1. WCPSS ADVANCED PLACEMENT

2. Think critically and deeply about a content area while developing the skills and habits of mind to be prepared for both college and careers. WHAT IS THE PURPOSE OF AN AP COURSE?

3.  Develop college level academic skills  Impress College Admission Counselors  Save money  Choose a major sooner  Take more elective classes in college  Add a minor or second major more easily  Increase eligibility for college scholarships WHY TAKE AP?

4. HOW ARE AP COURSES AND COLLEGE COURSES DIFFERENT? ComponentAdvanced Placement College Course Seat Time135 contact hours45-48 contact hours ContentAudit process Assessment for College Credit National Exam for potential college credit Pass the course for credit SupportMore than twice the contact hours to provide ongoing support Generally, office hours Coursework Expectations (Syllabus) Broad expectations and pace Highly defined pace and deadlines

5. 22 PLACING STUDENTS 1: 0-14 2: 14-17 3: 17-19 4: 19-22 5: 22-36

6. Each card represents a student at one of our high schools…  These students were predicted to score in the third quintile with a score range of 17-19, which is below the benchmark score of 22  Sort the cards into two piles: those students who exceeded the predicted score that would be below benchmark and those who underperformed the predicted score range  Let’s check the actual results… take notes as needed STUDENT SHUFFLE

7. StudentPredicted ScoreActual Score Allen17.410 John17.611 Davie17.512 Charles17.912 Jim18.212 Evan19.212 Chuck19.312 Steven17.313 Niles17.314 Clarissa18.014 STUDENTS WHO DID NOT MEET BENCHMARK

8. StudentPredicted ScoreActual Score Mo18.930 Nick18.128 Harvey19.524 Dee 18.929 Stevie19.225 Maddie19.324 Carlton17.624 Dana19.323 Dallas18.823 Carrie17.623 STUDENTS TO EXCEEDED BENCHMARK

9.  What trends do you see?  What questions are raised? TRENDS AND QUESTIONS

10. Placing Students  Teacher Rec  Predicating Coursework  Parent Input  Counselor Advocacy  Student Voice  Student Behaviors/Interest  Assessment Data Barriers  Teacher Rec  Predicating Coursework  Parent Input  Counselor Advocacy  Student Voice  Student Behaviors/Interest  Assessment Data STUDENT SELECTION

11. ACT AS AN INDICATOR

12.  Historical grades  Interest inventories  PSAT  Explore, PLAN, ACT  EVAAS  Grade 8 Reading and Math  English II  Teacher recommendations DATA SOURCES

13. THE VALUE OF MULTIPLE DATA POINTS

14. Common Vision Interest Academic Preparedness Assessment Data Teacher Recommendation PLACEMENT STRATEGIES

15.  Why do 70% of students enrolled in AP Language take the exam while 30% of the students in AP Literature?  AP US History TO EXAM OR NOT TO EXAM…

16.  Consider prerequisites to build skills  Concurrent scheduling to build time  Strategic sequencing to build a depth of learning SCHEDULING

17. POTENTIAL INTEREST IN SOCIAL STUDIES

18.  Common Vision  Culture of Rigor  Strategic Recruitment Strategies NEXT STEPS