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BISD Pre AP/AP Vertical District Team Work Birdville High School June 10 -13
Why are we here? • You could be thinking—we have tried this a million times in BISD and it never ends up being something we continue. – As defined in the Curriculum Management Plan for BISD vertical teams are composed of identified teacher leaders that represent the various content areas for all subjects and courses. The primary role is to provide leadership while working collaboratively with the content coordinators in the development of an articulated scope and sequence for the various content areas. Pre AP and AP need this articulation to build a cohesive program that leads to student success. • You could be thinking, I wish I were in my PJ’s – You can wear your pj’s as long as they are appropriate. What you create these two days with your teams will serve as the foundation that will guide the continuing work to be done by Pre AP and AP teams.
Teaching and Learning Process Model From a Systems Perspective I N P U T Curriculum (State Standards and AP Standards) Aligned Resources and Materials Alignment Methods and Strategies (high yield) Organization (Structures-how students do their work) Students (Produce highquality work) State Assessment/ AP Assessment (level of distinction) Teachers O U T P U T (Planning for Learning) Reflective Practice about Lesson Design & Results Copyright by: Elizabeth A. Clark, Ed. D
Vertical Teams Goals teachers/coordinators AP facilitate will vertical groups and alignments using their syllabi. Day 1 Focus on progression of skills alignment using the collection of BISD common course syllabi necessary from an array of subjects. Day 2 Focus on progression of content using the collection AP standards by course and standard clarification documents Other Days Content workshops to support Pre AP/AP courses.
Schedule for the Week BHS 8: 303: 30 Lunch is 11: 3012: 30 Social Studies Science ELA Math Monday, June 10 Pre AP/AP Vertical Work. Day 1 Holistic Scoring Curriculum Writing 8 th grade Tuesday, June 11 Pre AP/AP Vertical Work. Day 2 Pre AP/AP Vertical-Day 2 Pre AP/AP Vertical Work Day 1 Wednesday, June 12 History/Geogra phy Alive Part 1 Flipped Classroom ELAR OER (AM) Socratic Seminar(PM) Bea Luchin Thursday, June 13 History/Geogra phy Alive Part 2 Reading With Science Pre AP/AP Vertical Work Day 2 teams 40 min PLC’s in Action Day 2 40 min PLC’s in Action
Seeing into the Future An important premise of Pre-AP is the belief that we can prepare every student for higher intellectual engagement by starting the development of skills and acquisition of knowledge as early as possible. Addressed effectively, the middle and high school years can provide a powerful opportunity to help all students acquire the knowledge, concepts, and skills needed to engage in a higher level of learning.
Preparing for the Future The ultimate goal of Pre AP course is to prepare students for success at levels of distinction on state and Advanced Placement assessments. The AP Examinations are administered each year in May and represent the culmination of college-level work in a given discipline in a secondary school setting. Rigorously developed by committees of college and AP high school faculty, the AP Exams test students' ability to perform at a college level. Most colleges and universities require a college entrance exams such as SAT and ACT.
Sit for An AP Exam Experiencing the exams that our students will take will give insight to the rigorous expectations placed on our students. • In your folders, there are samples of AP questions. • Some of you have 2, some have 4 sample test options • You will have the next 5 minutes to select a test and complete the multiple choice section • Pencils ready, go…. .
Debrief the Experience Research shows simply sitting for the exam will increase the likelihood of success in college Reactions Implications
3 -2 -1 Bridge What should a Pre AP/AP classroom look like? On the back of your file folder, draw a 3 x 3 table like this: 3 2 1
3 -2 -1 Bridge 3 Words Generate 3 words that come to mind when you think about the Pre AP /AP classroom. 2 Questions Generate 2 questions that come to mind when thinking about the Pre AP /AP classroom. 1 Metaphor/Simile Create a metaphor or simile to represent your current perception of the Pre AP/AP classroom. Part 1: Before Work Part 2: After Work
What Can We Learn From This Data? Birdville ISD GRADES 3 -8 STAAR (STAAR ONLY NO OTHER VERSION, ENGLISH ONLY) READING MATH WRITING SCIENCE SOCIAL STUDIES L II LIII L II LIII G 3 83% 23% 74% 20% G 4 75% 21% 71% 16% 73% 7% G 5 76% 13% G 6 72% 20% 76% 14% G 7 81% 19% 68% 2% 75% 6% G 8 79% 17% 68% 16% Birdville ISD EOC ENGLISH I RDG ENGLISH I WRITING ENGLISH II RDG ENGLISH II WRITING L II LIII 72% 13% 55% 2% 84% 29% 60% 2% ALGEBRA 1 GEOMETRY ALGEBRA 2 L II LIII 85% 14% 89% 18% 99% 76% W GEOGRAPHY W HIST L II LIII 82% 19% 79% 11% BIOLOGY CHEM L II LIII 91% 14%
AP Science Results Percent of 3’s or higher Subject 2010 2011 2012 Biology 22 16 17 Chemistry 42 37 51 Env Sci 10 6 28 Phys B 19 27 25 23 21 30 Total
AP ELA Results Percent of 3’s or higher Subject 2010 2011 2012 Eng Lang Comp 53 52 54 Eng Lit Comp 49 52 63 Grand total 51 52 59
AP Math Results Percent of 3’s or higher Subject 2010 2011 2012 Calc AB 48 39 49 Calc AB Sub 88 64 84 Calc BC 75 53 79 Statistics 18 18 39 Grand Total 57 44 63
AP Social Studies Results Percent of 3’s or higher Subject 2010 2011 2012 Macr Econ 24 32 29 US Gov Pol 13 35 44 US Hist 41 45 47 World Hist 45 43 49 31 39 43 Grand Total
What are the implications for the future? STAAR results AP results
Starting point… • We have examined sample items used to assess students at the AP level • We have looked at data and discussed implications • We need a place to start the vertical alignment process. • This is hard work. This is important work. This is work we will not abandon.
Pre-AP Social Studies Skills Continuum: Assessments The student in a pre-AP classroom in BISD is expected to complete at minimum: -Two timed assessments per semester -Multiple choice: 4 choices -Two open-ended short answer per semester -Three timed assessments per semester -Multiple choice: 4 choices -Three open-ended short answer per semester -Four timed assessments per semester -Multiple choice: 4 choices , introduce 5 answer choices -Five timed assessments per semester -Multiple choice: 5 choices -Five open-ended short answer per semester -Four open-ended short answer per semester ·Timed assessments may be formative or summative. ·Timed assessments may measure student performance on an objective test or a writing sample. ·Timed assessments may be District CBAs ·Multiple choice assessment items should include items with rigorous, multi-step solutions ·Multiple choice assessments should be at a challenging reading level ·Multiple choice assessments should include a variety of stimulus items which include: maps, charts, graphs, data, visual images, and excerpts from primary and secondary documents ·Open-ended short answer questions should reflect the cognitive rigor of the TEKS and should give the student opportunity to take a position, pose/answer a geographic question, sequence, identify cause and effect, summarize, make generalizations, and make predictions, etc.
Pre-AP Social Studies Skills Continuum: Document Analysis and Analytical Writing The student in a pre-AP classroom in BISD is expected to complete at minimum: Analyze two sets of documents per semester. Write a thesis statement and paragraph which compares/ contrasts two concepts or regions Analyze two sets of documents per semester. Write one full DBQ essay per year using the resource Mini-Qs in Texas History Analyze two sets of documents per semester. Write two full DBQ essays per year using the resource Mini-Qs in American History, Volume 1 Analyze three sets of documents per semester. Write two full analytical essays which compares/ contrasts two concepts or regions Analyze three sets of documents per semester. Write two full DBQ essays per year using the resource Mini-Qs in World History, Volumes 1, 2 or 3 • Document sets should include a minimum of two primary and/or secondary sources. • Documents may include, but not be limited to, text excerpts, visual images, maps, charts, or graphs. • Document analysis through the use of strategies is encouraged. Students may use strategies such as, but not limited to, ESPN, PERSIA, SPRITE, SOAPS, OPTIC, APPARTS, and SCRIPTED • Students should demonstrate the ability to write a thesis statement, with increasing levels of complexity over time. • Students should be able to take a position and support it with evidence (background historical/geographical knowledge and text evidence from documents) • Students should demonstrate appropriate mastery of English language conventions. (Aligned to ELAR curriculum)
Guiding Documents • Texas Essential Knowledge and Skills per course • AP Standards per course (all will be accessible on my website ) http: //schools. birdvilleschools. net/Page/29905 • Vertical Alignment Document per content area • Standard Clarification Documents per course • Example questions from college entrance exams • Sample PSAT test
The schedule for today: • You will now go to rooms that are listed on a spreadsheet in your folder. • There will be facilitators that will lead your group through the next steps of the process. • Each group have different paths to the work. The facilitators will help you manage the path. • If you need anything– do not hesitate to ask (but I do not have extra pajama’s in my car). • We will meet back in the lecture hall at 3: 15 to wrap up our day