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Academic News

  • Millbrook School Grading Plan

    In the Wake County Public School System, we are committed to maintaining rigorous performance and achievement standards for all students and to providing a fair and consistent .......

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  • New North Carolina Grading Scale

    In January 2015, the North Carolina State Board of Education approved a standard 10-point grading scale to begin with the 2015-16 school year for all students in grades ........

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Information

  • Estimados Padres de los Estudiantes de las Escuelas Intermedias y Secundarias de WCPSS,

    Estimados Padres de los Estudiantes de las Escuelas Intermedias y Secundarias de WCPSS,

     

    En enero de 2015, la Junta de Educación Estatal de Carolina del Norte aprobó una escala de calificaciones estándar de 10 puntos que entrará en vigencia en el año escolar 2015-16 para todos los estudiantes en los grados 9, 10, 11 y 12.  Se aplicará esta escala  para las tareas de curso comenzando con el año escolar 2015-16; las calificaciones de los años previos no serán alteradas para ajustarse a la nueva escala.

     

    Se requiere que los distritos escolares locales sigan la nueva escala al nivel de la escuela secundaria (grados 9 a 12) y se puede usar la nueva escala en los grados menores, si así lo desean. El Sistema de Escuelas Públicas del Condado Wake (WCPSS) también aplicará la escala de 10 puntos para todos los estudiantes en los grados 6, 7 y 8. Bajo la nueva escala, las calificaciones y el cálculo del  promedio de las calificaciones en puntos (sólo en la secundaria) se aplicarán de la siguiente manera:

     

    A: 90-100 = 4.0

    B: 80-89 = 3.0

    C: 70-79 = 2.0

    D: 60-69 = 1.0

    F: < 59 = 0.0

     

    Estas calificaciones se reportarán en la constancia de calificaciones (transcripts) como puntaje numérico, en vez de letras como se han reportado en los años previos.

     

    Además del cambio de la escala de calificaciones, nuevos estándares para los puntos de calidad (quality points) entrarán en vigor para los estudiantes que ingresan a la escuela secundaria por primera vez en el año escolar 2015-16 y en los años subsecuentes.  Este cambio no afectará a los estudiantes que ingresaron a la escuela secundaria antes del año escolar 2015-16.

     

    El nuevo estándar de puntos de calidad proveerá un punto de calidad adicional de 0.5 a los cursos avanzados (Honors) y un (1.0) punto de calidad adicional para los cursos preuniversitarios/de Bachillerato Internacional, cursos de universidades comunitarias o cursos de una universidad de cuatro años tomados en la escuela secundaria. Este nuevo estándar proporciona la misma cantidad de puntos de calidad a todas las tareas de cursos del nivel universitario.

  • New Grading Scale

    WCPSS Middle/High School Parents,

     

    In January 2015, the North Carolina State Board of Education approved a standard 10-point grading scale to begin with the 2015-16 school year for all students in grades 9, 10, 11, and 12.  This scale will be applied for coursework beginning with the 2015-16 school year; grades from prior years will not be altered to fit the new scale.

     

    Local school districts are required to follow the new scale at the high school level (grades 9-12), and they may use it in lower grades, if desired. WCPSS will also apply the 10-point scale for all students in grades 6, 7, and 8.  Under the new scale, grades and grade point average calculations (high school only) will be applied as follows:

     

    A: 90-100 = 4.0

    B: 80-89 = 3.0

    C: 70-79 = 2.0

    D: 60-69 = 1.0

    F: < 59 = 0.0

     

    These grades will be reported on the transcript as numeric grades, rather than letter grades as have been reported in prior years.

     

    In addition to the grade scale change, new standards for quality points will take effect for students entering high school for the first time in the 2015-16 school year and thereafter.  This change will not affect students who entered high school prior to the 2015-16 school year.

     

    The new quality points standard will provide an additional .5 quality point to Honors courses and a 1.0 additional quality point to Advanced Placement/International Baccalaureate courses, community colleges courses, or four year university or college courses taken in high school. This new standard provides the same additional quality point to all college-level coursework.

     

    If you have additional questions, please contact your student’s counselor.

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  • Millbrook School Grading Plan

    MILLBROOK HIGH SCHOOL

     

     

    School Grading Plan

    In the Wake County Public School System, we are committed to maintaining rigorous performance and achievement standards for all students and to providing a fair and consistent process for evaluating and reporting student progress that is understandable to students and their parents and relevant for instructional purposes.

    The information below shares specific information about grading at our school.

    HOMEWORK

    Millbrook High School follows board policy 5510. The following are school-wide expectations for homework:

         The purpose of homework is to enrich and extend school experiences through related home activities and reinforce learning by providing practice and application.

         Homework in grades 9-12 may not exceed 120 minutes per day, therefore, 30 minutes per class.

         Students are encouraged to review notes from each class, even though a written assignment may not be given on a particular day.

         If a student fails to complete homework, the teacher will accept the original assignment or an alternate assignment at the teacher’s discretion. See late work policy for possible credit deduction and timeline for acceptance.

     

    The following are grade/subject specific expectations for the completion and grading of homework:

         The evaluation of homework should not exceed 15% of the student’s grade.

         Teachers should give timely and specific feedback on homework assignments.

         If a student fails to complete homework, the teacher will accept the original assignment or an alternate assignment at the teacher’s discretion. See late work policy for possible credit deduction and timeline for acceptance.

     

    CLASSWORK & ASSESSMENTS

    The following are school-wide expectations for classwork and assessments:

         Classwork assignments and assessments used as practice/formative assessments should not be measured within the grading system.

         Classwork and assessments used to measure student learning may be used within the grading system. 

    MISSED WORK

    The following are school-wide expectations for missed work:

          If the absence is approved in advance and/or if the work is assigned by the teacher in advance, all make-up work, including tests assigned for the day of return, is due upon the student’s return to school.  Teachers should use discretion and may make exceptions in the case of students whose excused absences were not planned in advance, were beyond the student’s control, and the nature of which would not support make-up work the day of return.

          If the make-up work has not been assigned in advance, for absences of one (1) to three (3) days, the student will have one day for each day absent.  For absences exceeding three (3) days, the student may have two (2) days for each day absent to make up work.  Special consideration will be given in the case of extended absences due to injury or chronic illness.

    · 

     

    The following are grade/subject specific expectations for the completion and grading of late work:

     

         Late work is defined as any work that was not turned in on the day it was due.

         Any work turned in late will be accepted for a reduction of up to one letter grade.  Late work will be accepted up until the day of the unit assessment* at a deduction of up to 1 letter.  *Unit assessments that are late, must be completed within 5 school days of the original due date for a deduction of up to 1 letter.

     

     

    The following are grade/subject specific expectations for the completion and grading of missed work:

         Please refer to the section about missed absences for information on due dates, etc.

     

    PREVENTION-INTERVENTION PLAN

    For students at risk of academic failure, our school seeks to provide a prevention/intervention system that promotes successful completion and mastery of work.  Details of our plan are below.

     

    The following are school-wide expectations for how we support prevention-intervention efforts:

         School wide tutoring schedule

         SAP, CIS, Graduate, other mentoring possibilities

         Counselor referrals

         Intervention Team/Coordinator

         SST

         RTI

         Pyramid of Interventions - the order in which these steps are taken

         SMART lunch

         Attendance contracts that are followed through until the end

    The following are grade/subject specific expectations for prevention and intervention:

         Every course at Millbrook HIgh School will offer grade recovery after appropriate interventions.  These interventions will be determined by the teacher of the course and will be consistently implemented across each course.  Each department has the discretion to enhance this policy to meet course expectations. 

         Additional student-specific interventions and guidance can be provided through the Student Services department.

    ·        

     

    EXTRA CREDIT

         Extra credit will not be offered at Millbrook High School. Recovery credit will be offered according to the Millbrook prevention/intervention plan.

  • Preparing for and Taking the SAT

  • Strategies for Succcess

    Building Better Study Skills


    Jonathan wants to improve his grades from C’s to B’s. He pays attention in class, but studying is tough for him. When test time comes, he doesn’t feel like he’s ready. What can he do? High schoolers need good study skills to organize, review and remember information. Improving these skills can help students get better grades. Share these study tips with your teen.
     

    Focusing on important ideas


    Encourage your teen to focus on what the teacher discusses and writes on the board. When she’s reading at home, she should pay attention to the titles that divide each chapter. These titles help point out main ideas in the text. Also, have her look over past homework assignments.
     
    Making study time count
    Setting aside study time every day is important. Most students remember more by reviewing in shorter, daily sessions. Your high schooler should divide big projects into small goals. Example: He could study one chapter a night for a week instead of all five chapters the night before a test.
     

    Dealing with distractions 

    It’s natural for a teen’s mind to wander while studying. Encourage your high schooler to control stray thoughts by writing them down and setting them aside until later. This helps clear her mind and puts the focus back on her work. She can review the thoughts after she finishes studying. When it comes to study techniques, it’s important for your teen to find methods that work – and turn them into habits. 

Academic Support

Counselor           Administrator      Last Name

Jenny Cahoon      Greg Monroe               A-C

Glenn Flowers     Julieta Ventura             D-I

Shaunte Adams    Glenn Dansky              J-M

Zohra Sadat          Sebastian Shipp           N-SL

Caitlin Tarantiles  Amy McGarry             SM-Z


 
Graduation Coach - 
 
 
Intervention Coordinator - 
 
 
Alternative Learning Center -  
 
 
 
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