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High Ability Programming Center Grove High School January 10, 2011.

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Presentation on theme: "High Ability Programming Center Grove High School January 10, 2011."— Presentation transcript:

1 High Ability Programming Center Grove High School January 10, 2011

2 Why are we here? Purpose Purpose Provide overview of CGHS High Ability programs Provide overview of CGHS High Ability programs Gain a student perspective on rigorous courses Gain a student perspective on rigorous courses Answer your questions Answer your questions Non-Purpose Non-Purpose Speak to Honors/AP teachers Speak to Honors/AP teachers Make course selections for next year Make course selections for next year

3 Agenda Welcome Welcome High Ability Program Overview High Ability Program Overview Advanced Placement (AP) Program Advanced Placement (AP) Program Panel—Questions and Answers Panel—Questions and Answers Concluding Remarks Concluding Remarks

4 Mary Ellen Anderson, IU Director of Admissions “Indiana University, like most universities, encourages students to take the most rigorous curriculum available and appropriate for their skill level. Honors, Advanced Placement, and IB courses help prepare students for the academic transition from high school to college. The stronger the academic preparation, the easier the transition to college. Many selective colleges and universities may require a specific number of advanced level courses or will at least expect that a student with the ability to take advanced level courses will do so. Taking advanced level courses may also give students opportunities to “test out” of introductory level courses which can result in saving money and time.” “Indiana University, like most universities, encourages students to take the most rigorous curriculum available and appropriate for their skill level. Honors, Advanced Placement, and IB courses help prepare students for the academic transition from high school to college. The stronger the academic preparation, the easier the transition to college. Many selective colleges and universities may require a specific number of advanced level courses or will at least expect that a student with the ability to take advanced level courses will do so. Taking advanced level courses may also give students opportunities to “test out” of introductory level courses which can result in saving money and time.” Correspondence 12/21/07 Correspondence 12/21/07

5 Diploma Requirements Core 40 with Academic Honors Core 40 with Academic Honors Complete one of the following: Complete one of the following: Two AP courses and corresponding exams Two AP courses and corresponding exams Academic, transferable dual high school/college courses resulting in 6 college credits Academic, transferable dual high school/college courses resulting in 6 college credits One AP course and corresponding exam and academic transferable high school/college course(s) resulting in 3 college credits One AP course and corresponding exam and academic transferable high school/college course(s) resulting in 3 college credits Score 1200 or higher combined SAT math and critical reading** Score 1200 or higher combined SAT math and critical reading** Score 26 composite ACT Score 26 composite ACT An International Baccalaureate Diploma An International Baccalaureate Diploma NOTE: This is only a portion of the requirements. Please visit NOTE: This is only a portion of the requirements. Please visit

6 Identification and Selection Process MSC and MSN prepare data on all students coming to the high school MSC and MSN prepare data on all students coming to the high school Data includes ISTEP, InView, SRI, grades, teacher input Data includes ISTEP, InView, SRI, grades, teacher input High school reviews the data and makes recommendations (early January) High school reviews the data and makes recommendations (early January) Parents receive a letter from the principal indicating recommendations (mid-January) Parents receive a letter from the principal indicating recommendations (mid-January) Appeals are made directly to the principal (February) Appeals are made directly to the principal (February)

7 9 th Grade Honors Data 11 8 MALE STUDENTS 143 FEMALE STUDENTS # OF MALE STUDENTS # & % WITH B- 0R BETTER IN ALL HONORS CLASSES # & % D+ or BELOW GRADES # OF HONOR CLASSES TAKEN # OF FEMALE STUDEN TS # & % WITH B- 0R BETTER IN ALL HONORS CLASSES # & % D+ or BELOW GRADES 21 13/21 62%2/21 10% /38 53% 6/38 16% 36 22/36 63%4/36 11% /37 51% 4/37 11% 29 23/29 79%1/29 3% /25 76% 32 25/32 78%1/32 3% /43 70% 2/43 5% # OF HONORS CLASSES TAKEN # AND % OF STUDENTS TAKING HONORS CLASSES # AND % OF MALES TAKING HONORS CLASSES # AND % OF FEMALES TAKING HONORS CLASSES % 19 19% 19 14% % 26 26% 30 22% % 31 31% 42 31% % 24 24% 43 32%

8 9th Grade Honors Data HONORS COURSES COMBINED MALE/FEMALE # OF HONORS CLASSES TAKEN # OF STUDENTS W/ B- OR BETTER IN ALL HONORS CLASSES % OF STUDENTS W/ B- OR BETTER IN ALL HONORS CLASSES # OF STUDENTS W/ D+ OR LOWER GRADES % OF STUDENTS W/ D+ OR LOWER GRADES 129/3876%1/383% 245/5680%1/562% 357/7378%2/733% 459/6788%1/672% TOTAL190/23481%5/2342%

9 Brad Timmons AP Coordinator Center Grove High School Advanced Placement (AP) Program

10 AP TEST DATA YEAR NUMBER OF AP TESTS TAKEN NUMBER OF 3’s, 4’s, and 5’s

11 Panelists Katie Brown, 12 Katie Brown, 12 Jenna Burnett, 12 Jenna Burnett, 12 Alex Neville, 12 Alex Neville, 12 Danielle Jacquin, 11 Danielle Jacquin, 11 Namratha Jan, 11 Namratha Jan, 11 Janit Pandya, 11 Janit Pandya, 11 Hunter Haskell, 10 Hunter Haskell, 10 Mark Hazelbaker, 10 Mark Hazelbaker, 10 Mikaela Saugstad, 9 Mikaela Saugstad, 9 Brett Austin, 9 Brett Austin, 9 Abi Nussbaum, 9 Abi Nussbaum, 9 Troy Smith, 9 Troy Smith, 9

12 Upcoming Events MS/HS Scheduling Night MS/HS Scheduling Night Thursday, January 20 7:00 p.m. Thursday, January 20 7:00 p.m. Orientation and Registration Orientation and Registration Wednesday, July 27, 2011 Wednesday, July 27, 2011 Orientation 8:00 a.m.-12:30 p.m. Orientation 8:00 a.m.-12:30 p.m. Registration 5:30 p.m.-8:00 p.m. Registration 5:30 p.m.-8:00 p.m.


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