1. MRS. MUÑOZ AP LITERATURE AND COMPOSITION 2014-2015

2.  Graduated from McCollum High School in May 1985

3.  In May 1992, Associates in Applied Science In Criminal Justice  For a short time I was a probation officer for Bexar County.

4.  Bachelor of Science in Interdisciplinary Studies in May 1999 from the University of Houston - Downtown

5. Masters of Science in Educational Management in May 2008.

6. Corporate sector for 14 years.

7.  Went into teaching in 1999  First teaching position was with Alvin High School  3 years

8.  One year at Jackson Middle School  Houston Independent School District.

9.  Three years  Pearland Ninth Grade Center before it became...

10.  Been here since Dawson High School opened  English I, II and IV  English Pre-AP II  English IV Literature & Composition

11. Sponsor of... National English Honor Society (NEHS) Future Problem Solvers (FPS)

12. AP College Board “Access and Equity” New Statement: College Board's Equity and Access Policy Statement  The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage educators to eliminate barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging coursework before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence be achieved. Former Statement:  The College Board and the Advanced Placement Program encourages teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.