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Academic / Accelerated Understanding the Difference . Presenters. Science Renee Devlin – Curriculum Coordinator George Eastburn – Science Teacher (North ) English Peggy Walsh – Curriculum Coordinator David Boell – English Teacher (North) Math Michael Lecker – Curriculum Coordinator

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Academic accelerated understanding the difference

Academic / Accelerated Understanding the Difference


Presenters
Presenters

  • Science

    • Renee Devlin – Curriculum Coordinator

    • George Eastburn – Science Teacher (North)

  • English

    • Peggy Walsh – Curriculum Coordinator

    • David Boell – English Teacher (North)

  • Math

    • Michael Lecker – Curriculum Coordinator

    • Julie Eastburn – Curriculum Coordinator

    • Rosalie Falcheck – Math Teacher (South)


Why this report
Why this report

  • Publicly, there have been statements questioning the differences between accelerated courses and academic level courses.

    • Level of rigor

    • Homework

    • Pacing


Council rock school district course rigor criteria
Council Rock School DistrictCourse Rigor Criteria


What we did
What we did

  • Meetings with administrators, curriculum coordinators, teachers.

  • Coordinator and teacher review of course frameworks, assessments, resources, etc.

  • Observations of accelerated classes and “academic” classes.

    • Focused on HW practices, expectations, student engagement.


Important understandings
Important Understandings

  • Science / English / Mathematics

    • Frameworks

    • Instructional Design

    • Pacing

    • Assessments

    • Homework


Science
Science

  • Frameworks

    • Aligned to the standards. In recent years amendments have been made to meet future state testing.

    • Inquiry based labs

    • Varied assessments, resources

  • Instructional Design

    • Chunking, organizers, study guides, more hands on in academic

    • More time to process/practice in class in academic


Science1
Science

  • Pacing

  • Assessments

  • Some subjects allow the academic classes to use supporting materials (formulas, tables, word banks)

  • Some assessments are standard (safety, element quizzes)

  • Homework

    • May count for more in academic than accelerated


English
English

Similarities

  • Writing in Narrative, Informational, and Persuasive/Argumentative Modes

  • Reading and Analysis of Literary Fiction and Nonfiction

  • Speaking and Listening

  • Language

    • Sadlier Vocabulary Program

    • Usage and Conventions

  • Major Research Assignment

  • PSAT, SAT, PSSA Prep

    (Grades 10 and 11)

  • Assessments

Differences

  • Levels of Critical Thinking

  • Facility with Language (oral and written)

  • Pace and Volume

  • Independent Work

  • Time Devoted to Basic Skill Instruction

  • Individual Instruction

  • Assessments


Mathematics
Mathematics

  • Frameworks – Similar Concepts and Skills each level.

  • Instructional Design –Planning and instruction can vary in each course depending on the collective readiness and understanding of prerequisite knowledge by students.

    Example: Factoring


Mathematics1
Mathematics

  • Pacing: Adjusted/Monitored by complexity of the problems and applications.

    Example: Factoring

  • Assessment: consistent with the instruction and level of complexity of the course. Example: Geometry

  • Homework Assignments

    The expectations for participation and completeness of homework is the same.


Conclusions
Conclusions

  • Courses are designed to be different to support the unique needs of the learners.

  • Homework is routinely assigned in academic and accelerated courses.

  • Assessments are different, yet appropriate for the level of course.

  • Academic and accelerated courses are both college prep in nature (college prep is different than college major).


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