Advanced
Academics
101
Middle School
Overview
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Middle School Pre AP courses are intended to appropriately challenge
high-achieving learners and prepare students for future academic
pursuits, including the high school Advanced Placement courses.
The coursework requires students to engage in independent and
analytical assignments and to complete a substantial amount of work
outside of class. CBA assessments (district testing) will also be more
rigorous and challenging in the Pre AP classes.
Students are encouraged to take Pre AP courses that are appropriate
to their interests and academic strengths. It is important that parents
have discussions with their student about appropriate placements and
an understanding of the commitment and higher expectations
involved with a Pre AP class.
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If a student enrolls in a middle school Pre AP course the student is
required to stay in that class for the first 6 weeks of the school year. If
the student is struggling, they will be expected to create a plan including
attending regular tutorials in order to help them to master the content.
If at the end of the grading period, the student, the teacher and the
parents agree that a change to on-level is necessary, as a last resort the
student will be changed to on-level. This schedule change will often
impact other portions of a student’s schedule as well.
It is always our goal that the student remain in the class and invest the
time necessary to rise to the challenge. This is an important
commitment to consider when completing registration paperwork. That
is why we encourage you to look at your student’s previous grades,
achievement and test scores, while also considering their motivation,
organization skills, independence, time commitment and willingness to go
above and beyond current expectations.
6th grade
8th grade
PAP ILA
PAP Math
PAP ILA
PAP 8th Math
PAP Science
7th grade
PAP Algebra I
PAP Geometry
PAP ILA
PAP Math
PAP Science
***If you are currently identified as Gifted and Talented or if you qualify
during the spring semester, you will be placed in a required GT PAP
ILA class. The GT program only impacts your ILA placement.
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Connecting reading and writing
Rigorous curriculum and pacing
Challenging
Engaging
Be
prepared
Work hard
Communication
Independently manage
time and resources
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An independent work ethic
Parental support and guidance
Well-developed study habits
A love of reading
Possession of high level thinking skills
Mastery of skills for standardized tests
THINKING!!!
Springboard curriculum (College
Board)
 Novels
 Newspaper articles / short
expository pieces
 Poetry
 Mythology, Shakespeare, Classics
 HIGH Expectations
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Literature, Writing, Speaking, Listening
 Analysis & interpretation – “Why?”
 Communication skills
 Clear and concise academic
writing
 Timely and constructive
peer/teacher feedback
 Confidence and commitment to
an idea
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You may contact our lead GT teacher to refer
your child between January 7th – 21st, 2016:
arndorfr@friscoisd.org.
Visit the following website: www.friscoisd.org/gtreferral for GT referral and screening
information
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Offered in grades 7 and 8
Provides a higher level of rigor in lab work,
reading, writing, and assessments
Requires students to be organized and
practice time management with study and
work completion
Requires participation in Science Fair
EIGHTH GRADE U.S. HISTORY
INDEPENDENT STUDY PROGRAM:
The social studies department does not
currently have PAP classes. In order to
provide challenge and rigor, we have
embedded an Independent Study Program in
our eighth grade U. S. history classes.
REQUIREMENTS TO PARTICIPATE IN THE
INDEPENDENT STUDY PROGRAM:
1. All students are pre-tested on the upcoming unit of
study to determine knowledge of the unit and eligibility
for participation in the independent study.
2. Students must receive a score of 90 or above on the
pretest in order to be eligible to participate.
3. Students scoring 90 or above are given the option of
participating in an in depth independent study on this
unit or remaining in the class for the traditional lessons.
4. Students who choose to participate in this study program are
given a menu of 9 choices. The student then selects 3 out of the
9 choices on the menu to research and is given a rubric
explaining expectations for each part.
5. During the student's social studies class period, the student
works independently on the project while other students
continue with the traditional lessons.
6. Upon completion of their independent project, the student
will make a formal presentation of their research to a panel of
teachers and administrators.
7. We have great success with this program and are very pleased
with the projects the students have completed.
6th
grade
math
7th
grade
math
5th grade
math
8th grade
math
8th grade
PAP math
6th grade
PAP math
7th grade
PAP math
***PAP Geometry is offered depending on
success on EAs.
PAP
Algebra I
On Level
PreAP
- On Level TEKS (Texas
- TEKS taught with
Essential Knowledge and
- Increased Rigor
Skills)
- More Depth
- In-depth Problem
Solving Component
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CBAs have been written with the College
Board philosophy for PAP classes in mind
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On-Level:
A concession stand earned
a profit of $150 in July. This
represented 25% of the
profits made in June. How
much profit did the
concession stand make in
June?
**Requires students to see that $150
is ¼ of June’s profit, so the answer
is found by multiplying 150 by 4.
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Pre-AP:
Chad works for Best Buy and is
paid an hourly wage plus a 3%
commission on his sales. Last
week he worked 35 hours and
sold $4500 worth of
merchandise. His total earnings
for the week were $530.50.
How much does Chad earn per
hour?
**Requires students to solve a multi-step
equation by first calculating the
commission, subtracting it from total
earnings and then dividing by the number
of hours worked.
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Changing workforce demands
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Critical analysis
Decision making
Higher order thinking skills
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Helps students see the purpose of math
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Engages and challenges students
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Aligns with the College Board philosophy
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Student problems
Students work collaboratively
 Should challenge students’ thinking
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Designed to help students become
comfortable with being “uncomfortable”
Teachers facilitate group participation
 Teachers do not offer mathematical assistance
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Students choose only one problem out of the 8-10
they have worked on
 Polishing: writing up a complete solution and
explanation
 Unlike the collaboration days, polishing days are
to be done independently
 Major grade
 Focused on the problem solving process and not
necessarily the correct solution. Having the
correct solution is worth 10 points out of 100
points total.
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HS Credit and counts toward HS GPA
Students take Algebra STAAR EOC
Accelerated course and considered above
grade level
8th grade PAP Algebra I students should plan
on taking a total of 5 years of math prior to
HS graduation (5th year can either be AP
Calculus or AP Statistics)
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HS Credit and counts toward HS GPA
Non-traditional delivery – Blended/On-line course
Twice-accelerated course and considered 2 grades above level
8th grade PAP Geometry students should plan on taking a total of 6
years of math prior to HS graduation
 Either 2 years of AP Calculus OR
 AP Calculus and AP Statistics
A single Exam for Acceleration between 5th and 6th grade should only be
considered if your student:
 Is quantitatively gifted (based on Cogat score) AND
 Demonstrates emotional maturity, organization, and academic focus
well above and beyond their peers
Please use the link below to find important information about
FISD EA testing:
http://www.friscoisd.org/departments/testing/accelerationcredit-by-exam#q2