Increasing Your Capacity to Provide… Fostering an AP Culture Jason Koerner

Who we are Jason Koerner, assistant principal, Lincoln High School -10 years in education -Social Studies teacher -AP Coordinator -AP Reader/Table Leader -Assistant principal

Today’s Takeaway- Make a plan AP Culture Student- Centered Training Communication And Support Training Communication And Support Registration Communication And Support Curriculum Communication And Support

What do you want?

Students2050 Students 30% Minority 17% Free/Reduced Lunch 36% Minority 21% Free/Reduced Lunch th Grade English Honors Students th Grade English Honors Students 1500 AP Exams Tested2100 AP Exams Tested 49% Tests scored 3+ 54% Students scored E&E49 E&E (80% Tested)

Summer 2009  Veteran, isolated staff due to leadership changes.  Well educated, diverse community.  “A” School, and know it.  Limited access to AP Choice Program.  SREB Consultation Strong AP Program  Varying “AP Mindset” Teaching in 1980’s Students mask deficiency in teaching

For You (Road Blocks)

Changing Culture AP Culture Student- Centered Training Communication And Support Registration Communication And Support Curriculum Communication And Support

Curriculum  Course Offerings  Course Progression  Teaching Assignments  Communication

What do you do? (Curriculum)

Course Offerings  Review current offerings, develop new offerings What do students take? Why? What do students want? How do you know? Do you use AP Potential? Do other courses support your advanced coursework?

AP Course Progression  Review and develop progression. Does your current progression prepare students for future advanced coursework? Does your progression address the varying interests and abilities?

Teaching Assignments  Choosing teachers to benefit students Do you have conversations with teachers about teacher placements? Do you place teachers in courses that match their abilities and student goals? How do you foster an expanding advanced curriculum with teaching assignments?

At Lincoln Offerings  What do students take/want? Survey  No new course offerings- already diverse  (27 AP courses.)

At Lincoln Progression  9th grade Honors English/World History  9 th -12 th AP progression 9 th GradeEnvironmental Science (50 Students) 10th GradeEuropean History (200 Students) Art History (200 Students) Human Geography (100 Students) 60% of all 10 th graders enrolled in courses above. 11 th Grade 12 th Grade Biology/Chemistry/Physics (130 Students) Psychology (240 Students)

At Lincoln Teaching Assignments  9 th grade “Center,” with counselor.  Hand-selected/trained 9 th grade teachers.  Hand selected/trained AP and feeder teachers with AP “Attitude.”  Individual end-of-the year conversations with all teachers.

At Lincoln Teacher Support  Office Hours  Test Days  Academic Contracts  Test Corrections Student Support  Summer Camp  Peer Tutoring

For You (Strategize for Curriculum)

Registration  Open access to AP Courses  AP Potential  Communication

What do you do? (Registration)

Open Access to AP Courses  Have a process that fosters expansion Do teachers have to sign for student placement? Do students opt in or do you ask them to opt out of advanced coursework?

AP Potential  Utilize the availability (free) of AP Potential Which students in your school participate in the PSAT? Are you taking advantage of the various tools inside AP Potential that can expand AP registration?

At Lincoln  Administration develops and communicates registration plan to feeder schools, faculty, and students in early Spring.  Teacher signatures are recommendations, students and parents make the decision.  Students must opt out.  Online course catalog outlining courses consistently.

At Lincoln  AP Potential  9 th -11 th grade students take the PSAT, paid by school (9th and 11 th ).  AP Potential data and letters used to involve teachers, parents, students, and guidance.  Teachers and Guidance designate advisement times to meet with students individually.

For You (Strategize for Registration)

Training  Trainings through College Board  Localized Training  Communication

What do you do? (Training)

Trainings through College Board  Support your teachers through professional development Do you utilize College Board’s weeklong trainings? How often? For whom? Do you have any teachers that participate in AP scoring? How are they supported/utilized?

Localized Trainings  Support your teachers through professional development Do you have a professional development vision for your teachers, specifically AP? What resources are available to create localized trainings for AP teachers?

At Lincoln Trainings through College Board  All AP teachers must receive weeklong training before they begin teaching an AP course and once every three years (Paid by school).  Feeder and “Back Up” Teachers attend weeklong trainings.  6 AP readers, 2 Table Leaders (Paid Leave). Used as resources for localized trainings.

At Lincoln Localized Trainings  Clear annual professional development goals communicated during pre-planning and throughout the year.  AP Central resources (Curriculum mapping, assessments) and Instructional Planning Report training (Data).  Summer workshop and county trainings.

At Lincoln  AP trainings are not course specific, or limited to AP teachers! Vertical Teaming inside of a school. Vertical teaming with feeder schools. Grade level training across disciplines.

For You (Strategize for Training)

Questions? Jason Koerner

Changing Culture AP Culture Student- Centered Training Communication And Support Registration Communication And Support Curriculum Communication And Support