.7a, MU:Pr4.1.8a, MU:Pr4.1.E.5a)

• Developing vocal techniques, including breath control, tone production, diction, and pitch accuracy (NV Fine Arts Standards MU:Pr5.1.7a, MU:Pr5.1.8a, MU:Pr5.1.E.5a)

• Reading and interpreting musical notation and symbols for effective sight-singing and performance (NV Fine Arts Standards MU:Pr4.2.7a, MU:Pr4.2.8a, MU:Pr4.2.E.5a)

• Reflecting on and evaluating personal and group performances to improve technical and artistic quality (NV Fine Arts Standards MU:Re9.1.7a, MU:Re9.1.8a, MU:Re9.1.E.5a)

This course nurtures a lifelong love of music, strengthens students’ abilities as performers, and encourages collaboration and self-expression through the art of choral singing.

# data[].attributes.body
The objective of this course is to introduce students to the fundamental techniques and artistic principles of ceramics, enabling them to create functional and sculptural works of art using clay. Aligned with the Nevada Fine Arts Standards for Visual Arts, this course emphasizes the development of hand-building skills, wheel-throwing techniques, and an understanding of the properties of clay and glazing. Students will also explore the historical, cultural, and contemporary significance of ceramics as an art form.

Through hands-on projects, students will experiment with various methods such as slab building, coiling, and pinch pot construction, as well as gain proficiency on the potter’s wheel. They will also study the elements and principles of design as applied to three-dimensional works, learning how to shape and finish ceramic pieces with attention to form, function, and aesthetics. The course encourages creativity, problem-solving, and craftsmanship while fostering an appreciation for the tactile and transformative nature of ceramics.

Key standards include:

• Creating original ceramic works using a variety of hand-building and wheel-throwing techniques (NV Fine Arts Standards VA:Cr2.1.7a, VA:Cr2.1.8a, VA:Cr2.1.E.5a)

• Demonstrating an understanding of the properties of clay, glazing, and firing processes (NV Fine Arts Standards VA:Cr2.2.7a, VA:Cr2.2.8a, VA:Cr2.2.E.5a)

• Applying the elements of art and principles of design to create aesthetically pleasing ceramic forms (NV Fine Arts Standards VA:Cr3.1.7a, VA:Cr3.1.8a, VA:Cr3.1.E.5a)

• Analyzing and reflecting on the cultural, historical, and contemporary uses of ceramics in various societies (NV Fine Arts Standards VA:Re7.1.7a, VA:Re7.1.8a, VA:Re7.1.E.5a)

This course helps students develop technical skills, artistic expression, and an understanding of ceramics as both a functional craft and a fine art, preparing them for continued study or personal practice in the field.

# data[].attributes.body
The objective of this course is to provide students with a comprehensive understanding of film as an art form, a cultural artifact, and a medium for storytelling. Aligned with the Nevada Academic Content Standards for English Language Arts and Media Literacy, this course will explore the history, theory, and techniques of filmmaking while encouraging critical analysis and interpretation of films from various genres, cultures, and time periods.

Students will examine the elements of film, including cinematography, editing, sound, and narrative structure, while engaging in discussions about the social, political, and cultural contexts of the films studied. Through hands-on projects, such as creating short films, writing screenplays, and conducting film analyses, students will develop their creative skills and gain insight into the filmmaking process. The course promotes critical thinking, creativity, and collaboration while encouraging students to articulate their thoughts and opinions on film.

Key standards include:

• Analyzing and interpreting the themes, characters, and cinematic techniques used in films (NV ELA Standards RL.7.2, RL.8.2, RL.9-10.2)

• Evaluating the impact of historical, cultural, and social contexts on film production and reception (NV ELA Standards W.7.7, W.8.7, W.9-10.7)

• Creating original film projects that demonstrate an understanding of storytelling, visual composition, and sound design (NV ELA Standards W.7.3, W.8.3, W.9-10.3)

• Developing media literacy skills to critically analyze and discuss film as a form of communication (NV ELA Standards SL.7.1, SL.8.1, SL.9-10.1)

This course aims to equip students with the skills to critically engage with film, fostering an appreciation for cinema as a powerful medium for artistic expression and cultural commentary, and preparing them for future studies in film, media, and related fields.

# data[].attributes.body
The objective of this course is to introduce students to a variety of lifetime sports and recreational activities that promote lifelong physical fitness, personal enjoyment, and social interaction. Aligned with the Nevada Physical Education Standards, this course emphasizes the development of skills, strategies, and knowledge needed to participate in activities such as tennis, golf, badminton, swimming, and fitness walking.

Students will engage in hands-on practice, learning proper techniques, rules, and etiquette for each sport while understanding the importance of maintaining an active lifestyle throughout their lives. The course will also focus on goal-setting, teamwork, and the development of leadership skills, encouraging students to participate in physical activities beyond the classroom.

Key standards include:

• Demonstrating competency in motor skills and movement patterns necessary for participating in lifetime sports (NV PE Standards 1.8.1, 1.12.1)

• Understanding and applying the rules, strategies, and etiquette of various lifetime sports (NV PE Standards 2.8.3, 2.12.3)

• Participating regularly in physical activity to achieve and maintain a health-enhancing level of fitness (NV PE Standards 3.8.1, 3.12.1)

• Recognizing the benefits of physical activity for mental, emotional, and social well-being (NV PE Standards 5.8.1, 5.12.1)

This course aims to equip students with the knowledge and skills to engage in a variety of sports and activities throughout their lives, fostering a lifelong commitment to health and fitness while promoting social connections and personal enjoyment.

# data[].attributes.body
The objective of this course is to provide students with a comprehensive understanding of the principles of physical fitness, exercise science, and healthy lifestyle choices. Aligned with the Nevada Physical Education Standards, this course emphasizes the development of foundational knowledge and skills necessary for achieving and maintaining personal fitness and well-being throughout life.

Students will learn about the components of fitness, including cardiovascular endurance, muscular strength, flexibility, and body composition. They will explore the principles of training, goal-setting, and nutrition, while engaging in various physical activities that promote fitness and overall health. The course will also emphasize the importance of developing a balanced fitness routine that incorporates strength training, aerobic exercise, and flexibility work.

Key standards include:

• Understanding and applying the components of fitness and their relationship to overall health (NV PE Standards 1.8.1, 1.12.1)

• Designing and implementing a personalized fitness program that addresses individual goals and needs (NV PE Standards 2.8.3, 2.12.3)

• Participating in a variety of fitness activities to develop cardiovascular endurance, muscular strength, and flexibility (NV PE Standards 3.8.1, 3.12.1)

• Analyzing the impact of nutrition on physical performance and overall health (NV PE Standards 4.8.4, 4.12.4)

This course aims to equip students with the knowledge, skills, and motivation to take responsibility for their fitness and health, fostering a lifelong commitment to physical activity and wellness.

# data[].attributes.attachment_link.description
CERT is an online assessment product that provides administrators, teachers, parents, and students with the information they need to maximize career and college opportunities for students.

# data[].attributes.body
Improving instructional outcomes depends on the accessibility of accurate and precise data that accords exactly with state and national objectives. CERT assessments aren’t measuring subjective or momentary standards. Rather, our assessments mimic the ACT® and SAT® in timing/question proportions, content, subcategory proportions, and standard representation. Teachers have enough on their plates, so attempting to make correlations between local, state, and national standard expectations can be overwhelming. Each CERT test beginning in grade 5 is designed to assess both National (ACT® and SAT®) and local (Common Core and various state derivative) standards, so teachers no longer have to face division in instructional focus.

CERT exams take the guess work out of Curriculum-Instruction-Assessment cycle, guaranteeing the most accurate experience on the most critical tests. This allows students, teachers, principals, and parents to know exactly the needs of individual students as they pursue College Readiness and high performance on state mandated assessments at once.

Individual Learning Paths

Teachers are faced with a near impossible task: meet EACH student where she is and take her to where she aspires to be. Schools who approach this challenge honestly are seeking to support teachers with new and innovative tools to aid in the differentiation process. CERT’s student experience is a robust instructional environment that offers thousands of tutorials and lessons based entirely and exactly on individual student need.

Our intuitive platform identifies underlying skill deficiencies on an individual basis, designs an individual learning pathway for the student, provides research based instructional videos, and alerts the student’s teachers of individual strengths and weaknesses based on ACT® College and Career Readiness Standards (and/or) SAT® College College and Career Readiness Benchmarks, the Common Core State Standards, and (often) state-specific standards. With CERT, no student is left behind instructionally.

Robust Analytics

Can we agree on something? The deepest curriculum imaginable paired with the most effective instructional practices conceivable are relegated to futility if not driven by the most critical data available. Principals and teachers are yoked to the burden of college readiness for every student, as typically measured by the ACT® or SAT®. How certain are our educators of future student performance on these tests? Uncertain at best, and totally blindfolded at worst. The truth is, teachers and principals need real, actionable data to inform a standards-based instructional process.

Our reports are strategically designed to provide the greatest degree of insight with the least amount of effort. Because CERT was developed with principals, teachers, parents, and students at the table, the analytical design is tailored to the actual, specific needs of all stakeholders, not the theoretical dreams that tend to come from most assessment programs. After all, data serves but one purpose – telling the evolving story of improving student outcomes.

Professional Test Prep

Let’s be clear – CERT is an assessment program with individualized remediation based on student and group performance. If we’re being honest, however, preparing well for standardized college exams matters, as a single point can be the difference between a qualifying and disqualifying score for admission or scholarship. For this reason, CERT has included test-prep strategies throughout the student remedial experience. This happens by way of question timing, question type analytics, and test-prep strategies for each of the four subject areas.

All CERT video test prep is provided by an expert ACT®/SAT® tutor, who is also the founder and CEO of ePrep, the parent company of CERT. Our tutor has decades of experience in preparing students of all ability levels for some of the nations’ most prestigious colleges and universities. Don’t trust just any company with “prep” in the name. Rather, trust the professionals who have perfected the methodology that all others are trying to mimic.