North Carolina Honors Level Course Portfolio

North Carolina Honors Level Course Portfolio

LEA Name: Public Schools of Robeson County

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LEA Code: 780

School:

Course Name: LOCAL OPTION CC Math II-H

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Course Code: 2201

Teacher’s Name:

Electronic submission of this portfolio certifies that honors level course portfolios for each teacher within the LEA have been reviewed using the North Carolina Honors Level Course Implementation Guide and Rubric and that this portfolio has been selected to represent the level of teaching and learning for this honors course across the LEA.

As part of the NCDPI Honors Course Portfolio Review, if you are submitting copyrighted material or material that has a user license, ensure that you have obtained the appropriate permissions to share this information.

Course Description

Local Option Common Core Math II provides students the opportunity for an in-depth study of the high school conceptual categories of Number and Quantity, Algebra, Functions, Geometry, Statistics and Probability, and Modeling aligned to the Common Core State Standards. The modeling standards are most appropriately interpreted in relation to other standards as opposed to being addressed in isolation. Students are expected to represent realistic situations with mathematical models and use multiple representations of linear, exponential, and quadratic functions with a greater emphasis on geometry, probability and statistics while utilizing the following mathematical practices:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning.

Appropriate technology, from the use of calculators to application software, should be used regularly for instruction and assessment.

I. Curriculum Content

1. Teacher rationale for curriculum content considering vertical alignment for advanced learners (intentional reflection & philosophy)
Honors courses are designed for students who consistently exceed the objectives and expectations of the essential curriculum, both in terms of content knowledge and application. Common Core State Standards are taught in greater depth and includes an emphasis on abstract materials, thus requiring extensive independent work, self-discipline, and commitment to meet rigorous expectations and timelines. The honors course teacher should possess the skills, knowledge, and dispositions to challenge and inspire thought processes of honors level students through a differentiated curriculum and a variety of instructional strategies. The honors curriculum student should possess the motivation, interest, and ability to meet the challenges of an honors level course. Successful completion of Honors coursework will prepare students for post-high school education.
2. Standards and objectives - how will the required standards and clarifying objectives be taught with extensions beyond the standard level for advanced learners?
Mathematics Assessment Project Classroom Challenges A Formative Assessment Lesson: Forming Quadratics (Appendix B) http://map.mathshell.org/materials/download.php?fileid=700
This lesson relates to the following Standards for Mathematical Content in the Common Core State Standards for Mathematics:
A-SSE: Write expressions in equivalent forms to solve problems.
F-IF: Analyze functions using different representations.
This lesson also relates to the following Standards for Mathematical Practice in the Common Core State Standards for Mathematics:
1. Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
Extension Work – When a pair of students successfully completes the task then they would create their own dominos using the reverse side of the existing ones. To do these students will need to use algebraic manipulation to figure out all three forms of the function. Once students have written on all the dominos they should give them to another pair to match up. This is a demanding task so you may want to limit the number of dominos students use. With this extension the students will be using DOK Level 4 Creating.
3. Curriculum Plan (pacing guides, course syllabus, scope & sequence, curriculum maps, etc.)
Rational: An honors curriculum typically covers many of the same subjects and materials as non-honors courses. But honors courses work through topics at a faster pace than standard courses do, and honors classes dig into subjects in more detail. Honors curricula also focus more on critical thinking, an analytical process that trains students to weigh evidence for and against an argument and come to their own conclusions.
Referenced from (http://www.ehow.com/info_8117905_differences-between-regular-honors-curriculum.html#ixzz2adQtpVTf)
[Insert text here to briefly identify file attachments (i.e. Pacing Guide, Course Syllabus, etc.).]
[Insert the name of a file attachment with the following naming convention:
“LEACode_CourseCode_TeacherLastName_Section#.file#” where the section indicates the component of the Honors Portfolio.]
Examples:
1. For Mr. Smith’s Biology Portfolio in Pitt County, the course syllabus would be named “740_33205_Smith_I.3.1”
2. Mrs. Mitchell’s English IV Portfolio pacing guide in Buncombe County would be named “110_10245_Mitchell_I.3.1”

II. Instructional Materials and Methods

1. Teacher rationale for instructional materials and methods for advanced learners
Honors students are self-directed learners that are actively engaged in their own learning process. According to research, instructional materials and strategies should be diverse in nature and a variety of instructional techniques should be employed. The balanced use of small-group cooperative, independent, and whole group instruction should result in positive growth gains for honors students. The instructional strategies used are generative in nature with the teacher acting as classroom facilitator. Instruction is less structured and this gives the honors students more independence through discovery for student-led discussion, generation, and exchange of existing and new ideas. The instructional resource content integrates material from other content areas and makes relevant connections to the real-world. This lends itself to more opportunities for inquiry, deepens critical thinking skills and analytical reasoning while peaking the creativity of the honors student.
2. Instructional materials and methods (instructional resources, methods, strategies, equipment, and technology)
Instructional materials and methods are used to foster growth for advanced learners. This is done by developing a differentiated curriculum that is above the standard curriculum. These strategies should engage and motivate the learners. Students will take responsibility of their learning and increase their quality of work rather than the quantity. Resources promote interdisciplinary learning experiences that enable them to make connections across the curriculum. The embedded instructional activities provide student connections form the classroom to real life experiences with a hands-on approach.
Materials
·  Glencoe Core-Plus Mathematics Course 2
·  Mathematical Assessment Project http://map.mathshell.org/materials/index.php
·  NCDPI Wikispaces http://maccss.ncdpi.wikispaces.net/High+School
·  PSRC Mathematics Department http://www.robeson.k12.nc.us//Domain/27
·  Lesson Plans
·  PowerPoint Presentations (Notes)
·  Student Extension Activities
·  Pre/Post Assessments
·  Independent Practice Worksheets
·  Formative Assessments
Strategies:
·  Learning Styles
·  Learning Contracts
·  Grading Rubrics
·  Group/Individual Projects
·  Experimental Learning
Technology:
·  SmartBoard
·  Laptop
·  iPad
·  Graphing Calculator
·  Internet Based Programing
·  Geometer Sketch Pad
·  Instructional Videos
·  Document Camera
·  Projector
Manipulatives:
·  Dominos
·  Card Sorts
·  Virtual Manipulatives
3. Sample units, lesson(s), and assignments indicating connections to real-world skills, context and use of higher level critical thinking skills and creativity for advanced learners
Common Core Math II consists of 9 Units:
·  Applications of Probability
·  Quadratic Functions
·  Graphing Functions
·  Transformations & Triangle Congruence
·  Rational and Radical Functions
·  Properties of Shapes
·  Similarity and Right Triangle Trigonometry
·  Trigonometric Functions
·  Area and Volume
[Insert text here to briefly identify file attachments (i.e. Sample Lesson 1, 2, 3, etc.).]
[Insert names of file attachments with the following naming convention: LEACode_CourseCode_TeacherLastName_Section#.file# where the section indicates the component of the Honors Portfolio.]
Examples:
1. For Mr. Smith’s Biology Portfolio in Pitt County, Sample lesson #1 the file would be named “740_33205_Smith_II.3.1”
2. Mrs. Mitchell’s English IV Portfolio Sample lesson #2 in Buncombe County would be named “110_10245_Mitchell_II.3.2”
4. Student work samples
[Insert text here to briefly identify file attachments (i.e. Student work samples 1, 2, 3, etc.).]
[Insert names of file attachments with the following naming convention: “LEACode_CourseCode_TeacherLastName_Section#.file#” where the section indicates the component of the Honors Portfolio.]
Examples:
1. For Mr. Smith’s Biology Honors Portfolio in Pitt County, student work sample #1 the file would be named “740_33205_Smith_II.4.1”
2. Mrs. Mitchell’s English IV Honors Portfolio student work sample #2 in Buncombe County would be named “110_10245_Mitchell_II.4.2”

III. Assessment

1. Teacher rationale for assessment practices for advanced learners
Rationale: Assessment practices must create opportunities for students to connect and make sense of what they are learning. They are designed to give students an opportunity to use their skills and knowledge to demonstrate their understanding of issues and ideas. Multiple assessment strategies are needed to validate the multiple ways students learn. Results from assessments allow the teacher a chance to develop and implement a differentiated curriculum that is above standard. This will ensure students are engaged and motivated to meet the needs of the honors level course and prepare them for post-secondary education. Formative assessments are used on a daily basis throughout the semester. Summative assessments will come at the end of each unit, benchmarks and the Final Exam. Additional projects will be given that are more challenging than the standard projects in order to foster growth.
2. Assessment practices (grading practices, use of rubrics and/or scoring guides, use of formative and summative assessment)
Assessment Practices (See Grading Criteria in course syllabus)
o  Formative/ Summative Assessment- Formative assessments are used to improve instructional methods and gain student feedback. The results from these assessments are used to modify and validate instruction. Summative assessments are used to evaluate the effectiveness of the course instruction at different times of the academic year, for example: Benchmarks, Unit Tests, and EOCs. The goal of the summative assessment is to determine if competency has been meet according to pre-determined standards.
o  Homework Assignments- Homework assignments are given mainly as independent practice for the students. It allows teachers to see how much of the daily lesson they are actually learning.
o  Special Projects- Special Projects are given for extra enrichment and extension outside the classroom setting.
o  Any Additional evaluative measure used in your honors course- Additional evaluative measures can include but are not limited to: Knowledge Surveys, Oral Presentations, Poster Presentations, Portfolios, Peer Reviews, and written Reports.
3. Assessment samples (pre-assessment, description of formative assessment, and summative assessment)
[Insert text here to briefly identify file attachments (i.e. Pre-assessment samples 1, Formative Assessment sample 2, Summative Assessment sample 3, etc.).]
[Insert names of file attachments with the following naming convention: “LEACode_CourseCode_TeacherLastName_Section#.file#” where the section indicates the component of the Honors Portfolio.]
Examples:
1. For Mr. Smith’s Biology Honors Portfolio in Pitt County, assessment sample #1 the file would be named “740_33205_Smith_III.3.1”
2. Mrs. Mitchell’s English IV Honors Portfolio assessment sample #2 in Buncombe County would be named “110_10245_Mitchell_III.3.2”
4. Student work assessment samples
[Insert text here to briefly identify file attachments (i.e. Pre-assessment work sample 1, Formative Assessment work sample 2, Summative Assessment work sample 3, etc.).]
[Insert names of file attachments with the following naming convention: “LEACode_CourseCode_TeacherLastName_Section#.file#” where the section indicates the component of the Honors Portfolio.]
Examples:
1. For Mr. Smith’s Biology Honors Portfolio in Pitt County, student work assessment sample #1 the file would be named “740_33205_Smith_III.4.1”
2. Mrs. Mitchell’s English IV Honors Portfolio student work assessment sample #2 in Buncombe County would be named “110_10245_Mitchell_III.4.2”

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