bisd pre ap/ap vertical district team work birdville high school june 10-13

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.

From a Systems Perspective

Teaching and Learning Process Model

Curriculum (State Standards and

AP Standards)

Students(Produce high-quality work)

AlignedResources and

Materials

Methods andStrategies

(high yield)

Teachers(Planning for Learning)

Organization(Structures-how

students do their work)

State Assessment/ AP Assessment

(level of distinction)

AlignmentINPUT

OUTPUT

Copyright by: Elizabeth A. Clark, Ed.D

Reflective Practice about Lesson Design & Results

Vertical Teams Goals

AP teachers/coordinators will facilitate vertical groups and alignments using their syllabi.

Day 1Focus on progression of skills alignment using the collection of BISD common course syllabi necessary from an array of subjects.

Day 2Focus 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 WeekBHS 8:30-3:30 Lunch is 11:30-12:30

Social Studies

Science ELA Math

Monday, June 10

Pre AP/AP Vertical Work-Day 1


Holistic Scoring Curriculum Writing 8th grade

Tuesday, June 11


Pre AP/AP Vertical-Day 2

Pre AP/AP Vertical Work Day 1


Day 2 teams40 minPLC’s in Action

Wednesday,June 12

History/Geography Alive Part 1

Flipped Classroom

ELAR OER (AM)Socratic Seminar(PM)

Bea Luchin

Thursday,June 13

History/Geography Alive Part 2

Reading With Science



Day 240 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 FutureThe 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 ExamExperiencing 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

Reactions Implications

Research shows simply sitting for the exam will increase the likelihood of success in college

3-2-1 BridgeWhat should a Pre AP/AP classroom look like?

On the back of your file folder, draw a 3x3 table like this:

321

3-2-1 Bridge Part 1: Before Work Part 2: After Work

3Words

Generate 3 words that come to mind when you think about the Pre AP /AP classroom.

2

QuestionsGenerate 2 questions that come to mind when thinking about the Pre AP /AP classroom.

1

Metaphor/SimileCreate a metaphor or simile to represent your current perception of the Pre AP/AP classroom.

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 L II LIII L II LIII L II LIII

G3 83% 23% 74% 20%

G4 75% 21% 71% 16% 73% 7%

G5 76% 13%

G6 72% 20% 76% 14%

G7 81% 19% 68% 2% 75% 6%

G8 79% 17% 68% 16%

What Can We Learn From This Data?

Birdville ISD EOC

ENGLISH I RDG ENGLISH I WRITING ENGLISH II RDG ENGLISH II WRITING

L II LIII L II LIII L II LIII L II LIII

72% 13% 55% 2% 84% 29% 60% 2%

ALGEBRA 1 GEOMETRY ALGEBRA 2

L II LIII L II LIII L II LIII

85% 14% 89% 18% 99% 76%

W GEOGRAPHY W HIST

L II LIII L II LIII

82% 19% 79% 11%

BIOLOGY CHEM

L II LIII L II LIII

91% 14% 91% 14%

Subject 2010 2011 2012

Biology 22 16 17

Chemistry 42 37 51

Env Sci 10 6 28

Phys B 19 27 25

Total 23 21 30

AP Science ResultsPercent 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 ELA ResultsPercent 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 Math ResultsPercent 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

Grand Total 31 39 43

AP Social Studies ResultsPercent of 3’s or higher

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 -Four open-ended short answer per semester

-Five timed assessments per semester -Multiple choice: 5 choices -Five open-ended short answer per semester

Five timed assessments per semester -Multiple choice: 5 choices -Five 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 WritingThe 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

http://schools.birdvilleschools.net/Page/29905



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