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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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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
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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