Course Syllabus
A full-year capstone science course: Earth read as one interacting system — geosphere, hydrosphere, atmosphere, and biosphere — taught with the studio's standard of evidence, modeling, and craft. Taught to TEKS §112.49, Earth Systems Science. No STAAR EOC.
Instructor Information
- Instructor
- Dr. Goodluck Ijezie-Desbois, PharmD
- Course
- Earth Systems Science — Grade 12 capstone science
- Standards
- TEKS §112.49 — one-credit laboratory science course. No STAAR End-of-Course exam.
- School
- Beta Academy
- Room
- Room: TBA
- gijezie-desbois@betaacademy.org
- Family App
- ParentSquare (primary channel for announcements & messages)
- Office Hours
- By appointment — reach out via ParentSquare or email to schedule.
Course Overview
Earth Systems Science moves through six studio modules: the solid Earth as a system; surface processes and water; the fluid Earth of atmosphere, weather, and oceans; plate tectonics and the dynamic Earth; geologic time and Earth's resources; and Earth's place in space. Every module pairs an original interactive Visual Lab with evidence-based reasoning, misconception training, and practice, and every module is anchored by one multi-day project scholars build and defend. Stellar and galactic astronomy appears at year's end as clearly-labeled capstone enrichment.
The course asks four things of a scholar, over and over: observe precisely, infer cautiously, model a system, and defend a claim with evidence. The organizing habit is that observation and inference never share a sentence. “The sample scratches glass” is an observation. “The sample is quartz” is an inference, and it owes you the property that decided it. A scholar who finishes this course should be able to take a change in one Earth system and trace how it propagates through the other three — naming the mechanism, the evidence, and the limit of the model.
Because it is a Texas laboratory science course, at least 40 percent of instructional time is spent on laboratory and field investigation, using safe, environmentally appropriate, and ethical practices. That requirement is not a ceiling here. Between the bench work, the six Visual Labs, and the 41 project days, hands-on investigation is the majority of what this course actually is.
State assessment: there is no STAAR End-of-Course exam for Earth Systems Science. Mastery is assessed locally — six module assessments, graded lab analyses, and six anchor projects that are built and defended. A senior course without a state exam is not a lighter course. It is a course where the evidence of learning has to be produced rather than bubbled, and that is a higher bar, not a lower one.
Course Structure & Pacing
The year runs 144 instructional days — Monday through Thursday, plus six makeup Fridays — divided into six modules. Those days are budgeted as 91 direct-instruction days, 41 project days, 6 module assessments, and 6 flex days for reteach, makeup, and project overflow.
Each module is anchored by a project. Project work compresses varying direct-instruction allocations rather than adding a second layer; it is not a one-project-day-for-one-lecture-day exchange. Published slide resources support both direct instruction and project work.
This curriculum is adapted and condensed from the publisher pacing. The adopted program ships 180 periods; our calendar has 144 days. Forty-eight of those publisher periods are standalone module-opening and module-closing framing, which folds into neighboring instruction, and 40 planned direct-instruction days are compressed into project work across the year. Scholars do not receive every publisher period as written — they receive the standards those periods carry, delivered in fewer days and, for roughly a third of the year, through building and defending rather than listening.
All submissions are digital. Projects, lab work, practice, and module assessments are turned in through the Assessment Center. Nothing in this course depends on a paper hand-in.
The full day-by-day plan, with real dates for every one of the 144 days, is published in the Pacing Guide.
The Studio: Our Learning Environment
Four working areas. A scholar moves through at least two of them on any given day.
This classroom runs as a studio: scholars observe precisely, infer cautiously, defend claims with evidence, and build models they can interrogate. The same rhythm as the mathematics studios applies — launch, investigate, formalize, practice — with the planet itself as the object of study.
The Briefing Table
Direct instruction. The day's driving question, the model being introduced, the vocabulary that earns its keep, and the units we will hold ourselves to. Journals open, devices closed unless the lab is on screen.
The Bench
Investigation. Samples, instruments, maps, and the six Visual Labs. Data is recorded here as it is taken — never reconstructed from memory afterward — and every number carries its unit and its uncertainty.
The Build Floor
Anchor-project work. Teams design, fail, re-engineer, and rehearse the defense. Forty-one of our 144 days are spent here, which is why the process journal is graded alongside the product.
The Evidence Wall
Claims stay posted with the data that support them, and a claim stays up only as long as its evidence does. When new data overturns something we believed in October, we say so in public and write down what changed our minds.
Required Materials
A short daily kit. The studio supplies everything specialized.
Bring every day
- Interactive science notebook (composition or spiral) — kept and graded throughout the year
- Pencils and an eraser; colored pencils for diagrams, maps, and cross-sections
- School Chromebook (or equivalent), charged, for the Visual Labs, Note Studio, and Assessment Center
- A ruler; graph paper for profiles, columns, and data plots
- A basic scientific calculator (a phone is not a substitute — Beta is a no-cell-phone campus)
Bench days & outdoor work
- Closed-toe shoes. A scholar in open shoes is reassigned to the digital version of that investigation for the day.
- Long hair tied back; loose sleeves and hoods pushed up or removed before anything is opened.
- For campus site work: weather-appropriate clothing, and water on hot days.
The studio provides
Splash goggles and aprons, hand lenses, streak plates and hardness kits, balances and graduated cylinders, sample sets, topographic and geologic maps, and every printable this course uses — including the printable periodic table. There is nothing to purchase beyond the daily kit above.
If any item on this list is a hardship, message me on ParentSquare. It gets supplied, quietly, and no scholar is graded on what their family could or could not buy.
Lab Safety & Bench Conduct
Non-negotiable, and covered by the syllabus acknowledgment.
- Read the whole procedure before you touch anything. If a step is unclear, ask before you start it, not after.
- Goggles on from the moment the first container is opened until the last one is put away — including for teammates who are only watching.
- Nothing is tasted, and nothing unlabeled is used. Samples, powders, and liquids stay at the bench and go where the procedure says they go, never down the sink by default.
- Know the room. Eyewash, first aid, fire blanket, and the two exits get located on day one and reviewed before every module's first bench day.
- Report everything. Every spill, break, burn, cut, or splash is reported immediately, no matter how small and no matter who caused it. Reporting is never punished; hiding is.
- Changes get approved first, then logged. Modifying a procedure is real science and it is welcome — after I have approved it and once it is written in your journal with the reason.
- Field and site work stays on campus, in sight, and in pairs. Closed-toe shoes, no climbing, no reaching into water, and no scholar working alone.
- Devices at the bench are for the lab and the data table only. Photographs of your own work are encouraged; photographs of other scholars are not.
A scholar who ignores a safety instruction is removed from the bench for that day and completes the equivalent digital investigation instead, with families notified through ParentSquare. This is a safety decision, not a discipline escalation — but it is not negotiable in the moment.
Grading Policy
Weighting
- Assessments (tests, quizzes, checkpoints) 60%
- Classwork (notebook, labs, investigations) 40%
Grade Scale
- Exceptional A · 90–100
- Proficient B · 80–89
- Developing C · 70–79
- Not Yet Passing F · ≤69
What Goes in Each Category
| Category | Weight | What it includes |
|---|---|---|
| Assessments | 60% | The six module assessments, the six anchor projects, and graded lab analyses — the work where a scholar shows, on the record, what they can do with a system. |
| Classwork | 40% | Field journal entries, bench work and data tables, Visual Lab checkpoints, practice sets, misconception training, and the syllabus check. |
How a Project Is Scored
Every anchor project is graded on the same five strands, so a scholar always knows what is being weighed. The weights never change from project to project — what changes is what counts as strong evidence in that project.
| Strand | Weight | What earns it |
|---|---|---|
| Earth-system reasoning | 30% | Is the science right, and is it connected to the system it belongs to? Naming a process is not explaining how energy or matter moved through geosphere, hydrosphere, atmosphere, or biosphere. |
| Evidence & data | 25% | Every claim traced to data you actually took or a source you actually named. Units on every number, an honest statement of uncertainty, and no quiet gap between what was measured and what was concluded. |
| The product itself | 20% | Finished, legible, and understandable by someone who was not in the room — labels, scales, captions, and audio that can actually be heard. |
| Process journal | 15% | An entry for every project day, written that day, showing real thinking including the dead ends. A journal that records only successes is scored as incomplete. |
| Team contribution | 10% | Your named share of the work, plus evidence that you made someone else's part better. Self- and peer-reported, then checked against the journals. |
Redos, Late Work, and Recovery
- Module assessments can be corrected once. A scholar who reworks missed items and explains what the error was — not just the right answer — recovers part of the difference. Understanding late is still understanding.
- Project deliverables submitted late are still graded, but they lose the process credit they were supposed to document, because that strand measures work done on the day it happened.
- Journal entries cannot be back-filled. An entry written the night before the deadline is not a record of thinking, and it is scored as missing. Mark an absent day “absent” and account for it in the retrospective — that is honest and it counts.
- There is no paper alternate path, including for late work. Every deliverable goes through one of the three digital surfaces described below.
Weighting and scale mirror the studio's mathematics courses; any campus-mandated adjustments for 2026–27 will be announced through ParentSquare and updated here.
Course Itinerary
| Module | Dates | Days | Anchor project |
|---|---|---|---|
| 1 · Foundations — The Solid Earth as a System | Aug 18 – Sep 21, 2026 | 21 | Site Survey: Reading Your Own Ground |
| 2 · Earth's Surface & Water | Sep 22 – Oct 27, 2026 | 21 | Watershed Forensics |
| 3 · The Fluid Earth — Atmosphere, Weather & Oceans | Oct 28, 2026 – Jan 13, 2027 | 33 | Storm Room: Forecast and Consequence |
| 4 · The Dynamic Earth | Jan 14 – Feb 23, 2027 | 23 | Build a Plate Boundary |
| 5 · Geologic Time & Resources | Feb 24 – Apr 12, 2027 | 23 | Deep Time Museum |
| 6 · Earth in Space | Apr 13 – May 20, 2027 | 23 | Mission Brief: Somewhere Else |
| Total | Aug 18, 2026 – May 20, 2027 | 144 | Six anchor projects |
Dates come from the 2026–27 instructional calendar. Campus-calendar changes are announced through ParentSquare, and the Pacing Guide is regenerated from the same source.
Anchor Projects & the Field Journal
Six projects, 41 of the year's 144 days, and one journal that runs the whole way.
Each module ends in a project with a real question attached to it — not a poster about the module, but a piece of work that has to survive being questioned. Teams build it, and then they defend it.
| Project | The question it has to answer |
|---|---|
| Site Survey Module 1 | What is the ground under this campus actually made of, and what had to happen for it to end up here? |
| Watershed Forensics Module 2 | Where does the rain that lands on this campus end up, and who downstream pays for what we do to it? |
| Storm Room Module 3 | With only the data available at six in the morning, what do you tell a coastal city — and what does that call cost if you are wrong? |
| Build a Plate Boundary Module 4 | Can you build a boundary that behaves the way the real one does — and does your model fail in the same places the real Earth does? |
| Deep Time Museum Module 5 | If your era is the only one a visitor ever sees, what does the rock itself actually license you to claim about it? |
| Mission Brief Module 6 | What would it actually take to stand on this world and come home again — and which subsystem breaks first? |
The Field Journal
In this course the process is graded, not only the product. A finished exhibit or a clean forecast tells me what a scholar ended up with; the journal is the only place that tells me how they got there, what they tried that failed, and where they changed their mind. It is written the day the work happens.
- Cadence: one entry per project day, plus a closing retrospective. A seven-day project has seven entries and a retrospective.
- Where: a single note in Note Studio, titled exactly with the project name. It saves as the scholar types and is visible to me without any further step — nothing to upload.
- What each entry holds: the date and project day, the scholar's team and their own role that day, what they set out to do, what actually happened including the dead ends, the data or decision that came out of it, and what happens next.
- Observation and inference stay in separate sentences, from day one. When an identification changes, the entry that day says what evidence forced the change.
Where Work Is Turned In
No paper is accepted in this course. Every deliverable goes to one of three digital surfaces, and there is no alternate paper path, including for late work.
| Surface | What it takes | You are done when… |
|---|---|---|
| Assessment Center | Typed and graded artifacts — claims, briefs, data tables, trade studies, defenses. | the assignment shows Submitted with a timestamp. |
| Studio Turn-In | Media — photographs, scans, drawn work, models, posters, and video. | your pages appear in the turn-in with a Submitted stamp. A saved draft is not a submission. |
| Note Studio | The field journal — one note per project, one entry per project day. | the note has an entry for every project day plus the retrospective. The note itself is the submission. |
The Scholar's Code
- Come curious. Ask the question you think is too simple — it never is, and it is almost always the question three other scholars were holding.
- Argue from evidence, never volume. The loudest claim in the room does not win. The one that can name its data does.
- Treat being wrong as data. A model that failed on day three and was re-engineered on day four is better evidence of understanding than one that worked immediately. Write down the failure; it is worth credit.
- Separate what you saw from what you concluded. Observation in one sentence, inference in the next, and the property that decided it named out loud.
- Respect the room, the equipment, and each other. Shared instruments come back clean and accounted for, benches are returned as found, and we critique claims, never people.
Scholar Leadership Roles
Every bench team runs itself. Roles rotate by module, so every scholar holds every job at least once.
Bench Chief
Runs the procedure, keeps the team to the written steps, and calls the stop if anything looks unsafe or unclear. The stop is always the right call.
Safety Officer
Goggles, shoes, and sleeves checked before anything opens; knows where eyewash and first aid are; reports every incident immediately.
Data Custodian
Owns the team's data table. Units on every number, uncertainty recorded, entries made as the measurement happens — never rebuilt from memory.
Instrument Manager
Issues, cleans, and accounts for every hand lens, balance, cylinder, and sample. Nothing is dismissed until the bench is returned as found.
Field Lead
Organizes campus site work — route, timing, photographs with a scale object in frame, and getting the whole team back on time.
Briefing Officer
Presents the team's claim and evidence at the debrief and takes the first question from the floor. Rehearsal is part of the job.
Technology & Platforms
A small, focused set of tools. Scholars receive logins during the first week.
| Platform | Used for |
|---|---|
| Assessment Center | Module assessments, project write-ups, and the Studio Turn-In tile for media. Graded here; scores land in the gradebook here. |
| Note Studio | The field journal, and note templates for lab notebooks and readings. |
| Visual Labs | The six precision labs and the everyday 3D stories that open each module — built for this course, on this site. |
| Practice Gym | Unlimited self-checking practice, with the skills a scholar should revisit tracked on their dashboard. |
| Mental Picture | Misconception training — the traps this course's ideas usually spring, and how to see past them. |
| Google Classroom | Assignment posting, announcements, and what to check first after an absence. |
| Publisher digital text | Core readings and reference material for each module's topics. |
- Devices arrive charged. A flat battery is not an excused submission, but it is also not a crisis — tell me at the Briefing Table and we will sort a charger or a bench partner.
- No submission in this course depends on home internet. If connectivity is a problem at home, say so once and studio time is made available so nothing is lost to it.
- Scholars sign in under their alias, not their legal name. That is deliberate, and it is part of how scholar information is protected here.
Curious what the Assessment Center actually is, who built it, and how scholar data is handled? It is all written out in plain language at About the Assessment Center.
Communication
- ParentSquare is the primary channel. Announcements, reminders, and direct messages all flow through it. Please keep the account active and notifications on.
- Beta Academy is a no-cell-phone campus. Scholars are not reachable by personal phone during the school day, so ParentSquare and email are the fastest routes to me — and the front office is the route in an emergency.
- Module closes are the natural check-in. There are six of them, roughly every four to six weeks. That is when a module assessment and its anchor project are both graded, and it is the best moment for a family to ask how the year is going.
- A short syllabus check is given in the first two weeks. It is open-syllabus, it counts in the Classwork category, and reading this document together as a family is the whole preparation.
- Seniors: if a scholar needs a recommendation letter or a transcript question answered, ask early. I would rather write from a full year of your work than from a week's notice.
Academic Integrity
In science there is one violation that cannot be repaired by a redo.
Data is never adjusted to agree with the expected answer. A result that disagrees with the textbook is a finding, and it is interesting — it means either the measurement, the model, or the assumption needs examining, and that examination is the actual work of science. A number invented to agree with the textbook is not a finding. It is fabrication, and unlike a missed concept it cannot be recovered by trying again, because the thing it destroyed was the record.
- Collaboration is expected on the build floor and at the bench. Module assessments are individual. If you are unsure which mode you are in, ask.
- The journal is yours. Teams share data; they do not share journal entries. Two identical entries mean neither one was written by a scholar thinking.
- AI tools cannot generate your claim, your journal, or your defense. Where a tool is permitted for a task, it is named in the journal entry along with what it was used for. Presenting generated work as your own reasoning is an integrity violation.
- Sources get named. Maps, datasets, and images are either captured by your team or credited to where they came from.
- The test I apply: could you explain every step of this to me, out loud, without notes? If not, it is not ready to submit.
Integrity violations are addressed per Beta Academy's student handbook, and families are contacted.
Procedures & Norms
How a period runs, from the door to dismissal.
- Entering: collect the day's brief at the Briefing Table, open the journal to a dated page, and start the warm-up before the bell finishes.
- During instruction: journals open, devices closed unless the lab is on screen. Questions are welcome mid-sentence; that is what the Briefing Table is for.
- Setting up the bench: read the whole procedure, then the Safety Officer clears the team, then the Instrument Manager draws materials. In that order, every time.
- Recording: the Data Custodian writes as the measurement happens. Units on every number. If a value looks wrong, it still gets written down, with a note about why it looked wrong.
- Breakdown: the last five minutes belong to the bench — instruments accounted for, surfaces wiped, waste where the procedure says, and the bench returned as found.
- Build-floor days: teams work to their own plan, but every scholar writes their own journal entry before they leave the room. No entry, no project day credit.
- Exiting: the instructor dismisses the class, not the bell, and the studio is left ready for the next period.
Parent Involvement
The last science course before whatever comes next.
- Ask to see the field journal. It is the one artifact updated every project day, and it shows the thinking rather than the score. Ten minutes with it tells a family more than a gradebook screenshot does.
- Ask your scholar to explain one system to you — how a change in the atmosphere reaches the ocean, or why the ground under this house moves. Teaching it out loud is the best test of whether they have it, and it is exactly the skill the anchor projects are built to develop.
- Ask for the evidence, not the answer. “How do you know that?” is the single most useful question a family can ask in this course, and it is free.
- Watch the six module closes on ParentSquare. That is when a project and an assessment are both in the book and the picture is clearest.
- Reach out early if something feels off. Seniors are carrying a lot — applications, work, and a graduation date. I would much rather adjust in October than repair in April. Conferences can be scheduled by appointment at any point in the year.
Coursework, Deadlines & Late Work
Every graded assignment this year lives in the Assessment Center. Chapter assessments, Do Nows, exit tickets, graphic organizers, and labs are all assigned, completed, and scored there. If it counts toward your grade, that is where it is.
Scores appear in your portal once I release them. A missing score usually means I have not released that assignment yet — not that your work vanished.
Assignments are due when they are due. Late work is not accepted.
The one exception is a documented, excused absence. If you were legitimately out and it is on record, you may request to complete the assignment. Requesting is not the same as being granted: bring me the documentation and I will give you an answer and a date. Forgot, Wi-Fi died, phone died, thought it was Friday — those are not exceptions.
⛰️ The Summit Grade — one earned safety net per grading period.
The no-late-work rule stands. But every grading period you can earn up to 100 engagement points through sustained, weekly work across the learning platform — the Practice Gym, Notes Studio, Resource Studio, the Mental Picture Strategy, the learning games, and genuinely reviewing your My Ascent progress page. That engagement grade goes in the gradebook, and I may drop your single lowest assignment grade and let the Summit Grade stand in its place. It is not a free 100: it is capped daily, it requires work spread across most weeks of the nine-week period, and cramming the last weekend will not move it. Struggle all you want — what I am grading is that you kept showing up and doing the work. It can never replace an assessment grade.
Accommodations (IEP & 504)
If you have an IEP or a 504 plan, you receive every accommodation in that plan. All of it. Automatically. Extended time, read-aloud, dictation, reduced question sets — whatever your plan names. This is your legal right. It is not a favor, it is not something you have to ask me for, and it does not depend on how busy I am. You never have to justify it or thank me for it. It is simply how this class runs.
How it works in the Assessment Center:
- Extended time is applied to the timer for you. On a timed assessment the countdown is already lengthened before you start. You do not click anything.
- Reduced question sets are applied automatically when your plan includes them.
- Read-aloud, speech-to-text, large text, high contrast, a dyslexia-friendly font, wider line spacing, and a reading focus guide are in the accessibility menu and are available to every scholar, plan or no plan. Use them freely.
- Bilingual glossary and Spanish translation are enabled through your plan rather than the accessibility menu.
Two practical notes so nothing surprises you. First, the portal lengthens timers; it does not by itself move a due date. If extended time on assignments is part of your plan, that is honored too — come see me so we set the date together rather than assuming the system did it. Second, if an accommodation does not appear when you start an assignment, tell me the same day. That is mine to fix, not yours to work around.
The firm part begins only after your accommodation has been fully honored. Once you have had your rightful extended time, that time is the deadline. Work turned in past it is treated like any other late work and is not excused — unless you arranged something with me in advance.
In advance means before the deadline passes. Not that night, not the next morning, not after you see the grade. If you can see a problem coming, come to me while there is still time to do something about it. None of this is aimed at you: your accommodations are not a loophole and I do not treat scholars with plans as though they are looking for one. This is the same line every scholar stands behind. Your plan simply moves where that line sits, in your favor.
Your Sign-In & Your PIN
You sign in with your class period, your Scholar alias, and your own
8-character PIN (letters and numbers, for example B7K2M9RD). You never
use your real name and never a shared password. The first time, you set the PIN yourself — using
either a one-time setup code from me or an open enrollment window for your period. I will tell you
which applies on day one.
- Write it in your planner and your AVID binder the moment you create it.
- Never share it. Anything submitted under your PIN counts as your work, and you are responsible for it.
- Do not reuse a password from Google, school, or social media.
- Five wrong tries locks the account for a few minutes. That lock is protecting you; the site is not broken.
Your PIN is your responsibility. I reset PINs during school hours, in person — not by text or email at 10 p.m. If you cannot get into your work the night before something is due because you forgot your PIN, the deadline does not move and the grade stands. Plan around it: do not leave an assignment until the last night.
Retakes & Regrades
Retakes are requested in the portal — not verbally, not in the hallway, not by email.
- Sign in to the Assessment Center.
- Open the Retake tab in the top toolbar. It is always there; you do not need a particular score to unlock it.
- Choose Standard or Special. Special asks for a category: illness, family emergency, concept gap, mastery push, or other.
- Choose the assignment type, then tick the assignment(s) — between 1 and 10 in one request.
- Name the root cause: what actually went wrong.
- Write your reflection and commitment — study hours, the one thing you will do differently, and what support you need. A few words will not be accepted.
- Tick the ownership box and Submit.
How you learn the outcome. The My Retake Requests panel in the Retake tab lists every request and its status: pending, approved, or denied. An approved request shows my terms — time limit, score cap, how many days you have — plus a note. A denied one shows my reason. You also get a bell notification. The panel does not refresh by itself; reload the tab.
- Standard retakes are limited to one per grading period. After that, the Standard option locks and you must file under Special.
- An approved retake may carry a score cap. You will see that number before you start.
- A retake replaces the work it was approved for. It is your real attempt, not a free extra try. Study first.
- Filing the same request twice does nothing.
A regrade is not a retake. A retake means “let me attempt this again.” A regrade means “I think one question was scored wrong” — open the graded result, find the question, and tap Request Regrade. A regrade never changes a score by itself; it changes only after I review it. You get one regrade request per question, ever, even if I deny it. Do not spend it on a question you have not re-checked.
Locked assessments watch for tab switching. Switching away warns you; doing it again asks for a teacher password; continuing voids the attempt. A voided attempt burns an attempt and freezes you out until I review it in person. Most assessments allow one attempt. Stay in the tab.
Syllabus Acknowledgment
How to Submit
After reviewing this syllabus together, the parent/guardian and scholar acknowledge it in the Assessment Center. The digital acknowledgment form is the primary method. Families without device access may submit a photo of the signed printable acknowledgment page as a fallback. Either way, the acknowledgment is due on ParentSquare by the end of the second week of school.
Learning Platform Consent
The acknowledgment covers your scholar's use of The Scholar's Ascent Assessment Center — the custom learning platform built and operated by Dr. Ijezie-Desbois — alongside the other digital learning applications the school has approved. By acknowledging, you consent to its Terms of Use, Privacy Policy, and the data-use, data-retention, and cookie practices described there, and you take ownership of reviewing them. Those documents live on this STEM Studio website, drijezie.com (spelled D‑R‑I‑J‑E‑Z‑I‑E).
The Assessment Center is a required part of this course, not an optional add-on, and there is no opt-out — every scholar is assessed on the same work, in the same place, on the same terms. If you have questions about the platform or how scholar data is handled, you are encouraged to reach out.
Want the full picture first? Read About the Assessment Center — what it is, who built it, how scholar information is protected, and every policy that governs it, in plain language.
Contact information: I use the parent/guardian contact details on file in Skyward. Please confirm your phone number and email there are current so course communications reach you.
Looking for the big picture? Return to the Earth Systems Science overview, the pacing guide, the lab index, or the project library.