Eagle Rock High School Gifted, Highly Gifted, 
And High Ability Magnet

I. Overview

Eagle Rock Junior High School Gifted, Highly Gifted, and High Ability Magnet is located just a few minutes north of the Los Angeles Civic Center; it is convenient to the Pasadena, Glendale, Golden State, and Ventura Freeways. This central location makes it possible for students from all parts of the District to attend using the bus transportation provided by the District's voluntary integration program. The Magnet Center serves grades 7 to 9 and is on the campus of Eagle Rock High School, which serves 7th through 12th grade. This campus is also immediately adjacent to Occidental College, a liberal arts college with high academic standards. The Magnet program has ties to both the high school and college, and the central location in a quiet residential community greatly enhances the curriculum. It is an enriched and unique educational setting based on comprehensive educational needs. The Magnet tries to provide maximum opportunities for all participating students to achieve their potential, and it recognizes, promotes, and teaches critical-thinking skills in a positive multiethnic and humanistic environment.

II. Educational Philosophy

The educational philosophy of this Magnet is: To develop a unique educational experience with a strong academic emphasis for students in an integrated setting; to help students develop empathy for, sensitivity to, understanding of, and responsibility toward others; to aid students in developing an appreciation for the skills, talents, and cultural experiences of other students; to expand opportunities for identified Gifted, Highly Gifted, and High Ability students who are economically disadvantaged and culturally or linguistically diverse; to foster community support for and staff understanding of the Magnet Program and its potential for developing qualitatively different learning experiences; to develop values and attitudes that relate to the personal involvement of the students within their physical and social environment.
Too often, a program for the gifted may concentrate on the intellectual and physical aspects of the youngster and ignore their emotions and feelings. All educational efforts may mean little unless the students feel at home, have friends, and enjoy school life. Hence overnight stays at the homes of other students and shared activities are encouraged.

III. Differentiated Objectives

The primary goal of the gifted program is to provide opportunities that meet needs of the gifted learner which cannot be met in a regular classroom program in the areas of content, pace, process, and/or enrichment and meet these needs within an environment that values and enhances intelligence, talent, affective growth, and intuitive ability. The students will be able to: develop and use critical-thinking skills of knowledge, comprehension, application, analysis, and synthesis.

a. English
-Students will be able to generate their own thesis statements and then support them in logical, well-organized essays of college freshman quality which are not only well written, but also interesting.
-Students will be able to analyze literature and to explain the elements of each genre, and to write plays, poems, short stories, and essays with competence and confidence. 
-Students will be able to present ideas in original ways in composition, speech, and drama, and to appreciate wit and satire. 
-Students will be able to apply critical-thinking skills to analyze literature and to solve real-life problems. 
-Students will be able to deliver with poise any of several types of speeches (persuasive, informational, dramatic interpretation,) and evaluate such speeches objectively. 
-Students will develop the study skills necessary for academic and personal success; for example, notebook organization, note taking, outlining, and mnemonic devices. 
-Students will develop extensive vocabularies through the study of words related to literature (reviewed in succeeding semesters) and from Latin, Greek, and Anglo-Saxon roots. They will understand that the possession of Spanish as a first language can aid in understanding Latin roots. 
-Students will understand the principles of English grammar and usage. 
-Students will become aware of their errors in written work and have an orderly procedure for remediation through the use of rubrics; they will be able to evaluate their own work and the work of others. 
b. History
-Students will study history as a body of thoughts and ideas, and as a series of trends, movements, and cause/effect relationships, rather than merely memorizing names, dates, and places. 
-Students will develop in-depth knowledge by examining case studies utilizing primary sources. 
-Students will develop higher competence in oral and written rhetoric working in group situations and by working independently on research projects. 
-Students will develop an awareness of the contributions and origins of different cultural, ethnic, religious, and racial groups. 
-Students will develop an understanding of contemporary issues and current affairs and how history relates to these. 
-Students will discern political, religious, linguistic, and cultural differences that exist in different parts of the world.

c. Foreign Language
-Students will attain an acceptable degree of proficiency in the skills of listening, speaking, reading, and writing in the foreign language. 
-Students will listen with comprehension to the spoken language. 
-Students will read and speak the language with expression and correct pronunciation and intonation. 
-Students will develop an awareness and understanding of the contributions of the different Hispanic groups. 
-Students will develop an awareness of the customs and cultures of all Hispanic countries.

d. Science
The science department offers a broad curriculum that develops scientific skills and interests necessary for a strong foundation in advanced science courses at senior high school and college. 
The availability of advanced (senior high) textbooks and supplementary materials provides primary sources for the study of biology, health, as well as physical, earth, and space sciences.
The laboratory approach is used extensively, with a large number of lab experiments (a minimum of 30 a year). In the process of completing a lab experiment, the student will master the following lab skills: 
-Identify and describe health/science concepts and values. 
-Apply the scientific method and skills in all fields of science.
-Demonstrate skills in data gathering, investigating, comparing associating, inferring, applying, predicting, and evaluating experiments as processes of science. 
-Analyze, synthesize, hypothesize, and evaluate concepts, information, or products. 
-Apply mathematical calculations in problem solving. 
-Develop responsibility and self-direction in independent research and use of computers in science projects. 
There will be individual investigation of scientific phenomena leading to research papers that culminate in a presentation at the Science Fair, as well as geological field trips and visits by consulting experts in various scientific fields.

e. Mathematics
-Students will use mathematical properties to construct formal logical proofs related to algebra and as a preparation for later work in geometry. 
-Students may opt to take algebra in grade 7, a year in advance of their peers.
-Students will study topics often optional in first year algebra such as: equations using absolute value, functional notation, mapping, symbolic logic, vectors, linear programming, systems of linear inequalities, systems of linear equations in three or more variables, transformations of the plane, conic sections, trigonometric functions, complex numbers, statistics and probability. 
-Students will develop to a more advanced stage their ability for mathematical and logical reasoning. 
-Students will develop their ability to pursue independent study. 
-Students will develop and use an ability to read with greater understanding complex and often abstract mathematical explanations from textbooks. 
-Students will present orally in class discussions, explanations for "how” and for "why" certain procedures or steps in a logical proof are valid. 
-Students will use the tools of geometric construction and the ideas developed in the study of geometry in the completion of individual student projects.

IV. Expectations of Student Performance 

Magnet students are seen as likeable companions on the path of learning and deserving of the same respect that teachers show each other. Their problems and concerns are of real interest. In all these ways cooperation, caring, and compassion are encouraged, in addition to competence. 
Students who benefit and succeed in this type of program seem to exhibit the following characteristics. They: 
-Are self-motivated. 
-Read at a minimum at least 1 to 2 years above grade level. 
-Have good research and study skills. 
-Have a positive self-image and emotional stability. 
-Take responsibility for the quality and completion of assignments and independent projects. 
-Are able to work independently. 
-Desire to be a part of a demanding academic program which expects high standards of scholarship and behavior. 
-Are able to use their study time efficiently and productively.

V. Multicultural Activities/Curriculum

The Magnet provides the opportunity for students to learn in an integrated environment by being a part of the District's Student Integration Option Program. In this environment each student will have an opportunity to develop an awareness of his-or her background and of the diverse backgrounds of others. 
Students will develop an appreciation of the complexity of humanity and of the interdependence of people. They will study cultural similarities and differences in areas of communication, education, religion, food, clothing, shelter weapons, tools, and utensils. 
Activities include the following: 
-Analyzing cultural likeness and differences. 
-Debating modern issues. 
-Studying genealogy. 
Students will be provided opportunities to build a positive self-image, helping each individual to feel worthwhile and unique in his or her heritage.

VI. Special Curriculum

The special curriculum provides development in the cognitive domain.
A.
1. Knowledge
Students will:
-Study the environment and the culture, including aesthetic, economic, political, educational, and social aspects. 
-Share with peers their expertise in an interest area. 
-Gather and organize data. 
2. Comprehension 
Students will: 
-Communicate and exchange ideas, information, and opinions in a variety of ways. 
-Acquire skill in data collection. 
3. Application
-Students will develop skills in applying knowledge and understanding, including hypothesizing and the testing of hypotheses. 
4. Analysis
Students will: 
-Physically and mentally examine and alter existing patterns. 
-Analyze their own processes of learning, decision-making, and communication, and then compare these processes with the processes of others. 
5. Evaluation
Students will: 
-Identify and clarify standards of comparison and evaluation. 
-Develop data evaluation skills.
-Develop decision-making skills.
-Evaluate personal choices in terms of available data, individual needs, goals, and consequences.

B.
1. History
Seventh grade World History begins with a study of ancient civilizations in the four great river valleys. Then the course turns to area studies of China, India, Africa, and the Middle East. Assignments include essays, debates, library research projects, and special projects during election years. All examinations include objective and essay questions.

Eighth grade United States History is a survey course of American history that begins with the exploration of the New World and proceeds to the modern era. The class does not take a strictly chronological approach. Instead, trends, movements, and ideas that shaped the development of the U.S. will be emphasized. Students will read a historical novel each semester and work on a genealogy research project in the spring semester. During election years, students work on special election projects. Weekly current events assignments are due on Fridays. All examinations include objective and essay questions.

2. SPANISH
Spanish I
Students will be given the structures of basic Spanish -- vocabulary, oral and written command of the language are presented. Oral skills are encouraged by the use of role-playing, word skills, original skits, and poems. Students will display their knowledge and understanding of the language through the various media mentioned above.

Spanish II
Students will continue to further their basic skills in Spanish. There will be more emphasis on speaking and writing. More complex structures are presented and personal communication is stressed. Greater stress is placed on role playing to provide survival skills and effective communication in the target language. By the end of the second year, students should be able to communicate with proficiency in Spanish.

3. Mathematics
Classroom activities and strategies include whole class, individualized, and small group activities, whichever is most effective for the lesson or objective. Presentations are made by the teacher and students orally, and in writing, using chalkboard, overhead projector, models, compass, straightedge, and pencil and paper. In addition to strategies used in the regular classroom, students are expected to: 
-Develop and use the ability to read with greater understanding complex and often abstract mathematical explanations from textbooks. 
-Present orally in class discussions explanations of "how" and "why" certain procedures or steps in a logical proof are valid. 
-Carefully analyze the ideas presented by text, teacher, and classmates. 
-Keep a comprehensive record symbolically representing important ideas and theories developed in the course. 
-Learn to listen closely to ideas presented by others in order to analyze the logical arguments presented for both the truth of statements and the validity of arguments. 
-Learn to synthesize the geometric ideas developed in class to create new and more general statements or theories. 
-Use the tools of geometric construction and the ideas developed in the study of geometry in the completion of individual student projects.

4. Science
During class time, the instructor will discuss and explain concepts. On certain days the students will do laboratory investigations. The class periods will also be used for reviewing homework and experiments. Quizzes and tests will be taken during class. Differentiated learning experiences will be implemented through off-campus instruction,* independent projects, films, and games. Major issues of the day related to physical science will be taken up in the form of panel discussions, and debates. Students will participate in science fairs and contests which require the application of scientific knowledge to experiments. 
*At Clear Creek, or CIMI (Catalina Island Marine Institute)

5. English
The English program stresses the higher-level thinking skills of application, analysis, and synthesis in the discussion of literature. Students will learn to write descriptive, expository, and analytical paragraphs; and to give speeches of various types, including demonstration and persuasion. Mythologies and the Bible as a fountainhead of English literature are analyzed. VII. Special Enrichment Activities
General exploratory activities provide for discovery and exploration by students to find alternative ideas and personal interests. 
-Exploratory freedom, followed by analysis of experiences, will assist in the formation of plans for further study. 
-Students are exposed to a wide variety of topics from which problems may be selected for in-depth investigation through the development of interest centers and the use of community resources. 
Group training activities focus on the thinking process. 
-Methods, materials, and instructional techniques are concerned with the development of thinking and feeling processes. 
-Processes and operations are developed within the learner to enable him or her to deal more effectively with content. 
Individual projects are developed within the core curriculum by means of independent study utilizing research skills. 
-Students use real-world methods of inquiry to become "first-hand investigators" in the particular areas in which they choose to work. 
-Students receive instruction and guidance in: 
-Identifying and focusing on solvable problems. 
-Acquiring methodological resources and investigative skills. 
-Finding appropriate outlets for products. 
It is recommended that students take the Preliminary Scholastic Aptitude Test (PSAT) and the Scholastic Aptitude Test (SAT), college entrance exams usually taken by older students, to gain familiarity with the tests. 
Outdoor classrooms are available for interacting. 
There are opportunities to participate in the Eagle Rock High School sports program. 
Opportunities to attend performances at California State Los Angeles and other universities are offered to the students.

VII. Parent and Community Involvement

Eagle Rock Junior/Senior High School Magnet endeavors to actively engage parents and members of the Eagle Rock community on an ongoing basis. The program holds monthly meetings for Magnet parents. The meetings are held on campus during the evening at a time of the parents’ choosing. The Magnet has an active parent booster club called ERMAC-Eagle Rock Magnet Assistance Club. ERMAC engages in a variety of fundraising activities. ERMAC funds are then used in several ways to support the academic program and other student-centered Magnet activities. For example, ERMAC funds are used to annually to grant financial assistance to students for the programs Outdoor Classroom trips to Astrocamp or CIMI. ERMAC funds have also been used to purchase computers, textbooks, and other educational supplies and materials for the program. Eagle Rock area businesses and community members have also been involved in the program through participation in ERMAC fundraisers and have frequently made donations to the school program.