AP History Redesign Project Overview and Status July 14, 2007 AP Annual Conference Las Vegas, Nevada Allison Clark Project Director AP History Redesign

2 The College Board has undertaken a redesign of the Advanced Placement Program (AP) history courses to improve the quality of teaching and learning in the nation's high schools. This talk will focus on the background to this undertaking, the process that has been followed, and the current status of the redesign. Future steps in the process and the time frame for deployment of the redesigned course will be discussed. AP History Redesign Presentation Objective

3 Project Background Overview of Redesign Process Current Status Next Steps Question and Answer AP History Redesign Agenda

4 A National Research Council Report (2002) identified several opportunities to improve math and science education in the U.S. These recommendations are equally applicable to all AP course subjects. Courses should emphasize deep understanding rather than comprehensive coverage. Programs should reflect current understanding of learning in the discipline. Programs should reflect current research directions within the discipline. Courses should include a deep emphasis on inquiry and reasoning. AP Redesign Why Redesign? The National Research Council Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools 2002

5 The redesign project will produce a more inclusive and more engaging program of study for each discipline. To achieve this, the commissions have identified: A coherent and conceptual framework for the course appropriate to the field of history Key historical themes for each course that are to be studied in depth The essential historical thinking skills that are to be supported by instruction and measured on the exams Teaching practices that are most successful at developing understanding Potential ways to incorporate more fully the study of historical scholarship into the course AP Redesign Mission This information will be used to create an overall course experience to: Engage students in the college-level knowledge, skills, and abilities within the discipline Support teachers with professional development opportunities and tools Ensure the receipt of college credit for qualifying student exam performance

6 AP Redesign How will we get there*? PROCESS DESIGN: Redesign process is based on learning methodology, potential risks, and discipline expertise. ESTABLISH FOUNDATION: Disciplinary experts identify the essential reasoning and concepts. PROFESSIONAL DEVELOPMENT: Provide AP teachers with the resources and details needed to teach the redesigned courses. OPERATIONS: Deliver the redesigned course and exam to students, and incorporate into ongoing operational processes. * Example from Cohort 1 COURSE/EXAM MODEL Compile the framework for the course/exam in the form of claims and evidence. CURRICULUM DESIGN ASSESSMENT DESIGN INVOLVE AP AND PROFESSIONAL COMMUNITY: Review approach with and solicit feedback from instructors (secondary and postsecondary).

7 AP History Redesign Process Design The process of AP history redesign has been informed by: A College Curriculum Study conducted to identify opportunities to improve AP by incorporating some of the best examples of successful college curriculum National and select state standards Established learning science approaches to curriculum and assessment design Learning and Understanding (National Research Council, 2002) Understanding by Design (Wiggins and McTighe, 2005) PROCESS DESIGN: Redesign process is based on learning methodology, potential risks, and discipline expertise.

8 AP History Redesign How will we get there? PROCESS DESIGN: Redesign process is based on learning methodology, potential risks, and discipline expertise. Discipline-specific expertise is provided by Redesign Commissions whose membership includes secondary and postsecondary educators and practicing scientists: -- AP European History Redesign Commission -- AP U.S. History Redesign Commission -- AP World History Redesign Commission The role of the AP staff is to develop resources to support and facilitate the work of these teams.

9 AP History Redesign How will we get there? Professional organizations (including the AHA, OAH, WHA, and NCHE) and College Board members identified by consensus the commission members. Each commission is composed of leaders in higher and secondary education with subject-specific expertise. The commission provides input and guidance on: Essential course content Historical thinking skills Instructional practices Redesign Commissions were assembled to provide subject matter expertise and direction for the redesign. PROCESS DESIGN: Redesign process is based on learning methodology, potential risks, and discipline expertise.

10 AP Redesign Establish Foundation Each commission was charged to focus the redesigned AP course on the following goals: Increase depth of understanding by creating a coherent conceptual framework for the course that will allow for greater flexibility in teaching the course Identify essential historical knowledge for each history course Develop student capacity to successfully learn and employ critical historical thinking skills Establish coherence within and across the three history subjects by organizing curriculum, instruction, and assessment using a similar set of historical thinking skills Draw upon current research and theory on learning, instruction, and assessment Create learning programs accessible to students from a broad range of backgrounds Prepare students for success in subsequent college-level courses within history ESTABLISH FOUNDATION: Disciplinary experts identify the essential reasoning and concepts.

11 Course Content Knowledge Historical Thinking Skills Analysis Synthesis Argumentation Chronological Reasoning Themes ( 5 for WH and EH, 8 for USH) Contextualization Interpretation Comparison Chronological Periodization (6 for WH, 4 for EH, 8 for USH) Big Ideas (WH) Narratives (EH) Critical Questions (USH) Integration of Content Knowledge and Skills: Foundation of Redesigned History Course and Exam AP Redesign Redesigned Course/Exam Model--History

12 AP Redesign Redesigned Course/Exam Model Curriculum Design Course Descriptions will clearly define the scope of the learning objectives. Embedded formative assessments will be made available to support progress toward success on the AP Exam. Curricular resources that are clearly connected to the learning objectives will be provided to support AP students and teachers. COURSE/EXAM MODEL Compile the framework for the course/exam in the form of claims and evidence. CURRICULUM DESIGN ASSESSMENT DESIGN Assessment Design The assessment model will support deep learning by emphasizing historical reasoning. Each of the scores within the scoring model will be tied to clear and specific standards for student achievement. The new AP courses and exams will be based on well-defined learning objectives and descriptions of student work that achieves these objectives.

13 AP Redesign Involve AP & Professional Communities Guiding principles of the redesign process are to: Rely upon the expertise of the leading educators and scholars from both higher and secondary education Solicit feedback and input from those most involved with the courses and exams In spring 2008, once a draft course/exam model is available: Review and comment by professional communities Solicit input from a representative sample of AP teachers Involve and consult with higher education communities Make presentations at professional conferences Provide redesign updates on AP Central INVOLVE PROFESSIONAL AND AP COMUNITY: Review approach with and solicit feedback from instructors (secondary and post-secondary).

14 AP Redesign Professional Development The AP Program recognizes that there is an opportunity to provide better tools and development opportunities to the professionals who teach AP courses. The Professional Development program will identify and provide these resources, such as: Complete practice exams for each redesigned course before the launch of all redesigned exams An appropriate sustained professional development experience for AP teachers, to be launched two full years before the launch of the redesigned course Teacher tools, including curriculum modules, formative assessments, and lesson plans, including sharing tools used by existing AP teachers Student tools (print and Web-based) that teachers can integrate into their classrooms PROFESSIONAL DEVELOPMENT: Provide AP teachers with the tools and details needed to teach the redesigned courses.

15 AP Redesign Operations The current approach will leverage the existing process that is followed annually to deliver the AP Exams. The team will explore options to improve the operational processes. The implementation of these operational changes are in the early design stages: The College Board will develop a more flexible administration schedule in response to teacher feedback. Exams will reflect the specific learning objectives that have been identified. Teachers will no longer need to infer learning objectives from Released Exams. Exam score reports will provide descriptions of student performance with regard to the learning objectives measured by the exam. OPERATIONS: Deliver the redesigned course and exam to students, and incorporate into ongoing operational processes.

16 AP Redesign What does this mean for me? There are still many details to be worked out for the redesign. At this point, the following impacts are known: The amount of change differs by exam. Subject-specific details will be provided as available. The AP redesign will include the development and distribution of classroom resources for teachers and students. Redesigned courses will require a new AP Course Audit. The College Board will work with impacted teachers to provide examples and professional development opportunities. Through the AP Course Audit network and AP Central, the project will continue to provide purposeful, direct, and regular updates on any significant changes planned as part of the course redesign. The AP redesign approach provides increased opportunity to involve higher education faculty with the goal of ensuring ever-increasing credit policies across institutions.

17 AP Redesign What does this mean for me? AP instructors and students will have a well-defined set of learning objectives that support deeper understanding. The AP Exams will be congruent with these learning objectives. AP instructors will have tools and professional development opportunities that support learning and success on the AP Exam. The postsecondary community and professional societies will have a better understanding of, and confidence in, the value of AP courses.

18 AP Redesign What does this mean for me? We hope you can help us answer this question and help us learn more about the kind of professional development experiences and resources that will be most helpful to you. Agenda for remainder of session: Breakout groups by subject (30 minutes) World History: Led by Alan Karras, University of California: Berkeley; World History Redesign Commission co-chair; World History Development Committee chair European History: Led by Michael Galgano, James Madison University; European History Redesign Commission co-chair; European History Development Committee chair U.S. History: Led by Lawrence Charap, College Board AP Program, and Judson Odell, College Board Test Development Group discussion (20 minutes)

19 AP Redesign What does this mean for me? Questions for breakout groups to consider: How can AP best support teaching that integrates the historical thinking skills with the key course concepts (big ideas, narratives, critical questions)? What kind of professional development experiences will best serve your needs? What kind of resources for teachers and students will be most useful? How can we ensure that colleges understand and recognize the value of student achievement on the redesigned AP course and exam?