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INDIVIDUAL GRADUATION COMMITTEE

(IGC)*

TEC §28.0258

*Expires September 1, 2017

P URPOSE OF THE IGCSB149 amends TEC §28.0258 to allow the use of an Individual Graduation Committee (IGC) for any 12th grade student who has failed to comply with the end-of-course assessment instrument performance requirements under TEC §39.025, in not more than two subjects. The legislative amendments outline specific details related to student eligibility, IGC development, and graduation requirements that the IGC may recommend. According to the requirements, as part of the IGC, each student will:

• Participate in the IGC to ensure that alternate graduation requirements and expectations are clearly understood,

• Attend additional hours of remediation as outlined by the IGC,

• Complete an approved project or portfolio per EOC that exhibits proficiency in the subject area(s), and

• Continue to participate in EOC assessments until meeting with success or successful completion of the IGC requirements resulting in graduation.

GARLAND INDEPENDENT SCHOOOL DISTRICT

501 S. Jupiter Road

Garland, TX 75042

(972) 494 – 8201

Document Date: May 11, 2015

TABLE OF CONTENTSEOCs & Substitute Assessments.............................................................................................................................4

Student Eligibility....................................................................................................................................................4

Timelines.................................................................................................................................................................5

Membership Roles & Responsibilities....................................................................................................................6

Review of Data........................................................................................................................................................6

Student Requirements..............................................................................................................................................7

Graduation Qualifications........................................................................................................................................7

Additional Information............................................................................................................................................8

SB149 Eligibility Flowchart....................................................................................................................................9

SB149 Graduation Timeline..................................................................................................................................10

IGC Parent Notification Letter – English..............................................................................................................11

IGC Parent Notification Letter – Spanish..............................................................................................................12

IGC Does Not Qualify Parent Notification Letter – English.................................................................................13

IGC Does Not Qualify Parent Notification Letter – Spanish................................................................................14

IGC Review & Recommendation Form................................................................................................................15

IGC Evaluation Meeting Form..............................................................................................................................17

SAMPLE STUDENT PORTFOLIOS AND PROJECTS.....................................................................................19

Algebra 1 Graduation Portfolio Checklist.............................................................................................................19

Algebra I Graduation Project.................................................................................................................................20

Algebra I Graduation Project Rubric.....................................................................................................................28

Biology Graduation Portfolio Checklist................................................................................................................29

Biology Graduation Project...................................................................................................................................31

Biology Graduation Project Rubric.......................................................................................................................33

INDIVIDUAL GRADUATION COMMITTEE (IGC) – PAGE 2 OF 58 EXPIRES 9/1/2017

English I Graduation Portfolio Checklist..............................................................................................................34

English I Graduation Project.................................................................................................................................37

English I Graduation Project Rubric......................................................................................................................42

English II Graduation Portfolio Checklist.............................................................................................................44

English II Graduation Project................................................................................................................................47

English II Graduation Project Rubric....................................................................................................................52

U. S. History Graduation Portfolio Checklist........................................................................................................54

U. S. History Graduation Project...........................................................................................................................56

U. S. History Graduation Project Rubric...............................................................................................................58


OCs & SUBSTITUTE ASSESSMENTS E

Per TEC §39.023(c), students entering high school for the first time beginning in the 2011-2012 school year shall be required to perform satisfactorily on five (5) subject area-specific State of Texas Assessment of Academic Readiness (STAAR) End of Course (EOC) assessments. These assessments are designed to measure the subject area knowledge of students following successful completion of the corresponding EOC course, as well as ensure that students have the knowledge and skills necessary to be academically prepared for college or career opportunities upon graduation. The five subject area assessments are: Algebra I, Biology, English I, English II, and U. S. History.

At the present time, all students are required to participate in EOC assessments, regardless of their graduation plan. This includes students on Minimum, Recommended, Distinguished, and Foundation graduation plans. Students on the Minimum, Recommended, and Distinguished graduation plans that earn course credit outside of Texas or from a private school are not required to participate in the corresponding EOC; however, students on the Foundation graduation plan are required to pass all five of the EOCs regardless of where course credit was earned.

In addition, EOC assessment exemptions are no longer available to students, regardless of special program participation. This means that all students must participate in each assessment a minimum of one administration. A Special Provision is available to English Language Learners (ELLs) who meet 19 TAC §101.1007 eligibility criteria that allows students to waive participation in English I retest opportunities, but students are still required to participate in the first administration that coincides with course completion.

Graduation requirements for students receiving Special Education Services include the participation in EOC assessments; like non-SPED students, the EOC is to be administered following the subject area course completion. However, the ARD committee is tasked with determining satisfactory performance levels as related to a student’s graduation requirements.

Figure: 19 TAC §101.4002(b) makes provisions for successful performance on substitute assessments to be used in place of specific EOCs in satisfying graduation assessment requirements. It’s worthwhile to note that there is a one-to-one relationship between EOCs and substitute assessments; that is, one set of results from a substitute assessment can only be used to satisfy one of the required EOCs. The following assessments, and the minimum scale score performance levels in parenthesis, have been identified as the expectations for use of substitute assessment results.

Algebra 1: PSAT Math (> 47), PLAN Math (>19), SAT Math (> 500), ACT Math (> 22), or TSI Math (> 350)

Biology: AP Biology (> 3) or IB Biology (> 4)

English I: AP English Language & Composition (> 3), IB Language A (> 4), SAT Reading & Writing (> 500 each), ACT Reading (> 21), or ACT Reading/Writing (> 18)

English II: AP English Language & Composition (> 3), IB Language A (> 4), SAT Reading & Writing (> 500 each), ACT Reading (> 21), ACT Reading/Writing (> 18), TSI Reading/Writing (> 350 MC + 5 essay), or TSI Reading/Writing (> 363 MC + 4 essay)

U. S. History: AP U.S. History (> 3) or IB History of the Americans (> 4)

S TUDENT ELIGIBILITY Individual Graduation Committees (IGCs) may be established for students that have failed to meet with success on no more than two (2) EOC subject area assessments and/or have not met the required score on a substitute assessment allowable by Figure: 19 TAC


§101.4002(b). The IGCs may not be convened sooner than the end of the student’s 11th grade year and an IGC may not be used to graduate students prior to their 12 th

grade year.

An SB149 Eligibility Flowchart is included within this document (click on hyperlink to go directly to flowchart). The purpose of this flowchart is to assist campus staff with reviewing student EOC assessment data to determine whether or not an IGC may be created for the student. While student acquisition of subject area course credit is not a consideration for establishing the IGC, it should be noted that the IGC does not have the authority to waive graduation plan course credit requirements.

The ability to establish an IGC to allow for alternate methods of satisfying graduation assessment requirements on no more than two EOC assessments expires on September 1, 2017. Students that are unable to fulfill the IGC requirements by that time will be required to meet with EOC success in order to graduate.

T IMELINES The compressed 2014-2015 SB149 Graduation Timeline is included within this document. The abbreviated timeline is a result of legislation passed in 2015 during the 84th

Legislative Session. It is anticipated that the timeline will be elongated as more time becomes available between determining student eligibility and completing IGC activities.

The first step is to complete a review of course and EOC assessment performance for all potential graduating seniors or grade 12 students. During the review process, campus staff should ensure that students have participated in each of the EOC assessments required for graduation. For EOC assessments that the student has not demonstrated success, campus staff should verify that the student has participated in a minimum of two testing opportunities.

Once IGC-eligible students are identified, campus administration (i.e., principal, AP, etc.) are tasked with a) determining appropriate staff members to serve on the committee, b) establishing meeting dates/times, d) notifying parents and students of the meeting and its importance, e) gathering required data and information for review, and f) taking meeting notes and collecting appropriate signatures.

To assist with this process, the following resources are provided with this document: IGC Parent Notification Letters in English and

Spanish, IGC Does Not Qualify Parent Letters in English and

Spanish (these are optional), Individual Graduation Committee Review &

Recommendation Meeting template, and Individual Graduation Committee Evaluation Meeting

template.

During the Review & Recommendation meeting, the IGC will review the student’s eligibility to fulfill graduation assessment requirements through the alternate means provided by the IGC. Next, the committee will review all available academic data for the subject areas under consideration by the IGC (the data to be reviewed is outlined in a subsequent section). After the review of all available academic information, the committee must reach consensus about the additional requirement recommendations that the student will need to complete in order to fulfill the graduation requirements and determine the timeline by which the requirements must be met. All committee members are required to indicate their unanimous agreement with a signature.


Following the Review and Recommendation meeting, students will be provided with sufficient time to complete requirements.

The IGC will convene on the designated date to hold the Evaluation Meeting. During the IGC Evaluation Meeting, the student will present documentation of their required remediation and present their completed project or portfolio. The IGC will evaluate the performance level of the student and whether or not the completed activities provide evidence that the student has successfully demonstrated subject area content proficiency. The committee must unanimously agree that the student demonstrated appropriate proficiency and should be recommended for graduation, pending any additional outstanding graduation requirements.

EMBERSHIP ROLES & RESPONSIBILITIES M

Because the IGC will have such an important role in reviewing data, proposing projects, and evaluating successful performance, each of the following individuals are required members of the IGC:

Principal or Other Administrator – This person will serve as the chair of the committee. As such, they are responsible for organizing committee membership, setting meeting dates, documenting notes from meetings, and ensuring that consensus is reached and signatures are secured.

Counselor – This person will serve as the graduation advisor on the committee. They are responsible for sharing information about graduation requirements and bringing available academic data to be reviewed by the IGC.

Content Area Teacher(s) – For each content area in which the students failed to perform satisfactorily on an EOC assessment, a content area teacher, preferably a teacher of record for the student, will serve on the IGC. The role of the content area teacher(s) is to share information about the course content, i.e., TEKS, and to assist with analyzing any available data related to student performance in the specific content area.

Department Chair/Lead Teacher – This person will serve as the curriculum expert for the committee. As such, this person’s expertise will be needed to assist the committee in understanding the curriculum connections between courses. In addition, they may be asked to provide information about available resources.

Parent or Parental Relation – While it is preferred that the student’s parent/guardian is afforded every effort to participate on the IGC, it is possible to identify a “parental relation” to serve on the IGC and offer an extracurricular perspective on the student. This role is critical to ensuring that the student has the support system outside of school to complete the recommendations of the IGC.

Student – Because the student will be required to complete the recommendations of the IGC, it is critical to their success that they participate as a member of the IGC, understand their responsibilities, and agree to satisfy the IGC requirements.

R EVIEW OF DATA In order to determine the qualifications of students for whom an IGC is established, the IGC is responsible for collecting, discussing, and analyzing evidence of student proficiency and preparedness for postsecondary opportunities. The following list is not intended by be exhaustive, but all of the available data indicated below will be evaluated by the IGC: Written teacher recommendation from the student’s

teacher of record in a subject area course in which the student failed to perform satisfactorily


Course grades associated with the subject area(s) in which the student failed to perform satisfactorily

EOC performance, including scale score and percent correct, on each administration in which the student was assessed and failed to perform satisfactorily

Attendance in academic remediation programs including college preparatory courses or transitional college courses in reading or mathematics

Overall high school attendance record Advanced coursework performance in a related

subject area, including o Dual Credit in the core academic contento Pre-AP, AP, IB

Related college ready assessment performanceo Texas Success Initiative Assessment (TSIA) College

Ready benchmarko ACT, SAT, ASVAB

English language proficiency as measured by achieving at the Advanced High level on TELPAS

Completion of CTE sequence of courses to obtain an industry-recognized credential or certificate

Any other available academic information related to subject area performance

Overall determination of student preparedness for post-secondary success

S TUDENT REQUIREMENTS Additional time spent in remediation related to the subject area(s) in which the student failed to perform satisfactorily is mandatory and should be designed to help support the student in expanding their subject area knowledge. Remediation can occur in a variety of settings including before/after school tutorials, Saturday school, and during the day study periods. The amount of time to be spent in remediation should reflect the student’s current level of subject area proficiency.

In addition, for each EOC assessment in which the student did not perform satisfactorily, the IGC shall indicate a performance activity that will allow the student the opportunity to demonstrate the degree to which they possess expected proficiency and performance levels. The demonstrations may be in the form of: Project related to the course subject area that

demonstrates subject area proficiency Portfolio of work samples in the course subject area,

including work samples from the course that provide evidence of subject area proficiency

GISD has created project, portfolio, and rubric documents that IGCs can use “as is” or modify to address specific areas of importance. These curriculum resources are provided at the back of this document. For quick access, you should be able to click on the course names below to go directly to the section in this document.

Algebra IBiologyEnglish IEnglish II

U.S. History

RADUATION QUALIFICATIONS G

Unfortunately, going through the IGC process is not an automatic guarantee of graduation. The IGC must collaboratively review and evaluate the degree to which the student successfully demonstrated his/her content area proficiency level.

The IGC must unanimously affirm that the remediation hours and the demonstration project were completed at a rigorous level that mirrors the TEKS expectations.

THE DECISION OF THE IGC IS FINAL.

DDITIONAL INFORMATION A

Students that have an IGC must continue to participate in EOC testing opportunities until they are awarded a diploma. IGC activities do not waive their EOC assessment


participation requirement, only the requirement that they meet with success on all five of the assessments.

An orange folder is being provided so that IGC documentation can be quickly and easily identified and accessed if needed. Please be sure to maintain all completed IGC meeting templates, i.e., Review & Recommendation Meeting and Evaluation Meeting, as well as teacher recommendation letters, any additional student academic information that was reviewed that is not already available in the cum folder, documentation of additional remediation, and any rubrics used to evaluate

student portfolios/rubrics. Student portfolios and/or projects do not need to be maintained in the orange folder.

These guidelines are subject to change following adopted rules by Texas’ Commissioner of Education. It is anticipated that the updated rules will be in place no later than the 2015-2016 school year.

For the complete SB149 text, click here.


http://www.legis.state.tx.us/tlodocs/84R/billtext/pdf/SB00149F.pdf

SB149 ELIGIBILITY FLOWCHARTTexas High School Graduation Paths


Did the student complete all requirements outlined by the Individual Graduation Committee, M1.d the IGC unanimously recommend graduation?

Student cannot graduate and

decision may not be appealed.

NoYes

Does the student need to pass more than 2 EOCs?

Student is placed with an Individual

Graduation Committee (IGC)

No Student cannot graduate. (SB 149 only applies for not more

than 2 subject EOCs)

YesStudent may

graduate

Yes

Has the student passed all 5 EOCs or substitute

assessments?

Yes

Student retakes the EOCs

NoNo Has the student attempted the EOCs twice and failed?

Has the student completed all required

coursework?

Yes

Cannot proceed (must be at the end of or after

student’s 11th grade year)Student cannot

graduate.

No

NoYes Is this the end of or after the student’s 11th grade year? (may not qualify to graduate under SB 149 before 12th grade)

SB149 GRADUATION TIMELINE2014-2015

G


Compile list of students that might graduate under SB

149. Each must have passed at least 3 of the following EOCs:

Eng I, Eng II, Biology, Algebra and US

History.

Send notice to committee and begin Individual

Graduation Committee for all students needing

up to 2 EOCs.

Order graduation programs. Add names of students that may pass

due to Individual Graduation Committee decision.

If you did not order diplomas (including bland diplomas) for

students that may graduate under SB 149, place order ASAP.

Have student order caps, gowns and announcements if they have not

already done so.

Initial Individual

Graduation Committee meetings complete.

EOC results are due.

Schedule additional

meetings for students who now qualify.

Final Individual Graduation

Committee meetings to certify whether or

not all eligible students satisfied

the IGC requirements and

are eligible to graduate.

May June

87654 15

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12

11

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18

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28

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54321

2015 Graduation

Garland Independent School District Insert campus name

Date: Use calendar to click on date

To the Parents/Guardians of: Insert student’s name

The Texas legislature recently passed a law that provides for an Individual Graduation Committee (ICG) to evaluate student performance to determine if that student qualifies to graduate, even if that student needs to pass no more than two (2) end-of-course assessments. Your child falls into this category.

The process will follow these steps:1. An Individual Graduation Committee will be convened and must consist of the principal

or principal designee, a parent or parental relation, a teacher of the course, that teacher’s supervisor, a counselor, and the student.

2. The committee will determine what requirements the student must meet and the timeline for meeting these requirements. The timeline will be short to enable possible graduation in June, 2015.

3. The student completes the requirements within the timeline prescribed.4. The committee decides if all requirements are met to the satisfaction of the committee.

a. If so, and the committee agrees unanimously, your child may graduate.b. If not, the child will not graduate under SB 149, and the decision is final and may

not be appealed. Your child’s recourse will be to continue to take the end-of-course assessments not yet passed, until they are successfully completed. Students are eligible to retest even if they are no longer a student at that school.

Please note that your child will still take any end-of-course assessment(s) administered between now and the end of school that he or she has not yet passed.

In order for your child to possibly graduate on Insert graduation dat., time is of the essence and the Individual Graduation Committee meeting must take place quickly. Your child’s meeting is scheduled to take place on Use calendar to click on date at Insert time, at Insert place and address of meeting.

Your participation on this committee is important. If you have any questions or are unable to attend this meeting, please contact Insert principal’s or designee’s name at Insert phone number.



Fecha: Use calendar to click on date

A los padres de: Insert student’s name

La Legislatura de Texas aprobó recientemente una ley que establece un Comité individual de graduación para evaluar el desempeño del estudiante y determinar si el estudiante ha cumplido los requisitos para graduarse, incluso si el estudiante no ha pasado el máximo de dos evaluaciones (2) de fin de curso. Su hijo entra en esta categoría.

El proceso seguirá los siguientes pasos: 1. Un Comité individual de graduación se reunirá y el comité consistirá en el director o la

persona designada por el director, un padre o persona de relación a los padres, un profesor del curso, el supervisor de ese profesor, y el estudiante si tiene 18 años o más, o un menor emancipado.

2. El comité determinará cuáles son los requisitos que el estudiante debe cumplir y el plazo para el cumplimiento de estos requisitos. El plazo de tiempo indicado para cumplir los requisitos será corto para que sea posible la graduación en junio de 2015.

3. El estudiante cumple con los requisitos durante el tiempo establecido. 4. El comité decidirá si todos los requisitos fueron cumplidos de manera satisfactoria.

a. Si es el caso, y el comité está de acuerdo unánimemente, su hijo(a) podrá graduarse.

b. Si no, su hijo(a) no se graduara bajo SB 149, y la decisión es definitiva y no podrá ser apelada. La opción que tendrá su hijo es de continuar tomando las evaluaciones de fin de curso que aún no ha pasado, hasta que haya tenido éxito. Los estudiantes son elegibles para volver a tomar las evaluaciones, incluso si ya no son estudiantes en esa escuela.

Tomen nota: su hijo(a) todavía tomara cualquier examen de fin de curso que aún no hayan pasado y que será administrado desde ahora y el fin del año escolar.

Para que su hijo(a) pueda graduarse el Insert graduation date , es de suma importancia que la junta con el comité individual de graduacion sea lo mas pronto posible. La junta de su hijo(a) tomara lugar el Use calendar to click on date a las Insert time, en Insert place and address of meeting.

Si tiene alguna pregunta o si no podrá asistir a la junta, por favor de comunicarse con Insert principal’s or designee’s name al Insert phone number.



Date: Use calendar to click on date

To the Parents/Guardians of: Insert student’s name

The Texas legislature recently passed a law that provides for an Individual Graduation Committee (ICG) to evaluate student performance to determine if that student qualifies to graduate, even if that student needs to pass no more than two (2) end-of-course assessments. At this time, your child does not meet the eligibility requirements.

Your child has not yet met the passing standard on the following End-of-Course assessment(s):

☐ English I ☐ English II ☐ Algebra I ☐ Biology ☐ U.S. History

If/when your child does qualify under the new law, an individual graduation committee meeting will be convened, and we will contact you to set up a time and date for that meeting.

If you have any additional questions, please contact Insert principal’s or designee’s name at Insert phone number.


Garland Independent School DistrictInsert campus name

Fecha: Click here to enter a date

A los padres y representantes de: Insert student’s name

La Legislatura del estado de Texas recientemente aprobó una ley que prevee la formación de comités de graduación individual con facultades para evaluar el rendimiento de los estudiantes y con el objetivo de determinar si el estudiante califica para graduarse (incluso si el estudiante necesita pasar dos o menos evaluaciones de fin de curso). En las circunstancias actuales, su hijo(a) no califica para la nueva categoría basada en comités de graduación.

Su hijo(a) todavía no ha obtenido la calificación requerida para aprobar la siguiente evaluación de fin de curso:

☐ Ingles I☐ Ingles II☐ Algebra☐ Biologia☐ Historia de los Estados Unidos

En caso que su hijo(a) calificase bajo la nueva ley en el futuro, será convocada una reunión del comité de graduación individual y usted será contactado para programar los detalles (hora, fecha y lugar) de la reunión.

Si tiene alguna pregunta adicional, por favor contacte a Insert principal’s or designee’s name a Insert phone number.


INDIVIDUAL GRADUATION COMMITTEE (IGC)

REVIEW & RECOMMENDATIONINSERT CAMPUS NAME HERE

Student Name: IGC Recommendation Date: .Student ID:

STUDENT ELIGIBILITY REQUIREMENTS (must meet both criteria)1. Is this student at the end of or after the 11th grade year or in their 12th grade year? ☐YES ☐NO2. Has the student completed all course requirements? ☐YES ☐NO

MEETING REQUIREMENTS ☐ Notification Date (timely and clear and easy to understand): ☐ Notice provided in (check all that apply): ☐ Name of Translator, if required:

COM

MIT

TEE

MEM

BERS Principal, or principal designee:

Counselor: Teacher(s): Department Chair(s): Parent or Parental Relation: Student: Other:

EOC INFORMATION

Subject Date of First Attempt (Pass/Fail) Date of Second/Most Recent Unsuccessful AttemptAlgebra I . . ☐English I . . ☐English II . . ☐Biology . . ☐

US History . . ☐Place a checkmark next to no more than TWO EOC assessments eligible for consideration by the IGC.

ADDITIONAL GRADUATION QUALIFICATIONS CONSIDERED PER TEC§28.0258(h)

Consideration EOC SUBJECT 1 EOC SUBJECT 2Written teacher recommendation from student’s subject area teacher of record

. .

EOC Course Grade associated with unsuccessful performance

. .

EOC Scale Score and Percent Correct for highest and most recent

. .

Attendance in College Prep course in subject area

. .

Attendance/success in a transitional college course in subject area

. .

Student’s Attendance Record . .ADVANCED COURSEWORK Dual Credit successful in related subject

. .

INDIVIDUAL GRADUATION COMMITTEE (IGC) – PAGE 15 OF 58

Consideration EOC SUBJECT 1 EOC SUBJECT 2area

Pre-AP, AP, IB course success in related subject area

Related Assessment Performance Texas Success Initiative (TSI) College

Ready ACT, SAT, ASVAB

. .

TELPAS Composite Rating of Advanced High . .Completion of CTE sequence of courses to obtain industry-recognized credential or certificate

. .

Any other available academic information in related subject area

. .

Overall preparedness for post-secondary success

. .

COMMITTEE RECOMMENDED ADDITIONAL GRADUATION REQUIREMENTS PER TEC§28.0258(f)

EOC SUBJECT 1 EOC SUBJECT 2☐ Additional Remediation

hours / days per week

Demonstration of Subject Area Proficiency (select one)

☐ Project ☐ Portfolio

☐ Additional Remediation hours / days per week

Demonstration of Subject Area Proficiency (select one)

☐ Project ☐ Portfolio

COMMITTEE ATTESTATIONMy signature below indicates that I actively participated in the Individual Graduation Committee review of performance for student, , including the recommendation of additional graduation requirements.

agre

e

disa

gree

Principal/Designee Signature: Date: ☐ ☐Counselor Signature: Date: ☐ ☐Teacher(s) Signature: Date: ☐ ☐Department Chair(s) Signature: Date: ☐ ☐Parent/Parental Relation Signature: Date: ☐ ☐Other Signature: Date: ☐ ☐

STUDENT ATTESTATIONI, , understand all of the requirements as set forth by the Individual Graduation Committee. All requirements must be complete by , by 8:00 AM so that the Individual Graduation Committee can review and make graduation recommendations.

Signature: Date: ☐ ☐


INDIVIDUAL GRADUATION COMMITTEE (IGC)

EVALUATION MEETINGENTER CAMPUS NAME HERE

Student Name: IGC Evaluation Date: .

Student ID:

COMPLETED ADDITIONAL GRADUATION REQUIREMENTS PER TEC§28.0258(f)

EOC SUBJECT 1 EOC SUBJECT 2☐ Additional Remediation

hours / days per week

COMMENTS ABOUT REQUIREMENT SATISFACTION: .

☐ Additional Remediation hours / days per week


Demonstration of Subject Area Proficiency ☐ Project ☐ Portfolio


Demonstration of Subject Area Proficiency ☐ Project ☐ Portfolio


STUDENT ATTESTATIONI, , have successfully completed all requirements as set forth by the Individual Graduation Committee and submitted necessary documentation to the Individual Graduation Committee. I believe that I have fulfilled the requirement to demonstrate required subject area proficiency.

Signature: Date: ☐ ☐

COMMITTEE ATTESTATIONMy signature below indicates that student, , has completed the requirements as set forth by the Individual Graduation Committee. It is a unanimous recommendation of this committee that ☐ HAS or ☐ HAS NOT completed the necessary additional graduation requirements and is eligible to graduate on graduation date here.

agre

e

disa

gree

Principal/Designee Signature: Date: ☐ ☐Counselor Signature: Date: ☐ ☐Teacher(s) Signature: Date: ☐ ☐Department Chair(s) Signature: Date: ☐ ☐Parent/Parental Relation Signature: Date: ☐ ☐Other Signature: Date: ☐ ☐

The decision of the Individual Graduation Committee is final, without appeal.


ADDITIONAL NOTES:


Graduation Portfolio ChecklistSubject: Algebra I

Portfolio ChecklistThe student will create a portfolio to demonstrate proficiency in the subject area.

“S.B. No. 149 The preparation of a portfolio of work samples in the subject area of the course, including work sample from the course that demonstrate proficiency in the subject area.”

Concept/Standard/Reporting Category the student has work demonstrating proficiency Evident Not

EvidentFunctional Relationships

A.1.D represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; (Readiness)A.1.E interpret and make decisions, predictions, and critical judgments from functional relationships. (Readiness)(Example: Region 4 Supporting STAAR Achievement Interpreting Functional Relationships)

Properties and Attributes of Functions

A.2.D collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations. (Readiness)(Example: Region 4 Supporting STAAR Achievement Making Predictions from Scatterplots)

Linear Functions

A.5.C use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. (Readiness)(Example: Region 4 Supporting STAAR Achievement Representations of Linear Functions)

Linear Equations and Inequalities

A.7.B investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities; (Readiness)(Example: Region 4 Supporting STAAR Achievement Linear Inequalities)

Quadratics and other Nonlinear functions

A.9.D analyze graphs of quadratic functions and draw conclusions. (Readiness)(Example: Region 4 Supporting STAAR Achievement Analyzing Graphs of Quadratic Functions)


Graduation ProjectSubject: Algebra 1

Project Assignment SubjectTopic information: This project requires students to demonstrate their knowledge of linear functions. Students will need to use multiple representations (tabular, graphical, algebraic, and verbal) to compare electricity costs from 4 electric service providers.

Resources: Electricity Cost Fact SheetMultiple representations sheetsCombined graph sheetQuestion SheetReference the Holt Algebra 1 textbook chapter 5 pages 293-377 for information on linear functions

Assignment:Students will use the provided electricity costs fact sheet below to create a 4-corner representation of each company’s costs per kilowatt hour (kWh) for different levels (500, 1000, 1500, and 2000 kWh) of electricity usage. Students will combine the graphs of all 4 companies in order to compare the rates and determine the most cost effective company based on electricity usage.

Requirements:Electricity Cost Fact SheetMultiple representations sheetsCombined graph sheetQuestion Sheet


Electricity Cost Fact Sheet

Company Price/kWh Monthly Service FeeDiscount Power 8.3 cents $3.50Your Energy 5 cents $24.95Star Power 7.4 cents $7.25Best Energy 4.3 cents $39.50

Use the electricity cost fact sheet to complete the representations on pages 3-7.


Electricity Company: Discount Power


Write a verbal description (word problem) for this electricity company:

Complete the table to represent the cost for this electricity company. Label each column and choose the appropriate intervals.

Complete the graph to represent the cost for this electricity company. Choose appropriate axis intervals and labels.

Write an algebraic equation to represent the costs for this electricity company:

Electricity Company: Your Energy






Electricity Company: Star Power






Electricity Company: Best Energy






Compare the Graphs of all 4 CompaniesUse different colors to graph each company’s cost by kWh usage on the graph below. Choose the appropriate axis intervals and labels in order to answer the 4 questions on page 8.


Project Questions

Reference the results of the graph on page 6 to answer the following 4 questions:

1. When would a consumer want to use:a. Discount Power:

b. Your Energy:

c. Star Power:

d. Best Energy:

2. How does an understanding of functions and multiple relationships empower you to be an informed consumer?

3. What is meant by “multiple representations” of a linear function?

4. What other real-world scenarios can you think of for which you could use multiple representations to make informed decisions?


Graduation Project RubricSubject: Algebra 1

Project Rubric

Rubric Requirements Evident Not Evident

The verbal representation is accurate for Discount Power.

The tabular representation is accurate for Discount Power.

The graphical representation is accurate for Discount Power.

The algebraic representation is accurate for Discount Power.

The verbal representation is accurate for Your Energy.

The tabular representation is accurate for Your Energy.

The graphical representation is accurate for Your Energy.

The algebraic representation is accurate for Your Energy.

The verbal representation is accurate for Star Power.

The tabular representation is accurate for Star Power.

The graphical representation is accurate for Star Power.

The algebraic representation is accurate for Star Power.

The verbal representation is accurate for Best Energy.

The tabular representation is accurate for Best Energy.

The graphical representation is accurate for Best Energy.

The algebraic representation is accurate for Best Energy.

The student shows satisfactory understanding in their response to question #1.





Graduation Portfolio ChecklistSubject: Biology

Portfolio Checklist Students will create a portfolio to demonstrate proficiency in the subject area.


Concept/Standard/Reporting Category the student has work demonstrating proficiency

WorkExample Evident Not

EvidentCell Structure and Function:

4(A) compare and contrast prokaryotic and eukaryotic cells (Supporting)

4(B) investigate and explain cellular processes, including, homeostasis, energy conversions, transport of molecules, and synthesis of new molecules (Readiness)

Student-created graphic organizers

Mechanisms of Genetics:

6(B) recognize that components that make up the genetic code are common to all organisms (Supporting)

6(E) identify and illustrate changes in DNA and evaluate the significance of these changes (Readiness)

Student-createdconcept maps and /or models

Biological Evolution and Classification:

7(C) analyze and evaluate how natural selection produces change in populations, not individuals (Supporting)

7(E) analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species (Readiness)

Claim,Evidence,Reasoning

Biological Process and Systems

10(A) describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals (Readiness)

11(A) describe the role of internal feedback mechanisms in the maintenance of homeostasis (Supporting)

Student-created graphic organizers

Interdependence Within Environmental Systems: Student-


Concept/Standard/Reporting Category the student has work demonstrating proficiency

WorkExample Evident Not

Evident

12(B) compare variations and adaptations of organisms in different ecosystems (Supporting)

12(C) analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids (Readiness)

created graphic organizers


Graduation Project Subject: Biology

Project Assignment Subject: Biology Topic information: Cell Structure and FunctionThe student will provide a viral containment plan for a specific scenario that includes the virus and the situation that must be addressed.

Essential Questions: How do viruses replicate and kill their host cells? How can we prevent the spread of disease? How is evidence used to solve problems and make decisions?

Resources: Hunting the Ebola Reservoir Host Document Pearson Biology textbookInternetCDC website - http://www.cdc.gov/ , http://www.cdc.gov/vhf/ebola/

Assignment: Read the case study “Hunting the Ebola Reservoir Host”

(http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=665&id=665). Use information found in the Ebola case study and the newly introduced scenario to develop a containment

plan for a specific population (see below - Viral Scenario) by taking on the role of a Centers for Disease Control (CDC) specialist.

Research the virus in the Viral Scenario and determine all of the individuals and agencies that may be involved in dealing with the situation how to contain the virus, and evidence to support procedural decision-making.

Small non-living particles, such as viruses, can have a global impact affecting individuals, populations, health care services, and governments (Why and how do viruses spread and kill with such speed?).

Scientists analyze and interpret evidence to solve problems and make decisions. Scientists gather, classify, sequence, and interpret information and visual data to recognize how

organisms, places and events shape our world.Viral Scenario:


http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=665&id=665

http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=665&id=665

http://www.cdc.gov/vhf/ebola/

http://www.cdc.gov/

Ebola: A businessman who has traveled internationally for the past two weeks comes home and becomes very ill about a week after he returns.

Requirements: Create a containment plan, in the form of a thinking map or graphic organizer, for how the viral outbreak will

be controlled including: a description of the scenario, concerns to the community, response and the conclusion of the viral outbreak.

The plan needs to demonstrate an understanding of the CDC’s role in the scenario, convey a realistic plan for dealing with the situation, and include interactions with other roles within the scenario

Containment plan must reflects how scientists analyze and interpret evidence to make decisions to solve problems.

Include a written summary/report of the methodology used to contain the viral outbreak. Report should include:

Introduction to the virus and a detailed description of the scenario Important details about the virus

o Compare the structures of viruses to cells, describe viral reproduction and describe the role of viruses in causing diseases

o Describe the interactions that occur among systems that perform the functions of regulations…defense from injury or illness.

Effect of the viral outbreak on the community Probable methodology, supported by research, to contain the outbreak


Graduation Project RubricSubject: Biology

Project Rubric

Rubric Requirements Evident Not EvidentContainment Plan - Graphic Organizer/Thinking MapIncluding: a description of the scenario concerns to the community, response and the containment of the viral outbreak.

Containment Plan - demonstrates understanding of the CDC’s role in the scenario, conveys a realistic plan for dealing with the situation, and has interactions to impact decreasing the spread of the virus

Containment Plan - reflects how scientists analyze and interpret evidence to make decisions to solve problems.

Written summary includes an introduction - -Detailed description of the scenario

Written summary includes details about the virus --Compare the structures of viruses to cells, describe viral reproduction and describe the role of viruses in causing diseases

- Describe the interactions that occur among systems that perform the functions of regulations…defense from injury or illness.

Written summary includes the effect of a viral outbreak on communityWritten Summary – Methodology-Probable methodology to contain the outbreak is presented and is well supported by research


Graduation Portfolio ChecklistSubject: English I




Evident

Reporting Category 1: Understanding and Analysis Across Genres 9.1B Analyze textual context (within a sentence and in larger sections of text) to distinguish between denotative and connotative meanings of wordsReporting Category 1: Understanding and Analysis Across Genres9.2A Analyze how the genre of texts with similar themes shapes meaning

Reporting Category1: Short Answer Questions (Connecting Selections)9D Synthesize and make logical connections between ideas and details in several textsselected to reflect a range of viewpoints on the same topic and support those findingswith textual evidenceReporting Category1: Short Answer Questions (Single Selection)Figure 19B Make complex inferences about text and use textual evidence to support understandingReporting Category1: Short Answer Questions (Single Selection)Figure 19B Make complex inferences about text and use textual evidence to support understandingReporting Category 2: Understanding and Analysis of Literary Texts3A Analyze the effects of diction and imagery (e.g. controlling images, figurative language, understatement, overstatements, irony, paradox) in poetryReporting Category 2: Understanding and Analysis of Literary Texts5A Analyze non-linear plot developments (e.g. flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot developmentReporting Category 2: Understanding and Analysis of Literary Texts6A Analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a



Evidentsituation or eventReporting Category 3: Understanding and Analysis of Information Text8A Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.Reporting Category 3: Understanding and Analysis of Information Text9A summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinionReporting Category 3: Understanding and Analysis of Information Text10B analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors' propositionsReporting Category 4: Composition15A write an [expository] essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentencestructures;(ii) rhetorical devices, and transitions between paragraphs;(iii) a controlling idea or thesis;(iv) an organizing structure appropriate to purpose, audience, and context

Reporting Category 4: Composition15A write an [expository] essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentencestructures;(ii) rhetorical devices, and transitions between paragraphs;(iii) a controlling idea or thesis;(iv) an organizing structure appropriate to purpose, audience, and context

Reporting Category 5: Revision13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressedReporting Category 6: Editing13D edit drafts for grammar, mechanics, and spellingReporting Category 6: Editing17A use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) more complex active and passive tenses and verbals (gerunds, infinitives,participles);(ii) restrictive and nonrestrictive relative clauses; and(iii) reciprocal pronouns (e.g., each other, one another);



Evident

17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).Reporting Category 6: Editing18B use correct punctuation marks including:(ii) comma placement in nonrestrictive phrases, clauses, and contrastingexpressions


Graduation ProjectSubject: English I

Project Assignment SubjectTopic information:Students will read three texts written by various American authors, one who is Chinese-American, one who is Mexican- American, and one who is African-American. Along with these texts, students will write personal entries so as to reflect upon the American Dream and what it means to different people. In addition, students will define their own American Dreams and explore possible obstacles and adjustments they might need to make.Resources:

• Two Kinds by Amy Tan, Grade 9 Holt, pgs. 508-519• The House on Mango Street by Sandra Cisneros, Grade 9 Holt, pgs. 614-618• “I Have A Dream” by Dr. Martin Luther King, Grade 9 Holt, pgs. 662-667• Reading Activities• Writing Entries (including Journal Topics and Final Writing Project)

Assignment:Students will read Two Kinds, The House on Mango Street, and “I Have A Dream” and complete the Reading Activities (handout). Students will also write short journal entries and complete a final expository essay.

Requirements:• Read the three texts• Complete 3 Reading Activities• Complete 2 Journal Topics & Final Writing Project


A·mer·i·can dream (noun)the ideal that every US citizen should have an equal opportunity to achieve success and prosperity through hard work, determination, and initiative.

Reading Activities

Rea d in g Ac t i v i ty #1 Read Two Kinds by Amy Tan, Grade 9 Holt, pgs. 508-519.Make two text-to-self connections, and complete the following graphic organizer. Make sure you use appropriate punctuation.

Text-to-self connections are highly personal connections that a reader makes between a piece of reading material and the reader’s own experiences or life.

Brief summary of the text for which you have made a

connection.(1-2

Explain your text-to-self connection.(3-4

sentences)


Rea d in g Ac t i v i ty #2 Read The House on Mango Street by Sandra Cisneros, Grade 9 Holt, pgs. 614-618. Complete the following graphic organizer.

Text from The House on M ango StreetHow this piece of text

supports or contradicts Esperanza’s American

Dream“The house on Mango Street is ours, and we don’t have to pay rent to anybody…..”

“Our house would be white with trees around it, a great big yard and grass growing without a fence. This was the house Papa talked about when he held a lottery ticket and this was the house Mama dreamed up in the stories she told us before we went to bed.”“But the house on Mango Street is not the way they told it at all.”

“I wonder if [my great-grandmother] made the best with what she got or was she sorry because she couldn’t be all the things she wanted to be. “

“One day I will pack my bags of books and paper. One day I will say goodbye to Mango. I am too strong for her to keep me here forever.”


Rea d in g Ac t i v i ty #3 Read “I Have A Dream” by Dr. Martin Luther King, Grade 9 Holt, pgs. 662-667.Make two text connections (text-to-self or text-to-world), and complete the following graphic organizer. Make sure you use appropriate punctuation.


Text-to-world connections are the larger connections that a reader brings to a reading situation. We all have ideas about how the world works that go far beyond our own personal experiences. We learn about things through television,

movies, magazines, and newspapers.

Brief summary of the text for which you have made a connection. (1-2 sentences)

Explain your text-to-self or text-to-world

connection. (3-4 sentences)


A·mer·i·can dream (noun)the ideal that every US citizen should have an equal opportunity to achieve success and prosperitythrough hard work, determination, and initiative.

Writing Entries

J o urnal #1 Using two pieces of text evidence to support your answer, explain your personal idea of the American Dream in 8-10 sentences.(You will use evidence from any of the three texts you have read: Two Kinds by Amy Tan, Grade 9 Holt pg. 508-519; The House on Mango Street by Sandra Cisneros, Grade 9 Holt pg. 614-618; “I Have A Dream” by Dr. Martin Luther King, Grade 9 Holt pg. 662-667)

J o urnal #2

In 8-10 sentences, comment on the following statement.

Everyone has access to the American Dream.

F in a l W ri t ing P r o j e c t

In 4-5 well-developed paragraphs including a specific thesis statement and appropriate supporting details, write to the following expository prompt. Make sure you use appropriate punctuation.

Define your American Dream. Explain any possible obstacles and adjustments you may have to make in order to achieve your dream.


Graduation Project RubricSubject: English I

Project Rubric Rubric Requirements E

videntNot

Evident

Rea d in g Ac t i v i ty # 1 : Student completed Activity #1 by providing two brief summaries of text they chose to make a text-to-self connection. Brief summaries are 1-2 sentences in length each and include appropriate punctuation.

Rea d in g Ac t i v i ty # 1 : Student completed Activity #1 by providing two text-to-self connections. The connections are explained in 3-4 sentences each and include appropriate punctuation.

Rea d in g Ac t i v i ty # 2 : Student completed Activity #2 by proficiently explaining how each piece of text evidence supports or contradicts Esperanza’s American Dream.

Rea d in g Ac t i v i ty # 2 : Student completed all five entries for Activity #2.

Rea d in g Ac t i v i ty # 3 : Student completed Activity #3 by providing two brief summaries of text they chose to make a text-to-self or text-to-world connection. Brief summaries are 1-2 sentences in length each and include appropriate punctuation.

Rea d in g Ac t i v i ty # 3 : Student completed Activity #3 by providing two connections, either text-to-self or text-to-world. The connections are explained in 3-4 sentences each and include appropriate punctuation.

J o urnal E n t r y # 1 : Student provided two pieces of text evidence from and of the three texts read in order to support his/her journal entry.

Journal Entry #1 : Student explains his/her personal idea of the American Dream in 8-10 proficient sentences, which include appropriate punctuation.


Rubric Requirements Evident

Not Evident

Journal Entry #2 : Student explains his/her reaction to the prompt (Everyone has access to the American Dream.) in 8-10 proficient sentences, which include appropriate punctuation.

F ina l W ri t in g P r o j ec t: Student adequately responds to the prompt (Define your American Dream. Explain any possibly obstacles and adjustments you may have to make in order to achieve your dream.).F ina l W ri t in g P r o j ec t: Student responds to the prompt in 4-5 well-developed paragraphs, and the essay includes a thesis statement and appropriate supporting details.

F ina l W ri t in g P r o j ec t: Student includes appropriate punctuation throughout.


Graduation Portfolio ChecklistSubject: English II




Evident

Reporting Category 1: Understanding and Analysis Across Genres 1B Analyze textual context (within a sentence and in larger sections of text) to distinguish between denotative and connotative meanings of wordsReporting Category 1: Understanding and Analysis Across Genres2A Compare and contrast differences in similar themes expressed in different time periods

Reporting Category1: Short Answer Questions (Connecting Selections)9D Synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidenceReporting Category1: Short Answer Questions (Connecting Selections)9D Synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidenceReporting Category1: Short Answer Questions (Single Selection)Figure 19B Make complex inferences about text and use textual evidence to support understandingReporting Category 2: Understanding and Analysis of Literary Texts3A Analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetryReporting Category 2: Understanding and Analysis of Literary Texts5A Analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fictionReporting Category 2: Understanding and Analysis of Literary Texts6A evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction



EvidentReporting Category 3: Understanding and Analysis of Information Text8A Analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.Reporting Category 3: Understanding and Analysis of Information Text9A Summarize text and distinguish between a summary and a critique and identify nonessential information in a summary and unsubstantiated opinions in a critique;

9B Distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts;

9C Make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

9D Synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.Reporting Category 3: Understanding and Analysis of Information Text10A Explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments;Reporting Category 3: Understanding and Analysis of Information Text11B synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics)Reporting Category 4: CompositionStudents are expected to write an argumentative essay to the appropriate audience that includes:16A a clear thesis or position based on logical reasons supported by precise and relevant evidence;16B consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author's own words and not out of context);16C counter-arguments based on evidence to anticipate and address objections;16D an organizing structure appropriate to the purpose, audience, and context;16E an analysis of the relative value of specific data, facts, and ideas; and16F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations)Reporting Category 4: CompositionStudents are expected to write an argumentative essay to the appropriate audience that includes:16A a clear thesis or position based on logical reasons supported by precise and relevant evidence;



Evident16B consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author's own words and not out of context);16C counter-arguments based on evidence to anticipate and address objections;16D an organizing structure appropriate to the purpose, audience, and context;16E an analysis of the relative value of specific data, facts, and ideas; and16F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations)Reporting Category 5: Revision13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

Reporting Category 6: Editing13D edit drafts for grammar, mechanics, and spelling

Reporting Category 6: Editing17A use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) more complex active and passive tenses and verbals (gerunds, infinitives,participles);(ii) restrictive and nonrestrictive relative clauses; and(iii) reciprocal pronouns (e.g., each other, one another);

17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).


Graduation Project Subject: English II

Project Assignment SubjectTopic information:Students will read three texts written by various American authors, one who is South Vietnamese-American, one who is Japanese-American, and one who is African-American. Along with these texts, students will write personal entries so as to reflect upon the courageousness of the marginalized people in America and around the world. In addition, students will write a persuasive essay explaining whether or not civil disobedience can peacefully solve a social injustice.Resources:

• Letter to a Young Refugee from Another by Andrew Lam, Grade 10 Holt, pgs. 490-493• Farewell to Manzanar by Jeanne W. Houston & James D. Houston, Grade 10, Holt pgs. 954-964• Montgomery Boycott by Coretta Scott King, Grade 10 Holt, pgs. 970-977• Reading Activities• Writing Entries (including Journal Topics and Final Writing Project)

Assignment:Students will read Letter to a Young Refugee from Another, Farewell to Manzanar, and Montgomery Boycott and complete the Reading Activities (handout). Students will also write short journal entries and complete a final persuasive essay.

Requirements:• Read the three texts• Complete 3 Reading Activities• Complete 2 Journal Topics & Final Writing Project


Reading Activities

Rea d in g Ac t i v i ty #1

Read Letter to a Young Refugee from Another by Andrew Lam, Grade 10 Holt, pgs. 490-493.Make three text-to-self connections and show your connections in the following graphic organizer. Make sure you use appropriate punctuation. The first brief summary has been completed for you.



Explain your text-to-self connection.(3-4 sentences)

The author explains that it is critical to remember everything that happens in the refugee camp. He is adamant that the only way to conquer “the darkness” is to tell the story to everyone everywhere. I often feel like it helps me when I talk to people about things that bother me or that I think are wrong.


Rea d in g Ac t i v i ty #2 Read Farewell to Manzanar by Jeanne W. Houston & James D. Houston, Grade 10 Holt, pgs. 954-964.Complete the following graphic organizer by comparing and contrasting the main ideas, important details, and themes represented in both Letter to a Young Refugee from Another (from Reading Activity #1) and Farewell to Manzanar. One comparison has been completed for you. You must complete a minimum of 10 total entries.

Both texts are about exile.

Letter to a Young Refugee

Farewell to Manzanar


Rea d in g Ac t i v i ty #3

Read Montgomery Boycott by Coretta Scott King, Grade 10 Holt, pgs. 970-977Make two text connections (text-to-self or text-to-world) and show your connections in the following graphic organizer. Make sure you use appropriate punctuation.


Text-to-world connections are the larger connections that a reader brings to a reading situation. We all have ideas about how the world works that go far beyond our own personal experiences. We learn about things through television, movies, magazines, and newspapers.


Explain your text-to-self or text-to-world connection.(3-4 sentences)

Writing Entries

J o urnal #1 Using one piece of text evidence from each of the three texts to support your answer, explain how all three texts highlight the courageousness of the marginalized people being described in each text. (Write 8-10 sentences.)(You will use evidence from the three texts you have read: Letter to a Young Refugee from Another by Andrew Lam, Farewell to Manzanar by Jeanne W. Houston & James D. Houston, and Montgomery Boycott by Coretta Scott King.)

J o urnal #2

In 8-10 sentences, comment on the following statement cited in Montgomery Boycott by Coretta Scott King.

“He who accepts evil without protesting against it is really cooperating with it.”

--Henry David Thoreau

F in a l W ri t ing P r o j e c t

In 4-5 well-developed paragraphs including a specific position statement and appropriate support for your argument, write to the following persuasive prompt. Make sure you use appropriate punctuation.

Write an essay stating your position on whether or not civil disobedience can peacefully solve a social injustice.

Graduation Project RubricSubject: English II

Project Rubric Rubric Requirements E

videntNot

Evident

Rea d in g Ac t i v i ty # 1 : Student completed Activity #1 by providing two brief summaries of text they chose to make a text-to-self connection. Brief summaries are 1-2 sentences in length each and include appropriate punctuation.

Rea d in g Ac t i v i ty # 1 : Student completed Activity #1 by providing three text-to-self connections. The connections are explained in 3-4 sentences each and include appropriate punctuation.

Rea d in g Ac t i v i ty # 2 : Student completed Activity #2 by adding at least 10 additional entries to the Venn Diagram.

Rea d in g Ac t i v i ty # 2 : Student compared and contrasted the main ideas, important details, and/or themes of Letter to a Young Refugee and Farewell to Manzanar.

Rea d in g Ac t i v i ty # 3 : Student completed Activity #3 by providing two brief summaries of text that they chose to make a text-to-self or text-to-world connection. Brief summaries are 1-2 sentences in length each and include appropriate punctuation.

Rea d in g Ac t i v i ty # 3 : Student completed Activity #3 by providing two connections, either text-to-self or text-to-world. The connections are explained in 3-4 sentences each and include appropriate punctuation.

J o urnal E n t r y # 1 : Student provided one piece of text evidence from each of the three texts in order to support his/her journal entry.

J o urnal E n t r y # 1 : Student explains how all three texts highlight the courageousness of the marginalized people being described in each text in 8-10 proficient sentences, whichinclude appropriate punctuation.

Journal Entry #2 : Student explains his/her reaction to the prompt, “He who accepts evil without protesting against it is really cooperating with it”

Rubric Requirements Evident

Not Evident

in 8-10 proficient sentences, which include appropriate punctuation.

F ina l W ri t in g P r o j ec t: Student adequately responds to the prompt: Write an essay stating your position on whether or not civil disobedience can peacefully solve a social injustice.

F ina l W ri t in g P r o j ec t: Student responds to the prompt in 4-5 well-developed paragraphs, and the essay includes a position statement and appropriate support for his/her argument.

F ina l W ri t in g P r o j ec t: Student includes appropriate punctuation throughout.


Graduation Portfolio ChecklistSubject: U. S. History

Portfolio Checklist Students will create a portfolio to demonstrate proficiency in the subject area. Examples of work could include the following: successful writing

summaries of listed TEKS, completed DBQ-type assessments, and other authentic, student-created work products that provide a comprehensive overview of the content.


Concept/Standard/Reporting Category the student has work demonstrating proficiency Evident Not Evident

History. The student understands the political, economic, and social changes in the United States from 1877 to 1898.11.3B Analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business

History. The student understands the emergence of the United States as a world power between 1898 and 1920.11.4A Explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power11.4F Analyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles

History. The student understands significant events, social issues, and individuals of the 1920s.11.6A analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women

History. The student understands the domestic and international impact of U.S. participation in World War II.11.7A Identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor11.7D Analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons

History. The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States.11.8A Describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F. Kennedy's role in the Cuban Missile Crisis

History. The student understands the impact of the American civil rights movement.11.9A Describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women’s, and other civil rights movements11.9B Identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty FriedanHistory. The student understands the impact of political, economic, and social factors in the U.S.

Concept/Standard/Reporting Category the student has work demonstrating proficiency Evident Not Evident

role in the world from the 1970s through 1990.11.10B Describe Ronald Reagan's leadership in domestic and international policies, including Reaganomics and Peace Through Strength

History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century.11.11A Describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror


Graduation ProjectSubject: U. S. History

Project Assignment SubjectTopic information: This project requires students to demonstrate their knowledge of United States from 1877 to 2014. Students will need to recall information and summarize some of the most important events of the time period.

Resources: Course textbook, library resources, digital resources

Assignment: United States History Timeline (1877-2014) - Students will create a timeline that clearly identifies significant events from 1877-2014. Students will identify and label 10 most important historical events involved in the United States during the span of the timeline.

Task #1 Timeline (1877-2014)Students will create the timeline with 10 important historical eras/events. Events could include anything students consider significant. Some suggestions include Westward Expansion, Gilded Age, Progressivism, “Roaring Twenties”, World War I, Spanish-American War, Great Depression, New Deal Era, World War II, The Cold War, Civil Rights Movement, terrorist attacks. These events may be generalized time periods as listed above or specific events from those time periods such as the dropping the atomic bomb, the election of a political candidate, or the death of a key person.

Task #2 – Summary of each eventFor each event/era, students will write a short summary of the importance of that event/era in United States history. Each summary should include specific dates associated with the event/era, at least one person, place, and event connected to each event on the timeline. Students should also include a quote from the time period and a visual from the time period. These could include student created illustrations, political cartoons, photo copied images, etc.)

Task #3 – The Most Significant Event in American History Based upon the events students placed on the timeline, students will identify which event they feel is the most significant event, time period, or turning point in American history. Students need to explain and justify the reasons why they selected that event as the most important.

ProductThe final product with timelines, summaries and identification of significant event should include student’s name and have a title. Students should use standard grammar, spelling, sentence structure and punctuation. The presentation should be neat and organized. Students may choose from a variety of formats: poster board, PowerPoint, scrapbook, portfolio, Animoto, video, or other format that best helps students demonstrate their knowledge.

Requirements: The project consists of three parts: a timeline, short summaries for each events,

and a paragraph explaining a significant event in United States history. The project spans the length of the United States history from1877-2014. Students will focus on events, people, places, or eras from this time in history.


Graduation Project RubricSubject: U. S. History

Project Rubric

Rubric Requirements Evident Not EvidentEvent #1 Short summary explaining significance (requirements: person, place, event, illustration, and quote)Event #2 Short summary explaining significance (requirements: person, place, event, illustration, and quote)Event #3 Short summary explaining significance (requirements: person, place, event, illustration, and quote)Event #4 Short summary explaining significance (requirements: person, place, event, illustration, and quote)Event #5 Short summary explaining significance (requirements: person, place, event, illustration, and quote)Event #6 Short summary explaining significance (requirements: person, place, event, illustration, and quote)Event #7 Short summary explaining significance (requirements: person, place, event, illustration, and quote)Event #8 Short summary explaining significance (requirements: person, place, event, illustration, and quote)Event #9 Short summary explaining significance (requirements: person, place, event, illustration, and quote)Event #10 Short summary explaining significance (requirements: person, place, event, illustration, and quote)Most Significant Event: Short summary explaining the most significant event in United States historyProductProduct must include student’s name, a title, all elements above and must be organized and easy to understandOverall ProjectUses standard grammar, spelling, sentence structure, and punctuation

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