Danielle Aguilar

Compacting Contract

Student’s Name Alexis

Grade 9
School Thurston High School
Teacher Mrs. Aguilar
Parent(s)
Rationale for Compacting The student above in in my Honors Physical Science course at
Thurston High School. Alexis consistently finished work before the
rest of the class and begins reading a book for pleasure. Alexis
consistently holds an “A” in class of 95% or higher. She is enrolled
in the Eagle Scholars program and, as a result, I am her only 9th grade
level teacher. Alexis is currently enrolled in Honors Geometry,
English 10, and AP US History. When given a pre-test on the unit
we are studying (plate tectonics), Alexis scored a 92%. As our pre-
test and post- tests are the same for data collection purposes, it can be
determined that Alexis is ready for more accelerated content at her
readiness level.
Pre-Assessment The pre- test given to Alexis had 42 multiple-choice questions.
Alexis was also given the written portion of the posttest to test her
verbal expression of the content. Alexis scored a 92% on the
multiple-choice portion of the assessment and a 9/10 on the written
portion. I have observed Alexis’ behavior for a semester now. She
consistently finishes work quickly and scores well on all assessments
and assignments. Alexis told me that she learned about plate tectonics
in 8th grade. To help Alexis develop a deeper understanding of the
content, she will be completing the assignments below.
Timeline  February 6, 2016: Compacting Contract signed
 February 13-21, 2016: Attend at least one tutoring or
Advisory session with Mrs. Aguilar
 February 24, 2016: All assigned work completed and turned
in
Rules and Expectations  Alexis will work at her own pace to complete the required
assignments
 Alexis will not be a disruption to others in the classroom
 Alexis will work at home to ensure that deadlines are met
 Alexis will attend at least one tutoring session (before or after
school) or Advisory session prior to the due date
 Alexis will keep a record of the work she has completed
 Danielle Aguilar
Curriculum Areas to be
Considered for Compacting
Provide a brief description of basic
material to be covered during this
marking period and the assessment
information or evidence that suggests
the need for compacting.
Crustal differences between
continental and oceanic crust.
Alexis scored a 96% on this section
of the multiple- choice pre test. The
focus of this concept is on the
different densities and compositions
of continental and oceanic crust.
Describing and differentiating
between the three plate
boundaries.
Alexis scored a 94% on this section
of the multiple- choice pre test. The
focus of this concept is to describe
and compare the plate interactions at
convergent, divergent, and transform
boundaries.
Detailing and categorizing the
effects of plate tectonics (volcanic
eruptions, earthquakes, etc).
Alexis scored an 88% on this section
of the multiple- choice pre test, but
was able to demonstrate her
knowledge of the structure and
function of volcanoes in the written
portion. Since Alexis did not score a
90% in this area, she will participate
in one of the comprehension
activities as a class, and then begin
her accelerated assignments.
Procedures for Compacting
Basic Material
Describe activities that will be used to
guarantee proficiency in basic
curricular areas.
 Creating a graphic organizer
that compares oceanic and
continental crust densities and
composition
 Complete a RAFT assignment
for each plate boundary that
demonstrates the knowledge
and understanding of the
interaction of crustal rock at
each of the three boundaries.
 Participate in class mapping
of volcano locations around
the world to identify and
locate similarities between
plate boundary locations and
volcanic eruptions
Acceleration and/or Enrichment
Activities
Describe activities that will be used to
provide advanced level learning experiences
in each area of the regular curriculum.
 Using rock samples provided,
complete mineral identification
tests. Of the minerals provided,
predict which samples are present
in continental or oceanic crust. For
each of your predictions, provide
evidence to support your guess.
 Using GIS map layers showing
plate boundaries, calculate the
speed that the Hawaiian Islands
are moving over time. How does
this relate to plate tectonics? Your
explanation should include the
speed of the islands, how the
islands formed, and what
boundaries they are closest to.
Your explanation should also
include a prediction for the speeds
of the other major plates. What
features can we use to track the
motion of these plates? You may
want to use a map of the sea floor
to assist you.
 Research a natural disaster related
to plate tectonics. Describe where
the natural disaster is located, why
is occurs, and its frequency.
Design a solution for the people of
the area that will alleviate the
problems caused by plate
tectonics. You may focus on crop
management, shelter, evacuation
strategies, or protection from the
disaster itself. Create a Google
Slide presentation to share your
results.
Danielle Aguilar

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