Frequently Asked Questions
- What support will be provided to ESS and ELL students who are part of academies? What will happen to students who need math/reading intervention, will academies take priority in their schedule? How do we balance academies and low reading levels + apathy?
- How will we encourage students to succeed and persevere in academies when we are struggling to bring them to grade level in other classes?
- Given the particular things focused on by the freshman experience course, are we going to limit or eliminate advisory next year?
- What if students want to change their academy in their sophomore or junior year? What if they’re not interested in any available at their campus?
- Once we get to that 2 year mark into the academy model, how often will we have to implement academy scenarios/topics into our classrooms and assignments (for non-academy subjects i.e. history)?
- How does the pathways support students who have remedial classes where they are not taking required electives? How does the pathways affect the ESS supports and classes for: partially self-contained, success seminar, related services supports, etc?
- Students already struggle to be productive during RTI, how will we keep them engaged in 0 and 7th hours?
- One of the slides said that students can take the arts as a pathway or a standalone elective. Is it possible for students to take the arts all four years without being in the arts pathway or are they limited to just a certain number of years?
- You are probably not at this point yet, but will we be narrowing the schedule to an either zero hour OR seventh hour option? Seems challenging to have both + late start + early releases.
- Are there any projections for the number of students utilizing open enrollment and leaving specific campuses in order to find a different academy that better suits their interests? Are there any plans to mitigate one specific campus with significantly
- Studies show that people are happier when they choose a career after their brains are fully developed. How can it be justified to force 13-14 year olds to choose a career that they will feel forced to be in forever?
- Are students able to take arts all 4 years without being in an arts pathway while simultaneously taking up to Spanish 2/3 for college/university? If not, how do we plan to remediate this?
- If students are enrolled in an academy can their potential second academy choice be a non-CTE option? As an example, a student is enrolled in the Construction Science program with a declared secondary focus in Science Academics.
- Will the 4 day school schedule work well with academies? In the schools, academies are currently running, are these traditional 5 day a week schedule?
- How do AP classes fit into the academies? Wouldn't the pathways decrease the number of students taking AP classes?
- Is block scheduling still being discussed and would that open up more space for electives? Currently if a student wants to be in band all four years, when would they take Spanish or a language before senior year?
What support will be provided to ESS and ELL students who are part of academies? What will happen to students who need math/reading intervention, will academies take priority in their schedule? How do we balance academies and low reading levels + apathy?
How will we encourage students to succeed and persevere in academies when we are struggling to bring them to grade level in other classes?
Given the particular things focused on by the freshman experience course, are we going to limit or eliminate advisory next year?
What if students want to change their academy in their sophomore or junior year? What if they’re not interested in any available at their campus?
Once we get to that 2 year mark into the academy model, how often will we have to implement academy scenarios/topics into our classrooms and assignments (for non-academy subjects i.e. history)?
How does the pathways support students who have remedial classes where they are not taking required electives? How does the pathways affect the ESS supports and classes for: partially self-contained, success seminar, related services supports, etc?
Students already struggle to be productive during RTI, how will we keep them engaged in 0 and 7th hours?
One of the slides said that students can take the arts as a pathway or a standalone elective. Is it possible for students to take the arts all four years without being in the arts pathway or are they limited to just a certain number of years?
You are probably not at this point yet, but will we be narrowing the schedule to an either zero hour OR seventh hour option? Seems challenging to have both + late start + early releases.
Are there any projections for the number of students utilizing open enrollment and leaving specific campuses in order to find a different academy that better suits their interests? Are there any plans to mitigate one specific campus with significantly
Studies show that people are happier when they choose a career after their brains are fully developed. How can it be justified to force 13-14 year olds to choose a career that they will feel forced to be in forever?
Are students able to take arts all 4 years without being in an arts pathway while simultaneously taking up to Spanish 2/3 for college/university? If not, how do we plan to remediate this?
If students are enrolled in an academy can their potential second academy choice be a non-CTE option? As an example, a student is enrolled in the Construction Science program with a declared secondary focus in Science Academics.
Will the 4 day school schedule work well with academies? In the schools, academies are currently running, are these traditional 5 day a week schedule?
How do AP classes fit into the academies? Wouldn't the pathways decrease the number of students taking AP classes?
Is block scheduling still being discussed and would that open up more space for electives? Currently if a student wants to be in band all four years, when would they take Spanish or a language before senior year?
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