Transcript Secundaria y Preparatoria

High School: What
Every Parent Should Know
Presenters: Lorena Sweeney
Fernanda Villalba
L.Sweeney, 2008/09
Welcome!
¡Bienvenidos!
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Goals for High School
Diploma
College
Certificate
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High School
SPECIAL
EDUCATION
ELD
Mainstream
College Level
I.B.
A.P.
Honors
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Special Education
Program
Directed Classes
(Resource)
Modified Classes
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English Language Development
Program
ELD
S.D.A.I.E
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Mainstream
with ELD Support
Mainstream
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College Level Classes
Advanced Placement
AP
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International
Baccalaureate
IB
High School Graduation Requirements
+
College Preparatory Requirements
Graduación de Preparatoria+ Requisitos
Preparatorios para la Universidad
High School Graduation
Minimum Requirements
Graduación de Preparatoria
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 DGet 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
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Goal: Earn 220 Credits to Graduate
From High School!
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Making sense of the Letter Grades
Approximate Equivalency
9.8 – 10
A+
9.5 – 9.7
9 - 9.4
A
AB+
8.6 – 8.9
8.5
8.4 - 8
7.9 – 7.6
7.5
7 - 7.4
6.6 – 6.9
6.5
6 - 6.4
0 – 5.9
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B
BC+
C
CD+
D
DF
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
Grade
Average Grade Marks
(Points or
Scores)
Points
A
90+
4
B
80-89
3
C
70-79
2
D
60-69
1
F (failing
grade)
50
0
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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)
18
¿ Cuál es su G.P.A.?
l
6
= 3.0 G.P.A.
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Weighted Grades (AP/IB)
Grade
Marks (Points or
Scores)
Grade Points
A
B
C
D
F (failing
grade)
90+
80-89
70-79
60-69
50
5
4
3
1
0
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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
A=5
B=3
B=4
C=2
C=3
D=1
D=1
F=0
F=0
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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 9th grade count!!!
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L.Sweeney, 2008/09
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
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Important Dates
Cinch Notice: 3 Weeks (D-F)
1st Progress Report….. 6 weeks
2nd Progress Report…..12 weeks
Final Semester Grades…….18
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weeks
Testing
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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.
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L
A
W
P
R
O
C
E
S
S
Qui ckTime™ and a TIFF ( Uncompr essed) decompressor ar e needed to see this pi cture.
U.S. Department
of Education
State
Department
of Education
State
Legislature
County Office
of Education
School District
School
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Classroom
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.
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•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.
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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
California Standards Tests
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 12th 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..
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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
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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.
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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)(13)), 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
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C.A.H.S.E.E.
California High School Exit Exan
English
Mathematics
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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.
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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.
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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
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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.
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CA High School Exit Exam
(CAHSEE)
Calendar
November
February
March
May
Grades 11 & 12
Grade 12**
Grade 10
Grades 10*, 11, 12
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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.
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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.
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Going to College
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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
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What is AVID?
• AVID is a program designed to prepare
students in the “academic middle” for fouryear college eligibility
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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
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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
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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.
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College Level Classes
Advanced Placement
AP
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International
Baccalaureate
IB
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?
IB
AP
-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.
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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.
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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.
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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.
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• 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.
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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
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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 10th grade is an
excellent time to start preparing for these
tests
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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!
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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
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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)
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"Students who are the
first in their families to
go to college end
poverty in their family
lines forever."
- U.S. Department of Labor
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