Twin Cities Academy High School. Best Practices

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1 Twin Cities Academy High School Best Practices

2 TCAHS Best Practices Twin Cities Academy High School was founded in 2006 with a focus on College Readiness, Leadership and Service Learning. TCAHS prides itself on having students with diverse academic ability, race, gender, religion, and socio-economic status. All students work together towards the common goal of rigorous academics and service to community.

3 Placement for Remediation: How are students selected? Did the student test at Does Not Meet or Partially Meets on Reading and/or Math MCA s Did the student test 2 or more grade levels below on Reading and/or Math NWEAs YES N Review File to gather additional data. nce data is gathered, is there a history of below average performance and continued academic concerns? Data considered =DRP scores, past standardized tests, report cards, class pre-assessment scores. Remain in regular coursework unless academic concerns are presented YES N Consult input from teachers/family. Do concerns still persist? Place in Reading and /or Math extensions and notify teachers. Be sure to notify home as well. YES Place in Reading and/or Math Extensions N Remain in regular courses

4 Algebra Extensions This course is designed to supplement the Algebra I curriculum requirement. There is an extra emphasis on the essential elements of Algebra. Students will receive additional practice on algebraic concepts previously learned, participate in activities to reinforce algebraic ideas, and utilize Accelerated Math to improve basic math skills.

5 Algebra Extensions 10 th Grade Math Extensions Course Syllabi Course Description: This course is designed to supplement the Geometry and/or Algebra II curriculum with extra emphasis on the essential elements of Algebra and/or Geometry. Students will receive additional practice on algebraic concepts previously learned, participate in activities to reinforce algebraic ideas, and be provided with independent work time to ensure all questions are answered. Course bjectives: Help students acquire a solid foundation in Algebra and/or Geometry, preparing them for future classes. Show students how Algebra and/or Geometry applies to the real world. Enable students to develop problem solving skills. Develop self-confidence, positive attitude, and effective study skills in mathematics. Communicate about mathematics using learned terminology.

6 Algebra Extensions 10 th Grade Math Extensions Student Assessment Students will be asked to do a warm up at the beginning of every class. Students will be asked to keep all their warm ups together in a notebook and random notebook checks will be administered for participation points. Practice Students will receive some time everyday to work on their Algebra homework. They should bring necessary materials to class every day. Students have the opportunity to receive feedback on the completed assignment from me before moving on to other tasks. Most extra practice will be completed during class time to allow students time to ask questions and work together to problem solve. Practice work will be in the form of math problems, labs, activities, and projects. Some practices will be graded for credit. Students should not expect to have homework every night unless they do not use their time wisely. Every assignment given in this course needs to be completed in pencil and work must be show. Assignments that do not meet these requirements will need to be redone.

7 Algebra Extensions 10 th Grade Math Extensions GRADING SCALE % A 84-86% B 74-76% C 64-66% D 90-93% A % B % C % D % B % C % D+ 0-59% F Make-Up/Late Work Policy: In the case of an excused absence, students will be given two full school days for each day absent to make up any missed assignments for full credit. For extended excused absences, please speak to Mr. Pence. Late assignments will be accepted for partial credit and must be turned in by deadlines for mid-quarter or end of quarter grading periods. Communication: School Phone: , ext. 239

8 Algebra Extensions 10 th Grade Math Extensions Video

9 Algebra Extensions 11 th Grade Math Extensions Course Syllabi This course is designed to supplement the Algebra II or College Math curriculum with extra emphasis on the essential elements of those courses. Students will receive additional practice on concepts previously learned, participate in activities to reinforce algebraic ideas, and be provided with independent work time to ensure all questions are answered. Along with alignment to the Algebra II or College Math courses, MCA prep will be heavily focused on. MCA material may be different that what is being covered in Algebra II or College Math, but will help prepare the student for the 11 th Grade Math MCA taken in the Spring. Course bjectives: Help students acquire a solid foundation in current math class, preparing them for future classes. Show students how mathematical concepts apply to the real world. Enable students to develop problem solving skills. Develop self-confidence, positive attitude, and effective study skills in mathematics. Communicate about mathematics using learned terminology.

10 Algebra Extensions 11 th Grade Math Extensions Student Assessment Students will be asked to do a Warm Up at the beginning of every class. Students will be asked to keep all their warm ups together in a notebook and random notebook checks will be administered for participation points. Practice Students will receive some time everyday to work on their Intermediate Algebra homework. They should bring necessary materials to class every day. Students have the opportunity to receive feedback on the completed assignment from me before moving on to other tasks. Most extra practice will be completed during class time to allow students time to ask questions and work together to problem solve. Practice work will be in the form of math problems, labs, activities, and projects. Some practices will be graded for credit. Students should not expect to have homework every night unless they do not use their time wisely. Every assignment given in this course needs to be completed in pencil and work must be show. Assignments that do not meet these requirements will need to be redone. Along with daily work and warm ups, Data Assessments will be administered at least once a week as check point for individual and class understanding.

11 Algebra Extensions 11 th Grade Math Extensions GRADING SCALE % A 84-86% B 74-76% C 64-66% D 90-93% A % B % C % D % B % C % D+ 0-59% F Make-Up/Late Work Policy: In the case of an excused absence, students will be given two full school days for each day absent to make up any missed assignments for full credit. For extended excused absences, please speak to Mr. Pence. Late assignments will be accepted for partial credit and must be turned in by deadlines for mid-quarter or end of quarter grading periods. Communication: School Phone: , ext. 239

12 English Essentials A/B Weekly Planner/Course utline Weekly utline: Monday Tuesday Wednesday Forum Thursday Friday Choice Reading (5 min) Choice Reading (10 min) Choice Reading (5 min) Choice Reading (5 min) Choice Reading (10 min) Academic Vocabulary: New words/story (20 minutes) Test Taking Skills Practice (25 minutes) Academic Vocabulary Warm up (10 minutes) Non-Fiction Literature Circles: UpFront News Magazine/News ela Articles 30 minutes Academic Vocabulary Warm up (10 min) Test Taking Skills Practice (10 minutes) Prep for Thursday Literature Circles (20-25 minutes) Academic Vocabulary Warm up (5 minutes) Fiction Literature Circles: Excerpts/Chapters from English 10/11 assigned literature (40 minutes) Test Taking Skills Warm up (10-15 minutes) Academic Vocabulary Quiz (20-25 minutes)

13 Standards addressed in weekly topics of study: Choice Reading Time Justification - Students in English Essentials generally do not enjoy reading and as a result they do not choose to use their free time engaging in choice reading. Choice reading plays a crucial role in the natural development of reading skills and vocabulary that make students successful in school. The purpose of the choice reading requirement is to build an interest in reading and find books that might be the turning point that helps turn them into readers who read for pleasure, not just because school requires it. Cross-Content Academic Vocabulary Instruction Justification - There is a great need for explicit academic vocabulary instruction for students in English Essentials courses. Students in English Essentials have large gaps in their knowledge and ability to use Tier II academic vocabulary that would enable them to be successful in the Tier III vocabulary specific to individual subject areas. Standards Addressed: CCSS.ELA-Literacy.RL & CCSS.ELA-Literacy.RL Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

14 Standards addressed in weekly topics of study: Test-Taking Skills Justification- Students need to pass the MCA Grad reading test to pass high school. Test prep will be coming from an SAT warm-up book of skills so that students that have already passed the MCA test in the class can increase their skills on the ACT/SAT their senior year. Standards Addressed: CCSS.ELA-Literacy.RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Author s purpose.

15 Standards addressed in weekly topics of study: Literature Circles Justification-Students need a venue to practice book discussion skills. Discussion based learning is a huge part of the High School English curriculum and would help them participate and gain points in their general English class if they were more comfortable with the process. Through Literature Circles, students can take turns analyzing the literature assigned to them in their English class in various formats. Literature Circle Role Sheets give students who often struggle with an abstract idea a more concrete task to complete when reading that helps them meet the standards of the Language Arts Curriculum in a meaningful way. This would allow them to better translate these skills into their general English class. Standards Addressed: CCSS.ELA-LITERACY.RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-LITERACY.RL Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-LITERACY.RI Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

16 English Essentials A/B VIDE

17 Thank you! For more information, visit our website at R Print our Best Practices Resource Guide

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