Acceleration
MIDDLE SCHOOL MATH ACCELERATION CRITERIA
An (incoming) eighth grade student wishing to enroll in Algebra I must meet at least three of the following criteria:
HIGH SCHOOL MATH DIFFERENTIATION
Finished with current assignment early:
1. Bring other homework or a book to read.
2. Sign up for www.artofproblemsolving.com and practice leveled math problems to prepare for future contests. Work on problems (Alcumus) during work time. Since the Freshmen math contest was cancelled, I'm including the top Freshmen in the Purple Comet online math contest in April. They can help remind the upperclassmen of the geometry in their history.
Working farther ahead:
1. Turn in homework when complete
2. Graded that evening/weekend
a. Grade reported in JMC
b. Homework not returned until the whole class gets it back
3. Take tests with the rest of the class
4. Spend class time working on:
a. Art of Problem Solving
b. A different mathematical or computer programming project
c. Knowledge Bowl type questions at www.greatauk.com
SCIENCE ACCELERATION
CURRICULUM COMPACTING (ANY SUBJECT AREA) Earlham High School’s Definition: When a student is determined to be proficient in a given subject area, that student may qualify for curriculum compacting. Curriculum compacting occurs in several ways:
Defining “Proficiency”: Determining proficiency will vary by course, teacher and student. Proficiency is not a matter of meeting high expectations of a course, but exceeding the expectations and objectives set by a course. A student who is considered proficient in a given area has mastered the skills and objectives of a course prior to taking said course.
Multiple criteria will need to be demonstrated in order to qualify for curriculum compacting. While test scores will never be used alone to determine proficiency, they may be used as one criterion in the determination. The following is a short list of criteria that may be used:
Once proficiency is determined, the classroom teacher, T.A.G. instructor, parents and student will determine which curriculum compacting strategy is a suitable fit.
An (incoming) eighth grade student wishing to enroll in Algebra I must meet at least three of the following criteria:
- Math 7 Achievement (based on three quarters of work): 90% or better
- Algebra Aptitude Test (given at the beginning of the 4th Quarter): 85% or better
- Iowa Assessments: 80th percentile or better
- Mid Iowa Consortium Test: RIT score of 235 or better
- Teacher Recommendation: Based on study skills, work habits, and attitude/interest
HIGH SCHOOL MATH DIFFERENTIATION
Finished with current assignment early:
1. Bring other homework or a book to read.
2. Sign up for www.artofproblemsolving.com and practice leveled math problems to prepare for future contests. Work on problems (Alcumus) during work time. Since the Freshmen math contest was cancelled, I'm including the top Freshmen in the Purple Comet online math contest in April. They can help remind the upperclassmen of the geometry in their history.
Working farther ahead:
1. Turn in homework when complete
2. Graded that evening/weekend
a. Grade reported in JMC
b. Homework not returned until the whole class gets it back
3. Take tests with the rest of the class
4. Spend class time working on:
a. Art of Problem Solving
b. A different mathematical or computer programming project
c. Knowledge Bowl type questions at www.greatauk.com
SCIENCE ACCELERATION
- Students will be considered for advancement out of 8th grade science and into Physical Science as an 8th grader if 2 or more of the following criteria are met.
- Recommendation from Science or TAG instructor.
- Proficiency in MAP or Iowa Assessments in Math and Science
- Advancement in Geometry as an 8th grader
- Class Performance
CURRICULUM COMPACTING (ANY SUBJECT AREA) Earlham High School’s Definition: When a student is determined to be proficient in a given subject area, that student may qualify for curriculum compacting. Curriculum compacting occurs in several ways:
- exemption from certain classes once proficiency is determined,
- alternative/advanced assignments within regular classroom setting after proficiency has been determined,
- alternative course offered after proficiency in current course is determined,
- additional talented and gifted resource room services.
Defining “Proficiency”: Determining proficiency will vary by course, teacher and student. Proficiency is not a matter of meeting high expectations of a course, but exceeding the expectations and objectives set by a course. A student who is considered proficient in a given area has mastered the skills and objectives of a course prior to taking said course.
Multiple criteria will need to be demonstrated in order to qualify for curriculum compacting. While test scores will never be used alone to determine proficiency, they may be used as one criterion in the determination. The following is a short list of criteria that may be used:
- A score in the 97%ile or higher on any standardized test in the subject area
- Recommendation by course teacher to receive curriculum compacting services
- A score of 90% or higher on semester exam of course prior to taking course
- Taking and passing a battery of assessments created by course teacher or T.A.G. instructor (if available)
Once proficiency is determined, the classroom teacher, T.A.G. instructor, parents and student will determine which curriculum compacting strategy is a suitable fit.