Re: New Inside Out Intermediate Student Book.pdf
Sheldon Cibrian
CCISD will host two livestream sessions for incoming 6th and 9th grade parents to talk through the selection process, new offerings, graduation requirements and more. Parent information nights will also be held.
Each year, CCISD publishes an Educational Planning Guide (EPG) for both Intermediate and High School. The EPGs outline the course selection requirements by grade as well as class descriptions and elective descriptions. They are extremely helpful resources that can be referenced throughout the year. Hard copies are available upon request with students and electronic copies are found on this section of our website.
It's a great planning tool. The guide outlines the graduation requirements, class rank and grade point average information, general information pertaining to all CCISD high schools, program and course descriptions, as well as course names and numbers.
Course selection is made through Skyward Student Access and opens on the first of February annually during the current school year. Students have two weeks to enter their selections into Skyward. Selections being made are for the following school year.
Worksheets are provided for each campus and grade level. The worksheets are used to plan course selection based on the requirements for each grade level. Families should reference the Educational Planning Guide while filling in the worksheets prior to entering final selections into Skyward.
CCISD offers a standard curriculum across its intermediate and high school campuses. Depending on student interest, a course may or may not "make" for the upcoming school year. If a course doesn't "make", the interested students will be notified and asked to make a different selection.
Course selection is managed through Skyward Family Access. Annually in February, starting in the fifth-grade year, students and families will log into Skyward using the student ID and password. Families are encouraged to use the guides to aid with enrollment. Both the choice and alternate course selections should be entered into Skyward.
Each year CCISD hosts an information session for incoming sixth-grade families. The event occurs in February of the fifth-grade year. Each campus hosts an event. Information about the event is shared at least a couple of weeks in advance. The event dates are listed on the District Calendar. CCISD encourages all families to participate in their campuses' events to learn and ask questions about the upcoming year. Incoming 6th grade students also have the opportunity to tour their new intermediate campuses during the school day.
Each year CCISD hosts an information session for incoming ninth-grade families. The event occurs in February of the eighth-grade year. Each campus hosts an event. Information about the event is shared at least a couple of weeks in advance. The event dates are listed on the District Calendar. CCISD encourages all families to participate in their campuses' events to learn and ask questions about the upcoming year.
We know the transition from intermediate to high school can seem overwhelming at times. The family night information is meant to help ease the transition and information about graduation requirements, credits, and the course registration process. If you still have questions after the event, campus counselors are the perfect resources to help you answer specific questions.
This is new for your incoming ninth-grader. In high school, a student is offered seven classes a day. Each semester course passed with a grade of 70 or higher equals a half (0.5) credit. In one semester, a student may earn up to 3.5 credits equivalent to seven semester classes. Year-long courses may average for credit at the end of the second semester. A student has the opportunity to earn seven (7) credits during their freshman year. This equates to 3.5 credits per semester. A student must have at least six credits to be classified as a tenth grader.
Endorsements are broad career readiness focus areas that comprise hundreds of potential career pathways for students. Endorsements encourage students to concentrate on career options and think about their education as a pathway toward individual goals. Students may complete more than one endorsement if desired, and they may change endorsements at any time prior to graduation. The endorsement areas are followed while selecting the required elective credit courses.
The standard graduation requirements for the State of Texas are provided by the Foundation High School Program + Endorsement (26 credits). Throughout the course of a student's high school years, they must earn the following credits to graduate.
If your student plans to attend college, the Foundation High School Program + Endorsement Distinguished Level of Achievement (DLA) (26 Credits) is the required graduation path. It isn't much different than the above basic graduation path. A student simply has to take Algebra II as a math credit sometime during their High School year. It is important to note that this path (DLA) is a requirement for automatic admission to a four-year Texas public college or university for students in the Top 10%. It does vary for the University of Texas in Austin.
Consider these extra acknowledgements. They are not awarded until the final transcript is released. More information can be found in the Educational Planning Guide for High School. A student can earn outstanding performance in:
This is a planning tool to help incoming ninth-graders select the courses passed on their desired credit pathway. It does not need to be turned in. The final selections should add up to be a total of seven credits. Please note that the alternate course selection is very important. These are helpful if a course is not being offered the following year or two selections are only offered at the same time during a schedule. About 70% of the time, these courses are referenced to complete a student's schedule.
Grade Point Average (GPA) begins to be calculated upon entering ninth grade. Each semester it is calculated. CCISD's GPA is on a weighted 5.0 scale with additional points awarded for more rigorous classes (i.e. Level 1: Honors and AP Courses).
GPA and Class Rank are calculated once a year at the end of the school year during ninth and tenth grade and each semester during 11th and 12th grade. GPA is used to determine class rank. It is posted in the student's Naviance account annually.
CCISD pushes all students to excel and achieve at their highest potential. Students and families are encouraged to discuss the desire to participate in Honors and Advanced Placement (AP) courses. Honors level coursework helps students acquire the deep and complex thinking skills needed to be successful in rigorous coursework in high school and college. Students learn to apply increasingly sophisticated thinking, reading, writing, listening and speaking skills, a well as place priority on deep and complex discussions, rigorous learning, real-world application, across content connections, and clear and persuasive writing.
Hebrew Studies 36 (1995) 128 Reviews Much more significant, from the perspective of a Hebrew teacher who may consider using Kelley's work as the (main) textbook for his or her first-year Biblical Hebrew, is the fact that students following this book would not be required to read full-scope literary units larger than one verse (see exercises). Students may thus develop a relatively good grasp of the essentials of Hebrew grammar, but would they develop any sense of how Hebrew narratives or poetry "work"? Would they be (good) readers of Biblical Hebrew texts? These questions lead to sometimes controversial issues such as: should first-year biblical Hebrew include or exclude some treatment of parallelism? On a larger scope, these concerns point to the substantial question of whether the main textbook for first-year Biblical Hebrew should remain a traditional Hebrew grammar. In sum, Kelley achieved to a large extent the goals he set to himself when writing this introductory grammar. Still, larger concerns about what and how to teach first-year biblical Hebrew, as well as the specific background and needs of the students in each course, are likely to determine the suitability of this textbook for use in the classroom. Ehud Ben Zvi University ofAlberta Edmonton. Alberta CANADA READINGS IN BIBLICAL HEBREW: AN INTERMEDIATE TEXTBOOK. By Ehud Ben-Zvi, Maxine Hancock, and Richard Beinert. Pp. xiv + 241. New Haven: Yale University Press, 1993. Cloth. $35.00. The text under review is designed as an intermediate textbook for Biblical Hebrew, presupposing that the student has completed a beginning Biblical Hebrew course. It is laid out in a "text-plus-workbook format" and has a dialogic style. It is organized by readings of poetic and narrative passages taken from a variety of literary genres: historical books (1 Sam 1:1-28, 2 Kgs 14:23-29), legal texts (Exod 21:28-36, Lev 5:20-26, Deut 24:14-22), prophetic literature (Jer 22:1-5, Ezek 37:1-14, Isa 49:1-6), wisdom literature (Prov 3:13-26; 10:1; 16:8; 22:22-23; 24:29; 25:28, Qoh 1:111 ), and Psalms (Pss 1, 15, 150). The student is routinely asked to translate specific passages, parse verb forms, and comment on particular grammatical elements. These discussions are always situated with ample reference to Hebrew Studies 36 (1995) 129 Reviews a wide array of introductory textbooks. The introduction of more advanced information is also well referenced. In particular, the authors have made good use of B. K. Waltke and M. O'Connor's Biblical Hebrew Syntax (Winona Lake: Eisenbrauns, 1990). Surprisingly, however, there is very little direct discussion of the tense/aspect system in Biblical Hebrew. One would have expected this to be a primary topic for an intermediate textbook , especially since it is typically glossed over in the introductory grammars. Still, except for this one caveat, the range of grammatical topics covered is quite good. But this textbook has a much wider scope than grammar alone. As the authors themselves state, it is intended "to help the student towards competent reading" of the Hebrew Bible (p. vii). To this end, the authors focus on a broad range of topics relevant for reading the Hebrew Bible, including philological and text critical problems, historical background, structure, genre, and literary devices. Indeed, the discussions of the various passages make for very good introductions to the biblical books sampled. The generous and wide ranging citations of relevant bibliography and the vast amount of cross referencing throughout the book are very impressive. The authors need not apologize for their failure to be exhaustive (p. viii). What they have done is more than sufficient to meet their goal of providing "a selection of entry points for the student." Because of this broad scope, the student gains a very pragmatic understanding of how grammar, literary analysis, and historical reconstruction are inextricably bound together. This is one of the book's chief strengths, making its title, Readings in Biblical Hebrew, entirely appropriate. Given this broad understanding of reading and in particular the central role which translation plays in the student exercises, one would have liked to see some conscious reflection on the nature...
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