 LTC Pamela Donehew – Director of Instruction/IB Coordinator designate  Dr. Maria Clapp – Director of Counseling  Major Penny Schroeder – Math Dept. Chair/DE Math Instructor  Captain Hellen Harvey – IB Film Study/DE English Teacher  Captain Natasha Arbelo-Fredericks – Counselor/DE, AP  Captain Tina Hodges – Testing Coordinator

 LTC Pamela Donehew – Director of Instruction/IB Coordinator designate

What is the process to teach AP – Courses – and who are the teachers?  Choose a course and add it to your catalog  Select a Teacher  Register Students  Obtain Course Materials  Complete AP Course Audit Requirements  Attend AP Professional Development  Launch the Course

Advanced Placement AP  Challenging courses that require rigor  Certified Teachers – attend AP training (not required)  Students may select any courses offered – not a program  Some courses require prerequisites  Courses which culminate with an exam administered at SMA  Course grade and exam score are two separate items  AP course weighted like Honors classes  Exams are paid for by SMA  Scores range from 1-5  AP Courses are offered online through FLVS & students would test at SMA  Colleges vary in acceptance – most require 3 as minimum to accept for college credit

Advanced Placement – AP College Board offers 34 different courses – SMA offers 7  AP English Lang  May 13 8 a.m.  AP English Lit  May 6 8 a.m.  AP Human Geography  May 15 8 a.m.  AP Psychology  May 4 noon  AP Calculus AB  May 5 8 a.m.  AP Environmental Science  May 4 8 a.m.  AP Physics  May 6 noon

 Major Penny Schroeder  Introduction to DE  Mathematics

What is Dual Enrollment?  Credit accepted at all Florida state schools  May/may not be accepted at out of state schools  Course grades are weighted  Free college credits  Dual Enrollment at SMA vs SCF  No exam to pass for credit  College level courses with college level atmosphere and expectations

 Captain Hellen Harvey  English

ENC writing argument and research ENC – literary analysis ENL – British Literature – Beowulf to Shakespeare ENL – British Literature – Romantic period to present day No final exams The Gordon Rule– 6000 words in writing PERTFCATSATACT Writing Reading

SMA Dual Enrollment Information for State College of Florida Captain Natasha Arbela-Fredericks, Counselor AP/DE

What is Dual Enrollment?  High school Juniors and Seniors enroll in college course to satisfy both high school and college Associates in Arts requirements.  Courses taken at SCF and SMA will be on their college transcript and transfer to other colleges and universities.  Grades earned in SCF courses will be reflected on both the high school and college transcripts and will affect both GPAs.  Sophomores are currently eligible for Dual Enrollment Math and English on SMA campus only.

Early College Program Dual Enrollment (Part-time SCF):  A minimum of 2 SMA classes are required.  Combined SMA and SCF classes must not exceeded 4 per semester.  Students may take…  2 SMA classes and 2 SCF courses. OR  3 SMA classes and 1 SCF. Early Admission (Full-time SCF):  Is a form of Dual Enrollment which eligible seniors enroll at SCF full-time.  Students must enroll in a minimum of 12 credit hours but no more than 15 credit hours per term.

Eligibility Requirements  3.3 cumulative unweighted GPA prior to the registration deadline.  Meet all published deadlines.  Found on both SMA and SCF’s websites  Have qualifying test scores on either;  PERT – Post secondary readiness test  SAT  ACT  FCAT

Qualifying Test Scores  College Level English  Writing Score  ACT – 17  PERT – 103  SAT – 440  FCAT – 262  Reading Score  ACT – 19  PERT – 106  SAT – 440  FCAT – 262  College Level Math at SCF  ACT – 20  PERT – 123  SAT – 510  College Math at SMA  ACT – 19  PERT – 114  SAT – 460

Enrollment Process  Meet with Counselor to confirm eligibility  Sign SCF Dual Enrollment Policies for Sarasota Military Academy  Submit original Early College Application to SCF  Submit qualifying test scores (or take PERT by appointment)  Meet with Counselor to get High School Early College Approval Form  Submit High School Early College Approval Form to SCF  Register for classes at  Submit Student Detail Schedule to Counselor

Enrollment Deadlines  Spring 2015  December 1, 2014  Includes application, approval forms and placement testing.  Spring Registration opens TBA  The spring deadline is for ALL Early College students.  NO EXCEPTION WILL BE MADE TO THIS DEADLINE

 LTC Pamela Donehew – Director of Instruction/IB Coordinator designate

IB – Mission The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB programs promote the education of the whole person, emphasizing intellectual, personal, emotional and social development.  The attributes of the learner profile express the values inherent to the IB continuum of international education. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective

IB  Designed for students aged 16 to 19  (Grades 9 – 12)  Diploma students take six subjects plus they write a 4,000 word extended essay, complete a course in theory of knowledge, and complete a number of creativity, action and service (CAS) projects.  Rigorous and relevant curriculum  The diploma is well recognized by the world’s leading universities  Up to 36 college credits for coursework

What does the Diploma Programme curriculum contain? The curriculum contains six subject groups together with a core made up of three separate parts.  Three subjects are studied at higher level.  Three subjects are studied at standard level.  All three parts of the core— extended essay, theory of knowledge and creativity, action, service—are compulsory and are central to the philosophy of the Diploma Programme.

What does research tell us about the Diploma Programme? How will the Diploma Programme impact my high school experience? Will participating in the IB Diploma Programme help me get into college? How well will the Diploma Programme prepare me for college? 01 January 2012

What does the research say about the impact of the IB on students’ experience in high school? 01 January 2012

IB students are more engaged in high school A 2009 study compared the academic, emotional and social engagement of IB students against non-IB students in eight IB high schools. It also compared IB students to non-IB students in a national sample. 01 January 2012 “Across each of the domains of student engagement, IB students rated their levels of engagement more highly than non ‐ IB students. This held true for both the targeted sample of eight schools, as well as the national sample.” On all measures IB students were more engaged in school than non-IB students.

What does the research say about the Diploma Programme impact on college admission and enrollment? 01 January 2012 By Ad Meskens (Own work) [CC-BY-SA-3.0 ( or GFDL ( via Wikimedia Commons

IB students more likely to attend selective colleges In a 2012 study of diverse alumni from IB programmes in Chicago public schools, researchers from the University of Chicago found that, compared to a matched sample, DP students are more likely to: enroll in college attend a more selective college stay enrolled in college. 01 January 2012 This study suggests that IB students are not only going to better colleges in greater numbers but are performing better once there.

IB students more likely to attend selective colleges A 2011 study of almost 25,000 IB Diploma and certificate students found: 01 January 2012 IB students were more likely than the national average to attend college full-time, with nearly 70% attending selective or more selected colleges.

What does the research say about the IB impact on college preparation? 01 January 2012 By Hoodr (Own work) [CC-BY-SA-3.0 ( via Wikimedia Commons

IB students more prepared for college 2012 study of Chicago public schools interviewed Diploma Programme alumni and found that: 01 January 2012 Students reported they felt prepared by the Diploma Programme to succeed in college. Students reported that they: felt prepared to succeed and excel in their coursework had strong academic skills, especially related to analytical writing learned academic behaviours like work ethic, motivation, time management, and help-seeking that were sources of strength in the transition to college-level work identified preparation in the IB programme as the source of their success as college students.

IB students graduate from college at higher rates 01 January 2012 The 2011 study of IB students’ experiences after high school found that IB students graduated from college at higher rates, with 81% of IB students graduating within 6 years of enrolling full-time at a 4-year institution, compared to the national average of 57%.

01 January 2012 University or college IB students acceptance rate Total population acceptance rate IB students vs total population University of Florida82%42%+40% Florida State University92%60%+32% Brown University18%9%+9% Stanford University15%7%+8% Columbia University13%9%+4% University of California - Berkeley58%26%+32% Harvard University10%7%+3% New York University57%30%+27% University of Michigan - Ann Arbor71%51%+20% University of Miami72%30%+42% Source: IBDP Graduate Destinations Survey 2011/12 conducted by i-graduate International Insight Strictly copyright © IGI Services 2011

01 January 2012 Source: IBDP Graduate Destinations Survey 2011/12 conducted by i-graduate International Insight Strictly copyright © IGI Services 2011 University or College IB students acceptance rate Total population acceptance rate IB students vs total population Cornell University31%18%+13% Duke University28%16%+12% University of Pennsylvania24%14%+10% Yale University18%7%+11% University of Central Florida90%47%+43% Boston University70%58%+12% University of California - Los Angeles48%23%+25% University of Virginia64%32%+32% UNC Chapel Hill63%32%+31% Princeton University16%8%+8%

01 January 2012 Source: IBDP Graduate Destinations Survey 2011/12 conducted by i-graduate International Insight Strictly copyright © IGI Services 2011 The average acceptance rate of IB students into university/college is 22% higher than the average acceptance rate of the total population. The acceptance rate of IB students into Ivy League institutions (Princeton, Yale, Brown, Harvard, Columbia, Cornell, Dartmouth, University of Pennsylvania) is between 3% and 13% higher compared to the total population acceptance rate.

 LTC Pamela Donehew – Director of Instruction/IB Coordinator designate  AP  DE  IB  Q & A