· Web viewAP/Pre-AP Handbook Brownsville Independent School District Department of Advanced Academic Services Table of Contents Pre-AP/AP Goals/Objectives .3 Cam pus Vertical Team

AP/Pre-AP Handbook

Pre-AP/AP Goals/Objectives………………………………….3

Campus Vertical Team Requirements……………........….4

Campus Pre-AP/AP Chair…………………….……………....5

Campus Administration…………………………………….….5-62

Table of Contents

Brownsville IndependentSchool District

Department of Advanced Academic Services

Pre-AP/AP Teacher………………………………….…….……6

Timeline……………………………………………………..….....7-9

Campus Checklist…………………………………. ….…........10-11

Walk through form……………………………………..………..12

Appendices

Annual Pre-AP/AP Contract Alternate Route to Pre-AP/AP Form Program Expectations and Course Agreement AP Exam Commitment Form Pre-AP/AP Placement Review Form Middle School AP Spanish Language Fact Sheer Middle School AP Spanish Language Test Request Form Vertical Team Meeting Sign-In Sheet

AP GOALS1. To increase the number of students passing all AP exams with a

score of 3, 4, or 5 by 5% per year based on 2016 baseline data. The ultimate goal is to have 50% of all students taking an AP exam to pass the exam with a score of 3, 4, or 5.

2. To increase the number of students participating in Pre-AP/AP courses by 2% per year based on 2016 baseline data.

3. To increase the number of underrepresented populations in the Pre-AP/AP program by 5% annually from 2016 baseline data.

AP OBJECTIVES1. To ensure all students who sign up to take an AP exam will take

the AP exam.2. To establish and maintain effective Pre-AP/AP vertical teams from

the middle school to the high school level in each discipline where a high school offers an AP course.

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3. To develop in house AP experts by having a minimum of 3 AP teachers per year per campus apply to be AP readers (this number is above and does not include AP Spanish Language and/or AP Spanish Literature teachers who are already AP readers or become AP readers).

4. To ensure that after three years of development and implementation of campus vertical teams, Pre-AP/AP vertical alignment be District wide.

5. To implement, maintain, and enhance Pre-AP/AP curriculums that are already developed.

6. To develop curriculums in the areas where no aligned curriculum exists.

7. To have an approved College Board syllabus for every AP teacher.8. To have every Pre-AP/AP teacher be a registered member of the

College Board/AP Central web sites and to utilize the information and data available to teachers.

9. To have every Pre-AP/AP teacher meet the District training requirements.

10. To implement the program whereby every secondary campus will utilize AP Potential to identify additional AP courses to offer and students to participate in the Pre-AP/AP program.

11. To ensure every secondary campus will use the AP On-line Score Reports to analyze strengths and areas for growth in their campus programs.

12. To secure proper rigor in each Pre-AP/AP course offered and to ensure the monitoring of rigor by secondary campus principals and central office administrative staff will insure proper rigor is in each Pre-AP/AP course offered.

CAMPUS VERTICAL TEAM REQUIREMENTS:Campuses will create vertical teams for each subject where an AP exam is offered. Each team will consist of Pre-AP and AP teachers who teach classes that align to the AP exam offered.

Vertical teams are required to:1. Meet once per six weeks. Teams must meet for a minimum of

one hour.

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2. Annually analyze student performance on each AP exam and use the information to guide and direct their strategies for meeting all the stated BISD goals and objectives.

3. Develop strategies to use in the Pre-AP courses to better prepare students for the AP course.

4. Implement, maintain, and/or enhance Pre-AP/AP curriculums already in place.

5. Develop Pre-AP/AP vertically aligned curriculums where none exist.

6. Become members of the College Board at the AP Central web site.

7. Utilize all information and data available on the College Board web site to enhance their programs.

8. Work with campus AP Chair and administration to achieve all the stated BISD goals and objectives.

I. Each campus will select a Pre-AP/AP Chaira. Criteria

i. Minimum 3 years experience teaching AP level classesii. Must have core GT and AP hoursiii. Must maintain 6 yearly ongoing credit hours for GT and AP

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iv. Must be an academic leader, with knowledge of College Board and AP procedure

b. Purposei. To work with Advanced Academics on enhancing campus

programii. To ensure that all AP teachers has approved syllabi with

the College Boardiii. To create campus vertical teams in each core subject areaiv. To lead campus vertical team meetingsv. To ensure that all campus Pre-AP/AP teachers have College

Board log-ins and understand how to use the web site to improve their classes and scores

vi. To understand and utilize AP Potentialvii. To understand and utilize the AP performance data that is

available on line for each campusviii. To ensure that all Pre-AP and AP teachers have their

institute training and are up to date with on-going training each year

ix. To work with campus administration toward creating an environment that utilizes on-going assessment of the entire campus Pre-AP/AP program

x. To nominate a minimum of 3 AP teachers per year to become AP readers

xi. To ensure all District required paperwork is in place for each Pre-AP/AP student (Annual Application, Contract, and Placement Review Form if applicable)

II. Campus Administration will work toward increasing both the number of students participating in the Pre-AP/AP program and the number of students achieving passing scores on the AP exam, and ensure successful administration of the AP exam.a. Create a Pre-AP/AP campus culture through

i. Creating standalone Pre-AP/AP coursesii. Insuring District student placement procedures are

followediii. Identifying additional AP courses that can be offered

through the utilization of AP Potential

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iv. Monitoring of Pre-AP/AP teachers through walk-throughs and use of the AP syllabi – a minimum of 2 walk-throughs per semester

v. Allowing Pre-AP/AP teachers the time to work with the campus AP Chair in the creation of subject area vertical teams

vi. Understanding and utilizing the AP performance data available for each campus per AP exam

vii. Ensuring that every Pre-AP/AP teacher has attended the appropriate summer institute

viii. Monitoring and requiring all Pre-AP/AP teachers earn their yearly on-going training

ix. Encouraging all AP teachers to become AP readersx. Understanding, educating, and monitoring all Pre-AP/AP

teachers on the use of rigor in the Pre-AP/AP coursesxi. Utilizing the Pre-AP/AP walk-through form as part of the

teacher’s evaluation process

III. Each Pre-AP/AP teacher will participate in all activities necessary to improve each school overall Pre-AP/AP program and student performance on AP examsa. This includes

i. Participating in campus vertical team meetingsii. Knowing and understanding student expectations to be

successful on each AP exam (by subject area taught)iii. Teaching all Pre-AP/AP classes at the appropriate level and

rigoriv. Helping to create effective campus and subject area

vertical teamsv. Becoming familiar and utilizing all materials available on-

line at the College Board web sitevi. Staying up to date in training (It is recommended that all

AP teachers attend a summer institute at least once every 3 years)

vii. Staying up to date on changes in the AP examsviii. Applying for and becoming AP readersix. Understanding and implementing the components of rigor

at all timesx. Self monitoring of student performance on the AP exams

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xi. Creating an environment and expectation of high achievement from their students in both the Pre-AP/AP course and on the AP exam

xii. Working with district colleagues to improve the overall campus and district Pre-AP/AP program.

Time Line

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Spring Semester Selection of Campus Pre-AP/AP Chair

Spring SemesterTraining of Campus Chairs on the use of the College Board Web Site and all data

reports

Spring SemesterPrincipals will select Pre-AP/AP teachers

based on all District requirements (institute training, etc)

Spring SemesterPrincipals/designee will work on master

schedule for Pre-AP/AP classes – NO DOUBLE CODING

Spring SemesterStudent recruitment for Pre-AP/AP

courses using District guidelines.

Spring SemesterPrincipals will submit AP course request

forms for approval

Time Line Continued

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Spring SemesterCampus Pre-AP/AP Chairs will meet

with Pre-AP/AP teachers explaining and initiating requirements

Spring SemesterPrincipals will make decisions regarding institute training for campus Pre-AP/AP

teachers

Spring SemesterCampuses will have initial meeting with

Pre-AP/AP teachers to begin vertical teams per subject area. Teams will

schedule meetings for upcoming year (minimum – 1 per six weeks)

Summer SemesterSummer institute training, completion of master schedule, new teachers work of

AP Audit submissions, general preparation for upcoming school year

By AugustCampus principal renews previously

authorized AP courses on College Board Website

Time Line Continued

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AugustPre-AP/AP teachers make sure all District required paperwork is in place for each

student in their class(es). Teachers begin classes teaching their approved

curriculum with the appropriate rigor

Fall – Spring SemestersThe following need to happen at each campus:

Analysis of last year’s AP results to look for areas for improvement and growth

Administrative monitoring of Pre-AP/AP courses

Vertical team meetings Final submission of syllabus and

material to the College Board for new teachers/courses

Spring SemesterAdministration of AP exams

Begin the entire process over for the following year

Campus Checklist

Expectation In Place Documentation

All Pre-AP/AP teachers have summer institute training in the subject area they are teaching.

Documentation collected by Dean and submitted to

Advanced Academics

All Pre-AP/AP teachers have on-going hours Documentation submitted to Advanced Academics by teacher

All Pre-AP/AP teachers are members of the College Board website

Documentation collected by campus chair and submitted to

Advanced Academics

All Pre-AP/AP teachers have District required paperwork in place for each student:

1) Pre-AP/AP Annual Application2) Pre-AP/AP Contract3) AP Test Commitment Form

Pre-AP/AP Application –Collected by counselor and place in student’s file

Pre-AP/AP contract – Collected by teacher and kept in file

AP Test Commitment Form – Collected by teacher and saved in student’s file

There is no double coding in any Pre-AP/AP courses Campus Master Schedule – submitted to Advanced

Academics

Campus has utilized AP Potential in identifying students and courses for the campus

AP Chair submits print out to Advance Academics

Campus has analyzed AP results from previous year to prepare for upcoming year

Sign-in sheets from meetings – submit to Advanced Academics

Teachers are teaching at the appropriate rigor for a Pre-AP/AP course

Walk through forms

All AP teachers have an approved syllabus through the AP Audit

College Board Audit Web page – information collected by

Advanced Academics

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Every campus has a Pre-AP/AP Chair Names submitted to Advanced Academics

Every campus has at least three teachers who have submitted their applications to the College Board to become AP Readers (not including the Spanish AP Language/Literature teacher(s))

Copies of applications collected by campus chair and submitted

to Advanced Academics

Campus vertical teams per subject area are in place Campus chair submits teams to Advanced Academics

Campus vertical teams are meeting at least once per six-weeks

Sign-in sheets collected by campus chair and submitted to

Advanced Academics

All AP students who have signed the AP Test Commitment form take the AP exam

AP Invoice submitted to Advanced Academics

Campus Name:__________________________________________________________

Principal’s Signature:____________________________________________________

Campus Pre-AP/AP Chair’s Signature:_______________________________

Date Due: This form is due to Advanced Academics when the campus submits its AP Invoice to Advanced Academic. Received by:______________________________________

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Pre-AP/AP Walk -Through Form

Date:__________ Time:___________Subject:______________ Grade:_____Teacher:_______________

Objective on board What is the learning objective?____________________________________

Classroom arrangement: Individual Pairs Small Group Whole Group

Note: 0 = Not observed, 1 = < 50%, 2 = > 50%

Teacher Behavior 0 1 2 Student Behavior 0 1 2Teacher as facilitator: Engaged StudentEngages all students Students are engaged in class workStudent- centered classroom Students feel freedom to ask questionsDoes not answer student questions but leads students to discover own answers

Students participate in classroom discussion and/or activity at appropriate level

Asks appropriate questions to lead students to discover their own answers

Students are able to make their own deductions and formulate their own opinions based on teacher feedback

Discussions/Activities are at the higher end of Bloom’s Taxonomy (analysis, synthesis, evaluation)

Students demonstrate the ability to work at the high end of Bloom’s taxonomy through their discussion and work

Teaching with appropriate rigor is evident:

Student is able to work at the appropriate rigor:

Content acquisition Content acquisition Critical/Analytical Thinking Critical/Analytical Thinking Relevance Relevance Integration Integration Application of concepts Application of concepts Long term retention Long term retention Teacher is following the AP approved curriculum:

Student is able to effectively work with the AP approved curriculum:

Teacher has an approved curriculum from the College Board

Students understand the expectations during the lesson

Teacher is following the approved curriculum

Students are able to successfully work within the parameters of the AP curriculum

There is an emphasis on critical thinking and analysis during the class time

Students exhibit critical thinking and analysis during the class time

There is evidence of critical/analytical writing

Students writing demonstrate critical and analytical thinking in their writing

Notes/Observations:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Observers’ Signature:___________________________________________________

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Brownsville Independent School DistrictAnnual Application for Admission into Pre-AP/AP Program

Student Name: Grade:

Student ID#: Parent’s Name:

Address:

City, State, Zip Code:

Home Phone: Work Phone:

Pre-Advanced Placement/ Advanced Placement Courses Applied For:

1. 4.

2. 5.

3.

______________ Parent’s Signature

Student must meet the following criteria in order to be placed in the Brownsville ISD Pre-AP/AP Program:Have at least an 80 average from the most recent grade (First Semester average) in the specific academic discipline for a non-Pre-AP/AP class or have passed the previous Pre-AP/AP class in the specific academic discipline with at least an70 average.

1st Semester Subject Average: English:_____ Reading:_____ Math:_____Soc. Stu: _____ Sci:_____

The student must have achieved Level II - Satisfactory performance in the STAAR areas tested to date.

Current STAAR/EOC Scores: English:_____ Reading:_____ Math:_____ Soc. Stu: _____ Sci:_____

Alternate route to Pre-AP/AP admission: Letter of recommendation by the campus administrator.

At the beginning of the course, the student and their parents will sign the district Pre-AP/AP Program Expectations and Course Agreement. The Agreement will be secured and maintained by the teacher of record.

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For Counselor’s Use Only

1. Met the criteria for Pre-AP/AP. 2. Did not meet the criteria for Pre-AP/AP.

Counselor’s Signature

Brownsville ISD, Department of Advanced Academic Services

Brownsville Independent School DistrictLetter of recommendation by the campus administrator

(Alternate Route to Pre-AP/AP Admission)

I, , am writing this letter of (Write name and position)

recommendation for so that he/she may be placed in the (Student’s name)

following Pre-AP/AP class(es) for grade for the ___________ school year .

I understand that the student did not meet the 80 or above average to be automatically placed in the class(es); however, I feel that he/she will be successful in the Pre-AP/AP classes specified above.

____ Campus Administrator Signature Campus

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BISD does not discriminate on basis of race, color, national origin, sex, religion, age or disability in employment or provision of services, programs, or activities.

For Middle Schools

Pre-AP Reading Pre-AP English Pre-AP Math

Pre-AP Algebra Pre-AP Geometry Pre-AP Science

Pre-AP IPC Pre-AP Contemporary World Societies

Pre-AP Texas History Pre-AP U.S.History Pre-AP Spanish I

Pre-AP Spanish II Pre-AP Spanish III Pre-AP Spanish Language

For High Schools

Pre-AP English I Pre-AP English II Pre-AP English III

AP English Language AP English Literature Pre-AP Geometry

Pre-AP Algebra II Pre-AP Pre-calculus AP Calculus

AP Statistics Pre-AP Biology Pre-AP Chemistry

Pre-AP Physics AP Biology AP Chemistry

AP Physics AP Environmental Science AP Human Geography

Pre-AP World Geography Pre-AP World History AP World History

AP U.S. History AP U.S. Government AP Microeconomics

AP European History Pre-AP Spanish I Pre-AP Spanish II

Pre-AP Spanish III AP Spanish Language Pre-AP Spa.Lit. I

Pre-AP Spa.Lit. II AP Spanish Literature Pre-AP Art I

Pre AP Drawing II Pre-AP Paining II Pre-AP Ceramics II


Brownsville Independent School DistrictPre-Advanced / Advanced Placement (AP) Program Expectations and Course Agreement

Course Title: Pre-AP/AP courses challenge and enrich motivated college-bound students to expand their education beyond the typical secondary program. Pre-AP and AP coursework develops advanced skills and content background to prepare students for the college level work in Advanced Placement (AP) courses and on AP exams. Success requires student commitment to the expectations of the Pre-AP/AP program. Students will be expected to:

Learn, analyze, synthesize and manipulate knowledge and skills; think critically; Budget time effectively and efficiently: expect homework daily per course; Develop effective study skills; Develop advanced content area vocabulary; Utilize community and industry resources; Develop multi-media and oral presentation skills; and Maintain a passing grade of 70. A 60% grade for UIL eligibility does not constitute a passing grade for Pre-AP/AP.

It shall be understood that success also requires support from all stakeholders: students, parents, administrators, teachers and counselors.

STUDENT: I agree to organize my time and give extra effort to successfully complete the above-named Pre-AP/AP course. I have read the course description and agree to the requirements of the class.

PARENT: I agree to be familiar with the above Pre-AP/AP course requirements and to help my son/daughter organize study time in support of class assignments. I will notify the teacher immediately of any concern that I have relating to the Pre-AP/AP class or my child’s progress. I have read the course description and agree to the requirements of the class.

TEACHER: I agree to teach the above Pre-AP/AP course at a college preparatory pace appropriate to the grade level as outlined by the College Board. Students and parents will be notified immediately if student work and/or assessments are unsatisfactory.

PLACEMENT: In order to be placed in the Brownsville ISD Pre-AP/AP program students must: (1) have at least an 80 average from the most recent grade in the specific academic discipline for a non-Pre-AP/AP class or have passed the previous Pre-AP/AP class in the specific academic discipline, and (2) have passed all STAAR areas tested to date. Student performance will be evaluated at the end of the first and fourth six weeks to determine if Pre-AP/AP is the best placement for the student.

A STUDENT MAY NOT DROP ONE PRE-AP/AP TEACHER TO GO TO ANOTHER PRE-AP/AP TEACHER IN THE SAME SUBJECT AREA. THE ONLY EXCEPTION IS FOR SCHEDULING CONFLICTS.

HONOR CODE: The class will be conducted under an honor code. All students will be expected to do their own work. Occasionally, students will be given projects or exams that must be completed outside of class. If a student breaks this code, it may result in the student’s removal from the course.

TEST PARTICIPATION: Students enrolled in AP classes are required to sign an AP Exam Commitment Form per AP course.

Required Signatures:

Student:_______________________________________ Date:_________________________

Parent:________________________________________ Date:_________________________

Teacher:_______________________________________ Date:_________________________

Counselor:_____________________________________ Date:_________________________

Principal:______________________________________ Date:_________________________

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Brownsville Independent School District

AP Exam Commitment Form(High School)

For students who are taking AP courses.There should be one form per AP course taken per student on file.

Students enrolled in an AP course will be required to take the AP exam. However, the following options for AP students regarding grade weight, GPA, and exam expectations are available to Brownsville Independent School District students.

There should be one form on file for each student enrolled in an AP course. This means one form per student per course. It is the AP teacher’s responsibility to make sure these forms are filled out and signed. It is the counselor’s responsibility to make sure any changes in GPA, grade weights, and/or class ranking due to the student’s choice and/or performance on the AP exam are reflected on the student’s schedule, transcript and permanent record.

Completed forms are due to the teacher by the last day of the first six-weeks of a school year. Any student who is enrolled in an AP course and does not return the completed form by the stated deadline will automatically be dropped on that day.

Any changes in grade weights and class ranking will occur after July 30 th when final AP results have been received by the campus and/or the District.

Grade weight and class ranking considerations:

All AP classes will be given a Level 3 grade weight.

Students taking the AP course and the AP exam will receive a level 3 course number and grade weight for GPA and class ranking purposes.

Any freshman, sophomore, or junior who passes the AP exam with a score of 3, 4, or 5 will receive a Level 4 grade weight for the AP course. The level change will occur after AP results are received by the campus and/or the District. This includes students who challenge the AP exam without having been enrolled in the AP course.

** A $15.00 deposit is required in order to have an AP Test(s) ordered. This fee will be reimbursed once the AP Test(s) are taken in May. The $15.00 deposit will be forfeited if the AP Test(s) are not taken. Students are responsible for requesting a refund after the AP Test(s) are taken. The $15.00 deposit will be forfeited if not requested by the last class day.

AP Course:__________________________________________________________________________

Required Signatures:

Student:_______________________________________ Date:_________________________

Parent:________________________________________ Date:_________________________

Teacher:_______________________________________ Date:_________________________

Counselor:_____________________________________ Date:_________________________

Principal:______________________________________ Date:_________________________


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Brownsville Independent School DistrictPre-Advanced / Advanced Placement (AP)

Placement Review

Dear: , Date: You have not met the requirements of the Pre-AP / AP Agreement for one or more grade reporting periods.

You have received a failing grade in the following Pre-AP / AP course(s):

Course: Grade:

Course: Grade:

Course: Grade:

You and your parents have three options:

1. Exit the respective Pre-AP / AP content area or entire Pre-AP / AP Program.

2. Request a review committee made up of the teacher, guidance counselor, and campus administrator to hear argument about why performance has not been satisfactory and allow the committee to determine status.

3. Sign the statement below allowing you to continue in the respective Pre-AP / AP course(s). This may result in a failing grade being reported on the student’s Permanent Record Card.

My parents and I understand that I have chosen to continue in the following Pre-AP / AP course(s) even though I have not fulfilled the terms of the Pre-AP / AP Agreement. We understand that continuing in the course(s) could lead to failing grades on my Permanent Record Card.

STUDENT: DATE:

PARENT: DATE:

TEACHER: DATE:

COUNSELOR: DATE:

PRINCIPAL: DATE:

Brownsville ISD, Department of Advanced Academic ServicesBISD does not discriminate on basis of race, color, national origin, sex, religion, age or disability in employment or provision of services, programs, or

activities

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AP Spanish LanguageMiddle School

Fact Sheet

8th grade students are eligible to take AP Spanish Language These same students are eligible to challenge the AP Spanish Language exam Students who successfully pass the AP Spanish Language exam will earn high

school and possible college credit A passing score on the AP Spanish Language exam is a 3, 4, or 5 for high school

credit BISD policy dictates that any student who successfully passes the AP Spanish

Language exam will receive the following high school credits: Spanish I Pre-AP, Spanish II Pre-AP, Spanish III Pre-AP, and AP Spanish Language (4 total high school credits)

As per BISD policy, high school grade points will not be awarded to these courses (EIC LOCAL)

Most colleges and universities will award college credit for a score of a 3, 4, or 5 on the AP Spanish Language exam

Most colleges and universities will award college credit for AP exam scores that are 5 years old or less

Each college and university determines what is a passing grade on the Spanish Language AP exam

Each college and university determines how much college credit is awarded for a passing Spanish Language AP exam

The school district has no say in the awarding of college credit Each student must contact the college/university they plan to attend and request

college credit for a passing Spanish Language AP score


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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

Middle School Spanish Language AP Test Request Form

Only 8th Graders May Participate in the Spanish Language AP Exam

Name: Grade: Student ID:

School: Counselor:

Principal: Date:

Middle school 8th graders are eligible to take the AP Spanish Language exam to earn high school and college credit while in middle school. As per BISD policy (EIC LOCAL), “credit is awarded for high school courses successfully completed in middle school (i.e., Spanish I, Algebra I), but the grade will not be figured into and/or weighted into the student’s high school grade point average.” In addition, page 15 of the Middle School Course Listing Guide states that “eighth grade students who pass the AP Spanish Language exam with a score of a 3, 4, or 5 will be awarded high school credit for Spanish I Pre-AP, Spanish II Pre-AP, Spanish III Pre-AP, and Spanish Language: a total of 4 high school credits. (Grade points will not be awarded to these courses).”

_________________________________________________ ________________

Student Signature Date

_________________________________________________ ________________

Parent/Guardian Signature Date

_________________________________________________ ________________

Counselor Signature Date

_________________________________________________ ________________

Principal/Designee Signature DateNote: This form must be on file in the student’s cumulative record.

** A $15.00 deposit is required in order to have an AP Test(s) ordered. This fee will be reimbursed once the AP Test(s) are taken in May. The $15.00 deposit will be forfeited if the AP Test(s) are not taken. Students are responsible for requesting a refund after the AP Test(s) are taken. The $15.00 deposit will be forfeited if not requested by the last class day.


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Pre-AP/APVertical Team Sign-In Sheet

Campus:__________________________________________________________________

Date:_____________________________________________________________________

Employee ID#

Pre-AP/APCourse(s) Taught

Teacher’s Name (printed) Teacher’s Signature

NOTE: Please provide an agenda for each meeting and attach to the sign-in sheet. Sign-in sheet and agenda should be turned in to your campus Pre-AP/AP Chair. All sign-in sheets and agendas will be turned in to Advanced Academics at the end of the year.


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Documents

· Web viewAP/Pre-AP Handbook Brownsville Independent School District Department of Advanced Academic Services Table of Contents Pre-AP/AP Goals/Objectives .3 Cam pus Vertical Team