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Freedom Intermediate School Honors Parent Orientation

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Honors Program Vision The vision of the Honors program is to empower students to acquire academic skills necessary for success in Advanced Placement (AP) courses.The vision of the Honors program is to empower students to acquire academic skills necessary for success in Advanced Placement (AP) courses.

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HOW??? Accelerated Classes Challenging Materials Emphasis on Rigor Higher Order Thinking Skills Compacting Material Coaching Student Responsibility Allow/Learn from Failures

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Honors Qualification 1.Meet Grade-level Explore Test Score 2. 3.

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Explore Test 8th Grade Level Test A predictor of future success on ACT & AP Performance Standards aligned with College Readiness Standards Standards aligned with College Readiness Standards

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Assessment Swim… Who can swim across the POOL? TCAP Proficient (on target) Who can swim across the POND? TCAP Advanced (above target) Who can swim across the RIVER? EXPLORE/PLAN/ACT (college/AP ready) Who can swim across the OCEAN? AP Exam - College Success!

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Honors Qualification Explore cut scores : 5th grade 6th grade Lang. Arts*: 1517 Reading*: 1516 Math: 1617 Science: 1718 *Social Studies: Qualify in Lang. Arts and Reading RLA is tested as one class and student must qualify for both May qualify in one or more subjectsMay qualify in one or more subjects

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Honors Qualification 1.Meet Grade-level Explore Test Score 2.Sufficient supporting data as recommended by the classroom teacher TCAP, STAR, Perceived Rate of Learning 3.Principal approved request Administrator, Teacher, Parent, IEP Team, GEIT Team, etc

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Honors Qualification Priority If seats are available, then students MAY be placed in honors classes with the following priority: 1. Testing Data, Academic Progress, IEP Team 2. Teacher or Administrator Request 3. Parent Request3. Parent Request Requests for honors placement are intended for students who have excelled in the classroom and missed an Explore cut score by a small margin.

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Student Characteristics Demonstrates an ongoing ability to actively participate in class and punctually complete advanced level assignmentsDemonstrates an ongoing ability to actively participate in class and punctually complete advanced level assignments Thrives upon learning beyond the basic element of a conceptThrives upon learning beyond the basic element of a concept Has sufficient organizational skill to sustain the rigorous pace of course workHas sufficient organizational skill to sustain the rigorous pace of course work

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percent of U.S. public high school students in the class of 2010 took an AP Exam at some point in high school. 16.9% of high school seniors had a successful AP experience in 2010.

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Honors Criteria A student does not need to re-qualify each year A student does not need to re-qualify each year Once a participant - always participant if: Maintain a “C” in all Honors Classes, and… Maintain a “C” in all Honors Classes, and… Continue quality work ethic Continue quality work ethic Parents will be asked to sign a commitment form each yearParents will be asked to sign a commitment form each year Must re-qualify if a student drops Honors See complete Honors Guidelines on school website

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The Tennessee Diploma Project (2009 Curriculum and Testing Modifications in Tennessee)

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H S Graduation Requirements Math - 4 Credits: (Students must take a math class each year) Algebra I- 1 Credit Geometry -1 Credit Algebra II-1 Credit Upper level Math:-1 Credit –Bridge Math Students who have not earned a 19 on the mathematics component of the ACT by the beginning of the senior year are recommended to complete the Bridge Math course. –Capstone Math –Adv. Algebra and Trigonometry. –STEM Math (Pre-Calculus, Calculus, or Statistics)

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New In Common Core State Standards (CCSS) –Adopted by 46 states in the U.S. Constructed Response Assessments –October, February, and May Tncore.org

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16 Our transition to Common Core Standards is central to strengthening Tennessee’s competitiveness Source: “Projections of Jobs and Education Requirements Through 2018” (The Georgetown University Center on Education and the Workforce), 2011 NCES NAEP data, ACT Tennessee’s Competitiveness Only 21% of adults in TN have a college degree TN ranks 46 th in 4 th grade math and 41 st in 4 th grade reading nationally 54% of new jobs will require post- secondary education Only 15% of high school seniors in TN are college ready

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17 The Common Core State Standards represent six key instructional shifts ELA: 1.Building knowledge through content-rich nonfiction and informational texts 2.Reading and writing grounded in evidence from text 3.Regular practice with complex text and its academic vocabulary MATH: 1.Focus strongly where the Standards focus 2.Coherence: think across grades, and link to major topics within grades 3.Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity.

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18 TNCore Focus Standards for each grade level for mathematics in grades 3-8 GradeTNCore Focus Standards 3 rd Grade Represent and solve problems involving multiplication and division Understand properties of multiplication and the relationship between multiplication and division 4 th Grade Extend understanding of fraction equivalence and ordering Build fractions from unit fractions by applying and expending previous understanding of operations of whole numbers 5 th Grade Use equivalent fractions as a strategy to add and subtract fractions Apply and extend previous understanding of multiplication and division to multiply and divide fractions 6 th Grade Understand ratio concepts and use ratio reasoning to solve problems Apply and extend previous understanding of arithmetic to algebraic expressions 7 th Grade Analyze proportional relationships and use them to solve real-world and mathematical problems Solve real-life and mathematical problems using numerical and algebraic expressions and equations 8 th Grade Define, evaluate and compare functions Understand the connections between proportional relationships, lines and linear equations The 3-8 Math TNCore Focus Standards for the school-year are:

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© 2012 University of Pittsburgh LEARNING RESEARCH AND DEVELOPMENT CENTER The CCSS for Mathematical Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. 19 Common Core State Standards, NGA Center/CCSSO, 2010

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assessment plan, math 3-8 Official Constructed Response Assessment (paper-based only, scored by state, results reported in July) May CRA 2 (paper and online option, scored by teachers in Field Service Center region, reported by school team) February CRA 1 (paper and online option, scored by teachers in Field Service Center region, reported by school team) October Small Field Test, May 2012 Student performance on the Constructed Response Assessments will not affect teacher, school, or district accountability for the next two years.

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© 2012 University of Pittsburgh LEARNING RESEARCH AND DEVELOPMENT CENTER Comparing Two Mathematical Tasks Compare the two tasks. How are they similar and how are they different? The Sweater Task The Percent Task 21

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© 2012 University of Pittsburgh LEARNING RESEARCH AND DEVELOPMENT CENTER The Percent Task 10% of $30 = ___ 5% of $30 = ___ 20% of $30 = ___ 25% of $30 = ___ 40% of $30 = ___ 80% of $30 = ___ 100% of $30 = ___ 22

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© 2012 University of Pittsburgh LEARNING RESEARCH AND DEVELOPMENT CENTER The Sweater Task To celebrate your birthday, your grandparents take you shopping. Which sale should you take advantage of if you want the best reduction on a sweater that costs $68.79? Does each sale result in the same reduction off the original cost? Explain what you would pay in each sale situation, and the similarities or differences between the two sales. 23 SALE: 30% discount SALE: 20% discount, with an additional 10% off of the sale price

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24 …and deeper. There were 28 cookies on a plate. Five children each ate 1 cookie. Two children each ate 3 cookies. One child ate 5 cookies. The rest of the children each ate 2 cookies. Then the plate was empty How many children ate 2 cookies? Use multiplication equations and other operations, if needed, to show how you found your answer. Jane thinks this question can be solved by dividing 28 by 2. She is wrong. Explain using equations and operations why this is not possible. 3 rd Grade Math 3OA.3 (Operations and Algebraic thinking): Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problems. Source: University of Pittsburgh, Copyrighted

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What does this mean for me? High standards in ALL classes for ALL students Students expected to perform at higher levels of THINKING Students will be expected to reason, explain, and give evidence How we assist students as they struggle will be different

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FSSD 5 th -8 th Grade Honors path…

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5 th Grade Honors RLA 6 th Grade Honors RLA 7 th Grade Honors RLA Candidate for 7 th Grade Foreign Language 8 th Grade Honors RLA

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Honors is NOT….. …a program for giftedness …for those who do not want to make a B …easy …a social club …a group of students that are “smarter” than everyone else …a requirement for those who qualify …an automatic course placement (i.e. 7th grade Algebra)

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Honors is….. An excellent opportunity for students to be challenged and pushed to reach full potential for growth in future AP success.

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“Wow, this class is tough! But I know my teacher will push me, help me, and hold me accountable, and I know that if I work hard, I can do it! ” Honors is…..

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Freedom Intermediate School Questions…???? Please be sure to submit your signed Honors Placement Request Form.

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