At Metro, we are preparing students for success in middle school, high school and beyond. Our courses are designed to provide students with the tools they need to be active learners and to use STEM practices (Science, Technology, Engineering and Mathematics) in all academic areas.
Middle School Curriculum
ENGLISH LANGUAGE ARTS COURSES
Investigation Into Literature
In this course, we will follow the Ohio Department of Education standards for 6th grade ELA focusing on the importance of telling our own stories, exploring the complex characters of fiction reading, and analyzing themes in fiction reading. The curriculum includes Personal Narrative (Lucy Calkins’ Personal Narrative: Crafting Powerful Life Stories), Fiction Reading (Lucy Calkins’ A Deep Study of Character) and Literary Analysis (Lucy Calkins’ The Literary Essay). By the end of this course students will be able to critically analyze and inquire about the content they read and answer the essential question, “Why is storytelling an important part of culture and society?”
In this course, we will follow the Ohio Department of Education standards for 6th grade ELA with an emphasis on becoming confident writers, clear thinkers, and investigative readers. Curriculum includes three units: Reading Nonfiction (Lucy Calkins’ Tapping the Power of Nonfiction), Writing Informative Texts (Lucy Calkins’ Research-Based Information Writing), and Reading Fiction (Lucy Calkins’ Social Issues Book Clubs). After this course, students will be able to concisely summarize both fiction and nonfiction texts, accurately deploy direct quotations to illustrate clear points, and analyze how fictional characters wrestle with social issues relevant to today’s world.
In this course, we will follow the Ohio Department of Education standards for 7th grade ELA focusing on the importance of writing realistic fiction, investigating characters of fiction reading, and comparing and contrasting fiction reading themes. The curriculum includes Realistic Fiction Book Clubs (Lucy Calkins’ Argument, Information, and Narrative Writing), Investigating Characters (Lucy Calkins’ Investigating Characterization: Author-Study Book Clubs), and Literary Nonfiction (Lucy Calkins’ An Indepth Look at Literary Nonfiction). By the end of this course, students will be able to inquire about the content they read, investigate and analyze fictional character development, and write their own realistic fiction stories.
In this course, we will follow the Ohio Department of Education standards for 7th grade ELA with an emphasis on becoming more effective researchers, informational writers, and passionate speakers. Curriculum includes three units: Nonfiction research partnerships, (Lucy Calkins’ Essential Research Skills for Teens), learning about and relating to teens affected by historical events (Lucy Calkins’ Historical Fiction Book Clubs), and Shakespearean Poetry (Odes and Sonnets). After this course, students will be able to recognize ideas and causes they are passionate about, recognize internal and external bias, consider the other side of an argument, develop a script and record a “TED Talk'' based on a relevant and researched topic with which they are passionate. They will also use these skills in relationship to historical fiction characters and recognize how historical events impacted young people of that era. Last, students will learn how to creatively write their own odes and sonnets.
Fact and Fiction in Literature
Fact and Fiction in Literature is a course where students will spend significant time developing their reading and writing stamina. We will follow the Ohio Department of Education standards for 8th grade ELA, specifically focusing on analyzing author’s craft and identifying patterns in nonfiction literature. This course will include three Units: Identifying Trends in Nonfiction Literature (Lucy Calkins’ Literary Nonfiction), Literary Analysis (Lucy Calkins’ The Literary Essay: Analyzing Craft and Theme), and Contemporary Fiction Book Studies (Lucy Calkins’ Critical Literacy: Unlocking Contemporary Fiction). At the end of this course, students will move on to Multicultural Literature in the Spring.
Multicultural Literature is a course where students will continue to build their skills as readers and writers. We will follow the Ohio Department of Education standards for 8th grade ELA with a special emphasis on journalism, debate, public speaking, and dystopian literature. This course will include three units: Informational Writing (Lucy Calkins’ Investigative Journalism), Argumentative Writing (Lucy Calkins’ Position Papers: Research and Argument), and Dystopian Literature (Lucy Calkins’ Dystopian Book Clubs). By the end of this course, students will be well prepared to take on more advanced high school courses.
English 9 is an accelerated course covering 9th grade Ohio State Standards that provides an opportunity for students to expand upon competencies in reading, writing, speaking, and listening. This course focuses on the development of reading strategies that help students navigate through various types of academic texts both expository and narrative. Students leave this class more effective, thoughtful, and strategic readers. Students read and write frequently and plentifully and continue to acquire the fundamentals of grammar and broaden their vocabulary. Topics in this course include literary analysis of fiction short stories, argumentation and rhetorical devices, and personally relevant research.
Integrated Mathematics I
Two sections of Integrated Mathematics prepare students for entry into the next sequential course, Pre-Algebra A and B. Integrated Mathematics I is designed to provide a strong foundation for all future mathematics courses. This course will dive deep into ratios and proportions, the number system, and expressions and equations. Learning activities rooted in application will challenge students to consider the “why” behind the math.
Integrated Mathematics II
Two sections of Integrated Mathematics prepare students for entry into the following math course, Pre-Algebra A & B. This semester, Integrated Mathematics II content continues the study of 6th grade standards and content. To prepare students for both the 6th grade AIR test as well as Pre-Algebra, content will include the real number system, expressions and equations, statistics, and geometry.
Pre-Algebra A is the first math course in a three course-long series that prepares students for high school Algebra 1.This course follows the Ohio Department of Education standards for 7th grade Math, along with learning tools such as Mathspace. The curriculum includes four units covering Integers and Rational Numbers, Expressions, Equations & Inequalities, Ratios, Unit Rates, and Percents, and Proportional and Linear Relationships.
Pre-Algebra B is the second math course in a three course-long series that prepares students for high school Algebra 1.This course follows the Ohio Department of Education standards for 7th and 8th grade Math, along with learning tools such as Mathspace. The curriculum includes four units covering Probability, Triangles & Transversals, Geometry, and Statistics.
This final section of Pre-Algebra prepares students for entry into the first high school credit math course, Algebra 1. Pre-Algebra C content includes the study of the real number system, expressions and equations, linear functions/relationships, statistics, and geometryand follows Ohio Department of Education standards for 8th grade. Units of study are listed below.Click here to view all learning targets and standards for the course. Mastery completion of Pre-Algebra C will place students in Algebra 1 during the Spring Semester.
Algebra 1 is the first math course in the high school math series and follows the Ohio Department of Education standards for Algebra 1. Mastery in Algebra 1 results in a high school credit. Each of the skills you will learn in this course are essential to your success in subsequent math courses. This course is an semester long course following a challenging, accelerated pace to cover the following targets: Relations and Functions, Systems of linear equations and Inequalities, Exponents and Exponential Functions, Polynomials, Factoring and Quadratic Equations, Data Analysis, Quadratic equations and quadratic functions.
Energy & the Environment
In this course, we use the Next Generation Science Standards for middle school Earth & Space Science and Physical Science. Students will explore and investigate units covering nature of science, structures and properties of matter, energy, and human impact on Earth’s systems. In this course, students will be exposed to three distinct and equally important dimensions to learning science; disciplinary core ideas, crosscutting concepts and science & engineering practices. The content of this course builds on students’ prior knowledge from elementary science and helps prepare and ensure student success in future science courses.
Life As We Know It
In this course, we use the Next Generation Science Standards for middle school Life Science. Students will explore and investigate units covering molecules to organisms: structures and processes, and interactions, energy, and dynamics relationships in ecosystems. In this course, students will be exposed to three distinct and equally important dimensions to learning science; disciplinary core ideas, crosscutting concepts and science & engineering practices. The content of this course builds on students’ prior knowledge from elementary science and helps prepare and ensure student success in future science courses.
Motion & Stability
In this course, students will progress through specific Next Generation Science standards that surround physical science. Curriculum includes 3 units covering topics related to Newton’s Laws of Motion, speed & velocity, forces, electricity, and magnetism. In this course, students are also exposed to a blend of educational practices, including direct instruction, demonstrations, experiments, and projects that help students work through the scientific and design processes. The content of this course builds on students’ prior knowledge from elementary science and helps prepare and ensure student success in high school science courses.
Our Changing Earth
In this course, students will progress through specific Next Generation Science standards that surround Earth and space science. Curriculum includes 3 units covering topics related to the solar system and the relationship between the objects in it, the water cycle and basic weather patterns, and the geologic forces that help shape the planet as we know it. In this course students are also exposed to a blend of educational practices, including direct instruction, demonstrations, experiments, and projects that help students work through the scientific and design processes. The content of this course builds on students’ prior knowledge from elementary science and helps prepare and ensure student success in high school science courses.
Alchemy in Action
In this course, we will follow the Next Generation Science Standards standards for middle school physical science. Curriculum includes 3 units covering Atoms and the Periodic Table, Elements, Compounds and Mixtures, Law of Conservation of Mass, Physical and Chemical Changes, Natural and Synthetic Materials, Acids, Bases and pH, Thermal Energy, Macromolecules, and Energy Transfer. After this course, students will be able to model atoms and extended structures, examine the properties of substances before and after the substances interact to determine if a chemical reaction has occurred, and explain how chemistry affects our daily lives. In this course students are also exposed to a blend of educational practices, including direct instruction, demonstrations, experiments, and projects that help students work through the scientific and design processes. The content of this course builds on students’ prior knowledge from elementary science and helps prepare and ensure student success in high school science courses.
In this course, we will follow some of the the Next Generation Science Standards standards for middle school life science. Curriculum includes 3 units covering Cell Division, Genetics, Evolutionary Biology, Medical Technology, Human and Animal Anatomy, and the Nervous System. After this course, students will be able to explain how groups of specialized cells work together to create a complex multicellular organism, how environmental and genetic factors influence the growth of organisms, how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment and what this means for populations over time. They also will have a basic understanding of the nervous system and how we use it to gather sensory information about our environment for immediate behavior or storage as memories. In this course students are also exposed to a blend of educational practices, including direct instruction, demonstrations, experiments, and projects that help students work through the scientific and design processes. The content of this course builds on students’ prior knowledge from elementary science and helps prepare and ensure student success in high school science courses.
SOCIAL STUDIES COURSES
Regions & People I
In this course, students will cover half of the Ohio Department of Education standards for sixth grade social studies. Students will be challenged to uncover their own heritages and cultures as well as learn about other cultures and religions that exist around them. This course will also allow students to learn about the earliest humans, as well as, explore the earliest civilization: Mesopotamia. Additionally, students will analyze the impact of supply and demand and competition on market prices. Furthermore, students will begin to understand more about global trade, specialization and the impact of choices made within an economy.
Regions & People II
In this course, students will cover the second half of the Ohio Department of Education standards for sixth grade social studies.This semester will start out with an exploration of Black and women’s history. Students will be challenged to research and present about figures in Black and women’s history. This course will also allow students to learn about more ancient civilizations including China, Egypt, and India. Students will explore how geography influences human activity and produces innovation to help navigate the land. Additionally, students will take a deep dive into the different forms of governments as well as the rights and responsibilities given to the rulers and the citizens.
World Studies I: 750BC - 1400AD
This course will look at world history from the period of the Ancient Greek and Roman Empires to the time period of trade and exploration in the 1500’s. The course will be broken into thematic units: Ancient Greece/Rome, Middle Ages, Renaissance, Reformation of the church. In these units we will look at the global impacts of these ancient world achievements by making connections to our lives today. Students will make class connections to understand how these achievements later get shared through the European trade and exploration time period to the Western world. Students will engage in learning through research driven projects, discussions, primary and secondary source analysis, and hands-on activities.
World Studies II: 1400AD - 1600AD
World Studies II picks up where World Studies I leaves off. The time period covered will be broken down into the units of The Mongol Empire, Islamic Civilizations, West African Empires, and The Columbian Exchange. These units explain the impact of the civilizations and people that have shaped the global modern world today. Themes will also be related to Current Events as much as possible to help the students to learn the importance of World History, even in today's norms and conditions.Students will engage in learning through research driven projects, discussions, primary and secondary source analysis, and hands-on activities.
American Studies I: New World Order to Interruption
American Studies I takes students on a journey that explores land that belonged to indigeonous peoples who would soon have their worlds turned upside down by Europeans in search of a new life.. As Europe grew increasingly oppressive, people began realizing they deserved better and sought to achieve that, by any means necessary. In this course, students will learn how to analyze primary & secondary sources and use that knowledge to evaluate how the landscape of the Americas changed by European domination for their quest of religious and economic freedom. From the years 1491 to 1788, we’ll take broad and narrow looks at the idea of a free country, led by refugees from Europe, became future Colonists of the New World and set the path for a complicated America.
American Studies II: United & Divided
American Studies II is a course designed to challenge students to think outside the constructed norms of current society in ways to be better for their future. We will explore the land we now call home, from the drafting and ratification of the United States Constitution in 1789 to the year 1877, where we investigate the reconstruction era that caused political and racial tension that can be felt in present day America. As we began to develop into the powerhouse the United States is known for, it almost unraveled right before the eyes of the pioneers who fought hard for this land to fulfill the promise of the constitution.
STEM Foundations (6th grade)
This nine-week course partners with OSU’s TEK8 program, as students explore Ohio’s technology standards and learn about how an iterative design process and technology can be used to solve problems that matter to people.
The Internet of Things (7th grade)
This nine-week course applies the design process to information technology and Ohio’s standards for Computer Science. Students learn about what a computer is, how the internet works and how we cause computational thinking to solve problems.
Computer Science Applications (8th Grade)
As the sequel to the Internet of Things, this class dives deeper into the Computer Science Standards, focusing on algorithm design, debugging and representing data.
Prototyping and Problem Solving (8th Grade)
This nine-week course allows 8th graders to dig deeper into using research and science to define and understand problems, and drive their solutions forward. Students have access to laser-cutting and 3-D printing, microcontrollers and more as they prototype and iterate solutions to problems.
Middle School Wellness (6th Grade)
Middle School Wellness & Fitness is designed to motivate students to build healthy lifestyles for today and the future in all aspects of health: physical, mental/emotional, and social. The curriculum is designed to increase student knowledge & skills in a variety of adolescent health topics in order to achieve and maintain wellness. Topics to be addressed include healthy behaviors, goal setting, decision-making, and nutrition. In addition, students will regularly participate in physical activity to enhance their individual fitness levels. During this course, students will demonstrate an improvement in their cardiovascular endurance and muscular endurance, as well as, learn a variety of sports and activities. This includes but is not limited to team sports (Basketball, Team Handball) net games (Volleyball, Pickleball), and invasion games (Flag Football, Soccer).
Middle School Wellness (7th Grade)
Middle School Wellness & Fitness is designed to motivate students to build healthy lifestyles for today and the future in all aspects of health: physical, mental/emotional, and social. The curriculum is designed to increase student knowledge & skills in a variety of adolescent health topics in order to achieve and maintain wellness. Topics to be addressed include healthy behaviors, goal setting, decision-making, and body systems. In addition, students will regularly participate in physical activity to enhance their individual fitness levels. During this course, students will demonstrate an improvement in their cardiovascular endurance and muscular endurance, as well as learn a variety of sports and activities. This includes but is not limited to team sports (Basketball, Team Handball) net games (Volleyball, Pickleball), and invasion games (Flag Football, Soccer).
Middle School Wellness (8th Grade)
Middle School Wellness & Fitness is designed to motivate students to build healthy lifestyles for today and the future in all aspects of health: physical, mental/emotional, and social. The curriculum is designed to increase student knowledge & skills in a variety of adolescent health topics in order to achieve and maintain wellness. Topics to be addressed include: healthy relationships, harmful effects of drugs and alcohol, and drug abuse/addiction. In addition, students will regularly participate in physical activity to enhance their individual fitness levels. During this course, students will demonstrate an improvement in their cardiovascular endurance and muscular endurance, as well as learn a variety of sports and activities.
6th Grade Visual Arts
6th grade Visual Arts, using the Ohio Learning Standards for Fine Arts, focuses on beginning technique and design including the basics of drawing, painting, and sculpture. We will concentrate on the Elements and Principles of Design, understanding concept, process, and composition along with what it takes to create a successful artwork and how to self-assess that work.
7th Grade Visual Arts
Following the ODE Standards for 7th grade Visual Arts, we branch into TAB which is a student-choice led classroom system where each student has 70 - 100% autonomy when creating their art projects. This teaches the students creative/ abstract thinking, metacognition, and decision making skills. With this beginning intro to tab, the students will focus on creating works influenced by real world issues and human connection and will have the opportunity to apply their concepts through drawing, painting, sculpture, written pieces, dance, song, etc.
8th Grade Visual Arts
8th grade Visual Arts continues with TAB learning following the ODE Visual Arts Standards. During this grade level, students will obtain 100% creative autonomy, creating works conceptualized by them from start to finish. This allows the students to become creative change-makers who improve the lives of all.
English 9: College Reading & Writing - 1 ELA Credit
English 10: College Writing & Reading- 1 ELA Credit
English 11: Literature & Composition - 1 ELA Credit
English 12: Language & Composition - 1 ELA Credit
World Studies/Metro Skills
This enriched class will integrate Modern World History Ohio Content Standards (historical events from the Enlightenment to the present), through an equal focus on skills/habits fostering success in higher education and beyond. Common Core Standards in Reading and Writing, as well as specific Social Science skills will be incorporated. The content/assignments will promote and measure academic skills in students’ other coursework in order to serve as a “multiplying force” toward overall success. Half (0.5) credit will be awarded for World History and half (0.5) credit for Metro Skills.
American History - 1 Social Studies Credit
This American History course will integrate both Social Science skills with historical content of America and the United States from the early 1600s to the present, as well as education in government and economics. There is a strong emphasis on college preparation, civic participation, and integration with research and technology. Students use a variety of resources to explore major themes, including the changing face of American society and the United States’ changing role in the world.
Government - 1 Social Studies Credit
Government is designed as a vigorous, writing-intensive course that uses the perspective of political institutions to explore the history, organization, and functions of the U.S. government. Students are encouraged to use their knowledge of the structures and processes of governing to develop their own views on current political issues and apply what they have learned to the promotion of civic action. This course explores the relationship between individual Americans and the governing bodies. It looks closely at the political culture of the country and the roles of political parties, interest groups, and the Supreme Court.
Economics - 1 Social Studies Credit
The introductory Economics course has a strong emphasis on personal finance. Students learn the importance of budgeting and how, through a variety of financial instruments, to make money work for them. Students also learn how the stock market operates by participating in a virtual stock game. In this context, students are introduced to the concepts of stock ownership, the commodities market, supply and demand and the different types of business structures. Students will learn about the American tax system, different types of economic systems, the circular flow of money through the economy, and government intervention in our economy.
Environmental/Earth Science - 1 Science Credit
This course introduces students to ecological concepts that focus on issues of resource management such as: soil & agriculture, land use, freshwater systems/impacts, and energy sources. Students study earth science fields like geology, meteorology, oceanography and astronomy. Students explore the relationships between humans and the natural environment by conducting environmental research, applying the scientific method and developing analytical and critical thinking skills while investigating solutions to real world problems.
Environmental Justice - 1 Science Credit
Environmental Justice is designed to have students evaluate and learn about Earth and all of its resources. Throughout the course, students will examine case studies that relate to environmental science as well as looking at the environmental justice aspect of issues. The environmental justice aspects may include disproportionate effects on certain areas, people groups or species. This course will develop student's ability to think about how what they do has an impact on a scale much larger than themselves.
Biology - 1 Science Credit
This course covers fundamental biological concepts to prepare students for college biological sciences course work and capstone research. Topics include: basic biochemistry, energy flow, ecosystems and population biology, cellular structure and processes, metabolism, photosynthesis, heredity, genetics, evolution, and organismal structure. Students develop research project efficacy through designing a long-term experiment, collecting data, drawing conclusions, and reporting their findings.
Chemistry - 1 Science Credit
Chemistry is an introductory course in fundamental chemical concepts and laboratory techniques that prepares students for college chemistry course work. Topics include atomic structure, periodicity of elements, bonding, molecular structure, reactions, stoichiometry, solutions, acids and bases, pH and pOH, gas laws, and chemical equilibrium. Students develop laboratory efficacy through extensive practice doing laboratory chemistry.
Physics – 1 Science Credit
The Physics course is designed to engage the students in thinking about scientific concepts and scientific inquiry. Students participate in experimental design, laboratory experiments, demonstrations, discussions and projects. Upon successful completion of this course, students demonstrate an understanding in graphical analysis, Newtonian mechanics, and energy and conservation.
Algebra I - 1 Math Credit
Algebra I is the first in a series of courses preparing students for advanced mathematical concepts. This course is designed to develop algebraic concepts, problem solving and abstract thinking. Students explore algebraic expressions, linear and quadratic equations, functions, polynomials, rational numbers, solve linear equations and inequalities, use proportional reasoning, graph relations and functions, analyze linear equations, factor expressions, simplify radical and rational expressions and solve radical and rations equations. Students apply the concepts of permutations, combinations and factorials.
Algebra II - 1 Math Credit
Algebra II reviews, expands and extends student knowledge of the fundamental facts, concepts, and skills of Algebra I. Algebra II focuses on the following concepts: rules of exponents and radicals, operations with polynomials (FOIL, distribute, factor & combine like terms), systems of equations (including quadratic equations), solving matrix/quadratic/rational/radical equations, graphing parabolic, conic functions, and inequalities. Students apply these concepts using a problem-solving approach in real-world settings when appropriate.
Geometry - 1 Math Credit
Students explore the characteristics of lines, planes, polygons, circles and three-dimensional figures using inductive and deductive reasoning. Geometry is explored through visual and analytic methods using tools such as compasses, protractors, straightedges, graphing calculators, computer applications, presentations, and design challenges. Topics include: an analysis of lines and angles, midpoint and distance, proof and logic, triangles, introduction to trigonometry, polygons, 2-and 3-dimensional formulas in geometry, and circles.
Trigonometry - 1 Math Credit
Trigonometry is an advanced mathematics course that extends algebraic concepts through an analytic and graphic study of radical, rational, polynomial, exponential, circular and logarithmic functions over the complex number system. Students are introduced to the concepts of probability, sequences and series and extend their knowledge of right triangle trigonometry to the study of unit circle trigonometry and analytic trigonometry. Finally, students study the structure of trigonometric graphs and trigonometric regression of data.
Pre-Calculus-1 Math Credit
Pre-Calculus emphasizes analysis of functions and applying problem solving skills. Students model and analyze Pre-Calculus concepts that include: Function analysis and curve sketching (domain, intercepts, asymptotes, end behavior and range); Analytic trigonometry (inverse trig functions and proofs with Trig identities); Vectors, polar coordinates and complex numbers (graphing and operations); Conic sections and parametric equations; Sequence and series; Limits and other calculus-bridging concepts. The graphing calculator serves as a learning tool to help students apply their understanding of the concepts and applications introduced.
Calculus - 1 Math Credit
Calculus is a high school course that is aligned with a college level Calculus I course. Calculus allows students to work through all of the topics covered in differential Calculus as well as some of those covered in Integral Calculus. As part of differential Calculus, students explore the idea of “infinity," derivatives as “rates of change” and how to apply each of the above to everyday situations. Topics in integral Calculus include anti-derivatives and the idea of an integral as the limit for Riemann sums. Students will disembark from Metro math classes with the conclusion of this course.
ADDITIONAL COURSES & ELECTIVES
Research Internship - 1 Credit
The Research Internship course provides opportunities for students to apply the knowledge and skills gained in the classroom in a professional work setting and an opportunity to explore professional career fields prior to selecting a college major.
Based on interests, students are placed at an internship site for a minimum of 120 hours. Mentors will identify a research topic directly related with the work and goals of their organization. Students conduct research that is communicated though an exhibition at the end of the semester. Writing is an important component of this course in documenting and communicating quantitative and qualitative research data, results and recommendations.
Foreign Language - Elective Credits
Students are encouraged to complete foreign language credits in preparation for the college access phase of the Metro program. Students can complete up to three credits of high school level foreign language.
Metro offers several languages (Spanish, French, German, etc.) through the use of an online program that helps students build a foundation of understanding, speaking and writing in a foreign language. Students may elect to continue foreign language credits at the university level.
Intro to Fine Arts - 1 Art Credit
Basic drawing skills are learned using a variety of artistic materials and techniques. This course introduces students to the art elements, art principles and famous artwork, which requires students to be inquiring learners. Students gain an understanding of the process of interpreting, critiquing, creating and experiencing art.
3D Art - 1 Art Credit
Students may take a second art credit in a course that focuses on a variety of art forms that move beyond painting and drawing.
Wellness I - ½ PE, ½ Health Credit
Wellness integrates the concepts and practices of health and physical education. Each student completes 120 hours of fitness and 60 hours of health instruction. Students demonstrate mastery through physical activities, class projects and topic-based group discussions. Students complete three research projects: nutrition, pharmaceuticals, and global health. A weekly exercise log sheet based on each student’s aerobic and anaerobic activity is maintained. The final project includes and analysis of the student’s workout plan and nutritional data during the semester.
Advanced Wellness - 1 Health Credit
Wellness II focuses on physical fitness and nutrition. Wellness I is a prerequisite for this course. Students are tested at the beginning of the course to measure body fat, test blood pressure and endurance and retest after 8 weeks.
The course culminates with a written self-analysys of their nutritional habits and physical activity levels.
EARLY COLLEGE EXPERIENCES CURRICULUM
Human Body Systems
Bodies Learning Center
Bodies integrates biomedical technologies and college coursework to promote student interest, growth and development in the biomedical and health sciences. Bodies has formed partnerships with Nationwide Children’s Hospital, The Ohio State University and OhioHealth. Students take Biology 1113 and 1114 at Ohio State along with Principles of Biomedical Sciences, Human Body Systems and Scientific Writing.
Bodies students engage in medical rotations through Ohio State’s Wexner Medical Center and are immersed in Capstone Research projects with practicing scientists and medical personnel.
Design Learning Center
Design is a year long STEM Early College experience that integrates Principles of Engineering, Digital Electronics, Capstone Research, Automated Systems and Robotics with college level Computer Programming and Math. Enrollment in this program includes participation in Metro's FIRST Robotics team's planning, build, and competition seasons.
Previous Capstone Research projects have included explorations into the effects of Radiation on electronic equipment to simulate the effects of space travel, hot embossing polymer plastics in microchips, and ways to improve the efficiency of diesel engines. This learning center is designed for students interested in Engineering fields.
Growth Learning Center
Growth is an early-college experience that partners with the Ohio State University’s Horticulture and Crop Science Department. The program offers trans-disciplinary project-based instruction in all aspects of the food system: sustainability, production, transportation, consumption, and nutrition.
The final term of this experience includes the Internship and Capstone Research courses. Students are guided through independent research projects with the end goal of producing a scientific poster and presentation. Within their internship/capstone experience, students work to develop a high level of professionalism and to solve a problem for the host site, thus accelerating their research skills.
Capstone Research - 1 Science Research Credit
This course is designed to provide students with the opportunity to conduct guided research beyond the Metro science classroom. Research topics are developed under the guidance of the instructor. Students develop a hypothesis, conduct experimentation, collect data, interpret and analyze data, and communicate research findings. Students provide weekly written documentation of progress throughout the term and will present to the class for peer assessment. Project conclusions are communicated through a student-developed scientific journal-quality paper and a scientific poster.
Metro students are generally advised to take General Education courses because GE classes are required for most majors and will typically transfer to other colleges/universities. Coursework can be completed at The Ohio State University or Columbus State Community College based on students meeting set requirements. Students eligible to take college courses must submit an application prior to the semester when they will take their first class. All scheduling will take place through a Metro college Advisor.


The text below reviews dynamic assessment as it is applied to discerning a language difference versus a language disorder, specifically in children from culturally and linguistically diverse backgrounds. The history of dynamic assessment, basic principles, benefits and tips for application will also be discussed.
A common question that arises when school professionals evaluate the language skills of a multilingual child who is falling behind their peers is, ‘does this child have a language difference or an actual language disorder’? A true language disorder is evident in every language the child speaks and is defined as deficits in understanding others or sharing thoughts, ideas, and feelings completely (ASHA, 2017). As the professional responsible for assessing children for language disorders, speech-language pathologists (SLPs) must work alongside classroom teachers to determine if a multilingual child has an actual language disorder and truly needs special education services. Unfortunately, it is relatively common for multilingual children to be misdiagnosed with a language disorder when they are only demonstrating a language difference. According to Pieretti & Roseberry-McKibbin (2016), a language difference is illustrated by, “Differences in sentence structure, speech sound production, vocabulary, and the pragmatic uses of language that are to be expected when a child learns a new language” (p. 118). All school professionals who support multilingual children, especially English as a second language (ESL) teachers, SLPs and other members of the special education team must understand the differences between these two concepts when completing language assessments.
Identifying Language Disorders
One of the ways SLPs identify language disorders is by using language assessments to rate an individual’s performance and compare that performance to peers. If the student’s score falls a certain amount below average, they are diagnosed with a language disorder and begin receiving services from a licensed SLP. The majority of standardized language tests used for this purpose are normed using monolingual native English speakers (Paradis, Schneider, & Sorenson, 2013). Using these tests to determine the presence of speech and language disorders in children who are not native English speakers, and therefore not like the children represented in the normed sample, is difficult. Assessing the need for service is further complicated by the fact that only seven percent of certified SLPs and audiologists who are members of the American Speech-Language-Hearing Association (ASHA) are considered bilingual (ASHA, 2017).
When asked to assess a multilingual child’s language skills, SLPs must examine the process of language development, patterns of language loss, and the influence of dual language acquisition in order to identify the presence of a language difference or a disorder (ASHA, 2017). When an individual has a language impairment with no other conditions that qualify them for special education services, they are diagnosed with Specific Language Impairment (SLI) (ASHA, 2017). This diagnosis is most often given to school-aged children who struggle with receptive and/or expressive language but do not have a developmental disability like Down Syndrome or Autism Spectrum Disorder.
Processes for properly assessing English language learners (ELLs) must be developed and refined in order to prevent the under-identification or over-identification of this population, especially since the distinction between a language difference and language disorder can be a thin line. A dynamic assessment (DA) approach is one possibility for determining the presence of a true language disorder in ELLs. DA assesses the student’s ability to learn rather than measuring performance ability on a single test. In the text below, we have compiled an overview of DA, listed its benefits, and described its application in determining if an ELL would benefit from additional services.
Federal Laws and ELL assessment
Prior to diving deeper into the intricacies of DA, it is important to have an understanding of the federal laws related to ELL assessment. Both the Civil Rights Act of 1964 and the Individuals with Disabilities Act of 2004 (IDEA) require appropriate services be delivered to all students with disabilities (Liu, Watkins, Pompa, McLeod, & Elliot, 2013). Unfortunately, norm-referenced tests are still used to diagnose disorders (Petersen, Chanthongthip, Ukrainetz, Spencer & Steeve, 2017). Prezas & Jo (2017) found that many monolingual SLPs primarily rely on English assessments, which contributes to the under or over-identification of ELLs. IDEA specifically states that assessment instruments and methods used with ELLs must be unbiased and nondiscriminatory (IDEA, 2004). Hence, federal law supports the use of DA as an appropriate, non-standardized, informal assessment to evaluate ELL students (Roseberry-McKibbin, & O’Hanlon, 2005). SLPs should already be using DA methods rather than standardized tests, assessing both the learner’s native language and L2 and be working with interpreters – when needed – in determining ELLs qualification for special education services.
Dynamic Assessment: History and Basic Principals
Dynamic Assessment is based on Vygotsky’s model of cognitive development (Vygotsky, 1978), in which he claims that learning takes place in the child’s zone of proximal development (Vygotsky, 1978; Gutiérrez-Clellen & Peña, 2001). Feuerstein’s Theory of Structural Cognitive Modifiability extended Vygotsky’s theory and applied it to the formal education process (Feuerstein, 1979; Feuerstein, 1980). Feuerstein’s approach evaluated the individual’s response to a specific intervention – the ‘teach’ phase of a test-teach-retest model (Hasson, Camilleri, Jones, Smith, & Dodd, 2012) – and specifically assessed the child’s behavior during intervention. This was in contrast to the standard comparison between pretest and posttest scores (Vygotsky, 1986; Peña et al., 2006). Informed by these theoretical approaches, SLPs can determine how much instruction and support a learner needs in order to complete a task. If the child improves their performance after receiving support, and can apply what they have learned to a related task, their struggle is more likely due to a language difference. On the other hand, if the child needs consistent support and is unable to generalize, they are more likely to have a true language disorder and would benefit from special education services.
SLPs primarily use the test-teach-retest approach of DA to assess CLD students as it is better suited than standardized assessments to differentiate language differences from disorders. In this model, the child is tested to obtain baseline proficiency data of their knowledge of the material. The child then takes part in an intervention (the teaching phase of DA) and finally, completes the posttest portion. Results indicate how their knowledge and skills changed after completing the teaching phase. This method differs from a ‘teach to the test’ approach because it does not use the actual test items during the intervention phase (Gutiérrez-Clellen & Peña, 2001). Specifically, the test-teach-retest dynamic assessment (TtR-DA) approach and its application to assessing language skills in children during narrative retell tasks currently has the most support in the research. This approach will be discussed extensively in the following paragraphs.
TtR-DA utilizes mediated learning experiences (MLEs) to modify the student’s level of functioning in target areas by teaching the principles that underlie the task. Specifically, MLEs address both task-specific language skills and learning behaviors (Gutiérrez-Clellen & Peña, 2001; Lidz, 1991; Lidz & Peña, 1996). MLEs work as an accurate assessment because cognitive-linguistic interface skills (i.e. attention, memory, problem solving, fast mapping, etc.) can be shared between a person’s two languages (Cummins, 2000). For example, in a narrative task – completed in the child’s L1 with an interpreter present – where the student responds to every question with one word answers, the MLE would focus explicitly teaching them ways to expand utterances. This skill then would be reassessed in the retest section. Typically developing (TD) ELLs have the underlying cognitive skills to improve their performance after an MLE, but those with a language impairment do not. TtR-DA not only reveals the gains the child made from pretest to posttest, it also allows the SLP to formally assess the ‘modifiability’ of the child.
Modifiability is the amount of support needed for learning as well as the skills and strategies used by the child to learn new information (Peña, Reséndiz & Gillam, 2007). Through TtR-DA, clinicians are able to “measure children’s latent capacities for change instead of their ability to perform a skill at a given point in time” (Peña et al., 2007, p. 332). A child with a high modifiability score (i.e. need less support and are more responsive to intervention) who makes gains from pretest to posttest, is less likely to have a language impairment. By gathering information about the student’s ability to learn and perform, the SLP is more likely to provide an accurate diagnosis.
Test-Teach-Retest Dynamic Assessment: Benefits
TtR-DA has multiple benefits and should be a primary procedure used to assess ELLs for special education services in the K-12 setting. One benefit is the high accuracy TtR-DA has for identifying learners with and without language disorder. TtR-DA can test any student’s use of learning skills and strategies, regardless of their knowledge of the English language (Roseberry-McKibbin & O’Hanlon, 2005). This contributes to the validity and reliability of DA, as it decreases the bias of traditional testing methods that exist due to lack of student knowledge of the English language or formal test procedures.
Petersen et al. (2017), worked to determine the validity of TtR-DA as a prominent assessment measure for culturally and linguistically diverse (CLD) children. Researchers used the test-teach-retest approach and two MLEs to assess for SLI in school-aged, Spanish-speaking children. Because SLPs often credit a lack of time as a primary reason for using norm-referenced tests (Caesar & Kohler, 2007), researchers conducted assessments in English and completed real-time scoring to examine TtR-DA’s practicality (Petersen et al., 2017). After testing was completed, different researchers listened to audio recordings of the children and scored each child’s performance. There was found to be a 90-95 percent agreement between the real-time and after the fact scores (Petersen et al., 2017). The high inter-scorer reliability shows that real time scoring is effective, meaning the use of TtR-DA can also benefit the SLP or ESL teacher by saving time.
The best predictor of the presence of SLI appears to be a qualitative modifiability rating (Peña et al., 2006; Petersen et al., 2017) like a numeric rating scale for examiner effort, child responsivity and the amount of knowledge transfer demonstrated. This finding has important implications, as it may mean that underlying cognitive skills such as attention and memory have a significant impact on student performance during TtR-DA tasks. If consistently accurate results are documented using modifiability ratings to supplement other methods of diagnosing language disorders, SLPs can use modifiability scores to determine the need for service and therefore limit the number of TD ELLs receiving special education services. Other benefits of TtR-DA are that it is easily repeated and can be used to inform therapy goals (Poehner, 2008). Using an ongoing assessment approach provides clear insight into learner needs and how student learning changes over time.
The Application of Dynamic Assessment: Narrative Language Samples
Multiple research studies have examined the overall effectiveness and efficiency of using TtR-DA methods to assess CLD children’s language skills using narrative language samples.
Language Sample Basics
When a SLP completes a comprehensive language assessment, it is considered best practice to collect a language sample in the student’s native language (L1) and English (L2). The language sample is often a short, recorded session in which the child retells a story from a wordless picture book (i.e. Mayer, 1979a). This task has the potential to provide many opportunities for spontaneous language production and, therefore, is a good measure of a child’s language strengths and weaknesses. Using language samples and narrative retells to assess a multilingual child’s learning ability can be completed by classroom teachers as well as school specialists. Additionally, the format of language sampling used by SLPs is easily paired with the TtR-DA making this assessment tool extremely valuable.
When an SLP uses a language sample as a dynamic assessment measure they are able to obtain the sample in either language and ensure lack of familiarity with testing is not impacting child performance. Narratives provide additional insight into each child’s language skills and are recommended as a less biased assessment tool for ELLs as they are more realistic for collecting linguistic information (Cleave, Girolametto, Chen & Johnson, 2010). Boudreau (2007), explained that narrative development is a domain of language that children with SLI struggle with, implying that it may be a useful assessment tool to differentiate this population from TD peers. Children with SLI struggle to incorporate both the micro and macro elements of narrative retells as well as synthesize the overall production and comprehension of the story (Boudreau, 2007). Narrative assessments have high content validity because they are often a part of the school and home discourse (Peña et al., 2006). Narratives also give more insight into the child’s thought process, emerging skills, and learning potential compared to static measures. Because of these benefits, language samples and DA approaches should be combined to assess bilingual students’ language development.
Studies on Narrative Assessment
Peña, Gillam, & Bedore (2014) conducted TtR-DA of narrative ability with Spanish-speaking ELL preschool children diagnosed with SLI. Researchers used a test-teach-retest approach, short MLEs and wordless picture books (Mayer, 1979a; Mayer, 1979b). The scripted interventions focused on increasing the length and complexity of the students’ narrative retells (Peña et al., 2014). Results from this investigation indicated that two short MLEs were enough to demonstrate change in discourse ability and that children with SLI had significantly lower modifiability than the TD children (Peña et al., 2014). Overall, this dynamic approach yielded high reliability, validity and practicality when using narrative skills and modifiability scores to indicate language ability. Peña et al. (2006) also used a test-teach-retest approach with 71 CLD school-aged children, 14 of whom had SLI. Results indicated that the TD children demonstrated a larger amount of pretest to posttest change than those students with SLI (Peña et al., 2006). In addition, measures of posttest score and modifiability were found to be valid and reliable measures in determining a language disorder. The static pretest scores in this study did not produce reliable results when determining SLI (Peña et al., 2006).
Kramer, Mallett, Scheider, and Hayward (2009) implemented TtR-DA with 17 First Nations students, five of whom were labeled as ‘at-risk’ for language impairment, to discover if TtR-DA reduced unnecessary referrals for services (Kramer et al., 2009). Given this population’s long-standing cultural tradition of oral storytelling, researchers found that TtR-DA with narrative retell was deemed an appropriate assessment measure for these children. Results showed that the students with typical language learning received higher posttest scores compared to students who had possible language impairments (Kramer et al., 2009). Similar to previously discussed results, this suggests that students with language impairments have more difficulty learning and integrating new information into their narratives compared to TD peers.
There are many more studies that describe the implementation of TtR-DA principles and its effectiveness in determining language disorders in ELL students. Overall, results imply that decontextualized standardized tests are not appropriate assessments to use with ELLs as they may contain culturally-biased content and be highly impacted by a student’s lack of exposure to formal tests. Telling stories, however, is a more familiar script for most children. Therefore, a narrative assessment is a more appropriate means for ELLs to demonstrate their language skills (Cleave et al., 2010).
In the K-12 setting, educators are constantly presented with CLD learners who struggle academically and socially. When these students begin to fall behind their peers, response to intervention (RtI) programs are often implemented and the child may complete a comprehensive evaluation for special education services. In these situations, each member of the team (the general classroom teacher, the ESL teacher, the reading specialist, the SLP, and other special education staff) must work together and use ethical assessment procedures to ensure the need for services is valid. Understanding the principles of TtR-DA and how to apply them to your scope of practice is a crucial step in this team-based approach.
As future SLPs, we plan to conduct TtR-DA when assessing ELL students for language disorders. Overall, DA is preferred to using static, formal measures as it helps SLPs accurately assess ELL students’ potential while ruling out bias due to differences in background experience (Roseberry-McKibbin, & O’Hanlon, 2005) and the influence of dual language learning. As mentioned, federal law supports the use of DA as an appropriate, informal assessment for ELL students (Roseberry-McKibbin, & O’Hanlon, 2005). These laws combined with the best current evidence support the implementation of DA practices when assessing ELLs.
Future Steps – Filling Gaps in Research and Changing Practitioner Education
When reviewing studies of TtR-DA, we discovered some gaps in the current body of research. A majority of the studies focused on bilinguals who spoke Spanish and English. While findings on Spanish-English bilingual ELLs were informative, it would be ideal if future studies examined TtR-DA application with children who spoke a variety of languages. This would ensure the effectiveness of TtR-DA regardless of L1/L2 combination. If these studies were completed, researchers and clinicians could work together to create norms for ELLs who speak different languages. This would provide SLPs with appropriate, normative cut-offs that could be used to qualify ELLs for services.
Another barrier is the lack of multilingual and culturally diverse SLPs and interpreter support in schools, causing lower quality education for many ELL children with speech and language disorders. Best practice demands dual language assessment of all bilingual children, regardless of their English proficiency (Caesar & Kohler, 2007) meaning that English speaking SLPs would benefit from trainings on how to complete appropriate assessment and intervention with interpreter support.
Unfortunately, there are still barriers that prevent the widespread implementation of DA in schools across the United States. The primary issue regrettably exists in university classrooms. According to Caesar & Kohler (2007), a majority of the SLPs surveyed did not feel that their graduate education adequately prepared them to assess and provide intervention to multilingual students. Graduate students need academic instruction and clinical training on working with ELL students to be prepared to work in a country as diverse as the United States. This finding aligns with a survey conducted by Roseberry-McKibbin & O’Hanlon (2005). In 1990 and 2001, SLPs were surveyed and asked questions about problems they encounter most frequently in the workplace and what type of continuing education classes would be of interest to them. Even though the surveys were given out 11 years apart, the top answers were similar. Both groups reported a “lack of unbiased appropriate assessment instruments” and that they would take classes focused on “assessment procedures and materials for conducting unbiased assessments of ELL students” (Roseberry-McKibbin & O’Hanlon, 2005, p. 179). SLPs need more training in their graduate careers and more opportunities for continuing education focused on working with ELL students.
Combining assessment and intervention processes in a single assessment method like TtR-DA has the potential to reveal differences between children with and without language impairments, regardless of their cultural and linguistic diversity. Ideally, more and more SLPs entering the workforce will understand the importance of using DA methods in their practice. The information synthesized above clearly demonstrates that TtR-DA can limit cultural biases in diagnostic procedures and improve the accuracy of classifying multilinguals with language impairments.
What does this mean for students, teachers, and SLPs? For students, the use of more valid and reliable assessment measures will limit the over and under-identification of language disorders. For SLPs, this means using an assessment procedure supported by IDEA and supporting students who truly benefit from their skilled service. For teachers, it means having reassurance that students who struggle academically truly need additional support and that it is not their responsibility to provide that support when a true disorder is evident. Additionally, all team members will learn to watch for red flags for language impairment, know when to refer for RtI or additional evaluations, and understand the TtR-DA approach and its benefits.
If you have more questions about DA, we highly advise finding your school or district SLP and engaging in a dialogue about assessing ELLs for special education services – this collaboration can only serve to support the ELL students in our K-12 classrooms.
American Speech-Language-Hearing Association | ASHA. (n.d.). Retrieved November 29, 2017, from https://www.asha.org/
Boudreau, D. M. (2007). Narrative abilities in children with language impairments. In R. Paul (Ed.), Language disorders from a developmental perspective (pp. 331-356). Mahwah, NJ: Lawrence Erlbaum, Associates.
Caesar, L. G., & Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines. Language, Speech, and Hearing Services in Schools, 38, 190-200.
Cleave, P. L., Girolametto, L. E., Chen, X., & Johnson, C. J. (2010). Narrative abilities in monolingual and dual language learning children with specific language impairment. Journal of Communication Disorders, 43, 511-522. doi: 10.1016/j.jcomdis.2010.05.005
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire.Clevendon, United Kingdom: Multilingual Matters.
Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park Press.
Feuerstein, R. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore, MD; University Park Press.
Gutiérrez-Clellen, V. F., & Peña, E. (2001). Dynamic assessment of diverse children: A tutorial. Language, Speech and Hearing Services in Schools, 32, 212-224.
Hasson, N., Camilleri, B., Jones, C., Smith, J., & Dodd, B. (2012). Discriminating disorder from difference using dynamic assessment with bilingual children. Child Language Teaching and Therapy, 29(1), 57-75.
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1400 et seq. (2004) (reauthorization of the Individuals with Disabilities Education Act of 1990)
Kramer, K., Mallett, P., Scheider, P., & Hayward, D. (2009). Dynamic assessment of narratives with grade 3 children in a first nations community. Canadian Journal of Speech-Language Pathology and Audiology, 33(3), 119-128.
Lidz, C. S. (1991). Practitioner’s guide to dynamic assessment. New York, NY: Guilford Press.
Lidz, C. S., & Peña, E. (1996). Dynamic assessment: The model, its relevance as a nonbiased approach, and its application to Latino American preschool children. Language, Speech and Hearing Services in Schools, 27, 367-372.
Liu, E.W. et al. (2013). Impact: Feature Issue on Educating K-12 English Language Learners with Disabilities.
Mayer, M. (1967a). A boy, a dog, and a frog. New York, NY: Pied Piper Books.
Mayer, M. (1967b). Frog on his own. New York, NY: Pied Piper Books.
Paradis, J., Schneider, P., & Sorenson T. D. (2013). Discriminating children with language impairment among English-language learners from diverse first-language backgrounds. Journal of Speech, Language, and Hearing Research, 56, 971-981. Doi: 10.1044/1092-4388(2012/12-0050)
Peña, E. D., Gillam, R. B., & Bedore, L. M. (2014). Dynamic assessment of narrative ability in English accurately identifies language impairments in English language learners. Journal of Speech, Language, and Hearing Research, 57, 2208-2220.
Peña, E. D., Gillam, R. B., Malek, M., Ruiz-Felter, R., Resendiz, M., Fiestas, C., & Sabel, T. (2006). Dynamic assessment of school-age children’s narrative ability: An experimental investigation of classification accuracy. Journal of Speech, Language, and Hearing Research, 49, 1037-1057.
Peña, E. D., Reséndiz, M., & Gillam, R. B. (2007). The role of clinical judgments of modifiability in the diagnosis of language impairment. Advances in Speech Language Pathology, 9, 332-345.
Petersen, D. B., Chanthongthip, H., Ukrainetz, T. A., Spencer, T. D., & Steeve, R. W. (2017). Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students. Journal of Speech Language and Hearing Research, 60(April), 983–998.
Pieretti, R. A., & Roseberry-McKibbin, C. (2016). Assessment and Intervention for English Language Learners With Primary Language Impairment : Research-Based Best Practices. Communication Disorders Quarterly, 37(2), 117–118. https://doi.org/10.1177/1525740114566652
Poehner, M. E. (2008). Dynamic assessment (Vol. 9). https://doi.org/10.1007/978-0-387-75775-9
Prezas, R. F., & Jo, A. A. (2017). Differentiating language difference and language disorder : Information for teachers working with English language learners in the schools. Journal of Human Services: Training, Research, and Practice, 2(1).
Roseberry-McKibbin, C., & O’Hanlon, L. (2005). Nonbiased assessment of English language learners: A tutorial. Communication Disorders Quarterly, 26(3), 178–185. https://doi.org/10.1177/15257401050260030601
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
Recommended Additional Reading
- Dynamic Assessment Framework
- Caesar, L. G., & Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines. Language, Speech, and Hearing Services in Schools, 38(3), 190-200.
- Gutiérrez-Clellen, V. F., & Peña, E. (2001). Dynamic assessment of diverse children: A tutorial. Language, Speech, and Hearing Services in Schools. (32), 212–224.


Paper Airplane Races
Design and build your own paper airplanes, then have a race to see which stays in the air the longest or flies the furthest. Have each contestant race one plane or have one child make several using different patterns, then measure which is the most successful — and figure out together why that plane flew the farthest.
Here are some online videos that provide instructions for making basic planes:
For older kids who want a more competitive design or who like conducting research, spend some time online or check out library books on the topic to learn about aerodynamics and the science behind flight time and distance. Then, challenge them to create their own design!
Why do you think the winning plane went the farthest (or stayed the longest in the air)? What will you do differently the next time you make paper airplanes to make them fly farther?
Let’s Go Fly a Kite!
Learn about how kites fly and then go fly them. Make sure you choose the right day for this activity. Most kites fly best when there is mild to moderate wind (8 to 24 mph).
Build your own kites out of different materials and see which fly best. Here are a few websites you can use to help you explain the physics behind kite flying and learn to make a kite:
Why do you think the kite stayed up so long in the air today? Why do you think it crashed?
How Tall Can We Build?
Assemble a set of blocks or other household objects you can stack and see how high you can build your structure (books, shoeboxes, plastic containers, plastic cups or so forth). See if you can build a structure taller than your kid!
Before getting started, guess how tall you can make the structure before it will fall down. Then, build your structure, measure it throughout the process using a tape measure, and see if it falls before or after it reaches the height you guessed. You can make this a game by seeing who makes the best guess on final height. Here’s an article by Scientific American that takes this idea a step further for older students.
Which is more stable and resistant to falling — a pyramid or a tall skinny building? Why do you think that’s the case?
Using a cookbook or website, pick a recipe for a meal or baked item the child would like to learn to make with you, then use this opportunity to teach age-appropriate cooking basics and kitchen safety. If your child is older or experienced in the kitchen, challenge them to make it by themselves with you supervising.
Plan the ingredients you need to make the item, go to the grocery store and use basic addition while you shop to see if your child can estimate the total cost of the ingredients before you visit the cashier.
If you were a chef, your job would be to come up with new foods for your restaurant’s menu and make them taste good enough to please your customers and make them want to come back. What do you think could be added or subtracted from the recipe you made to make it taste even better?
Design and Build Something
Using drawing supplies, sketch out designs for a building, machine, clothing item or something else you child wants to make. Then, use other household items (cardboard, scrap fabric, recycled containers, shoe boxes, toilet paper rolls, etc.) to build it.
Create a museum of your creations and invite friends, neighbors or family to come to the exhibit. Make posters to promote the event and make refreshments to serve to your visitors!
What did you like about bringing your design ideas to life? What was the most frustrating part of taking your design and trying to build it?
Go outside and see how many types of plants you can find and either collect a cutting of their leaves or take a photo of them. This activity could be done in your backyard, at a park or on a hike. Remember to bring a bucket if you are collecting live specimens — and even a magnifying glass to get a closer look. (Watch out for poison ivy and other troublesome plants!)
Bring your specimens home and see if you can identify each species using online resources or a book of local plants and wildflowers. Make it a game with several kids to see who can find the most different species of plants. This blog provides questions you can use to help identify the species of plant.
If you were an animal looking for food to eat, which of these plants would be the most appetizing? Which might look dangerous to eat?
Go on a Household Item Scavenger Hunt
This is a great activity for early childhood exploration of the world around us. Choose a color and count how many items in your house the child can find with that color. Make it a game for multiple participants by seeing who can find the most items with the color — and only allow one person to use each item.
Challenge the child to look for tools or other items in your house, garage or toolshed used in a specific job or trade. For example, look for items in your house that a painter uses in their job. Or a librarian, construction worker, tailor, baker, landscaper or nurse. Again, make it a game by seeing who can find the most items for a specific job.
What would the worker use this tool for in their job? What tools in our ____ (kitchen, garage, basement, attic, bathroom) would someone who works at a _____ (restaurant, service station, store, office, salon) use in their job?
Watch a Cool Careers Video
HirePaths’ five-minute videos each explore a high-demand career your child could someday consider. Watch one video at time, or watch them all in one setting and then have a short conversation about which you liked best and why.
After you watch a Cool Careers video, think of someone with a similar job the child might be interested in they could interview themselves. You could even make your own video of the experience on an iPad or phone. If you make one, please send it to HirePaths! We’d love to see it. Email your child’s videos to email@example.com, and we’ll send a response praising them for their efforts. We might even offer to share it on our social media channels!
Had you heard about this career before? What surprised you the most? What do you think you’d like — or not like — about having this job?
Plant a Garden
Start (or work in) your home garden (you can even add a roleplaying element and pretend to be farmers!). Do this in your yard, in pots, a raised bed, or even indoors. Pick out seeds or seedlings to plant, prepare the ground, plant according to the directions, water as needed, then harvest the crop when it’s ready. Make sure to allow for adequate light for the plants you’re growing. Here’s a handy site to help you get started.
Create a daily log to track the process. You could even take pictures to enhance the log and record changes. Ask your kids questions such as:
- How many days did it take the seeds to sprout?
- How much taller did the plants grow each day?
- How many flowers or fruits did the plant sprout that day?
- What insects are you seeing in the garden?
If you have a fruitful harvest, put together a stand at the end and sell your produce to neighbors! (Then you can practice your skills from the Money Mania activity!)
How many days do you think it will take before the seeds sprout? How much did the plants grow each day or week? How many fruits do you think this plant will produce by the end of the summer?
Have a Lemonade Stand
This classic first entrepreneurial adventure can be set up to sell just about anything your child can help make — drinks or popsicles on a hot day, baked goods, harvested vegetables from your garden, or craft items. Here are some tips for preparing your stand and the products you’re going to sell:
- Find a good location that’s safe from traffic but still visible to those driving or walking by. Decide whether the children are safe there alone or if they need an adult to supervise at all times.
- Find a table, chairs and other supplies for your stand.
- Prepare the items to sell and decide how much to charge for each.
- Have change and a way to safely store the money.
- Talk about the concept of profit being the difference between your costs and the money you make. Decide what to do with the profits: Will the kids keep them for themselves or donate them to a charity?
Advertise your lemonade stand to your neighbors the day before so they’re ready to come! Make posters, send emails, make phone calls, post in your neighborhood group, send texts or whatever it takes to advertise the stand to friends, neighbors and families so your kids get a crowd of real customers to wait on.
What was your favorite part of having a stand? What products sold the best? What did customers say about your products? What could you do to make the stand better next time?
Cash in Spare Coins
See how much spare change you can find in your house (check car consoles, between couch cushions, junk drawers, laundry rooms and other places people lose or put lose coins). Once you’ve exhausted your search, add up how much money you and your child found (another great opportunity to teach the value of different forms of currency, see Money Mania), and talk about what you could buy with that money. Then, maybe use it to buy something fun or donate it to a favorite charity.
If you find a lot of money, take the money to the bank or store and have it converted into larger bills or deposit it into a savings account. See if the bank has a changing machine and if they’ll let your kid dump the coins in themselves.
What can we buy with this much money? Who might benefit from this money more than us? How could we help other people with this money? Why might we want to save this money for your future?
Learn Computer Basics
Kids are whizzes at computing, but sometimes we adults forget to teach them the basics and assume they are just born with skills like:
- How to plug, unplug or charge a computer (or other electronic device like a phone or iPad) safely
- How to turn on and off a computer appropriately
- How to save a file and open/close it to use another time
- How to put a file in the trash and destroy it
- How to do basic formatting in a word processing program (fonts, colors, styling of lettering, tabs, inserting photos, drawing boxes or circles, etc.)
- How to type (lots of programs available to teach this valuable skill)
- How to print a document
- How to change the ink or add paper to a printer
- How to save a file to a jump drive (and how to correctly eject the drive)
Ask your child to teach YOU or a younger child to do some of these basic things as a way to test if they really know how to do it themselves!
What did you learn today you hadn’t been taught to do before? How could you use these skills at school or in a job someday?
Learn About Energy
Everything in our world is powered by a type of energy (electric, hydro, wind, gasoline, kinetic, gravitational, nuclear), but many kids never think about how that energy is generated and moved from the source to their home. Watch some videos and do activities to see energy in action. Here are some at-home energy activities that could keep your kids busy for weeks:
The Kansas Energy Program has an assortment of free resources, games and puzzles that teachers or parents can use at home or in classrooms to learn about energy.
What did you learn from this activity about how electricity works? What’s the most dangerous part of working with power? What jobs have you heard of that involve moving energy from one place to another?
Learn to Code
Learning the basics of computer programming is a valuable skill, and like learning any language, learning how to “speak” in code is easier the younger you start. If you’re like many adults, if you try to learn alongside your child, they may pick it up quicker than you do. The nice thing about coding is you can do it almost anywhere — on a home desktop computer, tablet or even a phone. There are many software programs to teach kids how to program, even in preschool. Apps range in cost from free to inexpensive (we personally love Scratch, but there are many others):
A lot of kids dream of becoming a video game designer. Encourage kids to research how they’d go from basic coding to video game development and design. This video shows how to make your first game.
What’s the hardest part of learning to code? What was the most fun? What was the easiest? What problem would you like to solve using a computer program?
We live in a disposable society, so many kids don’t automatically think about fixing something that’s broken. Next time something in your house needs a DIY repair job, involve your kid in the process of learning what you need to do, finding the tools and supplies you need, and then do the work to fix the problem – together.
If this is a repair job you aren’t quite sure how to handle yourself without some support, give your kid the key information they might need and see if they can find online instructions or a video that can help! If it seems like the repair is within their skill-level, see if they can follow the instructions to fix it themselves. This can be a very empowering process to do from start to finish for anyone, let alone a kid.
If you determine this repair is beyond your skill set or comfort level (such as wiring or plumbing), when a professional comes into your home, see if they’d be willing to let you and your child watch them work – and ask questions!
Was that work harder or easier than you expected? If we couldn’t fix it ourselves, what kind of professional would we need to call to fix it for us? What types of jobs fix things?
Read Real Success Stories
Kids can’t aspire to a job if they haven’t heard of it in the first place. HirePaths has created a library of stories of professionals living in Kansas or the Midwest. Explore these stories by industry area or randomly. Together, find stories to read and discuss, or you can review them and send stories to your child they might find interesting via text or email.
After reading some of the stories, did any of these jobs seem exciting to you? Which jobs don’t interest you, and why?
Play Eye Spy for Jobs!
Sit down to watch one of your favorite TV episodes or movies and see how many jobs your family can find! Shout out every time you see a different job represented. This could also be done when reading a book together.
Turn this into a game by having the kids silently write down the jobs they see (or text them to you on their device), to see which kid can find the most jobs. Or, see if they can find more jobs in the program than you do! Then, use HirePaths.com or other online resources to learn more about the most interesting careers.
Which job did you see in the show that you’d like to learn more about? Do we know anyone who has that job?
Write a Story About Your Future Career
Challenge your child to write a story about what they think their life will be like in 10 (or 20) years when they’re done with school and have their own job.
Illustrations can bring even the simplest stories to life! Keep the book and give it to the child someday as a graduation gift.
What kind of place do you think you’ll want to work in? Will you live in our town or somewhere else? What type of clothes will you wear for work? What kind of tools will you use? Who will you help in your job?
Start a Business
What can your child make (with or without your help) that people might want to buy? This can be adapted for their interests. Can they:
- Build birdhouses?
- Bake bread or cookies?
- Make jewelry?
- Water plants?
- Walk dogs?
- Mow the yard or pull weeds?
- Babysit for younger siblings, neighbors or friends?
Work with your child to identify something they are good at and like to do that people might be willing to buy or pay money for them to do. Then, come up with a name for their business, a list of people they could sell their products or services to, and advertise!
Help your child make a Facebook page, website or online store to promote their business. Share it with your friends. Or, create fliers to distribute throughout the neighborhood.
How much time do you think it will take you to do the job (or make the product)? How much money do you think people would be willing to pay for this job (or product)? What are you going to do with the money after you make it?
Brainstorm something you and your child could build together — or research a few options and let the child choose. This could be something useful you need in your house, or something the kid has dreamed up. Together, create a plan, set up a budget, assemble or purchase the supplies or tools, and get to work.
Find a problem in your house and invent a solution you can build to solve it!
What was your favorite part of building (the item)? What was the hardest part? What would you do differently next time? What types of jobs involve building things?
Plan a Party (or Project)
Thinking through a project or event is a skill even many adults aren’t very practiced at. If you’re planning an event (like a birthday party) or to do something around the house (like redecorate their bedroom), sit down with your child and work on a plan together. When should you do the event or project? What will you need? Who else will participate?
Add lessons about budgeting for your party or project. Think through all of the steps required to make the project happen and what you might need to buy to achieve the goal. Set a budget and see if they can create a plan using a combination of items you already have or items you’ll agree to buy within that budget. Then, work with your child to do the project or host the event and see if you can actually do it within the budget.
What was your original vision for the event or project? What went according to plan? What did you have to change to stay within your budget? What types of jobs do a lot of planning and budgeting?
Do a Career YouTube Challenge
Go to YouTube and type in, “What’s it like to be a [insert career name]?” Watch each video and talk about the pros and cons you learned about the profession. We recommend you do this activity with your child to make sure you don’t end up on a video that’s not age-appropriate.
Choose someone you know who is in a specific profession and interview them about what it’s like to do their job. Make a video of the interview and share it with friends. If you got the subject’s permission, you could even start your own YouTube channel and share your video with the world. (If you make a video, we’d love to see what you made! Send a link to firstname.lastname@example.org.)
Did the video answer your questions about this field? What type of training do you think would be best if you were interested in pursuing this type of work? What skills that you’re learning in school now would be helpful in this job?
Take Career Quizzes
There are many free and low-cost online tools you can use to assess a child’s strengths, interests and aptitudes to see what types of jobs they might be a good match for someday. Some of these even compare your innate skills with the level of education you’re interested in pursuing. Check out these HirePath’s blogs for several you could try with your child:
There are many other online tools you could use. It’s fun to see if different tools have similar or different recommendations. Here are a few others to check out:
- CareerOneStop Work Values Matcher
- CareerOneStop Skills Matcher
- O*NET Ability Profiler
- O*NET Work Importance Locator
- State Library of Kansas Interests Matcher and Skills Matcher and “Find a Career Match” page for high school students
- Take the Gladeo Quiz
- ASVAB Career Exploration Program (Armed Services Vocational Aptitude Battery; Department of Defense)
- The ASVAB Career Exploration Guide, Find Your Interests Quiz
Once you’ve completed a quiz or assessment, research the jobs the program recommends on HirePaths.com or other online career exploration resources.
How much more education do you think you’ll be interested in after high school? What job did the program suggest that seems like a crazy match for you and why? What jobs that the program suggested are worth investigating further?
Similar to Build Something or Start a Business, Clean Something can be about teaching your child how to do everyday household chores that are good life skills for anyone to have — but these skills can also translate into entrepreneurial endeavors. By the time they reach kindergarten, most kids are old enough to help with laundry, vacuuming, cleaning a car inside and out, washing windows, sweeping the porch, loading the dishwasher, handwashing dishes and so forth. Working alongside you can also teach them a good work ethic and to approach work with a positive attitude.
Have your child teach a younger sibling how to do household chores. Or, help your child start a cleaning business and advertise your child’s services to friends, neighbors, or family members.
What types of jobs do this task? In what types of settings do people get paid to do this type of work? Do you think you’d like a job doing this type of work someday?
Choose a problem in your house and then challenge your child to invent a way to solve it using household items.
If you’ve never built a Rube Goldberg Machine, here’s something your kids will love to do with you — again and again. There are many online videos to help you get started, but here are a few resources that will help:
What worked according to plan? What part of the idea failed? How could you improve upon the invention?
Play Career Charades
Have each player write the names of different jobs and careers on slips of paper (use the HirePaths Explore Careers section for ideas). Put the slips into a jar or box and take turns drawing out jobs to act out. Set a time limit (like one minute per turn) to keep the game moving.
Keep an iPad or computer nearby, and if the child isn’t familiar with the job they draw, allow them research it — or allow the child to redraw. Once the game is over, choose jobs that the kids didn’t know and look them up to learn more about what people in that job do, where they work, and what kind of training they need to get started.
What job had you’d never heard of before? What job was hard to act out and why? What job did someone else act out that might seem interesting to you?
Learn About Supply Chain and Deliveries
United States Postal Service employees and other types of delivery drivers come to our houses nearly every day. While these busy workers are usually on a tight schedule, if you can time it right, they’ll stop and chat with you and your child for a minute or two about what they like best about their job and how they got started.
Follow an online order from your virtual shopping cart to your front door:
- Choose an item to order online.
- Order it and see what your shipping options are. Discuss the various methods of the item getting to your house, what each one costs and how long each will take.
- After you place your order, use the tracking information each day (or morning and night) to follow your item on its journey.
- Watch for the delivery the day it is supposed to arrive. In some cases, you’ll even get a text telling you the item has come.
- Talk about the different types of vehicles that might have been used — cargo ship, semitruck, airplane, delivery truck, forklift — to get it from the warehouse to your front door.
How many days do you predict it will take to get to our house? What types of vehicles do you think the item was carried in as it traveled to our home? How could it have gotten to us more quickly, even if it would have cost more?