Shifting Roles in a Flexible Learning Environment At Intrinsic, we believe, “Personalized learning seeks to accelerate student learning by tailoring the instructional environment - what
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Michelle Trojan, Principal Jacqueline Kaminsky, Assistant Principal Chris Lin, Assistant Principal Ashley Okonta-Mathews, Assistant Principal
Tim Ligue, Chief Operating Officer
Intrinsicschools.org · Belmont Campus · 4540 W Belmont Ave · Chicago, IL 60641
● Student Supports Departments
● Departments & Course Catalog
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Intrinsic Intrinsic has earned a Level 1 or 1+ rating since its inception This rating is based on the CPS School Quality Rating Policy which includes indicators such as
student growth and attainment on nationally normed standardized tests (including growth for priority groups), attendance and freshman on-track rates, and other metrics aligned to the district's strategic plan In Fall 2019, Intrinsic will open its second school, the Downtown Campus, in Chicago’s Loop. The school will also serve a citywide
student population which will mirror the CPS demographics In our first year, we opened with 90 students in the 9th grade and will grow to just over 1,000 students in grades 9 to
12 over the course by the 2023-2024 school year Both campuses will collaborate
regularly to share best practices on how to effectively meet individual student needs and accelerate their growth.
Mission and Vision
Our mission at Intrinsic is two-fold:
● We aim to revolutionize public education by flexing time, space, and people to increase student outcomes and improve students’ life trajectories.
● We seek to learn, evolve, and collaborate with the district and others for
continuous improvement & innovation.
To achieve our mission we will combine proven instructional practices, next-generation technologies and a unique classroom design with team teaching to create optimal learning experiences for all students regardless of circumstance, parental education level, English proficiency, and prior learning difficulties.
Our vision is to create an exceptional teaching and learning environment which prepares students for rigorous postsecondary options Since our inception, we have developed an innovative, personalized learning model that is yielding strong student outcomes With our first graduating classes in 2017, we have seen promising initial results in terms of postsecondary preparation & readiness. We aspire to be a model for how to serve the diverse needs of Chicago’s middle and high school students.
Pedagogical Beliefs
Intrinsic: belonging to the essential nature or constitution of a thing 1
Trang 3Intrinsic Motivation: refers to people’s spontaneous tendencies to be curious and
interested, to seek out challenges and to exercise and develop their skills and
knowledge, even in the absence of operationally separable rewards 2
Our beliefs on how students learn best are rooted in key drivers of motivation (value, self-efficacy, attribution, and mood); we believe that tending to these drivers will lead to students be more motivated, and in turn, will lead to deeper learning. Our educational philosophy is driven by five main beliefs about student learning:
● Students learn best when they feel a sense of belonging: They feel safe,
welcomed, and valued by their peers and adults in their community.
● Students learn best when they set & monitor individualized growth goals and receive consistent & accurate feedback toward those goals.
● Students learn best when instruction is personalized and rigorous.
● Students learn best when learning is social and differences are valued.
● Students learn best when they have a holistic curriculum that includes authentic field experiences, enrichment activities, and relevant course content.
Our educational philosophy is informed by brain compatible learning principles and decades of experience in the field of education Please see the appendix for a list of references.
Graduate Outcomes & Design Anchors
Our pedagogical beliefs inform our graduate outcomes and the design anchors for our programming.
At Intrinsic, we are deeply committed to preparing students for what the future will demand Therefore, we take a holistic approach to assessing students’ achievement in terms of our graduate outcomes Intrinsic students learn through multiple modalities and work in a variety of student-to-student and student-to-teacher configurations They work on content and skills that are relevant to their identity & community and rooted in real world applications As a result, students are more collaborative, independent, and resourceful; build stronger relationships with teachers and each other; and make faster progress toward our graduate outcomes We believe this approach empowers our students to be successful in college, career, and life.
With a prioritized focus on not just developing technical but adaptive skills, our
graduates will be able to: Think, Solve, Communicate, Reflect, & Be EPIC (see graphic below).
2 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5364176/
Trang 4To read more detailed descriptions of our graduate outcomes, click here.
personalized postsecondary plans
provide students’ increased access to
the opportunities they need to be successful and achieve their goals.
● Challenging Core Curriculum for ALL students
● Relevance/Value of Learning Experiences
● Career and Passion Exploration
● Early Postsecondary planning
in personalized pathways in pursuit of
their ambitions and personal goals.
● Goal-setting and reflection
● Personalized Learning Plans
● Appropriate Choice and Support
● Self-efficacy
● Multiple Learning Modalities
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throughout their experience at Intrinsic.
● Identity and Self-Awareness
● Strong Community
To read more detailed descriptions of our design anchors, click here.
Our Model, Core Learning Modalities, and Personalization
Intrinsic’s Academic Model integrates technology for differentiation, small-group
instruction, and student choice We believe the strategic use of technology will ensure student mastery of rigorous standards for 21st century postsecondary success With these guidelines, teaching teams are empowered by grade level appropriate curricula & instructional coaching to ensure students are experiencing intentionally designed
activities, with an appropriate mix of online and offline instruction With our one-to-one Chromebooks, our students have access to high quality technologies anytime and anywhere.
students to cultivate their passions, strengths, and interests, and to develop the relevant knowledge and skills needed to develop, evolve, and pursue their purpose To read a more detailed description of our EPIC Model, click here.
Our Instructional Design leverages five core learning modes which are combined in unique ratios in pursuit of students’ learning goals These learning modes are aligned to our beliefs about learning and our design anchors We believe that engaging in this variety of learning modes is critical for students to build the academic AND agency habits and skills they need to experience postsecondary success and engage in
world-changing endeavors.
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To read more detailed descriptions of these learning modes, why they are critical to our vision, how they may be used at Intrinsic, and content-specific examples, click here.
Shifting Roles in a Flexible Learning Environment
At Intrinsic, we believe, “Personalized learning seeks to accelerate student learning by tailoring the instructional environment - what, when, how, and where students learn - to address the individual needs, skills, and interests of each student Students can take ownership of their own learning, while also developing deep, personal connections with each other, their teachers, and other adults ” Personalization can be best achieved in 3small groups where teachers provide targeted instruction to meet each student’s needs. Our large pod spaces are typically staffed with three teachers serving 60-65 students. Math, English Language Arts, and 9th Humanities students typically spend 50% of their time working on independent activities overseen by one teacher Activities could
include: writing or revising a paper, practicing problems, watching a video and taking guided notes, or reading independently.
Personalization is a shared task between teachers and students. Each student must set their own goals, manage their own time, and monitor their own progress The role of the teacher shifts from content provider to facilitator of deeper student thinking Intrinsic teachers provide students with structures for academic independence, and they
become guides and motivators as our students need them When combined with the expertise of our teachers, technology enhances the learner experience by its ability to bring curriculum to life and facilitate authentic and nonlinear learning, provide multiple access points to rigorous content, foster social learning and student creation, and offer real-time feedback and progress monitoring data to ensure students receive just-in-time instruction.
Trang 7Our pod space is designed so students intuitively use different areas of the learning environment for teacher-led instruction, peer-to-peer learning, and independent work. Each area of the pod is named and uses visible landmarks for easy student navigation and leverages our core learning modes to ensure students build the academic AND agency habits and skills they need to experience postsecondary success and engage in world-changing endeavors.
Both our academic and agency goals for students are established to ensure they are prepared for postsecondary success and will be lifelong learners, who embody our EPIC core values and are healthy, responsible members of a global community.
It is also our goal, for each school and as a network, to meet the criteria to score a 1 or
1+ on the CPS SQRP.
Intrinsic High School Graduation Requirements
The chart below represents both the minimum high school graduation requirements for every Chicago Public School student and the recommended requirements of Intrinsic Schools students.
Non-Credit Graduation Requirements
Service Learning: All students complete two classroom-based service projects and 10 hours per year in
order to graduate One project will take place in the Civics course.
Trang 8Constitution Test: P.L 195 (United States Constitutional History) Exam District Wide Assessments: Taking the state-mandated college and career ready determination exam
unless otherwise excused by state law Students must qualify as having taken the state-mandated
college and career ready determination exam in accordance with state guidelines.
Postsecondary Plan: In accordance with Learn Plan, Succeed., students will provide valid evidence to
their School Counselor to demonstrate they have a concrete postsecondary plan before high school graduation Examples of that evidence can include a college acceptance, military enlistment, a career
training program or a full-time job.
C Day: All students will participate in enrichment activities during their C Day time block.
Advisory: All students must pass advisory to promote.
C Day (Choice Day)*
C Day (Choice Day) is a unique structure at Intrinsic during which students take
ownership of their learning in pursuit of their academic and personal goals On C Days, students organize their own schedule by choosing academic options (e.g.
content-specific office hours, writing lab, peer tutoring) based on their individual needs and participating in clubs and other extracurricular activities Engaging in and leading C Day activities provides students opportunities to explore their interests and to identify strengths, practice post secondary skills (leveraging resources in alignment with goals, long and short-term planning, leadership capacities), and to build strong relationships and community among staff and peers At our Belmont Campus, C Days are on
Wednesdays At our Downtown Campus, C Days are on Thursdays We also partner with After School Matters (ASM) to provide additional C Day programming such as Culinary Arts, Fashion Design, Photography, etc ASM Belmont programs take place at the Lutz Center and ASM Downtown programs take place at Gallery 37.
Grading System & Policies
The grading system and accompanying course policies were designed to provide
Intrinsic students a well-rounded academic experience As a result, students will have a robust high school transcript that will make them competitive in college and career.
INTRINSIC SCHOOLS GRADING SCALE - HIGH SCHOOL BELMONT CAMPUS
(includes Dual Enrollment/Credit)
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Importance of GPA, SAT Scores, & Attendance
We commit to competitive access for all of our students Strong grade point averages (GPAs) and SAT scores increase students’ access to postsecondary institutions with higher graduation rates We firmly encourage all students to strive for a 3.0 GPA GPA is
a measure of a student’s performance across all credit-bearing courses taken by the student over a semester factoring in the grade earned and the potential credit for each course taken Intrinsic monitors students’ GPAs very closely Postsecondary institutions primarily use unweighted cumulative GPAs for admissions decisions, though rigor of courses is taken into consideration Weighted GPAs are used primarily for internal ranking purposes including Honor Roll, Top 10%, Valedictorian, and Salutatorian.
According to recent research published by the University of Chicago , high school GPA 4
is a strong indicator of students’ preparation for college; four-year college enrollees with
an unweighted high school GPA of 3.0 or higher have at least a 50 percent probability of earning a degree within six years Middle school students with a 3.5 GPA have a higher likelihood of success in both high school and college College requires very strong levels of effort and engagement in both the middle grades and in high school.
Additionally, higher GPAs open up chances of earning athletic and academic
scholarships Intrinsic uses weighted GPAs to determine class rank (top ten) and honor roll High GPAs are indicators of both academic performance and academic behaviors that are needed to be successful in both college and career.
We provide students with ample opportunities to practice content and skills In addition
to aligning course content to door opening tests like the SAT, we administer SAT type interims and provide targeted interventions based on students’ scores.
4 High school GPA, not ACT score, is a strong predictor of college graduation
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requirements for common postsecondary programs:
2.0 <900 <90% Less Competitive: Immediately eligible for colleges with below average graduation rates and careers
with below average lifelong earning potential.
Competitive: Immediately eligible for colleges with
an average graduation rate and careers with average lifelong earning potential, as well as the STAR Scholarship.
3.5 1240 - 1440 95% More Competitive: Immediately eligible for colleges with an above average graduation rate and careers
with above average lifelong earning potential.
4.0 1450+ 95%+ Most Competitive: Immediately eligible for elite colleges and careers with high lifelong earning
potential
*According to the College Board, students are considered college ready with scores of
480 (benchmark) or higher in ERW and scores of 530 (benchmark) or higher in
Mathematics Students with an SAT Math section score that meets or exceeds the benchmark have a 75 percent chance of earning at least a C in first-semester,
credit-bearing college courses in algebra, statistics, pre-calculus, or calculus.
Students with an SAT Evidence-Based Reading and Writing (ERW) section score that meets or exceeds the benchmark have a 75 percent chance of earning at least a C in first-semester, credit-bearing college courses in history, literature, social sciences, or writing classes.
Academic Celebrations around GPA
There are two semesters per year Students will receive progress reports every two weeks, however, parents must attend Student Led Conferences (SLCs) at the first, second, and third quarter and Report Card Pick Up (RCPUs) at the fourth quarter (see more information for SLCs and RCPUs below) Students receive credits at the end of each semester for classes they have passed.
At each semester, Intrinsic recognizes students who demonstrate strong academic performance.
Trang 11● Distinguished Scholar Honor Roll for students who earn a current weighted GPA
of 4.0 or higher These students earn a certificate, a special lanyard with a pin, and their name on the atrium TV monitor.
● Principal Scholar Honor Roll for students who earn a current weighted GPA of 3.75 to 3.99 Current earn a certificate, a pin, and their name on the atrium TV monitor.
● Dean Scholar Honor Roll for students who earn a current weighted GPA of 3.5 to 3.74 earn a certificate, a pin, and their name on the atrium TV monitor.
The postsecondary team also works closely with students at each grade level in the Top 5% to ensure they are on track for the most competitive postsecondary options These students have special access to opportunities, college visits, and personalized
counseling.
At the end of the year, students in grades 9 to 11 who rank in the Top Ten based on their cumulative, weighted GPA will be invited to the Top Ten Academic Banquet Students will be allowed to invite guests for dinner and will receive a certificate and a black polo that they may wear as a part of their uniform.
Other Intrinsic Celebrations
In addition to the Honor Roll, at the end of each semester, students will receive
certificates and pins for perfect attendance, positive behavior, and EPIC Student of the Quarter for each grade level This celebration will allow for the entire community to recognize hard work and achievement Additional traditions will continue to be
developed by the school community These will align to EPIC and be used to celebrate our students and their success.
General (Unweighted) Coursework
Most students are automatically placed in general courses These courses are
considered non-level Many students may be a mix of unweighted and weighted courses
in different subjects based on the students’ proficiency in the subject If a student is consistently performing at a high level, they may be recommended to be placed in one
of the weighted courses described above All grades in general courses are unweighted. Specific course policies can be found in the course syllabus.
How to Calculate Your Unweighted GPA
For the unweighted GPA calculation, a grade value is assigned to each letter grade earned by a student (as shown in the table above) A student's unweighted GPA is
obtained by dividing the total number of potential credits taken by the student into the total number of grade points earned as follows:
1) Identify the letter grade and potential credit for each course taken.
Trang 122) Identify the Grade Value for the grade earned using the Grading Scale table. 3) Calculate the “grade points” earned for each course by multiplying the Grade Value by Potential Credit identified for the course.
4) Total all Potential Credits for all courses taken by the student.
5) Total all “grade points” for all courses taken by the student.
6) Calculate GPA by dividing All Grade Points Earned/All Potential Credits for all courses taken
Example of Unweighted GPA Calculation
Course Name Letter
Grade Potential Credit GPA Grade Value Potential Credit x Grade Value (‘Grade Points’)
Advancement Placement Courses: Intrinsic offers advanced placement (AP) courses
which are college-level courses offered in high school In May, students take an AP Exam If students do well on the exam (with scores of 3, 4, or 5), they can earn credit and/or placement into advanced courses in college Intrinsic uses multiple data points
as criteria for placement into AP including, but not limited to: grades, attendance, and P/SAT benchmarks Typically, AP courses demand more of students than honors
courses; students read difficult texts, have a higher volume of reading, write papers and essays Students will be engaging in college-level discussions with peers and
instructors Classes tend to be fast-paced and cover more material than typical high school classes Additionally, AP courses require students to do prep work including, but not limited to: completing summer assignments prior to taking the course, spending more time, inside and outside of the classroom, to complete lessons, assignments and homework, going to office hours, participating in study groups and/or taking AP
practice tests As a result of taking AP courses, students can:
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● Develop better study habits and time management,
● Improve reading, writing, and problem-solving skills
● Increase confidence to tackle academic challenges in college
● Save money - a single college course can cost from $900 to several $1000s
● Take upper level courses in your field of interests
● Study/Travel Abroad
● Graduate Early
● Increase Eligibility for Scholarships
● Students who participate in AP typically experience more academic success in college.
● Increase the student profile for college admission
Grades in AP courses are weighted (see the Grading Scale table for more information). All students taking AP courses are required to complete homework the summer prior to taking the course Specific course policies can be found in the course syllabus All AP courses and syllabi have been audited and approved nationally by the College Board.
We offer the following AP Courses in the 2020-2021 school year: AP Biology, AP
Calculus, AP Computer Science Principles, AP Government & Politics, AP Psychology,
AP Spanish Language, AP Spanish Literature, and AP Statistics Specific eligibility requirements for each course can be found here.
Dual Enrollment Courses: Intrinsic seniors who have an unweighted cumulative GPAs of
2.75 or higher, an attendance rate of 90% or higher, and have the required SAT scores (ERW score of 480 or higher/Math score of 530 or higher) / have passed the City
Colleges of Chicago placement tests may participate in the Chicago Public Schools (CPS) Dual Enrollment Program This program allows qualified high-school juniors and seniors to enroll in college courses at one of the seven City Colleges of Chicago (CCC). Students may enroll in one (1) college course per semester Course instruction occurs
on the CCC campuses Students enrolled in these courses earn college credit for free.
Advantages to Dual Enrollment for students include:
● Jump starting college plans by earning college credit while still in high school.
● Reducing the time and money spent in college.
● Taking the credits to college: Most courses may be applied to graduation
requirements at CCC as well as public and private colleges and universities throughout Illinois.
● Strengthening college applications by demonstrating readiness for college.
● “Trying on” a major with courses related to an intended major.
● Getting to the major faster by completing some of the general education
requirements prior to college.
● Getting a college-like experience; As a participant in the program, students will have access to all CCC resources such as the computer labs, symposia, library and the gymnasium.
All students taking Dual Enrollment courses will be responsible for attending orientation
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course, signing out or in at the main office before/after their DE course, and securing transportation to and from their class Students will also have to check in with their DE counselor to ensure they are on track to complete the course successfully Specific course policies can be found in the course syllabus.
Dual Credit Courses: Through a partnership with City Colleges of Chicago, high school
students can take courses for both high school graduation credit and college credit, free
of charge This year, we will offer English 101 to eligible seniors who are interested in taking this course The goal of these courses is to provide rigor that will prepare
students for the college experience Dual Credit courses are taught by CCC-qualified instructors who require high school students to work at the college level and complete the same coursework as students at our college campuses Students in Dual Credit courses must pass the course with a grade of "C" or better to receive college credit for the course If a student earns a grade of "D,” the student will earn high school
graduation credit, but not college credit Specific course policies can be found in the course syllabus
Grades in Dual Enrollment (DE) and Dual Credit (DC) courses are weighted (see the Grading Scale table for more information) Students will earn a 1.0 credit per semester for each DE or DC course.
Honors Courses: Honors classes provide students with opportunities to engage in more
rigorous and challenging coursework Students will be selected and/or will opt in by October 30, 2020 Specific course policies can be found in the course syllabus and/or in the course catalog A student who earns Honors credit during Semester I will
automatically be enrolled in the Honors section for that course during semester II If a student does not meet the academic requirements of the Honors course, a meeting will
be held with the student, parent, advisor, teacher, and administration to determine the most appropriate for that student by the November SLCs Honors courses are weighted (see the Grading Scale table for more information) The following Honors Courses will
be offered in the 2020-2021 school year:
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Internship Programs: Students may elect to participate in an internship program through
Genesys Works or Urban Alliance their senior year In order to be eligible for internships, students must have a GPA of 2.0 or higher and attendance rate of 90% or higher.
Students will earn 1.5 unweighted credits each semester Students must complete an online application and in-person interview to be invited to join Participants engage in a training program (Genesys Works trains for 2 months over the summer, Urban Alliance trains for 6 weeks in the fall) and are not guaranteed an internship After successful completion of the training program, students will be placed in an internship Students are graded based on program-specific rubrics by program staff.
How to Calculate Your Weighted GPA
For the weighted GPA, the calculation occurs in the same manner as described in the unweighted section above except that weighted grade values are assigned to each letter grade based on the applicable course level designation as shown in the Intrinsic Schools Grading Scale Table.
Course Name Letter
Grade Potential Credit GPA Grade Value Potential Credit x Grade Value (‘Grade Points’)
Middle Schools taking HS Courses for Credit
Middle school students who take a high school level course for credit will earn honors credit for the course (e.g Honors Algebra I) In addition to course performance,
students will need to pass course exit exams to receive credit Lastly, these students will have the course, grade earned, and credit appear on their high school transcript and included in their GPA calculation(s).
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Students must understand that copying words, ideas, or opinions of someone else without giving credit to that person in the form of footnotes or references is considered plagiarism Whether deliberate or accidental, plagiarism is a serious and punishable offense Students must always be responsible for their own work and not engage in any manner of academic dishonesty In cases of academic dishonesty, the student will be referred to the Assistant Principal or designee Intrinsic Schools takes academic
dishonesty very seriously Please see the Intrinsic Schools Student Code of Conduct for more detailed information on the consequences of academic dishonesty.
Note: In the event a student repeats the same course for any reason, the student’s GPA
will factor in only the highest grade earned for the duplicate course For instance, if a student fails Geometry, the ‘F’ will be calculated into the student’s GPA until such time
as the student retakes Geometry and earns a higher grade All courses taken by a
student and grades earned will appear on a student’s transcript However, once the course is retaken, the highest grade only is factored into the student’s GPA Once a credit is earned for a course, a student may not earn additional credit for repeating the same course Any high school student who earns a D will be able to recover that course for a higher grade free of cost (students must recover all failed courses at Intrinsic and pay the required fees for these courses - see the Intrinsic Schools Student Code of Conduct for more information).
Promotion Requirements
Students must meet requirements in all of the following areas to be promoted to the next grade or to graduate: academics, attendance, discipline, advisory, and service learning Only students who have completed all graduation requirements are eligible to receive a diploma and participate in graduation ceremonies Please see the Intrinsic
Schools Student Code of Conduct for more detailed information.
● Academics: Students must pass all classes in order to promote to the next grade level or to graduate.
● Attendance: Students who have more than 15 days of absence during any school year, for any reason including excused medical absences, will be required to attend an Enrichment summer school class in order to be promoted to the next grade level or to graduate Tardy to school four (4) times counts as an
unexcused absence from school and counts towards a student’s absences total for the school year If students accumulate more than 15 absences in one
school year, they will have to attend Summer School Enrichment Course.
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to graduate If students accumulate more than 36 detentions in one school year, they will have to attend Summer Academy.
● Advisory: Advisory is a Pass/Fail class Pass/Fail classes are issued “P” or “F; however, they do not factor into grade point averages Students must earn a 90%
to pass advisory to promote to the next grade level.
● Service Learning: In order to graduate from Intrinsic, students must complete 10 hours of service learning projects per year.
Intrinsic Schools Pathways to College/Career
For Intrinsic students, college and career exploration will begin in 7th grade We think the skills needed to be successful in college are the same skills needed to be successful in careers afterward and that they can be taught to students starting in 7th grade if the learning experiences and culture are carefully designed to create independence Our postsecondary supports are designed to build upon students’ metacognitive skills at every grade level and are focused on: college exploration, career exploration, identity exploration, and academic habits We believe by having our students explore elements
of their academic identities, think about their interests and passions, and reflect on the larger impact they can have on their families and communities, our students will
envision themselves as students who persist to and through college and career.
We expect 100% of students to build personalized postsecondary plans that include students’ aspirations and all of past/future experiences that will lead to their
postsecondary success We believe in building students’ competencies holistically and
by focusing on essential questions around identity (current and future), strengths,
interests, and purpose will empower Intrinsic families to make informed postsecondary decisions.
be aware of several factors which influence decisions on their acceptance College entrance requirements differ with each college Students who plan to continue their education in college or university should research specific entrance requirements
(especially during their freshman and sophomore years) of the selected school they hope to attend and should select the most rigorous courses which meet those
requirements There is not a course formula that will ensure admission Academic and experiential factors are considered for college admission When applying for college, there are several items that are of major consideration Some of the more important factors are:
● Cumulative unweighted grade point average (GPA)
● SAT scores
● Rigor of coursework
Trang 18● Letters of recommendations from classroom teachers and counselors
● Participation in extracurricular and enrichment activities
● Demonstrating leadership, intellectual curiosity, and special talents or skills
Student-Led Conferences
During student-led conferences (in November, January, and March), students will lead a conversation with their families and advisors reflecting on how they are growing on the four pillars of postsecondary planning (college exploration, career exploration, identity exploration, and academic habits) At the end of the year, students at each grade level will participate in, create, and present a capstone project that synthesizes all of their learnings. We believe regular reflection on cultural, community, and professional
experiences will help students visualize their futures, gain interpersonal skills, and build intrinsic motivation to persist until they have reached their goals All student plans and reflections will be housed on the Student Reflect Portal and monitored by their advisors.
Intrinsic Schools Student Support Departments
At Intrinsic, student assessment and response to data will drive our academic model.
We believe it is critical to constantly monitor both mastery of grade-level standards and catch-up growth We believe NWEA MAP is the most reliable source of both diagnostic information and program evaluation data for our 7th & 8th grade students Our high school assessment plan is designed around the College & Career Readiness Standards developed by SAT Students will focus on personalized PSAT & SAT growth goals to help them meet college ready benchmarks In order to maintain a focus on
postsecondary success at middle school level, all students will focus on both NWEA MAP growth targets and aggressive Intrinsic growth targets based on the NWEA-ACT (SAT) Linking Study to ensure our students have access to and are prepared for
rigorous four-year universities.
sophisticated ways such as Google forms, embedded comprehension questions within online readings, and student created videos that explain their thinking We consistently use data and our knowledge of our students to gauge the efficacy of instruction and to make decisions about individual students.
Department of Diverse Learners
At Intrinsic Schools, we are committed to empowering all students to reach their fullest potential, including students receiving special education services In accordance with all applicable state and federal statutes, including Title II of the ADA of 1990, the IDEA,
Trang 19Section 504 of the Rehabilitation Act of 1973, and Article 14 of the Illinois School Code, Intrinsic Schools will provide a free and appropriate education to all students enrolled.
We work closely with our families and feeder schools to review the details of IEPs for incoming students and allocate appropriate resources to meet their individual needs. Technology is used as a tool to provide some accommodations, modifications, and differentiation as indicated in students’ IEPs and in general for all students as a regular part of the learning experience.
Department of English Language & Bilingual Learners
At Intrinsic Schools, we are committed to empowering all students to reach their fullest potential, including students receiving English as a Second Language (ESL) support services Students who are considered English Language Learners (ELL) or Limited English Proficient (LEP) are identified initially through the Home Language Survey. Intrinsic then administers the screener (W-APT for grades 7-12) to identify which of these students qualifies for ELL services, and these services are provided by the ELL specialist Intrinsic follows the state’s guidelines for exit criteria scores in order for students to be considered English language proficient Bilingual courses are offered to all students who score 3.5 or below on the ACCESS test which is administered yearly.
We are also committed to celebrating our students’ first language and supporting them
as they work toward a Biliteracy Seal on their diplomas.
Department of Social-Emotional Supports & Social Work
Social workers are available for students and families Our school social workers are mental health professionals who can assist with mental health concerns, behavioral concerns, positive behavioral support, academic and classroom support, consultation with teachers, parents and administrators as well as provide individual and group
counseling/therapy Students and families can make an appointment to meet with a social worker by contacting the main office The goals of the social work/counseling team are to focus on the students' social and emotional development, personal
responsibility, interpersonal relations and personal safety, and academic/career
development.
Department of Postsecondary Counseling
Each year, students will discover more about the college process and participate in immersive career exposure activities Students will engage in activities both on and off campus, which will allow for students to identify various interests and passions that will lead them to postsecondary success Each senior is assigned a postsecondary
counselor who will partner with families and provide information and workshops on financial literacy, additional learning opportunities, and facilitate support for students at home.
Advisory
All students are programmed into an advisory course Advisors serve as the main
liaison and contact between the school and families Students meet with their advisory daily with a longer advisory block on C Days Advisory provides a strong foundation for
Trang 20our EPIC Model and serves three main purposes: 1 community and relationship
building, 2 goal and choice coaching, and 3 reflection and sensemaking Advisories consist of a small group of students who meet together daily with an advisor (currently, advisories are single-gender and stay together each year).
● Students have opportunities to build strong relationships and community by
engaging in Circle and a variety of other community building experiences (e.g. Advisory Day).
● Students also receive coaching and support on achieving their goals With peers,
as well as with the advisor, students reflect on progress, identify strategies for overcoming obstacles, and determine how to select resources and experiences (e.g on C Day) that will help them advance their goals.
● Finally, students prepare for SLCs and engage in additional reflection
opportunities to support them in building a deep sense of self and determining their future plans.
You find more detailed information about Advisory here.
C Day
C Day (Choice Day) is a unique structure at Intrinsic during which students take
ownership of their learning in pursuit of their academic and personal goals On C Days, students organize their own schedule by choosing academic options (e.g.
content-specific office hours, writing lab, peer tutoring) based on their individual needs and participating in clubs and other extracurricular activities Engaging in and leading C Day activities provides students opportunities to explore their interests and to identify strengths, practice post secondary skills (leveraging resources in alignment with goals, long and short-term planning, leadership capacities), and to build strong relationships and community among staff and peers.
Intrinsic Schools Academic Departments & Course Catalog
Intrinsic designs and implements curriculum that aligns to its educational philosophy We believe education is a lifelong course in human development that embraces a diverse mixture of experiences, which include formal academic studies, informal co-curricular activities, constant learning opportunities, cooperative endeavors, psychological
discoveries, and personal relationships It is a continuous process that addresses each student’s intellectual, emotional, physical, and social needs Students can only attain this type of education through highly trained and competent teachers who implement a
comprehensive, thorough, and well-articulated curriculum in a safe, nurturing school environment Our standards-based curriculum is designed for our students to explore integrated topics of interest and relevance to them that are framed around larger,
essential questions As a result, students connect in-school learning with the community
in the context of his/her individual growth in becoming aware, just, committed, and
Involved members of global society.
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We derive our curriculum philosophy from our vision for the Intrinsic Graduate Outcomes THINK-SOLVE-COMMUNICATE-REFLECT & EPIC —attributes we believe are essential for 21st century success At Intrinsic, each department will develop its specific departmental philosophy, vertical articulation of content and skills—including a set of non-negotiable exit standards per course—and the content-specific learning activities.
Intrinsic teachers are provided with highly-customizable templates for simple Google sites, in which they load their course syllabi, daily agendas, directions, assignments, course calendars, and resources In a traditional school, a student might start a binder for each class, and add to it as the semester unfolds; at Intrinsic, the student has
access to their teacher's binder all the time from anywhere Teachers link their Google Drive folders to their site, and sharing settings on files/folders can be changed to
increase the level of communication and collaboration Google Drive hosts web-based word processing files, presentations, spreadsheets that are automatically saved and easily shared.
2020-2021 Course Offerings by Grade Level At-A-Glance
Grade Level Courses
7th ELA/ESL, Science, Social Science, Art, PE, Math / Accelerated Math 8th ELA/ESL, Science, Social Science, Drama, PE, Math / Honors Algebra I 9th Humanities, Algebra I, Biology, Seminar 9, PE, Creative Art
10th English II, Geometry, Chemistry, US History, Computer Science, Spanish 11th English III, Algebra II Trigonometry, Physics, Civics, Seminar 11,
Spanish 12th English IV, Math 090/Stats/ AP Math, Seminar 12, Art 12, PE,
Psychology, Facing History & Ourselves, AP Bio, Spanish, Dual Enrollment
Opportunities for Honors and/or AP are offered at each high school grade level For more detail, review the 2020-2021 course offerings document and/or course catalog.
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Belmont Campus Departments & Detailed Course Catalog
● ELA and ESL
English Language Arts and English as a Second Language Departments
The English Language Arts Department will focus on developing a broad range of
skills across grade levels All classes focus on developing critical communicators who can think, solve, communicate, and reflect High School ELA courses focus on literary and rhetorical analysis, analytical, narrative, and informative writing, grammar and language use, and research techniques Courses are built to culminate in
postsecondary readiness and success in AP English/Dual Enrollment/Dual Credit.
The English as a Second Language Department
In order to be college and career ready, students in the ESL program will develop their biliteracy skills Students will study literature, grammar, and the four domains of language in both English and Spanish Our goal is for students to reach high levels of
proficiency in both English and Spanish.
Academic Course Sequence
Successful completion of middle school courses are required for promotion to the 9th grade Four years of English, starting in 9th grade, are required for graduation.
7th Grade ELA 7 / ESL 7 (1.0 credit per year)
8th Grade ELA 8 / ESL 8 (1.0 credit per year)
First HS Year Humanities / ESL I - General (G) / Honors (H)
English I (0.5 credit per semester) World Studies (0.5 credit per semester)
Second HS Year English II / ESL II - General (G) / Honors (H)
(1.0 credit per semester) Third HS Year English III / ESL III - General (G) / Honors (H)
(1.0 credit per semester) Fourth HS Year English IV / ESL IV - General (G) / Honors (H)
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(1.0 credit per semester)
ELA 7 - English Language Arts (Grade 7) - MSELA100
The 7th grade English course consists of four-five major projects, each with its own unique focus Using Summit Learning, students will spend time engaged in
collaborative, authentic projects where they will foster deep cognitive skill development.
In addition to strengthening cognitive skills, students will strengthen their content
knowledge and their specific English Language Arts skills Additionally, this course will seek to further instill a fondness for reading; students will spend time reading books of their choosing.
ESL 7 - English as a Second Language (Grade 7) - MSELA100-ESL
ESL 8 - English as a Second Language (Grade 8) - MSELA200-ESL
Middle School ESL is an English language and composition course for students learning English as their second language In this course, students will focus on developing English and Spanish skills using the Summit platform, an online English curriculum. Through authentic projects and intellectually rich literature, students will improve their writing, reading, and speaking skills in both languages In addition to strengthening cognitive skills, students will strengthen their content knowledge and their specific English Language Arts skills.
ELA 8 - English Language Arts (Grade 8) - MSELA200
The 8th grade English course consists of four-five major projects, each with its own unique focus Using Summit Learning, students will spend time engaged in
collaborative, authentic projects where they will foster deep cognitive skill development.
In addition to strengthening cognitive skills, students will strengthen their content
knowledge and their specific English Language Arts skills Additionally, this course will seek to further instill a fondness for reading; students will spend time reading books of their choosing.