2015-2016 Newburgh Enlarged City School District Middle Level Honors/Accelerated Program Program Description...1 Courses Offered at Each Grade Level...2 Eligibility Criteria for Admission into the Honors/Accelerated Program. 3 Criteria for Continuation in the Honors/Accelerated Program...4 Appeals Process.....5 Grades......5 Matrix.....6 Process Timeline.... 7
Program Description Honors/Accelerated programs are offered in all of the District s K-8 and middle schools. Such classes are open to all students who seek academic rigor and fit the eligibility criteria. The goal of the programs is to provide extensions to the grade level course of studies, adding depth and complexity, in order to nurture and develop advanced academic potential. The middle level Honors/Accelerated program is designed to challenge the minds and meet the needs of high-ability and high-achieving students. The coursework is rigorous and incorporates high-level analytical reasoning, creative thinking and problem solving strategies. Emphasis is placed on deep understanding of important concepts and the development of essential skills. Students are encouraged to approach learning in a variety of ways in order to develop a strong foundation for academic and intellectual growth, achievement, and personal success. They are encouraged to selfassess and reflect on their learning and the learning process. Students participating in Honors/Accelerated programs are expected to meet or exceed high academic standards. Rigor is a critical component of academic excellence and is central to preparing students in the middle grades to succeed in advanced coursework in high school and in the global community. Honors and Accelerated courses are characterized by a deeper level of discussion and analysis of topics and issues. Teachers use a variety of instructional practices that generate frequent interchange of ideas among students. The students learning experiences are enhanced through projects and assignments such as those listed below: Extended class and independent reading assignments and research-based writing assignments that connect and extend the course curricula and connect varied disciplines Projects or performance tasks such as oral presentations, debates, performances, displays, or publications that demonstrate application of learning in one or more discipline areas to relevant or real-world situations and to community concerns Open-ended investigations in which the student selects the questions and designs the research Writing assignments that use a variety of genres for comparative analysis Deeper exploration of the culture, values, and history of the disciplines Extensive opportunities for problem-solving experiences through imagination, critical analysis, and application Development of a Working Portfolio that contains self-reflection and goal setting. Students who pass the middle level 8 th Grade Honors/Accelerated courses and the accompanying Regents exam will enter 9 th Grade with: 1 high school course credit for Algebra1 1 high school course credit for either Earth Science or Living Environment. 1
Additionally, by passing the Regents exam(s) associated with the course(s), students may also earn: 1 math Regents exam credit 1 science Regents exam credit. Continued success in Regents courses and on Regents exams in high school may afford students an opportunity to take Advanced Placement courses as early as their Junior year. Courses Offered at Each Grade Level Schools have a combination of designated stand-alone Honors classes coupled with scheduled Accelerated periods that build on and deepen the concepts explored in the content area curricula. The varieties of Honors programs represented in the District respond to the themes, initiatives and priorities of individual schools. The following Honors/Accelerated courses are offered at the middle level: Grade 6 Honors/Accelerated o Math: Depending on the school program, Grade 6 students may be offered either an accelerated Grade 6 math course or they may be offered an accelerated course that combines the most important learning from Math 6 and Math 7 o Science: Depending on the school program, Grade 6 students may be offered either an accelerated Grade 6 science course or they may be offered an accelerated course that combines the most important learning from Science 6 and Science 7. Both courses will provide students with the opportunity for research and experimental design, using the scientific method Grade 7 Honors/Accelerated o ELA: Coursework is more rigorous than grade level expectations. Students follow the grade level curriculum set forth by New York State. However, the level of expectation is higher for class participation, quality and quantity of work. Students are actively engaged in classroom discussion that requires substantially more critical thinking. Accelerated includes the study of genres and additional independent readings. Students read academically challenging and complex texts from multiple genres and are responsible for independent reading projects. They learn how to interpret, analyze and evaluate author s craft and structure. They engage in close reading of text from both literary and rhetorical perspectives. Writing instruction engages students in becoming skilled writers who compose for a variety of purposes and audiences. Cross-curricular projects allow students to make connections and expand upon learning experiences across content areas and engage in research o Math: This is an accelerated course that combines the most important learning from Math 7 & Math 8 to prepare the student to undertake Regentslevel Algebra 1 in Grade 8 o Science: This is an accelerated course that includes the most important learning from Science 7 & Science 8. Students receive an introduction to 2
chemistry. There is a greater focus on inquiry, scientific process and lab skills. Students engage in inquiry and the scientific method through an independent study project. Students prepare to enter into a Regents level laboratory science course in Grade 8 (either Earth Science of Living Environment) depending on the building program o Social Studies: Coursework is more rigorous than grade level expectations. Students follow the grade level curriculum set forth by New York State. However, the level of expectation is higher for class participation, quality and quantity of work. Students are actively engaged in classroom discussion that requires substantially more critical thinking. Cross curricular projects allow students to make connections and expand upon learning experiences across content areas. Grade 8 Honors/Accelerated o ELA: Coursework is more rigorous than grade level expectations. Students follow the grade level curriculum set forth by New York State. However, the level of expectation is higher for class participation, quality and quantity of work. Students are actively engaged in classroom discussion that requires substantially more critical thinking. Accelerated includes the study of genres and additional independent readings. Students read academically challenging and complex texts from multiple genres and are responsible for independent reading projects. They learn how to interpret, analyze and evaluate author s craft and structure. They engage in close reading of text from both literary and rhetorical perspectives. Writing instruction engages students in becoming skilled writers who compose for a variety of purposes and audiences. Cross-curricular projects allow students to make connections and expand upon learning experiences across content areas and engage in research o Math: This is a NYS Regents-level course traditionally taken in the 9 th Grade, Algebra I. Some 8 th Grade material is included to provide support. Students are expected to sit for the Regents exam in June o Science: This is a NYS Regents level course traditionally taken in the High School years (Earth Science or Living Environment depending on the building program). Both courses have mandatory lab requirements set by NYSED. Students engage in inquiry and the scientific method through an independent study project o Social Studies: Coursework is more rigorous than grade level expectations. Students follow the grade level curriculum set forth by New York State. However, the level of expectation is higher for class participation, quality and quantity of work. Students are actively engaged in classroom discussion that requires substantially more critical thinking. Eligibility Criteria for Admission into the Honors/Accelerated Program The records of all students entering Grades 6, 7 and 8 are comprehensively reviewed to determine eligibility for admission. Students that meet the requirements will be offered an Honors/Accelerated program in the middle school, as indicated on the course schedule for the upcoming school year. Even though a child meets the eligibility requirements, he/she 3
may opt not to undertake Honors/Accelerated studies. Parents/guardians should communicate this decision, in writing, to the middle school Principal so that an alternate course schedule can be designed for the student. To be deemed eligible for an Honors/Accelerated program, students records are reviewed and points are assigned in several areas according to established criteria. Please refer to the matrix on page 6 which details the assignment of points. The following criteria are considered to determine student eligibility for admission into Honors courses: Report Card Grades: Students are assigned points based on their 4 th Quarter report card grades for ELA & mathematics in grade 4 as well as the 3 rd Trimester report card grades for ELA & mathematics in grade 5 NYSESLAT Scores: English Language Learners are assigned points based on their performance level on the NYSESLAT assessment Local Assessment Scores: Students are assigned points based on their performance on locally selected and administered reading, writing and math assessments Tenets of Scholarship: Each student is evaluated on specified tenets by their current teacher(s) and assigned points The Guidance Counselor will meet with students who enter the District after the start of the school year seeking Honors/Accelerated placement, along with their parents/guardians, to review their academic records from their previous school(s). Parents/guardians will need to provide contact information so that the teacher rating sheet can be completed by the student s previous teachers. If the necessary information is not available, new students may be placed in a non-honors schedule and reviewed for performance after two continuous quarters of study. Criteria for Continuation in the Honors/Accelerated Program Once a student is enrolled in an Honors/Accelerated course, they must continue to consistently meet expectations. Students should be cognizant of the fact that there are a limited number of seats available for Honors/Accelerated. As such, students may be waiting for an available seat. Continuous enrollment in an Honors level course is dependent upon maintaining minimum levels of academic achievement as follows: 95% attendance Students must complete and submit all course assignments on time They must make every effort to do their best work on a consistent basis and seek prompt additional assistance from teachers when needed They must maintain a minimum quarterly grade of 85% in each Honors or Accelerated course. If and when these minimum levels are not met, students will be reassigned to a regular academic section in the following manner: In the unlikely event that a failing quarterly grade is achieved (below 65), reassignment to a regular academic section will commence the following quarter 4
If a passing quarterly grade of less than 85 is achieved, recommendation for reassignment to a regular academic section will be made after the second consecutive quarter In the event that a student does exit an Honors/Accelerated course, re-entrance may be considered for the following year if superior achievement is exhibited in the regular academic section. It is expected that these criteria will be followed by all participants. Students and parents will be expected to sign a notice of these requirements at the start of the school year for each Honors/Accelerated course they are enrolled in. Appeals Process Should a parent/guardian disagree with a decision regarding admission, non-admission, continuation or discontinuation in the Honors/Accelerated program, the notice of concern should be initiated by the parent in writing and be addressed to the building Principal. The Principal or his/her designee will promptly contact the parent to arrange a mutually convenient meeting. In addition to the parent(s)/guardian(s) and the Principal, attendance at this meeting may include the school counselor and teacher, and possibly even the student him/herself. The outcome of this meeting will be communicated to the parent/guardian in writing by the school Principal. Grades Students quarterly marking period grades in Honors courses are calculated the same as grades in non-honors courses, with one exception. Quarterly grades in Regents-level courses for students in Grade 8 Honors (e.g., Algebra 1, Earth Science, Living Environment) will be weighted using the standard district weighting scale. These courses are the equivalents of high school courses. 5
Honors Matrix for Students Entering Grade 6 in 2015-2016 Report Card Grades Grade 4 Math Math Total Points Earned for Q4 June 2014 Point Total Points Earned for Trimester 3 Point (20 standards/performance indicators with max Value (15 standards/performance indicators with max Value rubric score of 4 for each) rubric score of 4 for each) 76-80 10 58-60 10 71-75 5 56-58 5 Grade 4 ELA ELA Total Points Earned for Q4 June 2014 Point Total Points Earned for Trimester 3 Point (36 standards/performance indicators with max Value (15 standards/performance indicators with max Value rubric score of 4 for each) rubric score of 4 for each) 136-144 10 58-60 10 127-135 5 56-58 5 NYS Assessments Local Assessments Scholarship Performance Level Proficient (during 4 th /5 th grade) NYSESLAT Tenets of Scholarship Grades (10/quarter 30/year-1 point per rating of S ) Number of Satisfactory Ratings on Report Card Point Value SRI ELA Post Assessment Math Post Assessment Lexile Level Point Score Point Score Point (Most Recent) Value Value Value 1,001 or greater 10 90-100% 10 90-100% 10 770 1,000 7 80-89% 5 80-89% 5 Writing Portfolio Sample #3 Sample #4 Rubric Score Point Value Rubric Score Point Value 4 5 4 5 3 2 3 2 Point Value 28-30 5 points 25-27 2 points 5 Maximum possible points non-ell:85 Maximum possible points ELL/Former ELL: 90 (7/30/2015 rev.) 6
Process Timeline Mid July o Matrix is run district-wide for all applicable students End of July o Matrix results provided to building principals for students that will be entering grade 6 in their school for 2015-16 school year Beginning of August o Building administrators identify students that qualify for Honors/Accelerated grade 6 classes (The number of students enrolled in Honors sections will be between 10 and 15% of the grade level in the school.) o Principal writes and sends a notification/invitation letter to parent(s)/guardian(s) telling them their student has qualified for honors/accelerated coursework o Parents/guardians contact the school to inform administration as to whether or not they would like their child in honors/accelerated classes. 7
Honors and Accelerated Programs Available 2015-16 School Grade 6 Grade 7 Grade 8 Heritage Math Math/Science Math/Science South Math Math/Science Math/Science Temple Hill Math/Science Math/Science Math/Science Gidney Avenue Math/Science English/Math/ Science Meadow Hill Math/Science English/Math/ Social Studies/ Science English/Math/ Science English/Math/ Social Studies/ Science 8