Selecting Freshman Year Courses
Frequently Asked Questions
- Must a student take Honors level courses in Grade 9 in order to take Honors level courses later in high school?
- Must students take all Honors classes?
- If students try an Honors class, can they just drop to a Regents class later if it doesn’t work out?
- Must all students have a study hall in their schedules?
Must a student take Honors level courses in Grade 9 in order to take Honors level courses later in high school?
Must students take all Honors classes?
If students try an Honors class, can they just drop to a Regents class later if it doesn’t work out?
Sometimes. For change requests, we do our best to accommodate and to do so with minimal impact to a student’s schedule. However, sometimes changing levels mid-year often means a major disruption to a student’s schedule and loss of an elective course. Also, a course level change cannot be guaranteed, as full Regents-level classes or sections may prevent a student from dropping to the requested course.
Must all students have a study hall in their schedules?
Deciding Between Regents and Honors Courses
ENGLISH
A student is better suited for Regents level English 9 when he or she:
- Consistently earns below a 94% in middle school ELA classes and/or on course assessments (particularly on-demand written assessments);
- Is less adept at managing a heavier workload and/or budgeting time;
- Does not enjoy reading and/or writing but does the work when prompted;
- Does not enjoy reading for pleasure;
- Reads at or below grade level and does not possess the stamina or interest to read for extended periods of time;
- Struggles to read fiction and non-fiction primary and secondary sources beyond grade level, and only makes connections between the text and self, other texts, and the world when guided;
- Participates verbally in class occasionally, and contributions are more plot-oriented than inferential;
- While occasionally demonstrates analytical thinking, more often retells facts and summarizes material included in class readings and discussed in class;
- Writing is more formulaic and generally underdeveloped;
- Struggles to implement the rules of standard written English;
- Becomes frustrated when facing challenges and/or does not advocate for self;
- Only able to formulate questions and answers in a concrete manner; and,
- Earns a mid-level 3 or lower on the State ELA assessments.
A student is ready for Honors level English 9 when he or she:
- Consistently earns a 94% or higher in middle school ELA classes and on course assessments (particularly on-demand written assessments);
- Embraces the challenge of a heavier workload (both in school and at home) and knows how to budget time in classes that move at a faster pace, particularly if taking multiple honors-level courses;
- Genuinely enjoys reading and writing;
- Reads for pleasure;
- Reads above grade level and has the stamina to read for extended periods of time;
- Outside of school, actively reads fiction and non-fiction primary and secondary sources beyond grade level, and independently makes insightful connections between the text and self, other texts, and the world;
- Actively participates verbally in class each day and regularly seeks opportunities to connect class material to outside information;
- Consistently demonstrates the inclination to think analytically, inferentially, and independently;
- Independently embeds content and detailed analysis into writing (both journal entries and essays);
- Employs the full rules of standard written English;
- Productively responds to challenges and advocates for self;
- Able to formulate questions and answers in both a concrete and analytical manner; and,
- Earns a high-level 3 or higher on the State ELA assessments.
WORLD HISTORY
A student is more suited for World History 9 Regents when he or she:
- Thrives with teacher-directed activities to find relevance and meaning from readings and/or the study of World History;
- Reads at or below grade level and finds it challenging to read independently for extended periods of time;
- Is not consistently adept at managing a heavier workload and/or budgeting time, i.e.,
- Requires teacher support to make connections between course concepts and text as they often struggle to comprehend primary and secondary sources beyond grade level
- Written work and responses are more formulaic and thus necessitate instruction in the development of analysis and historical thinking skills
- Recalls facts and summarizes material included in class readings and discussed in class
- Participates in class and contributes objective facts, but most often finds teacher-led interpretation and inference necessary
- May become frustrated when facing challenges and/or often requires support beyond the classroom
A student is ready for Introduction to Advanced Placement World History when he or she:
- Demonstrates individual motivation and enjoys reading and studying elements of World History;
- Reads independently and above grade level for extended periods of time;
- Willingly assumes responsibility for conscientious and meaningful independent work for the purpose of:
- Acquiring content through teacher-selected resources
- Active class participation and opportunities to connect class material to outside information
- Making insightful connections between independent work and class activities
- Thinks analytically, inferentially, and independently, to:
- Analyze primary and secondary historical documents for the purpose of detecting meaning as well as historical context, intended audience, purpose, and point of view
- Develop an argument through thesis and essay writing, as well as identify another’s argument with the intention of either supporting or challenging it with historical evidence
- Productively responds to challenges and advocates for self
LIVING ENVIRONMENT
Features of Living Environment Regents:
- Summer Assignment: None
- Pre-requisite: None
- End-of-Year Assessment: Living Environment Regents Exam
- Slow to moderate pace (3 units covered during the first quarter)
- Time expectation: 15-20 minutes per night to review content and complete homework
- Labs: Generally inquiry that is guided with teacher; no formal lab reports
- Online component, level approximately 8th/9th grade
- Tests: Class exams use Regents style questions (approximately 30-35 questions in a period)
- Interest Level: New York State required course
- Current anecdotes: This rigorous course prepares students well for the Regents exam and offers strong, foundational knowledge in this field
Features of Living Environment Honors:
- Summer Assignment: None
- Pre-requisite: Completed Algebra Honors and Regents Earth Science with 95% for Y1 Grade
- End-of-Year Assessment: Living Environment Regents Exam AND a separate final exam to be counted as 16% of overall yearly grade
- Time expectation: 45-60 minutes per night to review material and complete homework
- Labs: Students write pre-lab reports and follow their own procedures to test independent hypotheses. Formal lab rubric is followed to create a lab report.
- Classroom notes: Student-generated notes completed at home and reviewed in class in the following days
- Text: Online registration required for online quizzes, textbook, study aids, etc., level is approximately 10th-/11th-grade
- Tests: Class exams use pre AP-style questions (approx. 40-45 questions in a period)
- Interest Level: Students should have a sincere interest in entering a scientific field after college graduation
- Current anecdotes: Students who are not academically prepared or independent workers often drop this course (approximately 15 students this year and 20 students last year). Students who had “algebra enhancement” in eighth-grade struggle the most.
ALGEBRA PATHWAYS
A student is best suited for Algebra 1 with Lab when he or she:
- Often enrolled in Math 8 Enhancement and struggling
- Occasionally has lower quarter averages; failed three (3) quarters of the 7th- and 8th grades
- Sits for the Common Core Algebra I Regents Exam
- Will be successful on the Algebra Regents exam in June with one period of instruction per day plus a teacher-led lab period 2 days of 6 six-day cycle
- Works best at a moderate to fast pace, with extra supports
- Has trouble with particular skills, yet can work independently with moderate teacher re-direction
- Requires some assistance in reading directions and following classroom routines
- Takes advantage of the extra support in and outside of the classroom
- Is able to complete approximately 20-25 min per night
- Works best with guided notes and occasional, individualized prompting
A student is best suited for Algebra I Regents when he or she:
- Not enrolled in Math 8 enhancement
- Sometimes has a low quarter average; failed no more than two (2) quarters of the 7th- and 8th grades
- Sits for the Common Core Algebra I Regents Exam
- Will be successful on the Algebra I Regents Exam in June with one period of instruction per day
- Works best at a moderate to fast pace
- Is on grade-level with fundamental skills and can work within groups with very little teacher re-direction
- Typically follows directions and classroom routines
- Seeks extra support when needed
- Is able to complete approximately 20-30 minutes of homework per night
- Works best with some guided notes provided in class and some independently generated notes