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WELCOME TO PACE Welcome to the Program in America and California Explorations (PACE) at John F. Kennedy

High School. PACE is a California themed college preparation program with an emphasis on

Advanced Placement courses. The program has come a long way since 2002, when former state

senator and state secretary of education, Gary Hart founded PACE. All PACE students are required

to take three Advanced Placement classes, and are encouraged to take additional AP courses. In

addition, PACE juniors choose either AP US History or Honors US History. Although PACE

emphasizes its California themed humanities base, PACE also is making math and science a priority.

JFK has long been known for its stellar math and science programs. There are many special features

of PACE that this brochure points out. I believe PACE to be the best program in the district when it

comes to not only preparing students for college, but also preparing students to be successful in

college. I am proud of the community PACE creates amongst its students, parents, and teachers. I

am also proud of the accomplishments of our PACE students in and out of the classroom while at

JFK, college, and the real world after college. PACE has a lot to offer both academically and

socially, and I hope you become a part of this unique and special program.

Todd Whalen, PACE Director

WHAT IS PACE? Program in America and California Explorations (PACE) is a small learning community at John F.

Kennedy High School. PACE offers students a four-year advanced academic program. The goal is

to ensure that all PACE students are prepared to

attend and succeed at competitive four-year

colleges and universities. Each PACE student

takes a rigorous college-prep curriculum

(including Advanced Placement and honors

classes in English, history, science, math, and

foreign language) and uniquely designed

English and history courses with an emphasis on

California history, government, and literature,

emphasizing writing across the curriculum. The first item college and university admissions

counselors look at is a student’s GPA in conjunction with the rigor and challenge of his or her course

schedule.

WHAT MAKES PACE DIFFERENT?

Small Community of Learners – PACE students get the best of both worlds: PACE English

and Social Science classes are pure PACE students and are grouped together in one part of the

campus so students benefit from a close-knit environment, yet have access to all the benefits of a

large school. Part of the PACE program includes opportunities for teambuilding and new

friendships.

“PACE taught me to take the initiative to develop and expand my horizons beyond just reading textbooks. As a result, I am prepared to take my academic development to the next level.” – Edmund Y., PACEr graduate of University of California Davis

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Danny Healow, Class of 2009

I attended the University

of California Berkeley.

I work as a legal

assistant at Google, Inc.

Mostly, I miss the

teachers, who were always willing to offer help when you need it.

Yes, it was challenging in PACE because you are

surrounded by some of the best and brightest students of the Sacramento area and the instructors set high goals.

PACE prepared me for a strong academic

performance my freshman year of college and beyond.

The advice I have for graduating seniors is start using a calendar and work on developing good time management skills. You will need them. Studying at UC Berkeley

was the single experience that transformed me. Encountering some of the smartest students in the world pushed me to challenge myself more than ever, set higher goals, and find success even in failure.

Accessible teachers,

inquisitive students and beneficial coursework

describe PACE.

Academic Support – PACE supports its students by offering several “safety

nets” when needed. PACE core teachers are available

both before school, lunch, and after school to provide

individual tutoring or just a quiet place to study. PACE

teachers are also accessible through email to work with

parents in ensuring their student’s success. PACE offers

summer AP “boot camps” to help prepare students who

are taking AP World History and AP or Honors US

History.

Access to Extensive Advanced Placement Curriculum

– PACE encourages students to take advantage of the

wide variety of Advanced Placement (AP) classes that

JFK has to offer. PACE students are required to take AP

World History their sophomore year, AP English

Language and Composition their junior year, and AP

Government their senior year. In addition, PACE juniors

choose between AP US History or Honors US History

their junior year. Remember, the first item college and

university admissions counselors look at is a student’s

GPA in conjunction with the rigor of his or her class

schedule. Students are encouraged to take additional AP

classes choosing from the many offered at JFK, such as

biology, chemistry, physics, calculus, English literature

and composition, Spanish, and many more.

WHAT ARE AP COURSES AND WHY ARE THEY SO IMPORTANT? Advanced Placement (AP) courses can save you time and

money in college. They can also give you an edge in the

applicant pools of highly selective colleges and universities.

The national AP program is administered by The College

Board. Participating high schools have been approved to

teach AP courses based on the academic quality of their

college-preparatory, or as it is commonly known today,

honors curricula. Some high schools offer only a few APs;

others can offer a dozen or more.

AP courses are college-level courses, taught with college

textbooks and exams, that can give a student college credit in

the form of advanced standing when a student enters college

their freshman year. There is an end-of-course AP final on

which a student has to score a 3,4, or 5 (depending on the

college to which the student is applying) in order to get

college credit. Some colleges will recognize a score of 3 as

qualifying for credit. Most, though, require a score of 4 or 5.

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Lyndsie Harris, Class of 2007

I attended the University

of California Berkeley.

I work as a Senior

Warehouse Manager, Tier 2 Logistics with Anheuser-Busch.

Mostly, I miss the

cultural trips and experiences.

Yes, it was challenging in PACE because the excellent

teachers pushed us out of our comfort zones and

demanded a lot of us, but made the environment so fun that it didn’t always feel like a task, it was exciting to learn.

PACE prepared me for a rigorous college

experience and the ability to balance many different activities and still succeed.

PACE taught me to

explore a wide range of topics and to always strive to grow my world view.

When I was in college I studied civil engineering,

joined a sorority, worked part time at a clothing store, played on several intramural soccer teams, and had an amazing time.

AP college credit is a good buy. At this writing, an AP course can be taken for the price of

registering for the final exam, which is less than $100. You will find that price hard to beat when

looking for deal on college credit.

Another aspect provided by AP courses is a preview of college-

level work. If you have any doubts about doing well in college, an

AP course can confirm them or put your mind at ease. They are a

lot of work and require much reading, writing, problem sets, and,

for the science courses, lab time. They will give you a real feeling

of accomplishment, though, when you are done.

A reasonable schedule might be to take one AP in the sophomore

year, two in the junior year, and two or three in the senior year.

Most students aspiring to the very best colleges and universities

graduate with five or more AP courses on their transcripts.

Remember, to college admissions people, a B in an AP course is

worth more than an A in a lesser course.

Taken from http://www.collegeconfidential.com

SPECIAL FEATURES OF PACE

Summer Program for Incoming Ninth-Graders – The

PACE experience begins on the campus of California State

University Sacramento with a mandatory enrichment program

designed for incoming freshmen. The four classes center on

activities in literature, geography, and writing. The summer

program provides a unique opportunity for PACE students to

establish friendships, work with PACE faculty and begin the

transition to high school.

School Year Field Trips – During their four years in

PACE, students attend one or more field trips per year. Field trips

have included university tours, live theatrical productions, history

and art museum visits, state park outings, and explorations of

historical sites. Also, out of the region field trips (such as tours of

East coast colleges, Ashland’s Shakespeare Festival, Europe,

Asia, and South America) are offered.

Writing Program – PACE requires extensive reflective

and academic writing from all of its students. The emphasis on

writing begins during the freshman Summer Program: incoming

freshmen explore and practice the two genres of writing

(reflective and academic) they will use extensively throughout

their PACE core classes. Several reflective essays are assigned

each year, wherein a student draws connections between required

PACE events (field trips, cultural events, community service) and

their own learning and worldview. These essays are critical steps

for students to assert themselves on the page with maturity and

confidence for college applications, internships, and the

workforce. Additionally, students regularly write academic

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papers for both history and English courses. All PACE teachers in these core classes explain

and emphasize the organization, conventions, and synthesis techniques necessary for students to

succeed in academic writing, particularly on the kinds of researched, argument-based responses

required for AP exams and in college.

Speaker Series – PACE students are given the opportunity to attend question and answer

sessions with prominent leaders. Past speakers have included Ron George, Chief Justice of the

California Supreme Court, Phil Angelides, State Treasurer of California, Doris Matsui,

Congresswoman from Sacramento, Sister Helen Prejean, and Bob Graham, former US Senator

and Governor of Florida. In the spring of 2013 freshmen and senior PACErs were privileged to

attend a special screening of an award winning documentary about form California governor Pat

Brown. California State of Mind: The Legacy of Pat Brown was produced and directed by his

granddaughter Sascha Rice who was on hand after the screening to answer questions about her

grandfather, her political family (daughter of Kathleen Brown, niece of Governor Jerry Brown)

and the movie business.

Investment in the Community – A

PACE education encompasses not only

academic rigor, but also citizenship

through social responsibility. A

community service requirement (thirty

hours per school year) encourages PACE

students to learn about matters outside

the classroom and provides them the

opportunity to give back to their

community through meaningful service that benefits the needy.

Cultural/Civic Events – There is a rich array of cultural and civic activity occurring in the

Sacramento area. PACE students are required once each semester to attend a cultural or civic

event and write a reflective essay about their experiences. Attending these events provides

opportunities for PACE students to learn more about their community and to expand their

cultural and civic horizons, and to articulate their perspectives.

Book Club – PACE encourages its students to read widely and to explore new literary horizons.

During their freshman and sophomore years, PACE students participate in several small-group

book clubs led by community volunteers. This allows an opportunity for detailed discussion of

works of important and popular literature (fiction and nonfiction) in an informal setting. Some

book club groups read works by local authors and, in some cases, the authors have visited the

book groups. This includes the late Eva Rutland, author of When We Were Colored and Naida

West, author of River of Red Gold. When PACErs read Zeitoun by Dave Eggars, Mr Eggars

spoke at JFK and signed PACE student’s books.

Internships – The Practical Politics Internship allows seniors to gain firsthand experience in

government by working at city, county, or state agencies, including the governor’s office. The

program has recently expanded to the private sector, with internships at a pharmacy,

architectural firm, financial planning office, and other places of business in the Greenhaven and

Sacramento area.

Partnership with Sacramento State Honors Program – PACE enjoys a special relationship

with the Honors Program at Sacramento State. This program provides students with an

academically challenging liberal arts course of study and a close-knit community of students

and faculty. Our relationship with the Honors Program allows PACE to use the Sacramento

State campus and facilities during our Freshmen Summer Program. Representatives of the

“I found that there was more to this program than field trips. I found that my classmates were my motivation and my inspiration. … I found my place in this family and I can’t wait to see what everyone has done at our reunion!” – Dianna S., PACEr graduate of University of California, Berkeley

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Honors Program articulate with the PACE faculty. Each spring students from the Honors

Program (including PACE alumni) present information about the program to PACE seniors.

Just For Fun – PACErs have many opportunities to socialize and celebrate their achievements

at formal and informal events, including PACE dances, assemblies, year-end celebration and the

annual senior trip to Disneyland Grad Nite.

Students can choose from over twenty clubs to join at JFK. Clubs range from Chess Club and

National Honor Society to Badminton Club and Chinese Food Club. If there is not a club

offered in an activity you are interested in, you may start the club with the help of a faculty

sponsor. Many of JFK’s most unique and specialized clubs over the years have been created in

this manner. School clubs are an excellent way to become involved on the school campus and

learn social and leadership skills.

SUCCESSES AND ACHIEVEMENTS

Percent of Students

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

University of California 41 39 34 36 26 34 34 27 28 23 California State University 18 11 18 27 16 23 25 30 39 50 California Private Colleges 6 7 5 10 5 5 2 3 6 4

Out-of-State Colleges 3 4 3 1 8 5 10 13 7 7 Community College 30 37 40 26 42 42 27 25 19 15

Military - - - - 2 - 1 1 1 - College placement for PACE – 95% of the PACE class of 2015 applied and were accepted by

one of more four-year colleges of universities. Each student elects which school to attend based

on many factors; including academic offerings, family considerations, and future plans. The

PACErs who chose not to attend a four-year college or university are attending a community

college with plans to transfer to a UC or CSU.

Last year PACErs passed 482 Advanced Placement tests, which is an 82% pass rate.

100% of PACErs take a minimum of three Advanced Placement courses during their high

school experience.

AP Scholars 2015

AP Scholars with Distinction

Passed 5 or more AP Tests 18

AP Scholars with Honors

Passed 4 AP Tests 30

AP Scholars

Passed 3 AP Tests 50

Anecdotal evidence from PACErs currently enrolled in college and graduated from college

indicates those PACE alumni feel their PACE experience made the adjustment to the rigors of

college much easier in comparison the fellow students who did not have a PACE like

experience in high school. (check out the sidebars)

In 2015 PACEr Wendy Ma was awarded the PG&E Bright Minds Scholarship to Massachusetts

Institute of Technology.

In 2014 PACEr Matthew Fukuhara was awarded a $180,000 ROTC scholarship to UC Davis.

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In 2013 PACEr Keegan Pincombe was a National Merit Scholarship winner to University of

Santa Clara.

In 2012 PACEr Raymond Chan was awarded over $350,000 in scholarships to Stanford

University.

In 2006 PACEr Lyndsie Harris was one of only 26 students in the nation to achieve a perfect

score on the ACT test.

A MATTER OF RIGOR PACE believes that a rigorous curriculum raises the bar for student achievement and helps students

grow; but what exactly is “rigor”? Rigor is the goal of helping students develop the capacity to

understand academic content that is complex, provocative, interpretive, and personally or

emotionally challenging.

Some forms of academic content, like molecular biology or economics, are complex: composed

of interacting and overlapping ideas (think

cellular respiration, the structure of an ecosystem,

or the causes of depressions or recessions).

Other forms of academic content are provocative:

conceptually challenging, dealing with dilemmas,

engaging you in identifying problems, conducting

inquiry, and taking positions.

Still other forms of academic content, like

modern poetry, primary source (research)

documents, and statistics, are interpretive: open to multiple meanings that must be examined,

interpreted and sorted into patterns of significance.

Finally, some content is personally or emotionally challenging for a student.

Rigor is not:

defined by severity or hardship.

a return to old ineffective ways.

about higher-order thinking alone – it is about the content that leads to higher-order thinking.

a measure of the quantity of content to covered. (Instead, rigor is a measure of that content’s

quality.) Adapted from “Teaching What Matters Most” (Richard W. Strong, Harvey F. Silver, Matthew J Perini)

PACE believes rigor is a balance of the type of work assigned and the expected quality of that work.

A student engaged in a rigorous class experience demonstrates depth of inquiry, depth of

understanding, and breadth of application.

Depth of

Inquiry

Depth of

Understanding

Breadth of

Application

“The unexamined life is not worth living” – Socrates

“Do you have the patience to wait until the mud clears and the water is clear?” – Lao Tzu

Genius [is the] intuitive perception of the similarity in

dissimilar [things].” - Aristotle

PERSISTENCE PATIENCE RISK TAKING Keep asking the next question.

Don’t expect the answer to appear immediately.

Take what you learned somewhere new.

DD

“In short, Stanford has been a wonderful opportunity, made possible by the strong academic foundation provided through GATE programs and from the dedicated teachers and staff at JFK PACE.” – J. Rains, parent of PACE alumni

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SAMPLE COURSE SCHEDULE Freshman Summer Program (mandatory)

Literature

Writing for the Academic Voice

Writing for the Artistic Voice

Geography

Freshman Year

PACE History 9

Advanced English 9

Molecular Biology

appropriate level math

World Language level 1

Physical Education

Sophomore Summer Program (optional)

AP World History prep

Sophomore Year

AP World History

Advanced English 10

appropriate level science

appropriate level math

World Language level 2

Physical Education

Junior Summer Program (optional)

AP/Honors US History prep

Junior Year

AP or Honors US History

AP English Language and Composition

appropriate level science

appropriate level math

World Language level 3

Fine Art

Senior Year

AP Government/Economics

AP English Literature and Composition or

Honors English 12P

appropriate level science

appropriate level math

Elective

JFK offers a wide variety of courses to choose

from. Some courses are offered based on

enrollment numbers.

Science

AP Biology

Cellular Biology

Chemistry/AP Chemistry

Human Anatomy & Physiology

Earth Science

Physics/AP Physics

Mathematics

Math I

Math II

Math II Plus

Math III

Math III Plus

Senior Math

Precalculus

Trigonometry

AP Calculus AB

AP Calculus BC

AP Statistics

World Languages

French/AP French

Japanese/AP Japanese

Latin/AP Latin

Mandarin/AP Mandarin

Spanish/AP Spanish

Art

Beginning/Intermediate Art

Beginning/Intermediate 3D Art

Beginning/Advanced Architectural Design

Graphic Illustration & Design

AP Studio Art

Music & Performing Arts

Band

Choir

Jazz Ensemble

Orchestra

Theater/Drama

Other Offerings

Competitive Speech & Debate

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Forensics & Debate

Practical Politics Internship

Psychology

ROTC

Yearbook

HOW DOES A STUDENT APPLY FOR ADMISSION TO PACE? Applicants apply online at www.jfkpace.org, http://jfk.scusd.edu/paceapp, or www.scusd.edu.

Applicants will complete the online registration form and download and print the remainder of the

application packet. Each part of the application process must be completed by 3:30pm, January 19,

2016. Each student applicant is required to write one short essay. Student transcript, CAASPP score

report, extra-curricular activities form, and attendance and behavior reports must be submitted. In

addition, two recommendation forms, one completed by a history or English teacher and the other by

a math or science teacher, must be forwarded to

the PACE office.

PACE ADMISSION CRITERIA Students will be selected into the PACE

program based on an Eligibility Index. An

applicant must have a 3.00 or above GPA at

time of application and 7th

grade CAASPP

scores of or above 2545 in English Language Arts and 2567* in math. If a student meets the GPA

and CAASPP scores requirement he/she is ranked based on the following:

The GPA is turned into a three-digit number by moving the decimal point over two places (for

example a 3.5 becomes 350).

7th

grade CAASPP scores are averaged and divided by 5, a perfect score being 552 .

The essay is scored on a 4 point rubric in the areas of Content, Mechanics, and Language

Usage. A perfect score for an essay is 12 x 10 or 120.

The GPA and CAASPP score is added to the essay score for a total perfect score of 1072.

The top 60% of scores are admitted. (provided there are no red flags revealed in behavior,

attendance, or recommendations)

The remaining 40% of applicants are evaluated on the basis of recommendations, extra-

curriculars, behavior and attendance.

If a student believes a paper representation does not reflect his or her true self, and a better

impression can be made in person, a personal interview can be requested by calling the PACE

office and making an appointment.

Complete application packets must be received (not postmarked) at JFK by 3:30pm on Tuesday,

January 19, 2016. Applications received after the deadline will be considered for the waiting pool.

OPEN ENROLLMENT All PACE applicants are required to complete an application packet. However, it is not necessary

for students to open enroll for PACE if they live in the JFK attendance area. For students who

do not live in the JFK attendance area, the open enrollment process must also be followed.

*please disregard 2778 math score printed in previous version of this PACE brochure

“PACE certainly put me through a constant routine of work and thought processes that made the transition to a college education seamless.” – Jared Y, PACEr graduate of University of California, Santa Barbara

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PACE CORE FACULTY There are eight core PACE teachers teaching English and social science. All PACE students will

have these teachers. Math and science teachers depend on each student’s level.

Jonathan Andrews teaches AP World History. He has been teaching since 2004 at JFK. He earned

a BA from the University of Hawaii and a BA from CSU Sacramento.

Mary Jo Baniecki teaches Advanced English 9. She has been teaching since 1995 at JFK. She

earned a BA from California State University Sacramento.

Brian Gleason teaches AP English Language and Composition. He has been teaching since 2003

and has been at JFK since 2004. He earned a BA and MA from CSU Chico.

Tony Pereira teaches PACE History 9. He has been teaching since 1998 and has been at JFK since

2009. He earned a BA from the University of

California Davis.

Jennifer Reynaga teaches AP English

Literature and Composition and English 12P.

She has been teaching since 1992 at JFK. She

earned a BA from UC Berkeley.

Emily Sommer teaches Advanced English 10.

She has been teaching since 2002 at JFK. She

earned a BA from UC Davis.

Todd Whalen teaches AP US History and

Honors US History. He has been teaching since

1989 and has been at JFK since 2004. He earned at BFA from The University of South Dakota and

is National Board Certified.

Brett Williams teaches AP Government and Economics. He has been teaching since 2003 and has

been at JFK since 2006. He earned a BS and MA from UC Davis.

Jennifer Yee, PACE Coordinator, designs and implements field trip activities, coordinates

community service opportunities for students, oversees the admissions process, and serves as an

important liaison for all PACE parents to PACE teachers and the larger JFK community.

Gary Hart, PACE founder (2002), taught at JFK for two years and previously served as a state

legislator for twenty years; he also served in Governor Gray Davis’ cabinet as his Education

Secretary. PACE is grateful to Mr. Hart for his continuing support of the program.

“Looking back, I feel extremely lucky to have been provided with the numerous resources and opportunities available when I was in PACE. Those resources and opportunities were an integral part of my decision to pursue a career to create a stronger national education system like the educational experience I received in Sacramento and specifically in PACE.” – K. Fung, PACE class of 2007, UCLA class of 2011

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Beth Uno, Class of 2007

I attended the University

of California Los Angeles. I completed my teaching credential and Masters at the University of California Davis.

I work as a kindergarten

teacher in the Los Altos School District.

Mostly, I miss the

feeling of community that was created by the teachers and students.

My fondest memory of PACE is going on field

trips with my friends, especially our senior class field trip to Disneyland grad night and the Museum of Tolerance.

PACE prepared me for writing papers and critically thinking at UCLA.

PACE taught me to

think and write critically about history and literature. I interned in Washington D.C. for a subcommittee of the House of Representatives Committee on Ways and

Means when I was in college.

READING LISTS PACE Advanced Placement Literature and Composition and English

12P

Each year each class reads no fewer than 11 of the titles

listed below.

The Epic of Gilgamesh, selected readings

The Bible, selected readings

The Odyssey

Oedipus the King

The Canterbury Tales, selected readings

Macbeth

A Doll’s House

Pride and Prejudice

Metamorphosis

Brave New World

1984

Lord of the Flies

Things Fall Apart

As I Lay Dying

Hamlet

Romeo and Juliet

The Sound of Waves

Short Texts

These are assigned in thematic combination with the

longer texts.

No fewer than 20 major poems.

No fewer than 10 contemporary nonfiction texts of

literary/rhetorical merit.

Summer Reading

Selections change each summer.

PACE Advanced Placement Language and Composition

Each year each class reads no fewer than 5 of the titles

listed below.

Adventures of Huckleberry Finn

Catcher in the Rye

Cat’s Cradle

The Great Gatsby

Narrative of the Life of Frederick Douglass

The Open Boat

A Raisin in the Sun

The Scarlet Letter

Their Eyes Were Watching God

Short Texts

Excerpts and passages from no fewer than 10 of the

following titles are used for stylistic and rhetorical

analysis.

The Color Purple

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Evan Gillogley, Class of 2010

I attended the University

of California Santa Barbara

I work as a Communication Specialists for the Better Business Bureau serving northeast California. I manage the Public Relations and Communications Department, including the website, digital marketing strategies, and the press.

The academic challenge and small learning community of PACE is

what I mostly miss about PACE.. PACE prepared me for the fast-paced work

environment.

The single experience that transformed me the most was when a

teacher counseled me and gave me advice and perspective when I struggled with some personal issues.

PACE taught me to

keep on trying and take a different perspective in each attempt.

When I was in college I realized how well PACE prepared me for life.

The Crucible

Death of a Salesman

A Farewell to Arms

The Fire Next Time

For Whom the Bell Tolls

Invisible Man

Joy Luck Club

The Jungle

Kindred

My Antonia

The Red Badge of Courage

Rereading America (essays)

Sister Carrie

Skinwalkers

The Sun Also Rises

Walden

Students read contemporary nonfiction texts of

literary/rhetorical merit for close analysis.

Short Takes, 9th

Edition by Elizabeth Penfield.

Op-Ed pieces

Feature articles

from major

publications

Notable speeches

PACE

Advanced

English 10

Each year each

class reads the

titles listed

below.

Of Mice and

Men

Fahrenheit 451

Animal Farm

Bless Me,

Ultima

The Tragedy of

Julius Caesar

Short Texts

Contents of the Dead Man’s pocket

The Pedestrian

By the Waters of Babylon

Lamb to the Slaughter

Animal Farm – play version

California Uncovered (selections from various authors)

“As a PACE parent, there were many things I liked about the program. First, PACE makes sure the students study and talk about current events. Being knowledgeable about the world helps them better navigate between fact and fiction. Second, the students become community volunteers. Whether they’re helping out at the Elk’s Lodge, E-waste, or Caroline Wenzel, the students experience giving. Third, PACE prepares the students for college. Even though the workload is incredibly challenging during junior year – and at times I wonder why they’re given so much – I feel that in the end, it’s all worth it.” – Dianna A. parent of PACE alumni

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Excerpts

Political speeches

Dreams from My Father

My Losing Season

PACE Advanced English 9

Each year each class reads no fewer than 5 of the titles listed below.

The House on Mango Street

The Grapes of Wrath

To Kill a Mockingbird

The Tragedy of Romeo and Juliet

The Bean Trees

Flowers for Algernon

Speak

Iron and Silk

A Long Way Gone

The Absolutely True Diary of a Part Time Indian

Tortilla Curtain

I Know Why the Caged Bird Sings

Short Texts

Each year each class reads no fewer than 5 of the titles listed below.

The Most Dangerous Game

The Scarlet Ibis

The Cask of Amontillado

Thank You, M’am

The Gift of the Magi

American History

The Illuminated Landscape

(selections from various

authors)

Students read

contemporary nonfiction

texts of literary/rhetorical

merit for close analysis.

Poetry

Op-Ed pieces

Feature articles from major

publications

IMPORTANT DATES PACE Visitation Days

Wednesdays, December 9 and 16, 2015

PACE Open House

Monday, December 7, 2015

Information concerning PACE Visitation Days

No reservation is needed.

“PACE has been a fabulous program for my daughter. She got the classes she needed to excel in her planned college major (Literary Arts) while being academically challenged. I have seen her become a more well-rounded and confident young lady. The parental participation in this program is phenomenal. In addition, her PACE teachers are second to none, and we have had the pleasure of working with all of them because they make themselves available to both students and parents. I knew my daughter would excel in whatever curriculum [program] she landed, but we feel very blessed that Renee chose PACE and enjoyed it very much.” – Terri S. parent of PACE alumni

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You may park anywhere in the student lot on the west side of campus.

All students must be accompanied by an adult. An adult may bring more than one child; for

example members of a carpool.

Report to the auditorium upon arrival at 8:30. In the auditorium you will attend an orientation

and receive a program listing the classrooms, teachers, and subjects open for visitation.

Visitors are not required to stay for the entire visitation period.