Revised: 1/21/15
Students who enroll in an AP/Honors class do so with the
understanding that they will have to meet even higher
expectations and/or standards than a regular class.
AP/Honors classes require significantly more homework and
class work, a higher level of performance in the quality of
work, and require more student independence and
responsibility in the completion of work. The opportunity to
be in an AP/Honors class carries with it certain assumptions
of the capabilities and maturity of students who will be
doing advanced work. As such the following general learner
outcomes (GLO’s) are EXPECTED of students registered in
this class:
Self-Directed Learner (The ability to be responsible for one’s learning):
1) Sets priorities and establishes achievable goals and personal plans for learning which include a positive
attitude, a strong work ethic, increased levels of effort, high levels of preparation, participation, and an
initiative for the learning at hand.
 Self- directed learners are responsible for their own learning. They understand that a significant
amount of time is needed for reading and studying (see chart attached).
 Science is a process of assimilating knowledge. It requires time to study, to think about what you
learned, to look at different perspectives or examples beyond the classroom scope, and requires lots
and lots of careful practice (homework and classwork).
2) Plans and manages time well to achieve learning goals (time-management).
 Self-directed learners meets all deadlines. As such, LATE WORK is accepted only upon approval.
 Self-directed learners stay ahead of the assigned class material and homework. They understand that
each lesson depends on the previous lesson and thus will get lost if they fall behind.
 Reviews and applies previous knowledge to concepts currently being learned.
3) Utilizes all resources (notes, books, Internet, peers, etc.) to learn a concept and ensures that all options
have been exhausted to learn the concept.
 Self-directed learners go above and beyond the learning opportunities. They are willing to seek help
via Internet (e.g. Internet tutorials, Youtube tutorials, and Khan Academy) or after school tutoring.
4) Monitors one’s own progress and evaluates learning experiences (peer and self-assessment). Then,
utilizes these feedbacks to improve final work product.
 Self-directed learners will ask their teachers, peers, and parents on how to improve on their product
EARLY so that their final product always go through at least one revision.
Community Contributor (The understanding that it is essential for all human beings to work together):
1) Makes positive contributions toward achieving the group’s goals (stays on task, shares materials and
ideas to group members, helps others to focus and stay on task).
2) Performs all responsibilities assigned by the group in a timely manner.
3) Demonstrates responsible and ethical behavior.
Complex Thinker (The ability to demonstrate critical thinking and problem solving):
1) Applies prior learning experiences to new situations.
 Complex thinkers are accountable for the pre-requisites of the class. If they are missing any prerequisites, complex thinkers will ask their teacher for assistance in ensuring that they learn those prerequisites (or skills) before the class has started.
2) Considers multiple perspectives in analyzing and solving a variety of problems.
3) Generates new and creative ideas and approaches to developing solutions.
4) Applies critical thinking to evaluate solutions based on solid information and changes position when
evidence and reasons are sufficient (defend thinking with evidence and reasoning).
Quality Producer (The ability to recognize and produce quality performance and products):
1) Recognizes and understands what quality products are and a clear understanding of the learning goals
and task requirements (thoroughly reads rubrics and expectations to ensure achievement is addressed).
2) Consistently monitors progress and uses feedback, criticisms, and suggestions to improve final product.
3) Work submitted is of the highest quality at all times.
Effective Communicator (The ability to communicate effectively):
1) Consistently solicits assistance from Internet resources, peers, and/or teachers in a timely manner
after resources have been used to learn concepts (tutoring).
2) Utilize necessary resources to communicate effectively using appropriate capitalization, usage (or
grammar), punctuation, and spelling.
Effective and Ethical Users of Technology (The ability to use technology effectively and ethically):
1) Uses a variety of productivity tools that displays excellence in presentation and content (i.e. PowerPoint
presentation, multimedia presentation, Web Based applications).
2) Demonstrates mastery of a variety of tools to collect data as well as tools to record, organize, and communicate
data using databases and spreadsheets (e.g. Excel, Office, and Google Doc).
3) Explains how the use of different technologies positively or negatively impacts one’s life, one’s family, and one’s
community
4) Demonstrates knowledge of legal and ethical issues regarding the use of technology and information (i.e.
follows school rules governing electronic devices, privacy, copyright, and citation of sources).
I have thoroughly read and understand the expectations of an honors student here at Moanalua High School. I
understand that I will have to do a lot of independent work that may include reading additional resources (e.g. Internet
and additional text), collecting and gathering info, and getting additional help from others.
At times, there will be concepts that are challenging but I know I will need to persevere, even when the work seems
difficult, and understand that I may have to do more independent practice to be proficient in that concept (e.g. Internet
tutorials, peer tutoring, or additional teacher/student tutoring sessions).
I also understand that the pace of this class is accelerated. As such, I will have to manage my time wisely to ensure that
ALL assignments are turned in on time and with the highest quality of workmanship. All parties understand that
withdrawals from the course are not allowed once the school year has started.
____________________________________
Printed Student Name
____________________________________
Printed Parent Name
___________________________________
Student Signature
___________________________________
Parent Signature
_____________
Date
_____________
Date
This chart is intended to give students an idea of how much time is required to prepare for each class period of the AP/Honors courses here at Moanalua High
School. Different teachers of the same course may have slightly different expectations, but the time commitment should be about the same. Attendance is critical
in all AP/Honors classes. AP Students Only The assumption is that students are at the skill level to take a college level course with college textbooks.
Area of Study
Regular
Classes
Honors
Physics
AP Physics
Honors
Biology
AP Biology
Honors
Chemistry
AP Chemistry
AP
Environmental
Science
Pre-Requisites
 No Pre-Requisites
 Algebra 1
 11.4 Grade Reading
Level
 Successful Completion
of Honors Physics
 Successful Completion
of Geometry or Higher
 Successful Completion
of Physics and Biology
 Concurrent Registration
of Geometry or Higher
 12th Grade Reading Level
 Satisfactory Completion
of Honors Biology and
Chemistry
 Successful Completion
of Honors Physics
 Successful Completion
of Geometry or Higher
 12th Grade Reading Level
 Successful Completion
in Both Honors
Chemistry and Algebra 2
 Successful Completion
of “B” or higher in: a
science class, Geometry
or upper level math
class, and English 10/11
Daily Homework or
Reading
Daily Studying
(min. amount)
30 Minutes of HW
3-5 Pages of Reading
30 minutes
60-90 Minutes of HW
3-5 Pages of Reading
60 minutes
120> Minutes of HW
8-10 Pages of Reading
120 minutes
90-120 Minutes of HW
4-8 Pages of Reading
120> Minutes of HW
8-10 Pages of Reading
90-120 Minutes of HW
4-8 Pages of Reading
120> Minutes of HW
8-10 Pages of Reading
120> Minutes of HW
8-10 Pages of Reading
90 minutes
120 minutes
90 minutes
Tests/Projects


Unit Tests/Chapter Quizzes
Semester Exam






Ecybermisison Project
Quarterly Projects
2 Typed Lab Reports (1 per semester)
Quarterly Projects
Lab Reports
Unit Tests/Cumulative Tests




Exploravision
Quarterly projects
Unit tests
Quarterly/semester projects




Inquiry labs
Quarterly/semester projects
Formal lab reports
Unit tests



Cumulative semester and end of Year Exam
Memorization of Polyatomic Ions
Formal Lab Reports
Semester Presentations



120 minutes




120 minutes


Summer
Work
NO
NO
YES
NO
YES
NO
Weekly Mastery Quizzes (e.g. Poly Ions)
Extended Lab Experiments with Formal Lab
Reports (Structured and Inquiry Based)
Cumulative Test/ Exams
YES
Three 3-hour exams (during and outside of
normal class hours; 2nd semester)
Weekly Current Event Quizzes
Classroom and Field Study Experiments
(Structured and Inquiry Based)
Cumulative Test/ Exams
YES
Three 3-hour exams (during and outside of
normal class hours; 2nd semester)
*All Honors and AP classes usually require a science teacher recommendation (8th grade science teacher recommendation for Honors Physics).
1. What is the difference between an Honors class and a regular class?
The short answer is rigor. That means a number of things: the expectation is that the Honors student is
motivated and capable of moving through material more rapidly (pace) and at a more in-depth level; the Honors
student can expect more homework; the Honors student can expect to be challenged on quizzes and tests by
questions which demand higher order thinking skills (analysis, synthesis, evaluation, interpretation). Maturity,
attention to due dates, independence, on-task class preparation and participation are the qualities the Honors
students must possess to be successful in these classes.
2. What is the difference between an Honors class and an Advanced Placement (AP) course?
Each Honors course has content and expectations that were designed by our teachers to challenge our students.
While Honors Biology, for example, may look very much the same at our high schools as it does at any metroarea high school, it also may not. An AP course, on the other hand, has content and expectations determined by
the College Board organization.
AP courses demand college-level rigor. Each course looks very much the same regardless of the district or the
state in which it is taught. These courses prepare students to take AP exams in May of each year. Success on
these exams translates for the student into college credit at many colleges and universities. In recognition of the
rigor of these courses, there is an additional weight of .025 points given per 0.5 credit to each of these classes in
which a student is enrolled.
3. Are Honors courses weighted?
Honors classes are NOT weighted. The classes which do carry the extra .025 per half credit are: all AP classes.
4. How many Honors classes should a student take?
For the incoming freshman, there is the possibility of signing up for three Honors classes: Biology, Math, and
English. The rigor of three Honors classes, as the student is adjusting to high school, is often too much. The
recommendation is that a student chooses TWO courses while considering his/her middle school performance
and the middle school teachers’ recommendations. With the block schedule it is possible that all three courses
may fall in one semester.
5. How much homework should the student expect in an Honors class?
The short answer to that question is “more than any course the student experienced in middle school.” The
more detailed answer: a half hour to an hour per night in each class. Of course, that may vary – more time may
be required when preparing for a test or writing a paper. Independent work is absolutely necessary in an
Honors class. Attending class, listening and doing the homework is not enough to be successful in these classes.
Constant analytical review of information, independent study, attention to due dates and synthesis of concepts
learned are all mandatory.
6. Are there any “entrance requirements” for an Honors class or does the student have to be identified as “gifted”
or “talented” to take an Honors class?
We do not “gate keep” – any incoming freshman may sign up for an Honors class. No specific “identification” is
required. However, the student who has had a stellar middle school experience in honors or Pre - AP classes or
who has excelled in the regular classes and has the support of his/her middle school teacher to advance to an
Honors track will have the best chance of success in these classes.
7. May the student who is in a regular class decide during the term that he/she wishes to move to an Honors
course?
No. The pace of the Honors course is such that the student would be entering the class very far behind the rest
of the students. It would be too difficult for the student to catch up.