COURSE SELECTION
GUIDELINES FOR ENTERING 9TH GRADE
STUDENTS
HOW DO I DECIDE WHAT NEEDHAM HIGH SCHOOL LEVELS ARE
APPROPRIATE
FOR MY
CHILD?
 All general education courses are based on the Massachusetts
State Frameworks, no matter what level of instruction.
 All courses at the Standard, Honors, and Accelerated levels are
college preparatory.
 Balance in your child’s program is important (a mix of Standard,
Honors, and/or Accelerated classes)
LEVEL DETERMINATION







SHOULD BE BASED ON THE FOLLOWING
CRITERIA:
Reading skills and interest
Writing and research skills
Ability to handle long term assignments
Conceptual versus concrete learning skills
Academic motivation
Ability to work independently increases as level increases
Pace of the course increases at each level
Grade 9 Biology
Grade 9 biology is a rigorous course and at all levels works to prepare
students to take the MCAS biology by covering the variety of content
in the Massachusetts Biology Curriculum. In addition the scientific
method is reinforced and students are taught to write formal lab
reports (2 per term) according to the Needham High School lab report
standards. Regardless of level, content is tied to the following six
themes: Unity and Diversity, Transfer of Energy and Matter,
Homeostasis, Organization, Structure Meets Function, and Scientific
Method. It is the goal of the biology teachers that all students are
able to apply content to the various themes by the end of the year.
Standard:
 With direction, students begin to apply content to themes.
 Shorter tests are given more frequently to allow for mastery of
smaller bits of information.
 Significant MCAS writing and multiple choice prep in class.
 Guidance with lab report writing and use of computers to generate
data analysis.
 Graphic organizers are often provided to help with note taking as
well as writing of essays on tests.
 Assignments may often be broken down into parts to help students
manage workload.
 Time is spent helping students with basic math concepts and
graphing.
 Vocabulary and word lists are often provided to help guide
students’ writing.















Honors:
Students gradually develop the ability to independently tie content
to larger themes.
Unit tests involve synthesis of larger amounts of information.
Abstract thinking is gradually introduced into essay writing.
Students must learn to develop note-taking skills.
MCAS homework assignments help prepare for the exam.
Lab report writing involves using rubrics and peer editing. Use of
computers to generate graphs is introduced and gradually students
are expected to do this one their own.
Students are expected to understand basic math concepts and the
conventions of graphing.
Students can manage long-term assignments.
It is expected that appropriate terminology be used when writing
essays during class.
Accelerated:
Students can tie content to larger themes with little direction.
Unit tests involve synthesis of larger amounts of information, and
review sheets may not be provided.
Ability to think abstractly is expected.
Students must be able to organize materials and keep up with
notes.
MCAS prep is limited.
Lab report writing involves rubrics and peer editing. An
understanding of how to use the computer to create graphs is
generally expected, although time will be spent using Excel for
statistical purposes.
 Students must be comfortable applying math concepts to their
understanding of biology.
 Students can manage long-term assignments and balance their own
workload.
 Students incorporate scientific language into their essay writing
with ease.
Ninth Grade English
Ninth grade English students will read and study a variety of literary
works and will explore them in terms of the themes and issues they
present. Students will begin to develop an understanding of the
various forms literature takes, such as the genre of the novel, poetry
and prose, drama, and nonfiction. Readings will include works from
among the following authors: Homer, William Shakespeare, Mark
Twain, George Orwell, John Steinbeck, Elie Wiesel, and Harper Lee.
Using the writing process, students will focus on organization and
clarity of expression in personal and critical writing. In addition,
students will complete a written research project, practice speaking
and listening skills, and study vocabulary, usage, and mechanics.









Standard:
Middle School grades in 8th grade English (B, C, or D )
Need to work on skills and comfort in reading, writing, speaking,
and listening
Need for individual attention to improve skills
Ability and willingness to read 15-20 pages per class with notes or
written response
Honors:
Proficiency in reading and writing
Middle School grades in 8th grade English (B or C )
Motivation and ability to manage time and assignments
Willingness to work on improving writing
Ability and willingness to read 20-25 pages per class with notes or
written response

Accelerated:
 High level of skills and interest in reading and writing
 Middle School grades in 8th grade English (preferably A or A-)
 Advanced MCAS level or high proficient




Motivation and ability to manage long-term assignments
Comfort with challenges and fast pace
Ability to study one work in class while reading an outside work
Ability and willingness to read 25-30 pages per class with notes or
written response
Ninth Grade Mathematics
Students entering the ninth grade will take a course in Algebra 1 or
Algebra 2. Selection of Algebra 2 over Algebra 1 is contingent upon
the student’s performance in grade 8. The prerequisite course listed
with each course description is the strongly recommended background
necessary for student success at that level; however, teacher
recommendations will take priority over the prerequisite.
In Algebra 1, students will learn traditional topics in algebra. The
concepts studied in this course include algebraic properties and the
real number system, functions and their graphs, linear equations and
inequalities, linear regression and modeling, systems of linear
equations and inequalities, quadratic functions, algebraic fractions and
real world applications. Additionally data analysis, discrete
mathematics, geometry, statistics, and probability will be covered.
In Algebra 2 students will learn advanced algebraic topics including
exponents, radicals, complex numbers, quadratics, logarithms,
sequences series, graphs, probability and statistics.
Each algebra course will utilize technology for graphical analysis, data
exploration and mathematical modeling.
Standard
 Requires additional development of computational skills
 Learns best with well-delineated steps and lots of practice
 Needs assistance with the development of skills in organizational,
note-taking, and reading
Honors
 A proficiency in mathematical reading, note-taking, and
computation
 Motivation and ability to manage daily assignments and structured
projects
 Good organizational skills
 Able to draw from multiple sources and previous concepts
Accelerated
Includes the same characteristics as honors plus:
 A high level of mathematical reading and computational skills
 Internal motivation and ability to manage daily assignments and
projects
 Ability to absorb new concepts quickly; independent learner
 Excellent organizational skills
 Ability to handle the accelerated pace
 Willing and eager to pursue challenges
 Ability to synthesize new information
 Ability to use mathematical language to explain connections among
concepts
 Ability to use mathematical language to explain why solutions are
reasonable
Ninth Grade Social Studies
All levels of ninth grade nine social studies classes study world history,
from the middle ages to the nineteenth century. The purpose of this
course is to have students learn about the historical development of
the major cultures and societies. The emphasis is on both European
and non-Western societies. Areas of focus include geographical
knowledge of our world, historical analysis and comparison of different
cultures, and political and economic development of societies that
have contributed to our modern global community. All students will
work on skill development using primary source documents, textbooks,
research in the media center and research on the web. Assignments in
all courses work to develop analytical thinking and writing skills,
research and verbal presentation skills.
Standard:
 Need to work on skills and comfort in reading, writing, speaking,
and listening
 Middle School grades in 8th grade Social Studies (B, C or D)
 Need assistance with development of skills in reading, note taking,
essay writing and research








Honors:
Proficiency in reading and writing skills
Middle School grades in 8th grade Social Studies (B or C)
Motivation and ability to manage projects and research papers
Consistent work efforts
Accelerated:
High level of skills and interest in reading and writing skills
Middle School grades in 8th grade Social Studies (A or an A-)
Motivation and an ability to handle projects and papers that are
long term assignments
Ability to handle the faster accelerated pace
World Languages
The World Languages Department offers courses designed to meet
the academic expectations of a diversified student body. Students
may continue studying a language they studied in middle school or
begin learning a new language. If a student began studying French or
Spanish in middle school and wants to continue studying that language
at Needham High School, then the student should select Spanish II or
French II. The level (the last digit of the course number: 1, 2, 3 or 4)
depends on the student’s learning style, ease of acquisition of
language and desire for academic rigor. In general, level 1 students
acquire language quickly, incorporate new vocabulary and language
structures into existing knowledge with ease, are strong in all four
language skills (reading, listening, speaking and writing), recognize and
correct errors easily, and look for outside opportunities to use and
learn the language. Level 1 courses are excellent preparation for the
Advanced Placement course. Level 2 students benefit from more
repetition to learn new vocabulary and language structures, need more
practice to recognize and correct errors, and have one or two
language skills in which they are stronger. Level 3 students benefit
from a lot of practice and repetition of language, both new concepts
and existing vocabulary, and are stronger in listening and speaking
than in reading and writing. Level 4 students benefit from a much
slower pace and modified curriculum to acquire the foundations of the
language. If a student wants to begin studying a language that is new
to him or her, the student should elect one of the first year courses.
The student should choose the level based on his or her ability in their
first language (see above description of levels). The high school
graduation requirement is two years of study in the same world
language. Students who want to become proficient in the language by
graduation should study the same world language for four years in high
school. All courses focus on communicative proficiency, cultural
understanding and making linguistic connections. All courses make use
of the language lab. All courses above the introductory level are
taught in the target language. Below is a checklist of language learner
characteristics to help the student select the appropriate level. A
student does not have to have every characteristic in a particular
level, rather this is a tool for conversation about how the student feels
about and learns a second language.















Standard:
I’m not that interested in learning another language (L2), or I am
interested but it feels very hard to succeed.
I have one or more language skills that are difficult for me (for
example, I don’t understand well what I hear; I have to see it and
write it to remember it).
I need a lot of practice to learn new vocabulary.
I need a lot of practice to use new and old vocabulary together.
I use more simple sentences than complex sentences.
When I hear L2 that I don’t understand, I don’t have a way to figure
it out.
I often don’t do my homework and don’t put much effort into my
work outside of the school day.
I don’t like to speak in L2 in the classroom.
Honors:
Learning another language (L2) is ok, or I’m very interested in
learning L2 but it’s not always easy for me.
When I like the activity in class I can do it well.
It takes me several times to correct an error and sometimes I
repeat errors.
I don’t always know an error when I see it.
I’m stronger in one or two language skills than in others (for
example, understanding what I hear is easier than understanding
what I read).
I sometimes hang in there and try to figure out L2 that I can’t
understand right away.
I usually do my homework and put effort into my work outside of
the school day.
 I sometimes try to speak in L2 in the classroom.
Accelerated:
 I love learning another language (L2)!
 I look for L2 outside of school.
 After I learn something new I try to use it right away.
 I like to improve and expand my ability to use L2.
 I can usually make a correction in my use of L2 after being shown
the error once or twice.
 I like to try new combinations of language and am not afraid to
make mistakes.
 I have confidence that I can figure out L2 that I can’t understand
right away.
 I do my homework regularly and put effort into my work outside of
the school day.
 I like to try to only speak in L2 in the classroom.