1. Department chair meeting
High School humanities department chairs
May 2014

2. Welcome NC Final Exams Assessment Specifications Tested Courses
Primary and Secondary Source Training – Social Studies Teachers
Spring Voter Registration Drives
May 19-23
American I and II – units on “The West”
US/American PLT April
American I Added Instructional Guide Unit 6 Days 78-82
CMAPP – Argument Theory & Practice, African American Studies
Woodmen of World Plaques

3. Reviewing instructional materials
English and Social Studies Honors Portfolios Writing Continuum Vocabulary Continuum

4. Leading the scheduling process

5. A_V_N_E_ _L_C_M_N_ D P A E A C E D T X O M E I L T A B
H W O D I I F O G
X C T G A U C O U

6. AP courses are for students who always get good grades.
True
False

7. AP courses are good for any student who is academically prepared and motivated to take on college-level courses
True
False

8. Typical AP students are risk takers in the classroom.
Strongly Agree
Somewhat Agree
Somewhat Disagree
Strongly Disagree

9. AP students should already be prepared to take college courses.
Strongly Agree
Somewhat Agree
Somewhat Disagree
Strongly Disagree

10. AP is for students who are self-motivated.
Strongly Agree
Somewhat Agree
Somewhat Disagree
Strongly Disagree

11. The purpose of an AP program is to
Challenge students
Increase instructional rigor
Isolate desirable student behaviors
Prepare students for college and career
To earn college credit

12. AP differs from honors courses in that…
AP courses are more difficult
AP courses challenge students to dig deeper
AP courses require more motivation to learn
Students have more work in AP courses

13. The lowest score that a student could earn on an AP exam and be considered “qualified” in that course is 5 4 3 2 1

14. Most colleges will only accept scores of 4 or 5.
True
False

15. Each college decides which scores it will accept.
True
False

16. If an AP teacher scaffolds learning, s/he is watering down the curriculum.
True
False

17. If an AP teacher differentiates instruction, students do not benefit of the rigor designed for AP courses.
True
False

18. The best scheduling choice for an AP course is
Stand alone semester course
AP course paired with an honors elective seminar course
AP course paired with an AP or honors course that is a graduation requirement or elective (consec. sem)
AP course paired with an AP or honors course that is a graduation requirement or elective (A/B Day)

19. What is the Purpose of an AP Course?
Think critically and deeply about a content area while developing the skills and habits of mind to be prepared for both college and careers.

20. Why Take AP?
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

21. How are AP courses and college courses different?
Component
Advanced Placement
College Course
Seat Time
135 contact hours
45-48 contact hours
Content
Audit process
Assessment for College Credit
National Exam for potential college credit
Pass the course for credit
Support
More than twice the contact hours to provide ongoing support
Generally, office hours
Coursework Expectations (Syllabus)
Broad expectations and pace
Highly defined pace and deadlines

22. Placing Students 22
1: 0-14
2: 14-17
3: 17-19
4: 19-22
5: 22-36

23. Student Shuffle
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 , 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

24. Students Who did not Meet Benchmark
Predicted Score
Actual Score
Allen
17.4 10
John
17.6 11
Davie
17.5 12
Charles
17.9
Jim
18.2
Evan
19.2
Chuck
19.3
Steven
17.3 13
Niles 14
Clarissa
18.0

25. Students who Exceeded Benchmark
Predicted Score
Actual Score Mo
18.9 30
Nick
18.1 28
Harvey
19.5 24
Dee Dee 29
Stevie
19.2 25
Maddie
19.3
Carlton
17.6
Dana 23
Dallas
18.8
Carrie

26. Trends and Questions
What trends do you see? What questions are raised?

27. Student Selection
Placing Students
Barriers
Teacher Rec Predicating Coursework Parent Input Counselor Advocacy Student Voice Student Behaviors/Interest Assessment Data
Teacher Rec Predicating Coursework Parent Input Counselor Advocacy Student Voice Student Behaviors/Interest Assessment Data

28. ACT as an indicator

29. Data Sources
Historical grades Interest inventories PSAT Explore, PLAN, ACT EVAAS Grade 8 Reading and Math English II Teacher recommendations

30. The value of Multiple Data Points

31. Placement Strategies Common Vision Interest Teacher Recommendation
Academic Preparedness
Assessment Data
Teacher Recommendation
Placement Strategies

32. To Exam or not to Exam…
Why do 70% of students enrolled in AP Language take the exam while 30% of the students in AP Literature? AP US History

33. Scheduling
Consider prerequisites to build skills Concurrent scheduling to build time Strategic sequencing to build a depth of learning

34. Next Steps
Common Vision Culture of Rigor Strategic Recruitment Strategies

35. Looking ahead
Tentative Meeting Dates for Humanities Department Chairs:
(location TBD)
September 9
October 14
November 18
December 16
January – no meeting – exams
February 10
March 3
April 7
May 12