CSB Handbook

About Crater School of Business

The CSB swagger started in 1993 and this Crater "icon" continues to adapt, improve, and produce successful community members. It's our belief that each student should take charge of their own education. We want our students to embrace the culture of CSB -- which means that we are ALL – Sinks, Rogan, and each and every CSBeast – responsible for the success of our classroom.

Sinks and Rogan are committed to push, inspire, and challenge our students. We expect our students to commit to doing the best they can, to embrace a different way of learning, and to take on new opportunities. This is truly a dress rehearsal for the big leagues, so take it on at full speed!

Curriculum & Credits

The School of Business is a two-year program that integrates English, social studies, business, marketing, entrepreneurship, economics, and technology. The core curriculum alternates each year between an economics/marketing focus (odd year) to a global studies/international business focus (even year). CSB meets Common Core Standards for 11th and 12th grades in the College and Career Readiness Anchor Standards for Reading, Writing, Speaking, and Literacy in Social Studies.

Over the course of the two-year program, students will earn:

Dual College Credits Through Klamath Community College (KCC)

Students in CSB may receive 24 college credits through the KCC Dual College Credit program for FREE. Sinks and Rogan are approved instructors with KCC to provide College Now credits in writing, business, and computer science. Click here to view the full list of College Now credits offered in CSB.

Students must meet specific requirements in order to earn college credit. Some courses may require additional coursework, and/or testing in order to successfully meet State requirements. Students are responsible for turning in all required paperwork prior to receiving credit from KCC. Students do NOT automatically receive college credit for successfully completing CSB.

General Dual Credit Requirements and Guidelines

  1. In order to receive the college credits that Rogan and Sinks offer, students must be enrolled in CSB for two (2) years*. At the start of spring term, senior students will register for the College Now courses they qualify for.
  2. Students now can earn an A, B, C, D or F in the respective CSB course in order to earn college credit *– students who have grades that fall below the C mark will now receive less than desirable college credit. The grade a student earns will be the grade submitted for the College Now course and will also be the grade represented on the students' official KCC transcript. Please note: it's important to understand how a college transcript can affect you as a future college student. Please see Rogan or Sinks if you have questions about your college prospects and intended major
  3. Writing 121 additional requirements:
    • Students must pass the ELA Smarter Balanced Assessment (SBAC) – or an equivelant assessment – with a score of 3 or higher
    • Students must complete a Performance Task Work Sample with a passing score. A passing score is a 4 or higher in each of the four writing strands of the Oregon Writing Scoring Guide

Earning college credits as a high school student can have a huge financial benefit for future college students. Not only does it allow our students to have a "foot in the door" to college as a high school student, it often allows students to start college as a sophomore instead of as an incoming freshman, saving students thousands of dollars. Please see Rogan or Sinks if you have any questions or visit https://www.klamathcc.edu/Admissions/High-School/High-School-Connections/College-Now-Program.

* Individual exceptions may be made. Juniors who leave CSB will not receive College Now Credit. A student who enters CSB as a senior may be eligible for some College Now credit.

State Assessments and Work Samples

A key component of the State of Oregon graduation requirements require students to pass a reading and writing assessment. Beginning in the school year 2014-15, juniors take the Smarter Balanced Assessment between April and June. The Smarter Balanced Assessment combines reading, writing, and critical thinking skills into one (1) assessment instead of two as in the previous OAKS assessment.

Students in CSB will learn and utilize essential reading, writing, and critical thinking skills in daily skill building exercises and activities, challenging assignments, and innovative projects. Additionally, students will complete at least two (2) writing samples to serve two purposes: (1) to practice for a formal writing assessment, and (2) to work toward "banking" two writing samples that meet the State Writing Assessment requirements as an alternative in the event a student does not meet the Smarter Balanced Assessment.

Internships

All School of Business students will participate in an internship at a local organization of his or her interest during the time they would normally spend in class. We will start our internship program in late October or early November this year.

  1. Students have TWO weeks to find an internship without penalty once we have started the internship process. After those two weeks, students without an internship will be required to do an internship makeup assignment and will only receive 3/5 possible points for the day.
  2. It is crucial that students help find internship placements - friends, family, businesses you frequent. Help us help you.
  3. Internship days count as assignments in CSB. Dates TBA
  4. Failure to attend an internship will result in the student receiving an I (incomplete) for that assignment and it must be made up.
  5. Students are expected to arrange for their own transportation and will be responsible for turing in a weekly timesheet (provided).
  6. If a student is to miss an internship day, they are expected to call both their internship site and instructors beforehand or number in the Tech Center/CSB is 541-494-6356 - students should also email Sinks and Rogan.
  7. DO NOT SCHEDULE APPOINTMENTS ON INTERNSHIP DAYS!! (Haircuts, nails, tanning, ortho, dentist, cosmetologist, photographer, bookie, etc are all examples of places/businesses you should not be at during your internship time.)
  8. Absences are required to be made up to pass the class by completing the 2 hour block of time at your intern. Should this option not work out, an extremely painful written assignment will be assigned which will result in the student getting a maximum grade of 2.
  9. Students may be pulled from internship sites for lack of attendance and will forfeit one school credit if this becomes necessary.
  10. Signed contracts are required between students, parents, and intern supervisors regarding transportation and participation in a non-paid work experience.

Summit Learning Platform

Students access course curriculum through the Summit Learning platform and will submit their work in the platfrom unless noted by the teacher.

The Summit Learning platfrom is a powerful tool for students, parents, and teachers. The platfrom is designed around 3 key features:

  1. Support from a caring mentor via the Mentorship Period
  2. Life skills that students can apply to real-world situations
  3. An ability to use self-direction to develop self-confidence, understand their own strengths and weaknesses, and prepare themselves for life after graduation

The Summit Learning platform does NOT replace the teacher, nor the classroom; rather, it is a way for students to access course curriculum from anywhere with an internet connection. Most importantly, Summit Learning is designed to empower students by enabling them to take charge of their own learning through the platfom's unique goal setting feature. These S.M.A.R.T. Goals help students to develop plans of action and are shared with their teacher and mentor in the platform. This gives students a greater ability to communicate their learning needs with their teachers!

Perhaps the most powerful feature of Summit Learning is the Mentorship Program. At this time, every junior and senior in BIS meets with a mentor once a week. The mentorship feature is a powerful tool in the platform that is designed to give teachers incredible insight into a student's peformance in their classes. Teachers and mentors use this data to help students in areas where they are struggling or to challenge them in areas where they excel.

So what's the difference between Summit and Synergy?

There are huge differences between the two. What students and parents need to know is that Summit will be how students access course curriculum like they do now in the BIS website for many of their courses including this one. Synergy is essentially an electronic gradebook; it's not designed around delivering content or empowering students to take charge of their learning. Rather, it's designed as an end product to record and store student grades. Summit Learning is designed to proactively monitor and quantify student progress in place of a post-performance system like Synergy.

Please note: Synergy is NOT going away in BIS. We will still use Synergy as a means to record student PROGRESS REPORT GRADES and FINAL GRADES for a trimester.

Students and parents will be able to track progress and performance in the Summit Platform. Parents can access the Summit Learning Platfrom by visiting https://www.summitlearning.org/parents/login

Attendance

Attending class is a key component of being successful in E4. In business terms, a person with solid "soft skills" such as good attendance, are almost always retained and/or promoted over others who do not have those skills. We value and emphasize soft skills through the Employability Evaluation (see below).

While we recognize that some absences and tardies are beyond a student's control, we want students to communicate with us via email (jeremy.sinks@district6.org) the times when he/she misses a class – this is just a good overall practice as this is the case in any job.

It is the responsibility of a student who misses class to check our agenda on the E4 website or Summit Learning for assignments and activities he/she misses.

Grading

Grades are based on the BIS standard scale:

Grades are weighted as follows:

Student projects are graded using the Summit Learning Cognitive Skills Rubric. The Cognitive Skills Rubric is an assessment and instruction tool that outlines the continuum of skills that are necessary for college and career readiness. Cognitive Skills are interdisciplinary skills that require higher-order thinking and application, such as Making Connections and Inferences and Evaluating Arguments. The rubric includes 36 skills and 8 score levels.

Students practice and develop Cognitive Skills in every subject and in every grade level. The use of a common analytic rubric for assessment of project-based learning allows for targeted, standards-aligned feedback to students and supports the development of key skills over time.

The Summit Cognitive Skills Rubric – developed in partnership with the Stanford Center for Assessment, Learning & Equity (SCALE) – is aligned to the Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and C3 Social Studies Framework.

Click here to view the entire Summit Learning Cognitive Skills Rubric.

To view the specific Common Core Standards aligned with this course, please see the bottom.

Redo Policy

Students may redo certain assignments if the assignment is completed and turned in on time. This policy is to reinforce continued improvement of projects as would occur in a successful business environment. We also wish to promote students learning from his or her own mistakes. The following outlines the two different types of "redos" and the general guidelines that apply to each.

Limited Redo Attempts

Unless specified otherwise, you may submit an assignment up to TWO times. The first submission of an assignment is considered submission ONE, leaving you with ONE additional attempt at submitting an improved assignment for your desired grade.

We will let you know if an assignment is a limited redo assignment.

Unlimited Redo Attempts

For assignments designated as "unlimited redos," students may submit an improved assignment for a higher grade as many times as they wish until they obtain the desired grade.

Tests, Quizzes, Interviews, and Presentations

The redo policy does NOT apply to tests, quizzes, interviews or presentations. However, we will occasionally offer students the chance to improve a test or quiz score by taking advantage of a "Quiz Bomber." Interviews and presentations are considered a one shot attempt – as we all know, there are no redos in front of a live audience.

General Guidelines

  1. NEW! Students MUST complete ALL Checkpoints for a Final Product before resubmitting the Final Product for a re-grade
  2. Any assignment re–submitted for grading must show significant improvements to be eligible for a re–grade. Furthermore, the assignment must be completely free of spelling errors
  3. Assignments must be re–submitted before the end of the current term in which the assignment was given

Procedure for Re–grade

To submit a digital assignment for a re–grade, do the following:

  1. Send an email to the teacher who initially graded the assignment
  2. Attach the assignment to the email
  3. In the subject line, insert "Please Regrade insert assignment name here"
  4. Please use the body of the email if you have any questions or concerns about the assignment and to let the teacher know you are resubmitting your work and have made the necessary changes.

To submit a hardcopy of an assignment for a re–grade, do the following:

  1. Attach ALL previous drafts of the assignment to the BACK of the re–submitted draft – NEW draft needs to be on top
  2. Place the assignment in the assigned box for the teacher who initially graded the assignment

Incomplete Policy

ALL CHECKPOINTS, FINAL PRODUCTS, and FOCUS AREAS MUST be turned in and/or completed to receive a grade for the term

Late Work

Assignments turned in late are a detriment to a student's success in any subject. Due dates are assigned to hold students accountable for their work and to teach time management skills that are valuable in any career. Therefore, it's imperative for students to communicate with their teachers when situations arise that prevent them from completing assignments on time so the teacher(s) can offer assistance to help a student overcome a difficult challenge he/she may be having with the content of the assignment and/or to make the necessary accommodations or adjustments to a due date.

If no accommodations or adjustments have been made for a student who submits work 1 week late from the original due date, a 1-point penalty on the Cognitive Skills Rubric may be applied. Student work submitted – without accommodations or adjustments – 2 weeks (or longer) from the original due date may only receive a maximum of 5 points – out of 8 (5/8) – on the Cognitive Skills Rubric.

Attendance

Attending class is a key component of being successful in CSB. In business terms, a person with solid
"soft skills," such as good attendance, are almost always retained and/or promoted over others who do not have those skills. We value and emphasize soft skills through the Employability Evaluation (see below).

While we recognize that some absences and tardies are beyond a student's control, we want students to communicate with us via email (jeremy.sinks@district6.org or mike.rogan@district6.org) the times when he/she misses a class – this is just a good overall practice as this is the case in any job.

It is the responsibility of a student who misses class to check our agenda on the CSB website for assignments and activities he/she misses.

Employability

Sinks and Rogan believe there are a set of essential skills that make a student successful in not only education but in any profession. These identified skills include:

Students are assessed on their employability using these sets of characteristics outlined in the AWEPA + E3 + HoM = Success Rubric every term. Students evaluate themselves, then Rogan and Sinks evaluate the students using the same rubric. Rogan and Sinks ultimately determine a student's Employability score, but in most cases a student's evaluation of themselves and the teachers' evaluation of the students are fairly similar. Click here to view the AWEPA + E3 + HoM = Success Evaluation form.

Open Lab

To provide CSB students with a greater chance to succeed given our redo and incomplete policies, open labs are scheduled on a weekly to bi-weekly basis to allow students to improve their work and make-up missing assignments. Generally, there are no new assignments given on these days. Students are expected to use this time wisely to submit the highest quality work possible.

Breaks

Because CSB students are in the same classrooms for two hours or more, periodic breaks will be allowed as scheduled by the CSB teachers. We are moving to Four and Four.

Food & Drink

The teachers of the CSB believe that food and drink may enhance the productivity and learning process of students if consumed responsibly. With that being said, there is always a balance. With the sweetness of the Tech Center, we need to treat it with respect. We want to keep the Tech Center in the best condition possible – after all, this space is as much your as it ours – let's keep it nice for everyone! Obviously, students should clean up their own wrappers, cans, and spills and avoid consumption of food and drink where it can be accidentally spilled on equipment. Clean up after yourself - one shot deal - if you don't respect the lab you will be removed from the lab.

Free Reading

On occasion, our class will participate in Free Reading time. This is a graded time period where students will be rewarded for reading. Cell phones, Comics, classified, and personals do not count as reading and students will be scored accordingly. It is recommended that students always have a book that they are ready to read. We will be reading several books each trimester, so expect us to keep you pretty busy.

Internet Use

Use of the Internet is mandatory in the School of Business. Many resources important to our curriculum are on the Internet so students must have parent permission for Internet use to stay enrolled in the course. Responsible Internet use is required as outlined in Crater's Internet contract. Violation of these rules will result in a student being suspended from, or removed completely from the CSB.

Computer Use

Each CSB student will have use of a computer while in class. Because many students use the same computers, it is expected that students do not make any system changes. Changes desired for work related to academic learning may be discussed with the instructors but must not be made without permission. In addition, computers should not be used for anything that does not contribute to student's formal education at Crater High School. Students who bring in their own computers must set them up in designated areas only and obey the same responsible use policies as required on computers owned by School District 6.

Teacher Time

Just like you, Sinks and Rogan are people too. We appreciate kindness and respect and will honor your person with the same. Teacher hours are from 8:00 until 4:00 - please do not assume the lab will be open beyond that time frame.

Golden Rules

The following should always be heeded in the CSB:

  1. Don't be a goober, you are not as cool, funny, clever, great, stylish, beautiful, smart, sassy, you name it ---as you think.
  2. Treat the lab with respect and ownership - this is your home and equipment. Truly, this is the coolest place at CHS. Cherish it.
  3. Be Nice.
  4. Be Nice to someone other than your self.
  5. Think before you speak.
  6. Enjoy life - man, you're young - you have so many cool things going for you - take advantage.
  7. Don't enjoy life irresponsibly - like Rogan always says, "you have your whole adult life to be an idiot."
  8. Meet everyone in the class - know their names - know something about them.
  9. Take chances.
  10. Learn new tricks.
  11. Join something (appropriate please).
  12. Try.
  13. Think.
  14. Don't give up.
  15. Believe in yourself.
  16. Do it well - make it better!
  17. Don't print your cell phone bill
  18. Clean up after yourself.
  19. Say something nice to someone different everyday.
  20. Stay out of jail.

Cell Phone Use

Copyright Basics

Plagiarism (Cheating)

Please do not fall prey to copying others work, using another students assignment as your own, stealing from the internet, paying someone to do your work, looking at someone's screen during a quiz, using Sparknotes summations on an essay, etc. If you are feeling in any way hesitant - you know instinctively that it is wrong.

Probably the biggest offender is the loaning/borrowing of an assignment. A "friend" asks to see your work because they didn't understand a concept or didn't do their work and convinces you to share your work. Bad idea - this is like giving a kid an ice cream cone to get them to stop screaming (think about it).

Consequences vary for getting caught cheating - penalties can range from getting removed from class (forever and with a failing grade) to redoing the assignment completely for 0 points (both the person who copied and the person who lent their assignment to be copied).

Activities and Community Involvement

Without a doubt one of the most important things you could do for yourself is to get involved in some sort of a community activity. You might be the smartest person, best athlete, most talented individual at Crater but if you don't give something back by being involved (volunteering) it will cost you financially in the scholarship hunt (as well as personally from the standpoint of giving back). The following are activities that BIS teachers are involved with:

Teacher Emails

Whenever you send an email, please do the following:

  1. Put a subject in the subject line (i.e. - regrade resume)
  2. Capitalize - Grammar and Spell check
  3. Be respectful — we are busy guys and appreciate your patience. Rude emails tend to get pushed to the bottom
  4. send work to the correct person that graded the assignment

English Language Arts & Social Science Standards & Objectives

This course is taught to Common Core Standards in English Language Arts and Social Studies.

 

College and Career Readiness Anchor Standards for Reading

CCSS.ELA-LITERACY.CCRA.R.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.

CCSS.ELA-LITERACY.CCRA.R.2

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

CCSS.ELA-LITERACY.CCRA.R.3

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

CCSS.ELA-LITERACY.CCRA.R.8

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.

CCSS.ELA-LITERACY.CCRA.R.10

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

 

College and Career Readiness Anchor Standards for Writing

CCSS.ELA-LITERACY.CCRA.W.1

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.CCRA.W.2

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.CCRA.W.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

CCSS.ELA-LITERACY.CCRA.W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.8

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCSS.ELA-LITERACY.CCRA.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

Multicultural Studies

HS.11

Examine the pluralistic realities of society (such as ethnic and social groups, urban/rural, cultural, poverty, religion, and age) recognizing issues of equity, and evaluating the need for change.

HS.22

Examine how producers and consumers in different communities and levels of society (urban and rural, socioeconomic, regional economies) influence and respond to business cycles.

HS.24

Describe the possible benefits and consequences, both intended and unintended, of government policies to improve market outcomes.

HS.26

Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.

HS.42

Use geographic data to analyze the interconnectedness of physical and human regional systems (such as a river valley and culture, water rights/use in regions, choice/impact of settlement locations) and their interconnectedness to global communities.

HS.55

Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of world, U.S., and Oregon history.

HS.56

Explain the development and impact of major world religions and philosophies on historical events and people.

HS.61

Analyze and explain persistent historical, social and political issues, conflicts and compromises in regards to power, inequality and justice and their connection to currents events and movements.

HS.66

Examine and analyze the multiple perspectives and contributions of ethnic and religious groups, as well as traditionally marginalized groups within a dominant society and how different values and views shape Oregon, the United States, and the world.