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EYE OF THE TIGER www.eyeofthetigernews.com
Roseville High School’s student-produced publication
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SEPTEMBER 30, 2013 | ISSUE 2, VOLUME 12
EL students, teachers cope with changes Program eliminates SDAIE courses to comply with district standard BY ROBBIE SHORT
robbie.short@eyeofthetigernews.com
At the beginning of the 201314 school year, Roseville High School’s English Language Development (ELD) program experienced one of the biggest changes in its history – the elimination of Specially Designed Academic Instruction in English (SDAIE) core classes for its English Learner (EL) students. The move, which is part of a district-driven effort to revamp the EL programs at all Roseville Joint Union High School District schools, means that EL students now take “mainstream” classes with the rest of the student population instead of SDAIE courses. EL students will continue to receive some specialized instruction in English in the form of an ELD English class in the fall, followed by enrollment in a regular English class in the spring and SDAIE English Lab, a course designed to assist them with the transition to regular coursework, particularly in their English classes. RHS no longer offers other core classes that used to be available to EL students, including ones such as SDAIE World Studies, and EL students will now only receive special language instruction through the two English labs. However, RHS and district administration are encouraging
mainstream teachers to implement SDAIE teaching strategies into their instruction to ease the transition for their EL students. “A lot of SDAIE strategies are strategies that teachers already do, but they don’t necessarily realize that they’re SDAIE,” RHS ELD teacher Suzanne Sharif said. “SDAIE strategies are good teaching strategies, but not all good teaching is SDAIE.” Sharif, who has taught ELD courses at RHS for eight years and is currently the program’s most tenured instructor, believes that teachers need more help integrating those strategies into their regular courses. “It’s one thing to show a teacher a strategy,” Sharif said. “It’s a whole other thing to help them implement it, so I think that’s where we need to put a lot of our focus … we need to give a lot more support now to our mainstream teachers, now that they’re having these students in their classes.” In addition to incorporating SDAIE strategies into their lessons, mainstream teachers are to differentiate their instruction to provide for the wider spectrum of learning styles and needs now in their classes. This differentiation includes a focus on activities and lessons ELD | Page 2
BY KEVIN CHAPPELLE
kevin.chappelle@eyeofthetigernews.com
Contingent on sufficient student course requests, Roseville High School will offer an Advanced Placement Biology class next year. The new class, like all classes, would align its standards with the upcoming Common Core state standards, which have an emphasis on critical-thinking skills. Additionally, College Board altered the AP Biology exam last year to incorporate more critical-
thinking skills into the range of abilties tested. College Prep Biology teacher Darcee Durham would teach the new class, and it would be her first time instructing an AP Biology course. To prepare herself for the class, Durham attended an AP teacher’s institute over the summer, which provided her with support and training designed to help her. “I went to the workshop this summer to work with other people who have taught [AP Biology],” Durham said. “That was kind of nice to be able to talk to those people who have done it.” Senior Stephen Morin, who self-studied for and took the exam last year, noted the changes to the exam.
Current events further integrated into curricula
BY KEVIN CHAPPELLE
kevin.chappelle@eyeofthetigernews.com
PHOTO BY MADISON MACHA
English Language Development teacher Suzanne Sharif works with junior Alina Yevyts on an assignment in her ELD English class. Yevyts is an English Learner and now receives specialized in-class instruction only in Sharif’s class due to recent changes in the ELD program.
School will offer AP Biology next year, provided student requests
Durham set to teach class, aims to provide more in-depth, focused instruction than CP
1 Tiger Way, Roseville, CA
“It doesn’t test your knowledge of biology so much as your ability to analyze graphs,” Morin said. Durham is anticipating a focused curriculum that would be more rigorous than the College Prep Biology class and involve labs that would better prepare students for the AP exam. “AP curriculum has specific labs that are identified as the AP curriculum,” Durham said. “They are often more open-ended, where kids are investigating different aspects of the lab and setting those things up on their own. We’re kind of moving that way in CP Bio, too. ” Senior Pouya Ganjali, who also self-studied for the AP Biology exam, is glad about the creation of the class.
“A lot of people would like to do AP Biology,” Ganjali said. “It’s an interesting class. It’s like a combination of biology and physiology.” Senior Kylie Frost is happy for the future students who will have Durham. “She’s a good teacher,” Frost said. “I had her for [CP] Biology.” Junior Kylie Catilus is eager to join the class next year. “I want to take it because I’m interested in the medical field,” Catilus said. Morin also expects a large sign-up for the class next year. “The people who would [otherwise] take AP [Environmental Science] would probably take AP Bio,” Morin said. The class would require stu-
dents to take CP Biology before AP Biology. Freshman Andrew Smith is concerned with this requirement. “I like the idea, but I feel like it would be a nuisance to have to take CP Biology and then take AP,” Smith said. With the addition of AP Biology, RHS would offer classes for every AP science test (except for Physics C tests). Durham believes that the addition of the class gives more variety to the AP science department. “Right now we don’t really have a life science AP course, so that’s the idea with bringing AP Bio in,” Durham said. “[For] those kids that aren’t necessarily physical science-oriented, it just gives them another option.”
BY KATELYN ROLEN
However, the limited selection of freshman electives have resulted in reduced numbers of students in Visual and Performing Arts electives. For example, the drama class and other VAPA electives have reduced freshman enrollment and dance has lost a total number of 120 students. “[The reduction] gives me tons of time for me to work with students; I only have two to three freshmen in the class,” drama teacher Stuart Smith said. “However, not being able to be in certain electives as a freshman limits the amount of time to learn.” Classes such as Freshman Seminar and the yearlong Health and Safety classes operate on A and B days for the entire year. Students enrolled in Freshman Seminar get the opportunity to do a variety of different activities. However, PATHWAYS | Page 2
Pathways program takes shape katelyn.rolen@eyeofthetigernews.com
PHOTO BY MADISON MACHA
Third-period drama students participate in a mirroring activity to practice their imitation skills. Due to the implementation of the freshman pathways, significantly fewer freshmen will be able to participate in the program this year, and the lower enrollment may affect the department’s productions going forward.
Roseville High School is now over a month into its freshman pathways program. In this program, freshmen are required to take either Freshman Seminar, Geography, AVID or Positive Power courses. This means the addition of several new freshman-only classes, but also results in a reduced number of electives freshmen can select. According to principal Brad Basham, one reason for the arrival of the freshman pathways electives is because Common Core will soon come into effect and the new electives are expected to ease the transition. “We are making the transition to Common Core, and providing a foundation for the freshman class to build off of may help the transition to be smoother,” Basham said.
Current event assignments have become a standard for Roseville High School social science classes. In addition to classes that have already required students to read current news, classes like Advanced Placement European History and College Prep Government now integrate current events into the curriculum. The social science classes use common forms, with some questions tailored to class material. Psychology teacher Mark Andreatta feels that the current events augment his usual curriculum. “The reason I do it for Psychology is that I want people to understand, when they read something in this particular field, what subfield it relates to,” Andreatta said. “It gets people thinking about those terms over and over again through the semester.” AP Euro teacher Carol Crabtree also uses the current events to supplement her class’ curriculum. “It’s giving them ‘hooks’ – something they are learning today that is interesting, and they can connect it back to what they’re learning in their history class,” Crabtree said. Current events involve students paying attention to the news. AP Government and Economics teacher Dana Dooley appreciates how current events encourage the student consumption of news. “It starts to develop a routine for yourself to check the news, and to stay afloat on what’s going on,” Dooley said. “[It also develops] that awareness of things outside of you, but also how they could impact you personally.” Senior Nikki Lukasko also sees a general informative benefit to the current event assignments. “I like current events because I don’t read the newspaper every day,” Lukasko said. “It gives me a chance to see what’s going on outside.” However, senior Jacob Darby feels that current events do not apply to all classes. “It’s useful as long as it’s taken seriously,” Darby said. “In AP Lang we had great discussions about [current events]. I don’t think it should be standardized; not all classes should use it.” In accordance with Common Core, the teachers who use current event assignments promote critical reading, writing and bias-analysis skills. According to Crabtree, most students struggle with picking out bias. Despite this, Dooley believes that this is an important skill for students to have. “[Current events] develop this skill of being more skeptical of the information you’re coming across, what sort of bias or opinion might be inherent in that piece and how you found that,” Dooley said. Andreatta appreciates the work ethic involved with current event assignments, as well as the individual focus. “It’s a little more student-directed, because you’re picking what you want to write about.” Andreatta said. “So there’s a little more investment [from] students.”
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