Andrew Ashkinos

School Phone: 503.259.3800

Website: aashkinos.wordpress.com
Email: Andrew_ashkinos@beaverton.k12.or.us

Design 6 Course Overview 2015-16

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

Grading:
Overview- Students will be graded using the MYP criteria. These are meant to measure specific skills, NOT
overall academic behavior. Student grades will be determined based on multiple assessments addressing each
criterion.

Criterion A Inquiring and Analyzing Maximum: 8

Criterion B Developing Ideas Maximum: 8
Criterion C Creating the Solution Maximum: 8
Criterion D Evaluating Maximum: 8

Details of these criteria can be found in the student planner or on the ISB Website. For this class we will be using
the Level descriptor Year 1 - 6th Grade.

Explanation- Student grades will be assessed using the International Baccalaureate Middle Years Program
criteria (as found on the ISB website, the student planner, and the rubrics that will be passed out and included
on major assignments). These scores are representative of the student’s demonstration of specific skills and
are intended to make clear where students are approaching, meeting or exceeding achieving proficiency. The
final grade will be a combination of the student’s general trend of scores, as well as their level of engagement
with the class expectations.

Students will be given multiple opportunities to demonstrate their proficiency in each criterion (i.e. one
disappointing score in a certain criteria should not ruin a grade if it appears to be an outlier or fluke). Rather,
the grade is determined by all of the scores indicating a trend.

Behavior Learning Target:

ISB’s behavioral focus is on preparing students to manage their own responsibilities as a
student. I will grade students on how consistently they use a system for tracking assignments and
on the extent to which they use strategies to prepare for assessments.

Academic Honesty:
All students in this class are expected to abide by the agreements and expectations of the ISB
Academic Honesty Policy. The instructor will be following the guidelines outlined in the policy.
 Grade Boundaries and Key: (Out of a maximum of 8)

A 6.5-8.0
B 4.5-6.5
C 2.8-4.5
D 1.3-2.8
F Less than 1.3
An “A” letter grade communicates that a student has mastered, at a very high level, the academic
learning of the course. A student would need to be Proficient (5-6) or Highly Proficient (7-8) in the
majority of the learning targets to earn this letter grade.
A “B” letter grade communicates that a student has the academic learning of a course strongly in place
and is well equipped to move forward. A student would need to earn mostly summary judgments of
Proficient (5-6) on the course learning targets to earn this letter grade.
A “C” letter grade communicates that a student has a basic understanding of the academic learning of a
course. This student has attained the minimum required knowledge and skills to move on to the next
course by earning summary judgments of Nearly Proficient (3-4) or better on the learning targets.
A “D” letter grade communicates that a student has not mastered enough of the required learning for the
course to be successful moving forward. While a student receiving a “D” may move forward to the next
course, this student will lack prerequisite learning and interventions may be necessary.
An “F” letter grade communicates that a student has not mastered enough academic learning in a course
to appropriately move on to the next course. This student would have earned mostly Developing (1-2)
on the summary judgments for this course. High school students will not receive transcript credit.

Instructional Units and Criterion Applied:

Each assignment has one or more particular criterion attached for assessment.
*Design Your Dream House (Use program or materials of your choice) Criterion: B, C
or Create Your Own Restaurant (PowerPoint and Layout)
Skills Hunt Criterion: A
Who am I? (Intro to PowerPoint) Criterion: B, C
Teach me Design Cycle (Group Project) Criterion: A, B, D
Stop Motion Animation ISB Commercial Criterion: A, B, C
Pre-Personal Project (Investigate an Interest) Criterion: B, C, D
*This will be a project that you do on your own time or when you finish an assignment early

Materials to bring to class:

 A Pen or Pencil  USB thumb stick
 Folder or binder (for assignments)  ISB student planner

Materials NOT to bring to class:

 Cell phones
 Ipods/mp3 players/gaming devices
 Food and beverages

Assignments:
 We will practice typing daily (During Warm-Ups).
 Assignment due dates will always be communicated in class. Students will be responsible for keeping due
dates in their planners.
 Missed assignments due to absences (absent on the day the assignment is due) will be expected the day the
student returns. Extenuating circumstances (extended illnesses, family emergencies, etc.) will be treated on
a case-by-case basis as long as students and parents have communicated proactively with the instructor.
 All assignments are to be completed by the scheduled due date. Any assessments turned in more than one
week after the due date will receive a deduction in score. Students who have not completed necessary
homework for class discussions/activities will not be eligible to make up that particular assignment for
credit.
 All assignments must be neatly written or typed – if I cannot read your work I cannot give you credit for it.
District Goal: All students will show continuous progress toward their personal learning goals, developed in collaboration with teachers and parents, and will be prepared for
post-secondary education and career success.

The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no
discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital
status, age, veterans' status, genetic information or disability in any educational programs, activities or employment.