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AP®NATIONALCONFERENCE20

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Final ProgramJuly 18–21, 2003 Los Angeles, CA

Westin Bonaventure Hotel and Suites

apcentral.collegeboard.com

THE COLLEGE BOARD: EXPANDING COLLEGE OPPORTUNITYThe College Board is a national nonprofit membership association whose mission is to prepare, inspire, and connect students to college success andopportunity. Founded in 1900, the association is composed of more than 4,300 schools, colleges, universities, and other educational organizations.Each year, the College Board serves over three million students and their parents, 23,000 high schools, and 3,500 colleges through major programsand services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs arethe SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of excellence andequity, and that commitment is embodied in all of its programs, services, activities, and concerns.

For further information, visit www.collegeboard.com.

Join us for the

2004 AP® NATIONALCONFERENCEJuly 15–19, 2004Lake Buena Vista, FloridaWalt Disney World Swan and Dolphin

SAVETHE DATE!

For more information,please visit apcentral.collegeboard.com

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ABOUT THE CONFERENCE The Second Annual AP® National Conference is a national gathering of the APand Pre-AP® communities, including teachers, secondary schooladministrators, college faculty, and others.

Thank you for joining our growing community of both new and experiencedprofessionals. The four-day program will contribute to your professionaldevelopment and help you successfully plan, build on, and expand yourschool’s AP program.

The College Board is an authorized provider of the

IACET Continuing Education Unit (CEU). The

International Association for Continuing Education

and Training (IACET, 1620 I Street, NW, Suite 615,

Washington, DC 20006) is a nonprofit organization.

One (1) IACET CEU is equal to ten (10) contact hours

of participation in an organized continuing education experience.

TABLE OF CONTENTSLetter from President Gaston Caperton and Senior Vice President Peter Negroni . . . 2

Letter from the Steering Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Preconference Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Conference Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Postconference Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Pre-AP Postconference Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Sponsor Advertisements and Logos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

AP® ACCESS AND EQUITY INITIATIVESEQUITY POLICY STATEMENTThe College Board and the Advanced Placement Program® encourage teachers, APCoordinators, and school administrators to make equitable access a guiding principlefor their AP programs. The College Board is committed to the principle that all studentsdeserve an opportunity to participate in rigorous and academically challenging coursesand programs. All students who are willing to accept the challenge of a rigorous academiccurriculum should be given consideration for admission to Advanced Placement courses.The Board encourages the elimination of barriers that restrict access to AP courses forstudents from ethnic, racial, and socioeconomic groups that have been traditionallyunderrepresented in the AP Program. Schools should make every effort to ensurethat their AP classes reflect the diversity of their student populations.

Copyright © 2003 by College Entrance Examination Board. All rights reserved. College Board,Advanced Placement Program, AP, AP Vertical Teams, Pre-AP, SAT, and the acorn logo areregistered trademarks of the College Entrance Examination Board. AP Central, AP Potential,Building Success, and CollegeEd are trademarks owned by the College Entrance ExaminationBoard. PSAT/NMSQT is a registered trademark of the College Entrance Examination Board andthe National Merit Scholarship Corporation. Windows and Microsoft are registered trademarks ofMicrosoft Corporation. Other products and services may be trademarks of their respectiveowners. Visit College Board on the Web: www.collegeboard.com.

Dear Colleague:

We are delighted to welcome you to the Second Annual AP® National Conference (APNC).The conference steering committee and College Board staff have put together an excitingand varied program. The APNC is designed to provide you with proven strategies for devel-oping, strengthening, and improving your AP courses. The techniques you learn will serveyou and your students well. The first APNC in Chicago was a great success, with more than1,500 people attending productive and enjoyable conference workshops and plenary ses-sions. We were impressed by the dedication that these educators brought to the conferenceand look forward to forging an annual dialogue among the members of our professionalcommunity.

The AP Program has grown over the past decade, with a 250 percent increase in the numberof students taking AP Exams since 1992. The program’s success is due to the efforts of edu-cation professionals such as you—the teachers, AP Coordinators, principals, and counselorswho encourage students and prepare them for college-level work in high school. Yet the realmeasure of the program is not the number of test-takers, it is the excellent education youprovide to each of our students. To continue to serve them, we must constantly evaluatewhat we do and strive to improve the content of our courses while increasing access to allthe students willing to take on the AP challenge.

How can a district build an AP program that will reach all of the students who can benefit?What resources should science teachers use to stay on top of the latest developments intheir fields? Which strategies work best for preparing native Spanish speakers for the APSpanish Literature Exam? How can middle and high school English teachers cooperate toprepare students for college-level reading and writing assignments at an early age? Sessionsat the APNC will address these and other crucial questions as we work to ensure that the APProgram increases in quality as it expands.

Pre-AP® professional development, which offers vertically articulated strategies for middle andhigh school teachers, is instrumental in preparing students for demanding high school classes.To improve communication and serve the professional development needs of all thoseinvolved in AP, we are incorporating the Pre-AP National Conference into the APNC. We hopethis will help you learn more about the excellent offerings Pre-AP can bring to your school.

The APNC is the only national conference that focuses on providing complete strategies formiddle and high school teachers and administrators involved in the AP Program. Join us inLos Angeles for this exciting opportunity to share ideas and experiences, and to enrich yourstudents’ academic lives.

Gaston Caperton Peter Negroni

President Senior Vice PresidentThe College Board K–12 Education

The College Board

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Final Program

Dear Colleague:

It is a pleasure to welcome you to our Second Annual AP National Conference. We intend tocreate a forum for all members of the AP and Pre-AP communities nationwide to learn fromeach other, strengthen professional ties, and gain a better sense of how they can help studentsprepare for college success.

This is an opportunity for you to learn the latest about AP and Pre-AP, to ask questions andget answers, and to have your views heard and your experiences considered.

This year’s APNC will feature more than 125 breakout sessions, including discussion ses-sions with each AP Development Committee, open forums with the executive directors ofthe AP Program, and presentations by the content editors for AP Central™. You can alsoexpect breakout sessions describing resources to assist in securing funding for AP and Pre-AP development, sessions on how to find informational and content resources, and sessionsaddressing specific topics of the AP course descriptions—such as confidence intervals in APStatistics, or the changes to the AP Spanish Literature required reading list. There is some-thing for teachers and administrators of every background and experience level.

The weekend will begin on Friday, July 18, with one-day, preconference workshops for bothnew and experienced teachers in all the AP subjects. Postconference workshops, on theafternoon of Sunday, July 20, and on Monday, July 21, will offer training in Pre-AP class-room strategies for teachers, Pre-AP articulation strategies for teachers and administrators,and AP training for administrators and coordinators.

Both the pre- and postconference workshops and the main conference breakout sessionswill be led by “the best of the best”—seasoned AP and Pre-AP workshop consultants, expe-rienced AP Readers, AP Development Committee members, and other teachers and admin-istrators who are experts in the content and pedagogical practices of their fields. We lookforward to your participation in the sessions—your questions, your comments, and bestpractices that you can share with your colleagues.

Sincerely,

The AP National Conference Steering CommitteeDr. Akua Anokye, English, Arizona State University, Phoenix, AZMs. Elizabeth Austin, Middle School English, San Marcos Middle School, San Marcos, CAMs. Yvette Beck, Calculus, Herbert H. Lehman High School, Bronx, NYMs. Barbara A. Brooks-Barker, English/Pre-AP, Florin High School Elk Grove, CAMr. Robert Cannon, Biology, University of North Carolina at Greensboro, Greensboro, NCMs. Krista Dornbush, U.S. History/Pre-AP Social Studies, Laguna Beach High School,

Laguna Beach, CAMr. Daniel Galloway, Administration, Adlai E. Stevenson High School, Lincolnshire, ILMr. Michael Henry, U.S. History, Prince George’s Community College, Largo, MDMr. Danny Lawrence, English, The Career Center, Winston Salem, NCMs. Patsy W. Mueller, Chemistry, Regina Dominican High School, Wilmette, ILDr. Milagros J. Ojermark, Spanish, Diablo Valley College, Pleasant Hill, CAMr. Bernard A. Phelan, English, Barrington High School, Barrington, ILMr. James P. Spellicy, Economics, Lowell High School, San Francisco, CAMr. Jerry J. Stefl, Art, School of Art Institute of Chicago, Chicago, ILMr. Ben Tucker, Administration, University of California,

Office of the President, Oakland, CAMr. Paul G. Weaver, AP Coordinator, Plano Senior High School, Plano, TXMrs. Betty A. Wonderly, Biology, The Hockaday School, Dallas, TX

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Final ProgramFinal Program

THURSDAY, JULY 17, 20035–8 p.m.

REGISTRATION

SPONSOR EXHIBITS

FRIDAY, JULY 18, 20037:30–8:30 a.m.

CONTINENTAL BREAKFAST

8:30 a.m.–3:30 p.m.

Workshops for Both Newand Experienced Teachers

The Preconference is devoted toproviding teaching workshops. Thecurriculum and grading session will beintegrated into a full-day workshop.These sessions concentrate on specificsubject area topics and offer excellentcurricular assistance for both experiencedand new AP teachers. Sessions focus onthe goals, structure, content, suggestedmethodology, bibliography, and degree ofcurricular flexibility required to start orimprove an AP course or program.Sessions will also focus on the examina-tion and the grading process—providinginformation on reading the APExamination, reviewing student exams,the grading process, the development ofthe exam, an exam content overview, andstudent preparation strategies.

PRECONFERENCESESSIONS

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WORKSHOP CONSULTANT SCHOOL, CITY, STATEArt History: New Cheryl A. Hughes Alta High School, Sandy, UT

Art History: Experienced Robert Coad Hamilton High School Humanities Magnet, Los Angeles, CA

Biology: New Joan M. Rasmussen West Windsor-Plainsboro High School South,

Princeton Junction, NJ

Biology: Experienced (1) Peggy O'Neill Skinner The Bush School, Seattle, WA

Biology: Experienced (2) Robert E. Cannon University of North Carolina at Greensboro, NC

Calculus AB: New (1) Judith Broadwin Jericho High School, Jericho, NY (retired)

Calculus AB: New (2) Maria Perez Randle Bishop Kenny High School, Jacksonville, FL

Calculus AB: Experienced (1) Sharon Cade Oregon Episcopal School, Portland, OR

Calculus AB: Experienced (2) John Jensen Rio Salado College, Tempe, AZ

Calculus BC Tom Becvar Saint Louis University High School, St. Louis, MO

Chemistry: New Marian DeWane Centennial High School, Boise, ID

Chemistry: Experienced Bill Bond Snohomish High School, Snohomish, WA

Computer Science TBA TBA

Economics George Davis Oak Ridge High School, Oak Ridge, TN

English Literature: New (1) Lance Balla Snohomish High School, Snohomish, WA

English Literature: New (2) Danny R. Lawrence The Career Center, Winston-Salem, NC

English Literature: Experienced (1) Rebecca McFarlan Indian Hill High School, Cincinnati, OH

English Literature: Experienced (2) Nancy Potter Newport High School, Bellevue, WA

English Language: New Lawrence Scanlon Brewster High School, Brewster, NY

English Language: Experienced (1) Bernard A. Phelan Barrington High School, Barrington, IL

English Language: Experienced (2) Jewel Kamita Capistrano Valle High School, Mission Viejo, CA

Environmental Science Nita Ganguly Oak Ridge High School, Oak Ridge, TN

European History: New Carol Pixton Polytechnic School, Pasadena, CA

European History: Experienced Robert Blackey CSU San Bernardino, San Bernardino, CA

French Language Mona Mulhair Las Lomas High School, Walnut Creek, CA

French Literature Renee White The Greenhill School, Addison, TX

German Language Mary Farquhar Lowell High School, San Francisco, CA

Government and Politics: Comparative Daniel Devitt Menlo School, Atherton, CA

Government and Politics: U.S. Peter Pew Hart High School, Newhall, CA

Human Geography Christopher Hall Woods Cross High School, Woods Cross, UT

Latin James E. Updegraff The Bishop’s School, La Jolla, CA

Music Theory Nancy Scoggin Joshua High School, Joshua, TX

Physics B and C Martin Kirby Hart High School, Newhall, CA

Psychology: New Alan Feldman Perth Amboy High School, Perth Amboy, NJ

Psychology: Experienced Donald C. Leach George Washington High School, San Francisco, CA

Spanish Language: New Ken Stewart Chapel Hill High School, Chapel Hill, NC

Spanish Language: Experienced Milagros Ojermark Diablo Valley College, Pleasant Hill, CA

Spanish Literature: New Gilda Nissenberg Dr. Michael M. Krop High School, Miami, FL

Spanish Literature: Experienced Bonnie T. Bowen Ventura College, Ventura, CA

Statistics: New Dave Bock Ithaca High School, Ithaca, NY

Statistics: Experienced Roxy Peck California Polytechnic, San Luis Obispo, CA

Studio Art: New Jerry Stefl School of Art Institute of Chicago, Chicago, IL

Studio Art: Experienced Joann M. Winkler Clinton High School, Clinton, IA

U.S. History: New (1) Krista Dornbush Laguna Beach High School, Laguna Beach, CA

U.S. History: New (2) Michael R. Hicks Willow Glen High School, San Jose, CA

U.S. History: Experienced (1) Michael Henry Prince George’s Community College, Largo, MD

U.S. History: Experienced (2) Tracey Wilson Conard High School, West Hartford, CT

World History: New William Zeigler Valhalla High School, El Cajon, CA

World History: Experienced Ellen Bell Bellaire High School, Bellaire, TX

FRIDAY, JULY 18, 20037:30 a.m.–8 p.m.

REGISTRATION

7:30 a.m.–5 p.m.

SPONSOR EXHIBITS

5–6 p.m.

OPENING SESSIONPLENARY SPEAKER—JONATHAN KOZOL

SATURDAY, JULY 19, 20037 a.m.–7 p.m.

REGISTRATION OPEN

7 a.m.–5 p.m.

SPONSOR EXHIBITS

7–8 a.m.


8–9 a.m.

PLENARY SPEAKER—RACHAEL WORBY

9:15–10:45 a.m.

CONFERENCE SESSIONS

Questions and Suggestions for the AP® Executive Directors

Subject: GeneralTrevor Packer, The College Board, New York, NYKim Tilton, Educational Testing Service,

Princeton, NJThe executive directors of AP® from theCollege Board and Educational TestingService will answer questions from the audi-ence and hear concerns about and sugges-tions for the improvement of the Program.

AP North and South of the Border

Subject: AdministrationBob DiYanni, The College Board, NYMichael Hogan, American School of GuadalajaraPat Parisi, St. Clement’s School, TorontoAP experts from Canada and Mexico willshare their stories of success in very dif-ferent kinds of schools.

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Final Program

CONFERENCESESSIONS

JONATHAN KOZOLEDUCATOR ANDBEST-SELLING AUTHORIn the passion of the civil rights campaignsof 1964 and 1965, Jonathan Kozol movedfrom Harvard Square into a poor blackneighborhood of Boston and became a

fourth-grade teacher in the Boston publicschools. He has devoted the subsequentthree decades to issues of education andsocial justice in America.

Death at an Early Age, a description of his firstyear as a teacher, was published in 1967 andreceived the 1968 National Book Award inScience, Philosophy, and Religion. Nowregarded as a classic by educators, it has soldmore than two million copies in the UnitedStates and Europe.

His 1995 book, Amazing Grace: The Lives ofChildren and the Conscience of a Nation,described his visits to the South Bronx ofNew York, the poorest congressional districtof America. Praised by black and Hispanicleaders and children’s advocates and theolo-gians all over the nation, Amazing Gracereceived the Anisfield-Wolf Book Award in1996, an honor previously granted to theworks of Langston Hughes and Dr. MartinLuther King, Jr.

Despite the severe political conservatism ofthe 1990s, Amazing Grace became a nationalbestseller. In a front-page review, theWashington Post described the book as “dev-astating” in its portrayals but “as good as ablessing” in its tribute to the courage of themothers of the poor. Amazing Grace hassince joined Savage Inequalities and Death atan Early Age as required reading at most uni-versities and is part of the curriculum forfuture teachers and religious leaders.

Kozol has been called by the Chicago Sun-Times “today’s most eloquent spokesman forAmerica’s disenfranchised.” But he believesthat children speak most eloquently forthemselves; and in this beautiful book, sofull of life, we hear their testimony.

Kozol received a summa cum laude degreein English literature from HarvardUniversity and was awarded a RhodesScholarship to Oxford.

RACHAEL WORBYMUSIC DIRECTOR AND CONDUCTORAn inspiring and charismatic presence onthe conductor’s podium, Rachael Worbyenjoys a strong and growing reputation inthe music world. Acclaimed as a skilledcommunicator, Ms. Worby is renowned forher work with orchestras of all sizes and herversatile command of musical genres, fromsymphonic, operatic, and pops, to lightclassics and twentieth century. A talentedand dedicated orchestra builder, she is cred-

ited with the remarkable growth of theorganizations under her leadership.

In her 21 years as a conductor, MaestraWorby has achieved highly successfulresults with everything in which she hasbeen involved. In her ongoing work asMusic Director of the venerable WheelingSymphony Orchestra in West Virginia andthe nationally acclaimed Pasadena PopsOrchestra in California, she has expandedtheir concert seasons, developed new pro-grams, increased audience attendance, andbrought national and international atten-tion to the orchestras. As founder of thefive-year-old annual American MusicFestival in Cluj, Romania, she created agrowing international series committed tothe presentation and preservation ofAmerican music.

Admired for her dynamic energy and tire-less perseverance, Maestra Worby performsworldwide as a guest conductor. Recentinternational guest engagements include theBarcelona Symphony Orchestra, the IrishChamber Orchestra, the TransylvaniaPhilharmonic, the London PhilharmonicOrchestra, and the Adelaide SymphonyOrchestra.

Born in Nyack, New York, Rachael Worbybegan her music studies at the age of five inpiano. In addition to classical music, shehas an extensive background in blues, jazz,rock, and folk music. She received her bach-elor of music in piano performance fromthe Crane School of Music at the StateUniversity of New York at Potsdam. Shestudied musicology and conducting on thegraduate level at Indiana University, andcompleted her doctoral course work inmusicology at Brandeis University. Formalconducting studies began in 1976 withJacques-Louis Monod, and a grant from theMartha Baird Rockefeller Fund in 1982enabled her to further her studies underMax Rudolph and Otto Werner-Mueller. In1994 she received a presidential appoint-ment to the National Council of the Arts,on which she served for four years. In 1990she was nominated for an ACE Award fortwo programs she created, narrated, andconducted for the Disney Channel.

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Fianl Program

9:15–10:45 a.m.

MEET THE DEVELOPMENT COMMITTEEBreakout Sessions in Art History, Biology, Calculus, Chemistry, Computer Science,English, French, Government & Politics, Music Theory, Spanish, U.S. History, and WorldHistory. Committee members will discuss how exams are developed, common errors,and how teachers can prepare students for AP.

Committee PresentersART HISTORY Eric Frank, Occidental College, Los Angeles, CA

Cheryl Hughes, Alta High School, Sandy, UT

BIOLOGY Robert E. Cannon, University of North Carolina, at Greensboro, NC

Joan Rassmussen, West Windsor-Plainsboro High School South,Princeton Junction, NJ

Dan Wivagg, Baylor University, Waco, TX

CALCULUS David M. Bressoud, Macalester College, St. Paul, MN

Maria Perez Randle, Bishop Kenny High School, Jacksonville, FL

Larry Riddle, Agnes Scott College, Decatur, GA

CHEMISTRY Annis Hapkiewicz, Okemos High School, Okemos, MI

James Spencer, Franklin & Marshall College, Lancaster, PA

COMPUTER SCIENCE Judith Hromcik, Arlington High School, Arlington, TX

Robert (Scot) Drysdale, Dartmouth College, Hanover, NH

ENGLISH Janice Edgerson Hudley, United States Military Academy, West Point, NY

Phyllis Wright, Las Cruces High School, Las Cruces, NM

FRENCH Mona Mulhair, Las Lomas High School, Walnut Creek, CA

Jean-Pierre Piriou, University of Georgia, Athens, GA

GOVERNMENT & POLITICS Kristin Parris, Western Washington University, Bellingham, WA

Rebecca Small, Herndon High School, Herndon, VA

MUSIC THEORY Jane Piper Clendinning, Florida State University School of Music, Tallahassee

Patricia Price, High School for the Performing and Visual Arts, Houston, TX

SPANISH Michael Carlo, Princeton High School, Princeton, NJ

Joseph Chrzanowski, California State University: Los Angeles

F. William Forbes, University of New Hampshire, Durham, NH

Rita Goldberg, St. Lawrence University, Canton, NY

U.S. HISTORY Roger Grant, Clemson University, Clemson, SC

Barbara Harbour, Pershing High School, Detroit, MI

WORLD HISTORY Sharon Cohen, Walter Johnson High School, Bethesda, MD

Peter N. Stearns, George Mason University, Fairfax, VA

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Reaching Your School’s AP Potential™: Creating a Warm Climate for AP

Subject: Administration, CoordinationMel Fuller, Texas Center for AP/IB Initiatives,

Austin, TXJim Karg, East Rochester Middle School,

East Rochester, NYPenny Sommers, Los Angeles United School

District, Los Angeles, CAPaul Vandenberg, Southern High School,

Harwood, MDSchools and districts have pursued severalstrategies to encourage students and edu-cators to work together to prepare for APand college opportunities. TheCollegeEd™ course, the PSAT/NMSQT®Summary of Answers, and AP Potential™are three new services offered by theCollege Board to answer this need. Agrowing number of high school adminis-trators are using these tools to encourageand foster AP participation. This sessionwill provide detailed information abouteach of these emerging resources.

Preparing the Underprepared andUnderrepresented in the AP Social Science Courses

Subjects: Social Studies,Equity & AccessEstrellita J. Dukes, Chicago Public Schools,

ChicagoHow do we inculcate intellectual habitsin students who are not labeled “giftedand talented”? This presentation willemphasize hands-on activities that teach-ers can utilize in social science classes tofacilitate the success of all students enter-ing the AP Program in social studies.

Problem-Based Learning Units in Environmental Science

Subject: ScienceDean Goodwin, Kimball Union Academy,

Meriden, NHSusan Postawko, Environmental Vertification

and Analysis Center, University of Oklahoma,Norman, OK

Members of the AP EnvironmentalScience Development Committee willdescribe an effective, lab-anchoredapproach to teaching.

Teaching the Concept of Economic Efficiency

Subject: Social StudiesFekru Debebe, Educational Testing Service,

Princeton, NJClark Ross, Davidson College, Davidson, NCA member of the AP EconomicsDevelopment Committee and a memberof the ETS test-development staff willsuggest strategies and methods for intro-ducing this important, basic concept tostudents. The presenters will explain theconcepts of allocative and productionefficiency, and suggest strategies forteaching these concepts to students.

Ten-Year Trends in the AP Arts Program

Subject: Fine ArtsHoward Everson, The College Board, New York, NYRobert Lazuka, Ohio State University, Athens, OHPamela Paulson, Perpich Center for Arts

Education, Golden Valley, MNAlice Sims-Gunzenhauser, Educational Testing

Service, Princeton, NJMembers of the College Board’sAcademic Advisory Committee for theArts will investigate participation andperformance trends in the AP ArtsProgram and examine how it promotesequity and diversity while maintainingacademic excellence.

The College’s Role in Preparing AP Teachers

Subject: AdministrationSue Teele, University of California: Riverside, CA

(moderator)Carmen Benchoff, University of California:

Riverside, CAMary Ellen Gruendyke, University of California:

Riverside, CASharron Heinrich, The College Board, San Jose, CAStephen C. Teele, University of California:

Riverside, CAA panel representing the University ofCalifornia: Riverside Extension’s Certificatein Teaching Advanced Placement willdescribe the evolution of the certificateprogram from a weeklong summer insti-tute to a 17-quarter unit certificate pro-gram. The certificate offers course workthat discusses the history and foundationsof AP, instructional design and manage-ment of AP courses, methods for develop-ing AP teachers as leaders at their schoolsite, in-depth content courses, and a culmi-nating seminar that includes developing aportfolio on ways to blend content knowl-edge with pedagogical knowledge.

The Multiple-Skills Level AP Classroom

Subject: Equity & AccessEdward Borges, Archbishop Riordan High

School, San Francisco, CAAttendees will acquire strategies, lessonplans, and materials useful in creatingand conducting AP classes with studentsat multiple skill levels. In line with theCollege Board’s Access & Equity Program,this session will be particularly useful forteachers who teach in urban settings withethnically and/or racially diverse studentbodies. Particular emphasis will be placedon reading and writing approaches andtechniques for AP humanities classes.

What is Pre-AP®?

Subject: Administration, Pre-APTeri Marshall, Saint Mary’s Hall, San Antonio, TXLinda Schlosser, The College Board, New York, NYAttendees will receive a general overviewof Pre-AP® professional development,which will be especially relevant to teach-ers and administrators unfamiliar withPre-AP.

10:45–11:15 a.m.

COFFEE BREAK IN PASADENA ROOM

11:15 a.m.–12:30 p.m.

CONFERENCE SESSIONS

AP Student Advice to Teachers

Subject: GeneralMembers of the College Board AdvisoryPanel on Student ConcernsThe College Board Student AdvisoryPanel will hold its annual summer meet-ing at the AP National Conference. Thestudents invite AP teachers to visit withthem for a conversation about theirrecent experiences with the AP Program.

A Laboratory Session on the Fundamental Theorem of Calculus

Subject: MathematicsDavid Bressoud, Macalester College, St. Paul,

MNMaria Perez Randle, Bishop Kenny High School,

Jacksonville, FLThis session will explain an exercise thathas a student find the numerical andgraphical relation between an area andthe function that encloses the region.

SATURDAY, JULY 19, 2003(Continued)

Achieving Excellence in an Inclusive AP Government Program

Subject: Social SciencesLori Dumerer, R.L. Turner High School, Carrollton, TXParticipants will learn how to engage stu-dents with shared reading, Socratic seminar,silent debate, and student-initiated polls.

Using AP Central™: Overview of the Site

Subject: InterdisciplinaryEd Nothnagle, Donna DeSoto, and Stephanie

LaCroix, The College Board, New York, NYMeet the staff from AP Central™, the onlinehome for AP professionals and the Pre-APprogram, as they give an overview of the siteand the rich resources it provides. Learn howto register and personalize your online expe-rience while you find the most up-to-dateinformation about the courses, the exams,and AP Program research, including free-response questions and summary reports foreach year’s administration. Participate in aninteractive search for reviews of classroomresources and professional developmentopportunities in your discipline.

APES Takes a Swim: The Possibilities of Using a High SchoolOceanography Course to Fulfill theRequirements of AP Environmental Science

Subject: ScienceAngela Morrow, University of Northern Colorado,

Greeley, COOne of College Board’s newest APcourses, AP Environmental Science, is aflexible, interdisciplinary course that canbe taught within an oceanography course.School systems that already have a com-mitment to teaching oceanography maybe hesitant to commit further resources toan additional environmental sciencecourse. This presentation describes howan oceanography course can meet theobjectives of AP Environmental Science.

AP Music Vertical Teams as Tools for Curriculum Structuring

Subject: Administration, Fine ArtsSterling P. Cossaboom, Southeast Missouri State

University, Cape Girardeau, MOBlaise Ferrandino, Texas Christian University,

Fort Worth, TXThis presentation promotes the applica-tion of AP Music Theory and AP MusicTheory Vertical Teams concepts to curricu-

lar development and restructuring byschool districts. The Jackson SchoolDistrict in Missouri will be employed as amodel for implementation.

Physics Instruction and Web Technology

Subject: ScienceDolores Gende, Holy Innocents’ Episcopal

School, Marietta, GAResearch shows that students can improvetheir conceptual understanding of physicsand their problem-solving skills with theuse of Web technology. The presenter willdemonstrate several Web-based toolsavailable for physics teachers, includingsites that feature interactive problem-solv-ing, virtual laboratory experiments, and“physlets” (physics-related JAVA applets).

The AP World History Core Scoring Method: Assessment and Teaching Tool

Subject: HistorySharon Cohen, Walter Johnson High School,

Bethesda, MDPeter Stearns, George Mason University,

Fairfax, VAMembers of the AP World HistoryDevelopment Committee will analyze theanalytical goals of the course and discusshow the test’s unique scoring tool isapplied at the reading to achieve agree-ment and consistency among readers andhow it is being used in classrooms toteach students to think historically andorganize historical writing.

The Theory of Evolution as a Unifying Concept in Biology

Subject: ScienceJoan Rasmussen, West Windsor-Plainsboro High

School South, Princeton Junction, NJDan Wivagg, Baylor University, Waco, TXEvolution is central to our understandingof biology. This session will focus on howbiology teachers can provide an inclusiveenvironment to those students who donot view evolution as central to biologicalstudies.

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Preparing Students for the Document-Based Question in History

Subject: HistoryMichael Henry, Prince George’s Community

College, Largo, MDWarren Hierl, The Career Center,

Winston-Salem, NCGordon Mork, Purdue University,

West Lafayette, INPreparation of students for the docu-ment-based question on the AP HistoryExams should start before they become“AP students.” A panel of presenters willshare strategies and materials for teachingthe document-based question.

How to Build a Successful Honors MathProgram

Subject: MathematicsCorine Barney, Tracey Meade, J. Michael Shaw,

and Gary L. Taylor, Davis High School,Kaysville, UT

The panel will address the dynamics ofstructuring a challenging math programthat incorporates both growth and meas-urable success. AP math courses and theintegration of preceding courses and Pre-AP strategies will be discussed.

Just Graph It!

Subject: Social SciencesPeggy Pride, St. Louis University High School,

St. Louis, MOAlene Zimmer, Katy Independent School District,

Katy, TXAn AP Economics DevelopmentCommittee member and a table leaderfor the Reading will teach methods foraiding students in drawing and analyzingcorrectly labeled graphs, as required onthe AP Economics Exam.

Opening Doors: Encouraging Underrepresented Students to Enroll and Succeed in AP Classes

Subject: Equity & AccessEileen Dibler, Jack M. Dibler, Sandra Friedman,

and Norm Schwartz, High Point High School,Beltsville, MD

Four AP teachers from a culturally diverse,urban high school outside of Washington,D.C., will share their successful methodsfor encouraging underrepresented stu-dents to enroll and succeed in AP English,Chemistry, U.S. History, and Calculusclasses.

Preparing for the Reading Portion of the AP French Language Exam

Subject: Foreign LanguagesRenee White, Greenhill School, Dallas, TX The presenter will share reading tech-niques that include Pre-AP strategies thatare designed to help AP French Languagestudents handle previously unseen textswith more confidence.

Preparing Students for AP Spanish Languageand Literature

Subject: Administration,Foreign Languages

Yvonne Greenberg, Diego High School,San Diego, CA

This session will investigate administra-tive and classroom methods for prepar-ing native Spanish speakers at the middleschool and early high school levels.

States and Districts Workshop: Federal Support for the AP Program

Subject: AdministrationBeth Baggett and Edith Harvey, U.S.

Department of Education, Office of Innovationand Improvement, Washington, D.C.

Evelyn L. Hiatt, Texas Education Agency, Austin, TXAs the AP Program has grown, more dis-tricts and states are securing federal APIncentive Program (APIP) funding forexam fee waivers, professional develop-ment, virtual schools, and other initia-tives. This presentation will addressrecent changes in the laws governing andprocedures for obtaining federal grantsfor AP and Pre-AP programs.

Supporting AP Computer Science Teachersthrough New Partnerships

Subject: Computer ScienceOwen Astrachan, Duke University, Durham, NCGail Chapman, The College Board, New York, NYChris Stephenson, University of Waterloo,

Waterloo, OntarioFran Trees, Drew University, Madison, NJRepresentatives of the ACM K–12Education Task Force and the APComputer Science Ad Hoc Committeewill outline a unique new partnershipaimed at improving support for APComputer Science teachers. They willdiscuss two major projects: the JETT (JavaEngagement for Teacher Training) proj-ect, and the Web Repository project.

Teaching the New AP Studio Art Portfolio: 3-D Design

Subject: Fine ArtsN. Dana Collins, Illinois Community College,

Ogelsby, ILAn AP Studio Art Reader will present aseries of images that depict three-dimen-sional work produced in college-levelfoundation courses.

Teaching Reading through Syntax: BeyondGrammar to a New Language Landscape

Subject: EnglishBernard A. Phelan, Barrington High School,

Barrington, ILThis session will focus on a difficultissue: how do we, as middle school andhigh school teachers, address reading inour classrooms? Participants will explorethe architecture of language and a syntac-tic basis for teaching reading. Issues ofgrammar, composition, and rhetoric willalso inform the discussion.

The Meaning of a Confidence Interval

Subject: MathematicsMadhuri S. Mulekar, University of South

Alabama, Mobile, ALA member of the AP StatisticsDevelopment Committee will illustratethe meaning of confidence interval,demonstrate a classroom activity forteaching it, and discuss wrong as well ascorrect interpretations of the computedconfidence interval.

The World at Our Fingertips

Subjects: English, Social SciencesJoy Gorence and Barden Keeler, Gulf Coast High

School, Naples, FLThe session models an innovativeapproach to teaching AP courses to ninth-grade students, combining AP HumanGeography with English I Honors. Aninterdisciplinary approach to researchtechniques, comprehensive criticalreading, expository writing, and mediatechnology provides students with a solidfoundation for enrollment in additionalAP courses.

Fractals, Fermat’s Last Theorem, NewtonianLaws of Motion, Landscape Gardening,Romantic Poets and Painters: An Interdisciplinary Approach to Teaching Tom Stoppard

Subjects: English, Interdisciplinary LearningDanny Lawrence, The Career Center,

Winston-Salem, NCArcadia, an ideal cross-disciplinary study,allows mature students to explorephilosophical questions in math, science,history, art, and literature. This sessionwill introduce the play and suggest waysof incorporating a cross-curricularapproach.

Tools for Effective AP Vertical Teams®

Subjects: Administration, Pre-APTommie Sue Anthony, University of Arkansas at

Little Rock, Little Rock, ARThis session will present strategies forcreating an AP Vertical Team, crafting acommon vision, building consensus,conducting effective meetings, buildingsupport, and planning for slumps. Tenyears of experiences will be shared.

Using Essential Questions to Build TowardSophisticated Understanding

Subjects: English, Foreign LiteratureJoyce Tucker, Guilford High School, Guilford, CTUsing the techniques introduced in thissession, AP English and AP ForeignLiterature students will develop enhancedunderstanding about characters and theirrelationships to family and society.

Avoiding Common Mistakes in AP Chemistry

Subject: ScienceAnnis Hapkiewicz, Okemos High School,

Okemos, MIA member of the AP ChemistryDevelopment Committee will suggestways to help students disabuse themselvesof misconceptions that lead to commonmistakes.

12:30–1:30 p.m.

LUNCH IN PASADENA ROOM

1:30–2:45 p.m.

CONFERENCE SESSIONS

AP Spanish: An Inclusive Approach

Subject: Foreign LanguagesMaria Carmen Benchoff, University of California,

Riverside, CAAlba Martin, John W. North High School, Riverside, CAThe language learning activities demon-strated in this session are based upon thenew AP Spanish Literature curriculum anddesigned to reach all students, starting atthe middle school level, and lead themthrough the Literature course.

Changes to the New SAT® and How the EssaySection Will Be Scored

Subject: GeneralBrian A. Bremen, University of Texas at Austin, TXThis session will explain modifications thatwill be made to the new SAT to be admin-istered starting in March 2005. Topics willinclude the new test question types, thenew essay, and new topics covered. Thissession will explain the holistic scoringmethod that will be used to score the essayand the qualification requirements andtraining of the essay readers. Some timewill also be spent highlighting the relatedchanges to the 2004 PSAT/NMSQT.

AP Credit and Placement Policies: A Survey of500 Colleges and Universities

Walt Jimenez and Andrew Wiley, The CollegeBoard, New York, NY

Attendees at this session will be presentedwith an overview of the results of a recentsurvey, conducted by the College Board, ofAP credit and placement policies inacademic departments at 500 U.S. collegesand universities. While not an exhaustivesurvey—policy information was collectedfrom a selection of institutions and for 15 ofthe 34 AP Examinations—the data collectedwill illuminate the ongoing discussionregarding AP credit and placement policies.The survey is but a first step in a larger effortby the College Board and the AP Program tocollect and provide up-to-date credit andplacement policy information to interestedmembers of the AP community.

A Close Look at the AP Music Theory Exam:Implications for Teaching

Subject: Fine ArtsJane Piper Clendinning, Florida State University

School of Music, Tallahassee, FLPatricia L. Price, High School for the Performing

and Visual Arts, Houston, TXMembers of the AP Music DevelopmentCommittee will suggest strategies forpreparing students for the exam.

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13

A.P.luribus Unum

Subject: Social StudiesAndrew Conneen and Daniel Larsen, Adlai E.

Stevenson High School, Lincolnshire, ILParticipants will gain insight into thepossibilities and benefits of consolidatingboth AP Government & Politics coursesinto one yearlong course.

Active Learning in the AP EconomicsClassroom

Subject: Social SciencesDavid Anderson, Centre College, Danville, KYThe AP Central Economics content editorand author of Favorite Ways to LearnEconomics and Cracking the AP EconomicsExam will explain and demonstrate briefexercises that turn students intoeconomic decision makers and providethe type of education that lasts.

AP Calculus BC Online: Professional Development for Teachers and Instruction for Students

Subject: MathematicsJames R. Choike, Oklahoma State University,

Stillwater, OKThis session will describe an online teacherprofessional development and studentinstructional program in AP Calculus BC.

Using AP Central: Teaching Resources for Social Studies, Music, and Arts Courses

Subjects: History, Social Studies, Fine ArtsLawrence Charap and Donna DeSoto, The

College Board, New York, NYMeet with the content editors from APCentral, the online home for APprofessionals and the Pre-AP program, asthey give an overview of AP Central anddelve into the rich resources available for thefollowing courses: U.S. History, EuropeanHistory, World History, Government &Politics: U.S., Government & Politics:Comparative, Psychology, Microeconomics,Macroeconomics, Human Geography, ArtHistory, Studio Art, and Music Theory.

Overcoming AP Exam AdministrationChallenges

Subject: CoordinationMarcy Miller, Westfield High School, Chantilly, VA Kathryne Sanders, Providence High School,

Charlotte, NCKaren Schulz, Newport High School, Bellevue, WAAP Coordinators often have to improvisewhen confronted with the logistical bur-dens of large AP Exam administrations.

Issues such as testing off-site, trainingproctors, and accommodating disabledstudents will be addressed in this session.The panel will share tips and techniquesfor solving these and other problems.

Creating a Framework that Supports Expanding AP Participation

Subject: Administration, Equity & AccessAnn Barr, Guilford County Schools, Greensboro, NCRepresentatives of the Guilford County,North Carolina School District will dis-cuss its “Organizational CapabilitiesFramework,” designed to dramaticallyand equitably increase AP enrollment.

Further Adventures in the Amusement Park

Subject: MathematicsDavid Bressoud, Macalester College, St. Paul, MNA member of the AP CalculusDevelopment Committee will talk aboutwhere and why students had difficulty onthe 2002 AB2/BC2 “Amusement Park”question. The presenter will propose sev-eral ideas for using this problem as ajumping off point for classroom projects.

Interdisciplinary AP Options: Integrating Two AP Classes into One

Subjects: English, HistoryLinda Davey and Peggy Syers, Rio Rancho High

School, Rio Rancho, NMThis session will encourage teachers totry a team-teaching model for AP historyand English classes across two years.Lesson plans, syllabi, primary documents,and materials that link classes togetherwill be provided.

Multiculturalism in the U.S. History Survey

Subject: HistoryRoger Grant, Clemson University, Clemson, SCBarbara Harbour, Cass Technical High School,

Detroit, MIUma Vankateswaran, Educational Testing

Service, Princeton, NJMembers of the AP U.S. HistoryDevelopment Committee will address theways in which race and gender issueshave become a fundamental part ofcollege-level surveys, while examiningtheir inclusion in the AP Exam.

Preparing Middle and Early High SchoolStudents for AP-Level Writing

Subject: EnglishJames Lindsay, Highland Park High School,

Dallas, TX

Participants will learn strategies to helpstudents plan and write concise, thought-ful essays that maintain an elevated stylein a timed testing situation.

Regression and Inference: The Hypothesis Test and What It Measures

Subject: MathematicsMichael Allwood, The Brunswick School,

Greenwich, CTAn important AP Statistics topic is thelinear regression t-test. This session willinclude a description of how students areexpected to present the analysis on theAP Statistics Exam. Bring your TI-83.

Setting Standards for the New AP Spanish Literature Exam

Subject: Foreign LanguagesDavid Baum, Educational Testing Service,

Princeton, NJJoseph Chrzanowski, California State

University: Los Angeles William Forbes, University of New Hampshire,

Durham, NHRita Goldberg, St. Lawrence University,

Canton, NYThe panel will report on the process usedto set initial standards for the newlyrevised AP Spanish Literature Exam. Aspart of a college comparability studyconducted in 2002-03, a version of theexam was administered in colleges anduniversities. The exams were graded byboth the participating college professorsand AP Readers. Then, the gradesassigned by college professors werecompared to those assigned by AP.Results from the study were used to setAP Spanish Literature grades.Information is relevant to placement/credit policies.

States and Districts Workshop: Approaches to Achieving Equity

Subject: AdministrationDemaree Michelau, Western Interstate

Commission on Higher Education,Boulder, CO

Wanda Monthey, Maine Department ofEducation, Augusta, ME

Kathleen Plato, Washington State Department ofEducation, Olympia, WA

The panel will address approaches toachieving equity in education across largeareas and populations.

Using AP Magnets to Compete with IB and Dual-Enrollment Programs

Subject: AdministrationTed Czupryk and William Husfelt, A.C. Mosley

High School, Lynn Haven, FLA.C. Mosley High School has developed anattractive “AP magnet” program to offer adistinctive alternative to the new IB pro-gram at another school in its district. Thepresenters will describe the program andsuggest ways it can be implemented atother schools.

Using Visual Studio .NET in the Computer Science Curriculum

Subject: Computer ScienceDebbie Carter, Lancaster Country Day School,

Lancaster, PARoseann Krane, Monte Vista High School,

Danville, CAPat Phillips, Craig High School, Janesville, WIBrian Scarbeau, Lake Highland Preparatory

School, Orlando, FLAlfred C. Thompson II, Bishop Guertin High

School, Nashua, NHAttendees will learn the advantages ofusing Microsoft® Visual Studio .NET asthe primary programming environmentfor AP Computer Science and for begin-ning-level programming classes.

Writing Analytical Essays for the AP LatinExams

Subject: Foreign LanguagesSusan Bonvallet, The Wellington School,

Columbus, OHShelley Haley, Hamilton College, Clinton, NYWorking backward from the AP Latinessay rubric, attendees will develop andrefine strategies for teaching analyticalwriting.

Teaching Physics After the AP Exam

Subject: ScienceVincent Pereira, Dwight-Englewood School,

Englewood, NJThis session will present a number ofadvanced Physics topics that can betaught in the weeks between the AP Examand the end of the school year.

Guided Inquiry Instruction in Chemistry

1:30–5 p.m.Subject: ScienceRick Moog and James N. Spencer, Franklin &

Marshall College, Lancaster, PALearning theory and classroom researchsuggest that students generally experienceenhanced learning when they are activelyengaged and when they are given theopportunity to construct their own knowl-edge. The focus of this three-and-one-half-hour workshop will be a hands-ondemonstration of a guided inquiryapproach to instruction using smallgroups. Students use prepared materials toguide them to the discovery of chemicalprinciples and an understanding of themethods scientists use to refine and testmodels. The workshop will also include abrief description of the pedagogic basis ofthe guided inquiry method of instructionand of student responses and performance.

Registration will be limited to 50 partici-pants. If you wish to preregister for GuidedInquiry Instruction, please register inperson at the conference registration desk.

3–4:15 p.m.

CONFERENCE SESSIONS

“But I Found It on the Internet”: A Guide toSearching and Evaluating Web Sites

Subject: Interdisciplinary LearningJoyce Herr, Tascosa High School, Amarillo, TXThis session will provide practical tools tohelp teachers and students conduct mean-ingful Internet research.

Accessing Text for History

Subject: HistoryKrista Dornbush, Laguna Beach High School,

Laguna Beach, CADarlene Pope, Jefferson Middle School,

San Gabriel, CABuilding on techniques from the BuildingSuccess in English and Social StudiesWorkshop, this session will address textu-al analysis in varying levels of the historyclassroom.

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AP and IB: Prospects and Possibilities for Cooperation

Subject: AdministrationMark Bach, APEX Learning, SeattleBob DiYanni, The College Board, NYJanet Glancy, Naples High School, Naples, FLParticipants will learn how AP and IB canbe reconciled in a school’s curriculumand get information about current APand IB collaborative initiatives.

AP Calculus Topics that Filter to Pre-AP

Subject: MathematicsStacey McMullen, AP Strategies, Inc., DallasActual AP Calculus Exam free-responsequestions will be revised in this sessionto reflect calculus topics appropriate toAlgebra I and II, geometry, and precalculus.Participants will receive four lessonsready for classroom use!

Using AP Central: Teaching Resources for Math and Science Courses

Subjects: Mathematics and ScienceSusan Kornstein and Ed Nothnagle, The College

Board, New York, NYMeet the content editors from AP Central,the online home for AP professionals andthe Pre-AP program, as they give anoverview of AP Central and delve into therich resources available for the followingcourses: Calculus AB, Calculus BC,Statistics, Computer Science A, ComputerScience AB, Biology, Chemistry,Environmental Science, Physics B, PhysicsC–Mechanics, and Physics C–Electricity &Magnetism.

AP German: Hinter den Kulissen

Subject: Foreign LanguagesTruett Cates, Austin College, Sherman, TXThomas A. Lovik, Michigan State University,

East Lansing, MIAP German Development Committeemembers will describe how the test isconstructed and evaluate free-responsesamples from the 2003 administration.

AP Psychology: Plans to Make Fans!

Subject: PsychologyAlan Feldman, Perth Amboy High School, Perth

Amboy, NJJames Freeman, University of Virginia,

Charlottesville, VAMembers of the AP PsychologyDevelopment Committee will presentlesson plans and teaching models toprepare students.

Teachers of Color: Invitation to a Conversation

Subject: Administration, Equity & AccessEddie Carson, Central Arkansas Christian High

School, North Little Rock, ARPhyllis Caruth, Central High School,

Little Rock, ARLinda Maples, Earle High School, Crittenden, ARAnn Robinson, University of Arkansas at Little

Rock, Little Rock, ARJaime Rollans, Mills University Studies High

School, Little Rock, ARThis workshop is for those seeking toincrease the number of teachers of colorin their Pre-AP and AP classrooms.Mentors and mentees from Arkansas willshare their experiences from a programdesigned to develop teaching and men-toring talents.

Balancing Tragedy with Comedy in the Classroom

Subjects: English, Foreign LiteratureBrendan Kenny, Austin Independent School

District (ret.), Austin, TXRepresenting both tragedy and comedy inthe literature classroom provides abalanced approach for students. Thissession will examine definitions and char-acteristics of tragedy, while appreciatingcomedy’s structure and its contribution toliterature.

Cards, Cartoons, and Crafts: Hands-OnMethods for Teaching ProgrammingConcepts

Subject: Computer ScienceRobert Parker, Flintridge Preparatory School, La

Cañada Flintridge, CAThe presenter will demonstrate howabstract concepts in computer science,such as data structures and classes, can beintroduced to students using tangible,everyday objects.

Controversy and Context as Introduction:Teaching the Art History Survey

Subject: Fine ArtsEric Frank, Occidental College, Los Angeles, CAThe AP Art History course, like the disci-pline itself, has undergone fundamentalshifts in emphasis over the last threedecades. Historical contextualization isincreasingly privileged over formal analy-sis and identification. In this session, amember of the AP Art HistoryDevelopment Committee will suggestpedagogical methods to help teachersadjust to this transformation.

Developing Thesis Statements in AP Humanities Classes

Subjects: English, HistoryMichael Henry, Prince George’s Community

College, Largo, MDFrazier O’Leary, Cardozo High School,

Washington, D.C.This session will examine thesis construc-tion in AP English Literature and AP U.S.History classes. It will identify compo-nents of a good thesis statement in bothdisciplines, suggest some techniques forthesis construction, and discuss similari-ties and differences in the constructionprocess in the two subject areas.

Double Your AP Enrollment in Four Years

Subject: Administration, Equity & AccessVon Mansfield, Sue Mosel, Sue Tantillo, and Pam

Tucker, Homewood-Flossmoor CommunityHigh School, Flossmoor, IL

Want to increase your AP enrollment,especially among diverse students?Representatives of a suburban Chicagodistrict will share their strategies, whichcan be replicated almost anywhere.

Innovative Lessons for AP Economics Classes

Subject: Social SciencesJohn Morton, The National Council on Economic

Education, Scottsdale, AZ Steve Reff, AP Economics Teacher, Pueblo High

School, Tucson, AZEconomics teachers often try to cover toomuch material in too much detail, losingsight of the importance of fundamentalskills. If students understand basiceconomic concepts, they have the toolsnecessary to perform well on the APEconomics Exams. This session willdemonstrate multiple forms ofalternative interactive learning, usingbasic concepts to prepare students for theAP Exams.

Making Inference Make Sense

Subject: MathematicsDave Bock, Ithaca High School, Ithaca, NYHow can we help students understandstatistical inference? This session willpresent a framework for preparingstudents to deal with inference concepts,and then lead them through the specificmethods in a way that makes sense tothem.

Open the Doors: Pre-AP in Middle School

Subject: EnglishNancy Schaefer, Benton Middle School, Benton, ARParticipants will learn strategies and activ-ities that help students increase skills,explore new ideas, take intellectual risks,and relate what they learn in the class-room to what they experience in life.

Poetas y Poemas del Siglo de Oro

Subject: Foreign LanguagesMichael Carlo, Princeton High School, Princeton, NJA member of the AP SpanishDevelopment Committee will explorestrategies and activities for teaching poetryfrom the Siglo de Oro. Poems written byQuevedo, Sor Juana, and Góngora will behighlighted.

Preparing Urban Public School MinorityStudents for the AP Calculus Exam

Subject: Mathematics and Equity & AccessJulian Dias, Morgan Park High School,

Chicago, ILThis session will address the uniquechallenges in teaching AP Calculus tounderrepresented minorities in urbanpublic schools.

Scoring the Free-Response Section of the AP Human Geography Exam

Subject: Social StudiesPatricia Gober, Arizona State University,

Tempe, AZBarbara Hildebrant, Educational Testing Service,

Rosedale, NJGregory Sherwin, Adlai E. Stevenson High School,

Lincolnshire, ILMembers of the AP Human GeographyDevelopment Committee will explainhow the exam is scored, point outcommon student mistakes, and suggestrelated teaching strategies.

States and Districts Workshop: Crunching theNumbers

Subject: AdministrationRick Morgan, Educational Testing Service,

Princeton, NJSallie L. Wilson, California Department of

Education, Sacramento, CAThis session will address large-scale analy-sis of AP Program data, as well as datacollection and analysis required to planfee waivers for underserved students.

Teaching the New Studio Art Portfolios: 2-D versus Drawing

Subject: Fine ArtsJoann Winkler, Clinton High School, Clinton, IAThis session will clarify subtle distinctionsbetween AP 2-D Design and AP Drawing.Curricula, instruction techniques, andportfolio requirements will be addressed.

Vertical Integration of Graphing Skills

Subjects: Mathematics, ScienceCheri Smith, Yale Secondary School, Abbotsford,

British ColumbiaA sequence for introducing graphing skillsthrough middle school and high school(grades 6–10) will be presented in thissession. A series of laboratory activitiessuitable for accomplishing this in middleschool and high school science classeswill be provided.

What I (Think I) Know About Poetry

Subject: EnglishDeborah Shepard, Lincoln High School,

Tallahassee, FLParticipants will learn “tried-and-true”strategies that help students gain a deeperunderstanding of poetry, and follow aproject that begins with an informalresponse and concludes with a multimediapresentation of original student work.

Teaching a New AP Comparative Government & Politics Course

Subject: Social SciencesKristin Parris, Western Washington University,

Bellingham, WAJean Robinson, Indiana University,

Bloomington, INRebecca Small, Herndon High School,

Herndon, VAMembers of the AP Government &Politics Development Committee and theAP Cental content adviser for governmentwill discuss a more thematic and concep-tual approach to teaching introductoryComparative Government & Politics,using a range of countries as examples,rather than case studies.

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4:30–5:15 p.m.

PLENARY SPEAKER–CHAUNCEY VEATCH

2002 National Teacher ofthe Year; educator, men-tor, and motivator,Thermal, CA

2002 National Teacherof the Year ChaunceyVeatch will tell usabout his uniquestrategies for helpingstudents dream big andachieve big as theyreach for academic andpersonal success.

5:30–7 p.m.

RECEPTION

µSUNDAY, JULY 20, 20038 a.m.–6:30 p.m.

REGISTRATION OPEN

8–8:30 a.m.

CONTINENTAL BREAKFAST IN PASADENA ROOM

8 a.m.–12 noon

SPONSOR EXHIBITS

8:30–10 a.m.

CONFERENCE SESSIONS

Questions and Suggestions for the AP Executive Directors

Subject: GeneralTrevor Packer, The College Board, New York, NYKim Tilton, Educational Testing Service,

Princeton, NJThe AP executive directors from the CollegeBoard and Educational Testing Service willanswer questions from the audience andhear concerns about and suggestions forthe improvement of the Program.

Virtual Schools and the Culture of AP

Subject: Administration, Equity & AccessClar Baldus, The Belin-Blank Center, University

of Iowa, Iowa CityRosanne Malek, Iowa Department of Education,

Des Moines, IALinda Pittenger, Director of the Kentucky Virtual

High School, Frankfort, KYRepresentatives of two innovative, online“virtual AP academies” will describe theirprograms and depict how distance learn-ing can change equity and access to APon a statewide scale.

Using AP Central: Teaching Resources forEnglish and Foreign Language Courses

Subjects: English, Foreign LanguagesLawrence Charap, Danell Jones, and Stephanie

LaCroix, The College Board, New York, NYMeet with the content editors from APCentral, the online home for AP profes-sionals and the Pre-AP program, as theygive an overview of AP Central and delveinto the rich resources available for EnglishLiterature & Composition, EnglishLanguage & Composition, SpanishLanguage, Spanish Literature, FrenchLanguage, French Literature, GermanLanguage, Latin: Vergil, and Latin:Literature.

Building Success in Mathematics: TeachingNumeracy to All Students

Subject: MathematicsGuy Mauldin, Science Hill High School,

Johnson City, TNThis session will introduce mathematicsteachers of grades 5–10 to strategies theycan use in their classrooms, regardless oftheir math subject area or the previouspreparation of their students.

17

MEET THE DEVELOPMENT COMMITTEE

Breakout Sessions in Economics, Environmental Science, European History,German, Human Geography, Latin, Physics, Psychology, Statistics, and StudioArt. Committee members will discuss how exams are developed, commonerrors, and how teachers can prepare students for AP.

Committee PresentersECONOMICS Dennis L. Placone, Clemson University, Clemson, SC

Peggy Pride, St. Louis University High School, St. Louis, MO

Clark Ross, Davidson College, Davidson, NC

ENVIRONMENTAL Dean Goodwin, Kimball Union Academy, Meriden, NH

SCIENCE Susan Postawko, University of Oklahoma, Norman, OK

EUROPEAN HISTORY Steven Mercado, Chaffey High School, Ontario, CA

Gordon Mork, Purdue University, West Lafayette, IN

GERMAN Truett Cates, Austin College, Sherman, TX

Thomas A. Lovik, Michigan State University, East Lansing, MI

HUMAN GEOGRAPHY Patricia Gober, Arizona State University, Tempe, AZ

Gregory Sherwin, Adlai E. Stevenson High School, Lincolnshire, IL

LATIN Susan Bonvallet, The Wellington School, Columbus, OH

Shelley Haley, Hamilton College, Clinton, NY

John Sarkissian, Youngstown University, Youngstown, OH

PHYSICS Stephen Eshleman, Upper Darby High School District, Drexel Hill, PA

Martha Lietz, Niles West High School, Skokie, IL

J. Patrick Polley, Beloit College, Beloit, WI

PSYCHOLOGY Alan Feldman, Perth Amboy High School, Perth Amboy, NJ

James Freeman, University of Virginia, Charlottesville, VA

STATISTICS John Diehl, Hinsdale Central High School, Hinsdale, IL

Madhuri Mulekar, University of South Alabama, Mobile, AL

STUDIO ART Robert Lazuka, Ohio University, Athens, OH

Jerry Stefl, Carl Sandburg High School, Orland Park, IL

Going Global with AP

Subject: AdministrationBob DiYanni, The College Board, New York, NYGeorge Ewonus, The College Board, Kelowna,

British ColumbiaAP is spreading worldwide, including inter-national workshops, conferences, and insti-tutes, as well as university recognition. Thepresenters will describe these initiatives,especially new initiatives in East Asia.

Open Q&A for AP Coordinators

Subject: CoordinationMary Mindel, Dulaney High School, Timonium, MDElizabeth Rodenhizer, Choate Rosemary Hall,

Wallingford, CT Paul Weaver, Chair, Plano Senior High School,

Plano, TX A panel of experienced AP Coordinatorswill moderate an open discussion inwhich Coordinators can ask questionsand share answers and best practices.

Remember the Ladies: The Role of Women in U.S. History

Subject: HistoryJeanne Kish, The Center for Learning,

Westlake, OHGroup activities, lesson modeling, and sam-ples of classroom lessons in this sessionwill help explore the role of women in U.S.History, from colonization to the Civil War.

State Science Standards & AP Biology Performance

Subject: ScienceHoward Everson, The College Board,

New York, NYPeggy O’Neil Skinner, The Bush School,

Seattle, WATopics such as evolution, genetics, andheredity are dealt with differently by statescience standards. This session will analyzethe influence of these standards on students’performance on the 2000 AP Biology Exam.

The Road to Calculus: The Unbeaten Path

Subject: MathematicsAudrey Schneider, James Ford Rhodes High

School, Cleveland, OHMiddle School Presenter, TBAIn this session, middle school and highschool math teachers will explore rigorous,mathematically sound hands-on activitiesthat involve and excite students. Participants

will engage in activities that develop ele-mentary ideas conceptually, graphically, andsymbolically, with an emphasis on writtenand oral communication.

High School–College Articulation and the AP French Program

Subject: Foreign LanguagesMona Mulhair, Las Lomas High School, Walnut

Creek, CAJean-Pierre Piriou, University of Georgia, Athens, GAAdministrator Presenter, TBAHigh school teachers, university faculty,and administrators will discuss in thissession the content of the AP FrenchLanguage and Literature courses and howthese exams align with their collegecourses and curricula. It will be a greatopportunity for articulation between APteachers and university faculty.

Advanced Placement and No Child Left Behind

Subject: GeneralThomas Corwin, Associate Deputy

Undersecretary, U.S. Department ofEducation, Office of Innovation andImprovement

OII administers 25 discretionary pro-grams that support and disseminate infor-mation on approaches to improvingelementary and secondary education. Thepresenter will discuss how AP fits withinthe framework of the No Child LeftBehind Act, the groundbreaking elemen-tary and secondary education legislationenacted by Congress at the beginning of2002. Particular attention will be paid tothe challenges and opportunities that NoChild Left Behind offers for AP coursesand Pre-AP programs.

10–10:30 a.m.

COFFEE BREAK IN PASADENA ROOM

10:30–11:45 a.m.

CONFERENCE SESSIONS

Add More Descriptive Chemistry to Your Curriculum

Subject: ScienceAnn Levinson, Chicagoland Jewish High School,

Morton Grove, ILAttendees will participate in hands-onexperiments that enhance students’knowledge of descriptive chemistry andhear ideas on how to introduce chemicalreactions to their students.18

AP®NATIONALCONFERENCE

µSUNDAY, JULY 20, 2003(Continued)

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AP Central—Professional Development Beyond the Web

Donna DeSoto and Ed Nothnagle, The CollegeBoard, New York, NY

Session participants will learn how APCentral, the official College Board Website for those interested in the Pre-AP orAP programs, is supporting teachers byexpanding the scope of our professionaldevelopment outreach beyond the Web.Those attending will be involved in theconstruction of the session through inter-active participation as the tools and appli-cations are demonstrated. Participantswill receive handouts and informationabout how they can take advantage of theWeb site and related programs to supporttheir own professional development andclassroom practice.

Before and Beyond the AP Foreign Language Classroom

Subject: Administration, Foreign LanguagesDavid Baum, Deborah Bischof, and

Kate Rabiteau, Educational Testing Service,Princeton, NJ

Presenters and attendees will discuss theresults of a survey administered to stu-dents taking the AP French, German, andSpanish Language Exams. The informa-tion given will be relevant to bothadministrative and pedagogical decisions.

Building an Inclusive AP Social Studies Program

Subject: Social StudiesSally Farr, Katy Independent School District,

Katy, TXSusan Magill, Katy Junior High, Katy, TXYvonne Pittman, Cinco Ranch High School, Katy, TXAlene Zimmer, Katy Independent School District,

Katy, TXThis session will focus on how to recruitmembers, organize the team for success,and empower the members to becomeinstructional leaders within the AP SocialStudies Vertical Team.

Connecting and Communicating: UsingGraphic Organizers in Math Class

Subject: MathematicsCarol Hynes, Leominster Public Schools, Holden, MAThis session will explain how to usegraphic organizers to help students makeconnections between topics and acrossgrades and communicate their mathe-matical knowledge using numerical,graphical, symbolic, and verbal methods.

Creating AP Success within Modified BlockSchedules

Subject: AdministrationJohn Meyer, Walter Heines Page High School,

Greensboro, NCTeachers, administrators, and coordina-tors will learn how block and modifiedblock schedules may be used to increaseboth participation and diversity in APclasses.

Integrated Curriculum: Making the Connection

Subject: InterdisciplinaryAmy Asbridge, Tammy Griffith, and Holli Mitchell,

Adairsville High School, Adairsville, GAThis session will describe key conceptsimportant to all AP courses and provideclassroom strategies for teaching them in anintegrated way. An AP World History and anAP English Literature teacher will describehow they teach their courses together bycombining reading assignments and proj-ects and connecting the two subjects.

Integrating Themes in AP Human Geography

Subject: Social StudiesPatricia Gober, Arizona State University,

Tempe, AZGregory Sherwin, Adlai E. Stevenson High

School, Lincolnshire, ILA key integrating theme in human geog-raphy is the process of suburbanization.Members of the AP Human GeographyDevelopment Committee will demon-strate how the idea of suburbanizationcan be taught in the classroom, how afree-response question on the 2001 examwas developed around key features ofNorth American suburbanization, andhow the question itself was scored.

Multimedia Use in AP U.S. History

Subject: HistoryMatt Cone, Plano High School, Plano, TXMatt Tassinari, Palmdale High School, Palmdale, CAClassroom mutimedia techniques will betaught in this session, including the useof songs, digital maps and pictures, andInternet resources for primary docu-ments. Participants will receive a CD-ROM containing useful information.

Providing New Tools for AP Coordinators: AReport from the AP Coordinators’ SolutionsGroup

Subject: CoordinationTrevor Packer, The College Board, New York, NY

(moderator)Panel: AP Coordinator Solutions GroupRepresentatives of this group will presentWeb resources that have been developedto streamline and simplify AP Examadministration; the group will also gathersuggestions for additional tools theCollege Board might develop to assist APCoordinators.

Rate of Change in Pre-AP Mathematics

Subject: MathematicsJames Choike, Mathematics Department,

Oklahoma State University, Stillwater, OKThis session will offer a classroom-readylesson that demonstrates a developmentaland multiple-representational approachto introducing rate of change to students.

Responding to the AP Prompt: Techniques toJump-start the Writing Process

Subject: EnglishPresenter: Thom Wade, Arroyo Grande High

School, Arroyo Grande, CAStudents’ essays often falter in predictablepatterns. This session will provide tools tohelp students quickly assess the promptand construct concise, articulate, content-rich essays. In a workshop setting, partici-pants will engage in exercises that practicethese techniques.

States and Districts Workshop: Bringing Pre-APto a State

Subject: Administration, Equity & AccessTommie Sue Anthony, University of Arkansas,

Little Rock, ARAnn M. Biggers, Arkansas Department of

Education, Little Rock, ARAnn Robinson, University of Arkansas, Little

Rock, ARThis session will describe one state’s Pre-AP initiative from legislation to teacherdevelopment opportunities. A variety ofactivities, including a teacher mentorshipprogram and an AP Vertical TeamsAcademy program, will be discussed.

Teaching the Twentieth Century as Part of theEuropean History Survey Course

Subject: HistorySteven Mercado, Chaffey High School,

Ontario, CAGordon Mork, Purdue University,

West Lafayette, INMembers of the AP European HistoryDevelopment Committee will share ideason how to make this topic relevant totoday’s students.

The EZY Way to Start an APVT in English

Subject: EnglishMelodie Good, Diane Kelly, and Valerie Mayse,

Belen High School, Belen, NMMembers of a successful AP English VerticalTeam will explain how they fully integratedgrades 7–12. Techniques described willinclude garnering administrative support,writing a manual, ensuring good communi-cation, and proper training.

Training for Thoughtfulness: InterdisciplinaryCollaboration

Subjects: English, Science, AdministrationSusan Berrend and Gordon Hultberg,

Intermountain Christian High School, SaltLake City, UT

Teaming up with a colleague on an inter-disciplinary project causes both studentsand teachers to grow and fosters strongcritical- thinking skills in the classroom.Focusing on problem- and inquiry-basedlearning strategies, the presenters will shareseveral examples of teaming science andEnglish units in grades 9–12, give reasonsto try it at your school, and suggest whereto begin. Handouts will be provided onthe Zoo Project (grades 9–10), MosquitoCoast novel unit (grades 11–12), and prac-tical ideas.

Tune In to AP Teaching Tips Through DistanceLearning

Subject: Administration, MathematicsDavid East and Raychelle Johnson Estep,

Indiana Academy for Science, Mathematics,and Humanities, Muncie, IN

The Indiana Academy presents a profes-sional development opportunity thataddresses specific problem topics that arisewhen teaching AP courses and offers in-depth exploration of challenging topicsand labs in the AP classroom. Schools or

teachers seeking to enhance their APprogram can participate in this opportunity.A sample module from AP Calculus will bepresented.

What Are Our R’s? Interpreting the Coefficientsof Correlation and Determination

Subject: MathematicsJohn Diehl, Hinsdale Central High School,

Hinsdale, ILA member of the AP StatisticsDevelopment Committee will explainhow the coefficient of correlation and thecoefficient of determination can be com-puted and how the values of each can beinterpreted in a way that is appropriate tothe context of the analysis.

Writing Is Thinking: Using anInductive/Deductive Model to ImproveWriting in the Social Studies

Subjects: History, Social StudiesWarren Hierl, The Career Center, Winston-Salem, NCUsing examples from U.S. History, thissession will explore a highly adapatablemodel for analytical writing.

Resources for AP Physics Teachers

Subject: PhysicsStephen Eshleman, Upper Darby High School

District, Drexel Hill, PAMartha Lietz, Niles West High School, Skokie, ILMembers of the Test DevelopmentCommittee will share resources that highschool teachers can use to enhance theirclassroom instruction. These will includesupplementary materials, lab ideas, class-room demonstrations, and professionalsupport as well as Internet resources relatedto the AP Physics B and C curricula.

12 noon–2 p.m.

LUNCHEON AND CLOSING SESSION

PLENARY SPEAKER–SARA LAWRENCE-LIGHTFOOT

FOLLOWED BY A PERFORMANCE BY THE PASADENA POPS

20


Fianl Program

µSUNDAY, JULY 20, 2003(Continued)

SARA LAWRENCE-LIGHTFOOT SOCIOLOGIST AND AUTHORSociologist Sara Lawrence-Lightfoot is aProfessor of Education at Harvard University.She holds a bachelor’s degree in psychologyfrom Swarthmore College, studied childdevelopment and teaching at Bank StreetCollege of Education, and did her doctoralwork in sociology of education at Harvard.

Dr. Lawrence-Lightfoot is a prolific author.She has written seven books, includingWorlds Apart: Relationships Between Familiesand Schools (1978), Beyond Bias: Perspectiveson Classrooms (1979) (with Jean Carew),and The Good High School: Portraits ofCharacter and Culture (1983), whichreceived the 1984 Outstanding Book Awardfrom the American Educational ResearchAssociation.

Her book Balm In Gilead: Journey of a Healer(1988), which won the 1988 ChristopherAward for “literary merit and humanitarianachievement,” was followed by I’ve KnownRivers: Lives of Loss and Liberation (1994)and The Art and Science of Portraiture (1997)(with Jessica Hoffmann Davis), which doc-uments her pioneering approach to socialscience methodology, one that bridges therealms of aesthetics and empiricism. In hermost recent book, Respect: An Exploration(1999), Dr. Lawrence-Lightfoot reachesdeep into human experience to find theessence of this powerful quality.

In addition to teaching, researching, and writ-ing, she sits on numerous professional com-

mittees and boards of directors, including theNational Academy of Education, the BostonGlobe, WGBH-FM, and Bright HorizonsFamily Solutions. She is Chair of the Board ofthe John D. and Catherine T. MacArthurFoundation.

She received the prestigious MacArthur PrizeAward in 1984. In 1993, she was awardedHarvard’s George Ledlie Prize, given forresearch that makes the “most valuable contri-bution to science” and “the benefit ofmankind,” and in 1995 she became a SpencerSenior Scholar.

In 1993, Swarthmore University establishedthe Sara Lawrence-Lightfoot Chair. In 1998,she received the Emily Hargroves FisherEndowed Chair at Harvard University,which, upon her retirement, will be namedfor her, making her the first AfricanAmerican women in Harvard’s history tohave an endowed professorship named inher honor.

PASADENA POPSThe Pasadena Pops Orchestra was foundedin 1987 as a nonprofit organization dedi-cated to the finest musical entertainment.Over the first 12 years of existence and withthe hard work of dedicated volunteers, ThePops established itself in the local and sur-rounding communities, growing its sub-scription base, volunteers, and its numberof annual events. However, with the addi-tion of Maestra Rachael Worby in 1999, ThePops has been transformed from the best-kept secret in Southern California to anationally renowned orchestra, attractingnearly 40,000 people every year.

Unlike all other pops orchestras, thePasadena Pops is fully independent and isnot affiliated with any larger symphoniesor orchestras. The first Pops events wereheld in private Pasadena homes and thenlater in smaller local venues. In 1994, ThePops expanded their concert series andmoved to beautiful Descanso Gardens inLa Cañada, California, to accommodate thegrowing crowds. Descanso Gardens hasbeen home to The Pops summer concertseries ever since, and attracts 16,000 sub-scription concertgoers today.

During the summers of 1999 and 2000,Rachael Worby, highly praised as a guestconductor worldwide and for expanding theWheeling Symphony Orchestra in WestVirginia as its music director, guestconducted three times with the PasadenaPops Orchestra. There was such an amazingresponse to Ms. Worby’s charisma that ThePops’ Board of Directors offered her apermanent position. Ms. Worby acceptedthe position of Music Director in 2000 withthe agreement that she and the Board wouldsignificantly expand the organization anddevelop its community outreach program.

Under her baton and through her energeticleadership, Ms. Worby has more thandoubled the total number of annual events,increased subscription concerts, and addednew nonsubscription shows. Whether thework is operatic, symphonic, or pop,American, European, light classic, ortwentieth century, Ms. Worby’s versatiletalents lend themselves to creating anunforgettable event out of every musicexperience. Ms. Worby has also created anextensive education and outreach programthat brings music to inner-city schools,

instruction to talented young musicians,and free concerts to the steps of Pasadena’sCity Hall.

Members of the Pasadena Pops Orchestraare selected from top freelance musicians inLos Angeles, considered the best talent poolin the country. Many members of theorchestra have been playing together sinceThe Pops’ inception in 1987. In addition tothe considerable talents they lend to Popsevents, they are also members of other pres-tigious Southern California orchestras likethe Los Angeles Philharmonic and the LosAngeles Opera, and are often busy recordingscores for motion pictures and television.

The Pasadena Pops looks forward toanother successful season in 2003. Withthe vision of Maestra Rachael Worby andthe commitment of its volunteers, ThePops aims to continue its growth andsecure its place as an internationally recog-nized orchestra.

MONDAY, JULY 21, 20037:30 a.m.–12 noon

REGISTRATION

7:30–8:30 a.m.


8:30 a.m.–3:30 p.m.

POSTCONFERENCE SESSIONS

AP Coordinator Workshop (for New AP Coordinators):

Steve Meshanko, Educational Testing Service,Princeton, NJ

From school AP registration in the fall toonline ordering, the training of proctors,collection of fees, and administration ofthe AP Exams in the spring—the details forwhich an AP Coordinator is responsible forcan be overwhelming. This workshop willprovide a detailed overview of the annualcycle of AP Coordinator responsibilities,moving through each stage step-by-step tohelp new AP Coordinators become familiarwith policies, procedures, and processes.Throughout the workshop, resources willbe identified that can provide additionalhelp for new AP Coordinators.

AP Coordinator Workshop (for Experienced AP Coordinators):

Trevor Packer, The College Board, New York, NYThis review of the annual cycle of APCoordinator responsibilities will focus onchanges for the 2003-04 academic yearand will emphasize the sharing of solu-tions and best practices for handling eachstage of AP program coordination. Inaddition, this workshop will addressother topics related to sustaining andsupporting AP programs, including: Howcan AP Coordinators work with neighbor-ing schools to reduce the strain on spaceand staff resources during May? How canAP Coordinators and school counselorsfoster equitable access to AP courses?What sort of information/materials do AP

Coordinators give to students re: testlocation, times, materials to bring? Howcan schools set expectations that the stu-dents in AP courses take the AP Exam?

AP Administrator WorkshopJoan T. Cobo, Miami Palmetto, Senior High

School, Miami FL, and Kristal Hickman,Southwood Middle School, Miami, FL

(for New Administrators)

Suzy Hagar, Carrollton-Farmers Branch ISD,Carrollton, TX

(for Experienced Administrators)

These meetings are for principals, vice prin-cipals, and directors of counseling to helpthem plan, expand, and manage effectiveAP programs in their schools and districts.Because of this meeting, participants willunderstand why AP is a critical componentin high-end learning and the connectionsamong PSAT/NMSQT®, SAT®, AP, HighSchool Assessments, and Small LearningCommunities. Topics covered in the pro-gram include: Equity, Access, and StudentAchievement; Teacher Selection andProfessional Development; The ChangingRole of the Counselor; Pre-AP Programsthat Prepare Students for AP Success; andUsing Data to Make Decisions.

22


Final Program

ONE-DAY WORKSHOPS

POSTCONFERENCESESSIONS

23

PRE-AP POSTCONFERENCESESSIONSSUNDAY AND MONDAY,JULY 20–21, 2003

July 20 2:30–6:30 p.m.

July 21 8:30 a.m.–4:30 p.m.

INTERDISCIPLINARY

Pre-AP: Building Success™ In English and Social Studies

Krista Dornbush, Laguna Beach High School,Laguna Beach, CA

Rebecca McFarlan, Indian Hill High School,Cincinnati, OH

The purpose of this two-day workshop isto help teachers encourage more studentsto engage in active questioning, analysis,and the construction and communication

of arguments. The workshop is designedto assist English and social studies teach-ers cover the reading, writing, and com-munications skills that are fundamentalto advanced work in both areas.

MATHEMATICS

Pre-AP: Building Success in Mathematics Steve Piekarski, Laguna Creek High School, Elk

Grove, CATansel Pope, University of California: BerkeleyThe goal of this two-day workshop is to pro-vide all math teachers with strategies that canbe used in their classrooms regardless of thearea of math or the previous preparation oftheir students. The focus of the strategies is togive students more opportunities to engagein active questioning, analysis, construction,and communication of mathematics.

ONE-DAY WORKSHOPSMONDAY, JULY 21, 2003

8:30 a.m.–3:30 p.m.

MATHEMATICS

Pre-AP: Topics for AP Vertical Teams®

in MathematicsDixie Ross, Pflugerville High School, Pflugerville, TXParticipants in this one-day workshopwill see how a Mathematics AP VerticalTeam can be centered around and drivenby content. They will understand thebenefits of a streamlined and connectedcurriculum for both teachers and stu-dents. The workshop focuses on articulat-ing a middle and high school curriculumanchored in the skills, knowledge, andhabits of mind needed for APMathematics courses.

Pre-AP: Strategies in Mathematics—Analyzing and Describing Data

Landy Godbold, Westminster Schools, AtlantaThe goal of this one-day workshop is toprovide mathematics teachers with activi-ties that can be used to help prepare stu-dents for AP Statistics. These activities are intwo strands, one that deals with univariatedata and the other with bivariate data. Theyare designed to build on topics that areincluded in the middle school and high

school curricula and can be used as ancil-laries to enrich and broaden material that isroutinely taught in the core curriculum.

Pre-AP: Strategies in Mathematics —RateJ.T. Sutcliffe, Saint Mark’s School of Texas, DallasThe goal of this one-day workshop is todiscover a critical path that describes themathematics content, processes, andskills students need to learn to develop astrong concept of rate, especially as a pre-requisite for taking AP Calculus. Activitiesare designed to help teachers in the work-shop focus on the essential characteristicsof the concept of rate that their studentsneed in developing this concept.

Pre-AP: Strategies in Mathematics—Accumulation

James Choike, Oklahoma State University,Stillwater, OK

The goal of this one-day workshop is todiscover a critical path that describes themathematics content, processes, and skillsstudents need to learn to develop a strongconcept of accumulation, especially as aprerequisite for taking AP Calculus.Activities are designed to help teachers inthe workshop focus on the essential char-acteristics of the concept of accumulationthat their students need in developing thisconcept. Accumulation as a rate of

change, accumulation as an area, termi-nology, and assessment are discussed.

ENGLISH

Pre-AP: Topics for AP Vertical Teams in EnglishMelinda Greene, Crosby Middle School, Crosby, TXParticipants in this one-day workshop willsee how an English AP Vertical Team canbe centered around and driven by con-tent. They will understand the benefits ofa streamlined and connected curriculumfor both teachers and students. The work-shop focuses on articulating a middle andhigh school curriculum anchored in theskills, knowledge, and habits of mindneeded for AP English courses.

Pre-AP: Strategies in English—Writing Tactics Using SOAPSTone

Ogden Morse, Joel Barlow High School, Redding, CT“Writing Tactics Using SOAPSTone” is aone-day workshop designed to help middleand early high school English teachersaddress some of the problems studentsencounter in their writing. The focus is oncertain classroom tactics that allow studentsto analyze what good writers do and then toapply this knowledge when creating theirown texts. In this workshop teachers at anygrade level will find activities that can bene-fit their students. When teachers from allgrade levels work together to introduce andreinforce these strategies, students are morelikely, over the years, to acquire the habits ofmind and the skills of sophisticated writers.

Pre-AP: Strategies in English—Comedy andTragedy: Balancing the Curriculum

Brendan Kenny, Austin Independent SchoolDistrict (ret.), Austin, TX

We routinely neglect comedy in the APclassroom, and the 6–12 curriculum,because it does not seem to have a purposeother than amusement. Providing a study ofcomedy’s ability to exert change on oursocieties and us, gives comedy back its right-ful place beside the revered genre, tragedy.This one-day workshop examines keytragedies and their theories and assumesthat comedy deserves the same integrity instudy. Notably, the workshop provides toolsfor discussion and analysis of comedy andits power in literature and beyond.

SOCIAL STUDIES

Pre-AP: Topics for AP Vertical Teams in SocialStudies

Darlene Pope, Jefferson Middle School, SanGabriel, CA

Participants in this one-day workshop willsee how a Social Studies AP Vertical Teamcan be centered around and driven bycontent. They will understand the benefitsof a streamlined and connected curricu-lum for both teachers and students. Theworkshop focuses on articulating a middleand high school curriculum anchored inthe skills, knowledge, and habits of mindneeded for AP Social Studies courses.

SPANISH

Pre-AP: Strategies in Spanish—LanguageKaren Adler, Grandview High School, Aurora, COThe goal of this one-day workshop is todevelop the reading and language skillsnecessary for the AP Spanish Languagecourse. Vocabulary, sentence structure,and writing and speaking skills will beemphasized. The focus will be on gram-mar as communicated orally and in writ-ing. Assessment will also be discussed.

Pre-AP: Strategies in Spanish—LiteraryAnalysis

Delia Mendez-Montesinos and GildaNissenberg, Dr. Michael Krop Senior HighSchool, Miami, FL

Mary Elena Villalba, Miami Palmetto Senior HighSchool, Miami, FL

The goal of this one-day workshop is todevelop the reading skills necessary for theAP Spanish Literature course. Prereading,reading, and postreading skills will beemphasized. The focus will be on readingcomprehension of Spanish text passages.Assessment will also be discussed.

ADMINISTRATION AND GUIDANCE

Pre-AP: Instructional Leadership Through APVertical Teams

Tommie Sue Anthony, University of Arkansas atLittle Rock

This one-day workshop is designed for sec-ondary instructional leaders: Board mem-bers, superintendents, principals, centraloffice staff, and counselors. In this work-shop, participants will learn how Pre-APprofessional development (Pre-AP), specifi-cally AP Vertical Teams, can be used to cre-ate a system that challenges all students toperform at rigorous academic levels.Participants will be able to include Pre-APprofessional development and AP VerticalTeams in school development plans; organ-ize and develop support systems for APVertical Teams; and evaluate the impact ofAP Vertical Teams on school improvement.

24


AP® is a registered trademark of the College Board,which was not involved in the production of, anddoes not endorse, this product.

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Marriott Marquis Hotel, New York CitySunday, November 2–Tuesday, November 4, 2003

Pre-Forum begins Saturday, November 1Register by September 15 and save $80!!!

www.collegeboard.com/forum

The annual gathering of education professionals committed to creatingeducational opportunities for students to build college success skills

Forum 2003 offers you:

1. Professional development to help you build an effective AP program:

■ Discover proven best practices to increase the number and diversity of studentsenrolling in AP courses

■ Examine model programs to improve AP participation and performance in resource-limited urban and rural settings

■ Align with national standards and assessments through enhanced teacher quality,academic advisement, and student achievement

■ Learn new benefits and development resources for middle and high school teachers

2. Dialogue and networking with educators from other professional areas, such asadmissions, guidance, and more:

■ Find out how AP grades and scores are valued in college admissions and placement

■ Learn counseling strategies to support underrepresented and first-generationstudents and help them succeed in advanced courses and move on to college

■ Hear the diverse voices and views of inspiring speakers from all areas of education

3. Analysis and discussion of today’s most pressing issues in education:

■ Explore the Supreme Court rulings on affirmative action and the repercussions foradmissions and beyond

■ Find out how the new SAT will affect your students and your school and experiencethe scoring process firsthand

Join us at Forum 2003 for a unique opportunity to be informed and inspired!Visit our Web site to learn more and to register online!

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For more information:Visit apcentral.collegeboard.comor e-mail: [email protected]

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