L.Sweeney, 2008/09 College Level Classes Advanced Placement AP International Baccalaureate IB
L.Sweeney, 2008/09 High School Graduation Minimum Requirements Graduación de Preparatoria High School Graduation Requirements + College Preparatory Requirements Graduación de Preparatoria+ Requisitos Preparatorios para la Universidad 220 credits [Set by State and District School Board] 220 créditos [Establecidos por la Junta Escolar Estatal y del Distrito ] Get grades of at least D- CAHSEE [English & Math (Algebra)] CAHSEE (Examen de Egreso) [Inglés y Matemáticas (Álgebra)] 220 credits [Including A-G Requirements] 220 créditos [Incluyendo Requisitos A-G] Get Good Grades [C and above] Obtener buenas calificaciones [C o mejor] CAHSEE [English & Math (Algebra)] CAHSEE (Examen de Egreso) [Inglés y Matemáticas (Álgebra)] College Entrance Exams SAT - ACT Exámenes de Admisión SAT – ACT Extra-curricular Activities Actividades Extra-curriculares
L.Sweeney, 2008/09 Goal: Earn 220 Credits to Graduate From High School!
L.Sweeney, 2008/09 Making sense of the Letter Grades Approximate Equivalency 9.8 – 10 A+ A 9.5 – 9.7 A- 9 - 9.4 B+ 8.6 – 8.9 B 8.5 B- 8.4 - 8 C+ 7.9 – 7.6 C 7.5 C- 7 - 7.4 D+ 6.6 – 6.9 D 6.5 D- 6 - 6.4 F 0 – 5.9
L.Sweeney, 2008/09 Grade Point Average The most common grading system uses letter grades A, B, C, D and F. Each grade is assigned points (or Grade Points) to calculate the Grade Point Average GradeMarks (Points or Scores) Grade Points A90+4 B80-893 C70-792 D60-691 F (failing grade) 500
L.Sweeney, 2008/09 How do I calculate my G.P.A.? ( Grade Point Average) G.P.A. es el promedio de calificaciones en puntos A = 4 B = 3 C = 2 D = 1 F = 0 Si un estudiante tiene estas calificaciones: A (4), A (4), B (3), B (3), C (2), C (2) ¿ Cuál es su G.P.A.? l 18 = 3.0 G.P.A. 6
L.Sweeney, 2008/09 Weighted Grades (AP/IB) GradeMarks (Points or Scores) Grade Points A90+5 B80-894 C70-793 D60-691 F (failing grade) 500
L.Sweeney, 2008/09 Weighted vs. Non-weighted Academic Grade Point Average Promedio del Puntaje de Calificación Académica Regular Classes Clases Regulares Advanced Placement / International Baccalaureate / Honors Courses Cursos de Ubicación Avanzada / Bachillerato Internacional / de Honor A = 4 B = 3 C = 2 D = 1 F = 0 A = 5 B = 4 C = 3 D = 1 F = 0
L.Sweeney, 2008/09 Transcript Courses taken and credits earned each semester are reported on your transcript The TRANSCRIPT is the report sent to colleges that reflects the grades you received during each semester of your high school years Grades include all pluses and minuses Grades from 9 th grade count!!!
Course Value: Credits -Each semester for each course that your student receives a passing mark: (A-D) (C [minimum] for universities): the student earns 5 credits -Yet, if your student happens to fail a course, he/she receives O credits for that particular class; which, in turn, results in credit deficiency. -In case a student falls behind in credits, he/she should make a plan to make-up those lost credits: Attend summer school Learning Center after school
L.Sweeney, 2008/09 Important Dates Cinch Notice: 3 Weeks (D-F) 1 st Progress Report….. 6 weeks 2 nd Progress Report…..12 weeks Final Semester Grades …….18 weeks
L.Sweeney, 2008/09 No Child Left Behind Act of 2001 According to this federal act, states are required to use a standardized method of assessment to measure students’ progress on the mastery of content standards.
L.Sweeney, 2008/09 LAWPROCESSLAWPROCESS U.S. Department of Education State Department of Education County Office of Education School District State Legislature School Classroom
L.Sweeney, 2008/09 Annual testing provides important information on student achievement, so teachers and parents may determine how best to improve student performance and diagnose problems that might be associated with poor performance. They help schools focus resources on the best way to promote learning and help parents track their child's progress.
L.Sweeney, 2008/09 Effective teachers assess their students in various ways during the school year. As they do this, they not only monitor student achievement but also help to ensure that their students will excel on annual tests.
The Standardized Testing and Reporting (STAR) Program California Standards Tests California Modified Assessment—Grades three through five California Achievement Tests, Sixth Edition Survey—Grades three and seven only California Alternate Performance Assessment Standards-based Tests in Spanish—Grades two through seven Aprenda: La prueba de logros en español, Tercera edición (Aprenda 3)—Grades eight through eleven
L.Sweeney, 2008/09 WHAT?: English – language arts, mathematics, science, and history – social science These tests were developed specifically to assess students' knowledge of the California content standards. The State Board of Education adopted these standards, which specify what all children in California are expected to know and be able to do in each grade or course WHO?: Only to students in California public schools (No 12 th graders). HOW?: Except for a writing component that is administered as part of the grade seven English – language arts tests, all questions are multiple-choice.. California Standards Tests
L.Sweeney, 2008/09 California Standardized Testing and Reporting (STAR) CST Scores By district, school, grades Significant student subgroups: White (not of Hispanic origin) English Language Learners Hispanic Asian Socioeconomically Disadvantaged
L.Sweeney, 2008/09 Individual Student Reports The test results for individual students are available only from the school district or school where the student was tested. Individual student scores are confidential and may be reviewed only by students' teachers and parents/guardians. Most parents/guardians should receive their children's test results no later than the middle of September.
L.Sweeney, 2008/09 CELDT WHAT?: Listening, Speaking, Reading, and Writing WHY? In 2001, the enactment of the No Child Left Behind (NCLB) Act of 2001 mandated states to respond to additional Title III accountability requirements for English learners (ELs). What is the fundamental purpose of the CELDT? Three purposes for the California English Language Development Test (CELDT) are specified in state law (see Education Code Section 60810 (d)(1- 3)), including: 1) identify pupils as limited English proficient, 2) determine the level of English language proficiency (ELP) who are limited English proficient, and 3) assess the progress of limited English proficient students in acquiring the skills of listening, speaking, reading, and writing in English. Besides, the CELDT is used to: 4) Determine best instructional placement, 5) to Re-designate students as R-FEP
L.Sweeney, 2008/09 C.A.H.S.E.E. California High School Exit Exan English Mathematics
L.Sweeney, 2008/09 What is the CAHSEE? State law, enacted in 1999, authorized the development of the California High School Exit Examination (CAHSEE), which students in California public schools would have to pass to earn a high school diploma. Purpose of the CAHSEE is to improve student achievement in high school and to help ensure that students who graduate from high school can demonstrate grade-level competency in reading, writing, and mathematics.
L.Sweeney, 2008/09 English-Language Arts The ELA part of the exam, which addresses state ELA content standards through grade ten, has a reading section and a writing section. –The reading section covers vocabulary, informational reading, and literary reading. This section includes 50 percent literary texts and 50 percent informational texts. –The writing section covers writing strategies, applications, and conventions. The ELA part of the exam consists of multiple-choice questions as well as a writing task in which students are asked to write on a specific topic or in response to a literary or informational passage.
L.Sweeney, 2008/09 Mathematics The mathematics part of the CAHSEE addresses state mathematics content standards through the first part of Algebra. It includes statistics, data analysis and probability, number sense, measurement and geometry, algebra and functions, mathematical reasoning, and Algebra I. Students must demonstrate computational skills and a foundation in arithmetic, including working with decimals, fractions, and percentages. The math part of the exam is composed entirely of multiple-choice questions. The CAHSEE blueprints provide more information on the content of the exam and are available on the California Department of Education (CDE) Website
L.Sweeney, 2008/09 CAHSEE: Passing score: 350 How many opportunities do students have to pass the CAHSEE ? All students are required to take the CAHSEE for the first time in grade ten. Students who do not pass one or both parts of the exam in grade ten have: up to 2 opportunities in grade eleven and up to 3 opportunities in grade twelve to retake the part(s) of the exam not yet passed. The CAHSEE testing schedule for the 2008–09 school year is posted on the CDE Website. School districts select their testing dates from this schedule.
L.Sweeney, 2008/09 CA High School Exit Exam (CAHSEE) Calendar NovemberGrades 11 & 12 FebruaryGrade 12** MarchGrade 10 MayGrades 10*, 11, 12
L.Sweeney, 2008/09 What is done to assist English learners when taking the CAHSEE? English learners must be permitted to take the CAHSEE with certain test variations if used regularly in the classroom. For example, if regularly used in the classroom, English learners must be permitted to hear the test directions in their primary language or use a translation glossary. Students who are English learners are required to take the CAHSEE in grade ten with all other grade ten students. During their first 24 months in a California school, English learners are to receive six months of instruction in reading, writing, and comprehension in English (Education Code Section 60852). During this time, they are still required to take the CAHSEE.
L.Sweeney, 2008/09 What happens if students do not pass the CAHSEE? School districts are required to provide additional instruction to assist students who do not pass the exam. Parents and guardians are encouraged to contact their student’s school for information on the programs offered.
L.Sweeney, 2008/09 Getting into College A-G Requirements GPA in Academic Classes Overall GPA GPA trend on transcript Degree of rigor of coursework College Entrance Exams: SAT & ACT Extracurricular activities
L.Sweeney, 2008/09 What is AVID? AVID is a program designed to prepare students in the “academic middle” for four- year college eligibility
L.Sweeney, 2008/09 AVID AVID targets B and C students (academic middle)—who have the desire to go to college and the willingness to work hard. –Capable of completing a rigorous curriculum but falling short of their potential –Often the first in their families to attend college –Many from low-income or minority families
L.Sweeney, 2008/09 The AVID Elective –Organizational and study skills –Critical thinking/questioning strategies –Academic assistance from peers and tutors –Participation in enrichment and motivational activities that make college seem attainable
L.Sweeney, 2008/09 What is expected of AVID students? Sit in front in all of their classes. Talk to their teachers on a weekly basis and make sure their grade is up to date. Be leaders in class and on campus. Wear AVID T-shirts. Be involved in school. (clubs, sports, etc.) Do community service.
L.Sweeney, 2008/09 College Level Classes Advanced Placement AP International Baccalaureate IB
L.Sweeney, 2008/09 Advanced Placement International Baccalaureate AP / IB Courses are recognized as a powerful tools for increasing academic rigor, improving teacher quality, and creating a culture of excellence in high schools Increase equity
L.Sweeney, 2008/09 How is the IB different from AP? IBAP -Comprehensive curriculum that requires students to demonstrate knowledge and skills through both in-class and outside assessments in six academic areas Permits campuses to pick and choose from over 30 offerings Campuses that offer IB must be prepared to offer the total program upon initial implementation Students whose main goal is college credit will probably choose AP because colleges offer credit on a more widespread basis for satisfactory AP test scores than for IB scores. Students whose main goal is preparation for either a career with an international perspective or college in another country may prefer IB because of its recognition at overseas universities. IB diploma students who plan to attend selective colleges may receive preferential admissions consideration and/or college credit for satisfactory IB exam scores.
L.Sweeney, 2008/09 Is one better than the other? While neither program is better than the other, they each have different aims. They are both great programs that prepares students for college and the real world. In many cases, the classes are combined and can take both tests and receive both credits.
L.Sweeney, 2008/09 What is the International Baccalaureate Program? The International Baccalaureate (IB) Program is an internationally recognized curriculum that offers 11th and 12th grade students an opportunity to earn the IB diploma. The program is offered in over 700 [now 800] public and private secondary schools in more than 90 [now 100] countries around the world. To earn the IB diploma, students complete and test in six IB subjects; write an extended essay of independent research guided by a faculty mentor, complete 150 hours of creative, action, and service activities (CAS); and participate in a critical thinking course called Theory of Knowledge.
L.Sweeney, 2008/09 International Baccalaureate IB diploma candidates test in three of their subjects at the higher level and three of their subjects at the subsidiary level. Two subsidiary level tests may be taken in May of the junior year. All other tests are taken in May of the senior year.
L.Sweeney, 2008/09 International Baccalaureate Diploma candidates must earn a total of 24 points on their six IB examinations. Bonus points may be awarded for excellent extended essays, and for excellent Theory of Knowledge work. A score of 4 is considered to be a passing score on an IB examination. Though every university has its own criteria, most universities which award credit for IB courses require a score of 5 or better on higher level exams.
L.Sweeney, 2008/09 The AP/IB examinations are administered during the second and third weeks of May. For AP: scale of one to five is used to determine a candidate’s mastery, with a score of three or higher generally assumed as passing. Students may elect to take multiple examinations and, if successful, enter college with an advanced standing beyond the freshman year. Approximately 2,900 colleges and universities grant credit and advanced placement to entering students whose AP grades and test scores meet their requirements.
L.Sweeney, 2008/09 Financial Benefit of taking and AP / IB Exam The original investment by students ($76 per AP exam) can potentially save a family a significant amount of tuition money. Currently, IB fees are a one-time $129 (Diploma registration fee and $88 per exam. NO breaks or funding) Diploma $657.00
L.Sweeney, 2008/09 College Entrance Exams Most colleges will require the SAT Reasoning Test or the ACT Plus Test SAT reasoning Test = ACT with Writing Test University of California and many top tier colleges will require at least 2 SAT Subject Tests The summer of the 10 th grade is an excellent time to start preparing for these tests
L.Sweeney, 2008/09 How to Become Successful … Push your child to take a strong academic curriculum Unplug your child from the Internet, cell phone and the TV Teach them to develop an intellectual appetite Develop strong study skills and time management techniques Keep grades up!
L.Sweeney, 2008/09 Get Involved… Find your passion and follow it!! Develop as a leader in that area if possible. Select school activities that will demonstrate your passion and skills Look outside your school community to participate in other activities Volunteer or take a class Find an extracurricular activity you love
L.Sweeney, 2008/09 REMEMBER!!! In order to be eligible to apply for admission into a 4 year university you MUST: Complete A-G requirements Get good grades Take the SAT/ACT (UC Subject Test)
L.Sweeney, 2008/09 "Students who are the first in their families to go to college end poverty in their family lines forever." - U.S. Department of Labor