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Schools

New Junior High Honors Program Helps Teachers Challenge More Students

Committee, teachers change criteria for entry into program to increase participation.

The new District 308 junior high school honors program takes a picture of the whole student not just a snapshot of one day of testing, said Jill Beane, a language arts teacher at Plank Junior High School.

The 308 School Board approved the new program in late February. It combines the academically talented and accelerated programs and will launch at the beginning of the 2011-12 school year.

 The academically talented program recognized gifted students in math and language arts. The accelerated program was for students gifted in science and social studies.

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The new entrance process into the honors program examines four different aspects all at once instead of relying on one standardized test, the Measure of Academic Progress (MAP).

The four pieces include the student’s grades for the first half of the year, a local assessment test, teacher’s recommendation and the MAP,  said Carla Johnson, District 308's executive director of teaching and learning.

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The local assessment includes students writing an essay in class for the language arts, completing a lab for science and a data-based test for the social studies honors program, Beane said

“[Teachers] see [the students] so much every day we know their capability better than one test score. It gives the teachers a shot to really help the kids get in,” Beane said.

Next year the program will formally invite students via a letter asking them and their parents to discuss whether they are ready for the pace, rigor and challenges of the honors program, said Plank Principal Rachel Bednar. Bednar also served as the chairwoman of the AT/Accelerated Review Committee.

The Plank program will grow next year from 36 to 55 students as the entry requirements will change, said social studies teacher James Johnson. This means teachers will prepare more students for the rigorous honors and AP classes in high school, Beane said.

Every year teachers and administrators noticed students missing out on more challenging school work because entrance into the accelerated and academic talent program previoulsy required them to first take the MAP test.

If students failed the test by even one point they couldn’t move to the next step in the entrance process, Beane said.

Those who passed took a cognitive test next. Finally, teachers gave their input with a recommendation before being a student could be placed in the honors program, Johnson said.

Beane said she and her colleagues are excited to challenge more students:

“The teacher recommendations are just glowing; its great to see those kids who would’ve missed out before who have the teacher backing to get that opportunity."

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