1. Learning to the Power of Three: AP, IB, and Dual Credit Mel Coryell Donna Cracraft Bill Gulde Judith Libby

2. About Us Advancing Academic Excellence (AAE) Our high schools: Lawrence North, North Central, and Pike

3. About You AP-only or two or more programs? Teacher? Coordinator? Administrator?

4. Presentation Overview The Benefits of Combined Programs The Data: What AAE has learned Activity: Comparing AP, IB, and dual credit The Implementation: How to Go About Combining Your Courses

5. The Benefits of Combined Programs

6. Combined credits for students: http://ud.iub.edu/fs_ap_ib.php http://ud.iub.edu/fs_ap_ib.php Differences in testing styles Scheduling flexibility Differentiated instruction IB recruitment

7. The Benefits of Combined Programs Increased rigor Data points and evidence for Continuous Improvement Strong AP-preparatory courses and vertical alignment Improved marketability

8. The Data: What AAE has learned

9. Advancing Academic Excellence (AAE) Data - 2010 Graduates The American Student Achievement Institute directs the AAE initiative as an intermediary for the Lumina Foundation for Education. Additional information may be found at www.asainstitute.org/aae www.asainstitute.org/aae

10. The Implementation: Advice for Combining Programs Our Schools’ Course Combinations How to Go About Combining Your Courses Professional Development Student Support

11. Course Combinations English - Combine IB with the two-year 11/12 AP sequence Math - All three programs combine (AP Statistics, AP Calculus AB, AP Calc BC) Science - Combine all three programs, with modification (Chemistry, Biology, Physics)

12. Course Combinations Visual Arts - Combine AP Studio Art with IB ArtTheater - Combine dual credit and IB Music - Combine AP and IB (with modification) Social Studies - Combine all three programs for Psychology, History of the Americas, and History of Europe (AP Psychology, AP US History, AP World History, AP European History)

13. The Implementation: How to Go About Combining Your Courses Create a Subject Vertical Team comprised of your AP/IB and DC teachers and all PRE-AP teachers for each course/subject. The Subject Vertical Team gathers all cumulative assessments (AP/IB/DC exams and assessments) and lists all skills and knowledge the students need to know to receive an acceptable score. This can take a half day and needs to be very comprehensive. The team can then divide the instruction, review and mastery of skills and knowledge among the pre-courses as well as the AP course itself. Many of the same skills and knowledge are on the AP/IB/DC exams. Those specific skills and knowledge for an individual exam need to be identified and labeled. The Subject Vertical Team should include middle school pre- instruction teachers if possible.

14. The Implementation: How to Go About Combining Your Courses The Vertical Teams need to meet to identify what skills need to be “reinforced” in other classes. (Cross Curricular Common Instruction) The Subject Vertical Team should create a flow chart for a course description book or handout. Vertical Team Leaders, AP/IB Coordinator, Guidance Dept. Chair and Principal should work together to coordinate a smooth flow of curriculum and necessary scheduling.

15. The Implementation: How to Go About Combining Your Courses Each counselor should be made aware of the flow charts to be able to instruct students on the appropriate Pre-courses. If some differentiated instruction is necessary for an AP/IB/DC course, then the work load must stay equal so as to not favor one group of students over another. Use other AP/IB schools’ programs and flow charts for ideas to create your own.

16. The Implementation: Advice for Combining Programs Professional Development Student Support

17. Questions? Judith Libby libby@asainstitute.orglibby@asainstitute.org Bill Gulde wgulde@msdwt.k12.in.uswgulde@msdwt.k12.in.us Donna Cracraft ddcracra@pike.k12.in.usddcracra@pike.k12.in.us Mel Coryell melodycoryell@msdlt.k12.in.usmelodycoryell@msdlt.k12.in.us