apw making open enrollment work 2008-1
TRANSCRIPT
AP WORLD HISTORY: MAKING OPEN-ENROLLMENT WORKLongwood High School: Middle Island, NY
Presenters
Longwood High School Social Studies Department Chairperson/AP World History 9 Teacher: Daniel Tapia
AP World History 9/10 Teacher: William Neater
AP World History 10 Teacher: Colleen Skadl
Longwood Central School District, Middle Island, NY
Quick Facts 07-08 Longwood CSD
Social Studies at Longwood HS 9th Grade
Regents Global History and Geography 9 AP World History 9
10th Grade Regents Global History and Geography 10 Block AP World History 10 Block
11th Grade Regents US History and Government AP US History Participation in Government Offerings (as
desired)
Social Studies at Longwood HS 12th Grade Participation in Government
Offerings Public Policy Honors (Princeton Model Congress) Facing History and Ourselves Criminal Justice
12th Grade Economics Offerings Economics AP Macroeconomics
Other Offerings AP Psychology AP European History
The 10th Grade Humanities Block: Student Perspective
Period 1: Global/World
History Period 2:
Global/World History Block
Period 3: English 10 (Regents
or Honors)
Period 1: Global/World
History Period 2:
English 10 Block Period 3:
English 10
“A” Day “B” Day
The Benefits to the Block
Gives students 1.5 Credits of both Social Studies and English in the 10th grade year.
Allows for extra coverage of skills-based issues.
Allows for in-depth coverage of geography and primary-source discussion.
Opens up time for guest lectures and/or presentations.
Writing/Testing time
The Social Studies AP Program at Longwood High School 9th Grade:
AP World History 9 (Foundations to 1450) 10th Grade
AP World History 10 (1450-Present) 11th Grade
AP US History 12th Grade
AP Macroeconomics AP European History AP Psychology
Vertical Integration
The Social Studies program at Longwood High School offer key characteristics of a vertically integrated approach towards the Advanced Placement Curriculum: Use of 8th Grade Junior High School
Social Studies Standardized Test Scores
Constant evaluation by core team of AP teachers (8 of 25) Rolling evaluation on a year-by-year basis
Professional Development Common Planning
Rating AP Workshops
Open-Enrollment (ish)
The key characteristic is that the student has to “want to” be in the AP track. We have placed some controls on the open-
enrollment floodgate: Minimum scores from Regents to AP Minimum scores from AP to AP Regents exam scores should be at Mastery Teacher Recommendation Satisfactory completion of Summer Assignment
The “New” AP Student
Motivated INVOLVED in clubs/activities/sports Not necessarily the top 5-10% Varying work ethic
Needs to be modeled/taught Some attendance issues Varying degrees of support at home Connected to the Web…but not as much
as we would like
The Sand-Sifter…
Using test scores, or even student/parent motivation often leaves students out.
We want our program to be exposed to as many as can benefit from it.
Every year, we review Regents students from 9th to 10th and from Regents 10th to 11th . Primary motivator is student interest and
teacher recommendation Round-table discussion of student GPA, writing,
work ethic, interest, etc. However, every teacher is different! What 90% means in one class is different in other
classes!
Transitional Strategies
AP Teacher Guest Informational Lectures in Regents classes.
Open-House for incoming 9th Graders 8R Transition Document
Open-House for transitioning 10th Graders Discuss work ethic, expectations, etc. 9R Transition Document
Work with 10th grade students to help build knowledge from the APW9 course Extra-Help
Strategies for the Open-Enrollment Classroom Dealing with the new challenges that we
face involves incorporating different pedagogical strategies in these key areas: Writing Content Analysis Vocabulary Reading
Writing
Breakdown the Rubrics Rubric Breakdown Document
Use of mini-DBQ’s Breaking down POV Breaking down the additional document
Teaching in a comparative manner Using Global Historical Context as part of the
approach towards the course Analyzing concepts as opposed to
introducing facts
Content Analysis
Use of Cloze Notes technique Allows the instructor to manage more
information Keeps students engaged Encourages use of technology in the
delivery of content Using cloze note technique to
accomplish reading comprehension Working in the
Chronological/Geographical model
The Chronological/Geographical Model Use of the AP World History Time Periods:
Foundations – 600 CE 600-1450 1450-1750 1750-1914 1914-Present
Then, use geo-political model within the time periods Americas, The West, Africa, South Asia, Middle
East, East Asia/Southeast Asia, Central Asia
Cloze Notes
Chapter 6 notes Qing Dynasty Notes Chapter 6 PPT Chapter 26 PPT (PT 3)
Use of Geography in Notes Africa PPT
Vocabulary Building
Every Chapter/Unit has vocabulary words that have to be identified, not defined
Development of test-based verbiage as vocabulary
Breaking student habits of asking vocabulary based questions on tests/quizzes Use tests/quizzes as the method of determining
words/concepts/ideas that need attention throughout the course.
Chapter 19 terms and concepts.doc
Reading Comprehension
Reading the text does NOT come naturally to the new AP student.
Develop strategies that are unique and understandable to help facilitate reading comprehension.
Multi-tiered approach in getting students to read: Dividing the chapters conceptually Straight-forward Reading Comprehension Essential Questions
Reading Comprehension
Using the Text as a tool in building comprehension is a key to our success. All the answers aren’t in
there… Great amount of discussion
about the “best” text (there is none)
Use the text as a guide, and manipulate information to fit the individuality of “your” course
Stearns World History AP/DBQ Edition
Reading Comprehension
Question and answer from the text Designed to keep students moving through
the text Chapter 28 Reading Comp
Essential Questions Big, Conceptual questions designed to get
students to read/write in the models necessitated by the AP World History Exam
Chapter 24 Essential Questions and Terms Chapter 25 Chronology
The Summer Assignment
The summer assignment has developed into a school-wide base assignment that has served as a model for the other disciplines.
Three components: Historical Book Review Biography/Interview with historical figure Making a case for someone NOT included on the
list Email submission during the summer to prove
interest and technological capabilities Becomes subject for discussion throughout the
year.
The Summer Assignment
The Summer Assignment and subsequent quarterly assignments become a TOOL in the integration of global historical context throughout the course.
Summer Assignment 9 Summer Assignment 10 APW9 Reading List APW10 Reading List ALL Summer Reading Lists
Extra-Help
The review season is an intense time-period designed to assist students who may have fallen behind at any point in the transition Requires a lot of time Requires a lot of teamwork Requires a lot of patience!
Designed to meet the needs of the different types of students we interact with Sports Clubs Activities
Extra-Help
After-school Evenings (7:00-
9:00) Weekends On-Line
Chat rooms Webinars
Review Calendar
The Review Book
Choosing and using an effective review book is essential to the success of your “review season.”
We use Barron’s because it represents a mix of brevity and long-windedness
We use a host of different books to get questions, graphic organizers, etc.
The AP World History Rating
A TREMENDOUS professional-development opportunity
Use of skills, techniques, and concepts for the mid-term and all other free-response tests.
2008 Midterm CCOT 2008 Midterm CCOT
Score Sheet
Longwood High School Growth in Advanced Placement Classes
0.0
37.5
75.0
112.5
150.0
2005-06 2006-07 2007-08
AP World 9 AP World 10 AP US History AP Psychology
Longwood High School Growth in Advanced Placement Classes Since 2004
2004 / 2005 2005 / 2006 2006 / 2007 2007 / 2008 GROWTH
AP World 957
AP World 974
AP World 992
AP World 9 110
53 Students
AP World 1081
AP World 1087
AP World 10114
AP World 10 114
33 Students
AP US 1143
AP US 1178
AP US 1195
AP US 11 105
62 Students
AP Psych109
AP Psych96
AP Psych106
AP Psych 107
-2 Students
LHS: Making Open-Enrollment Work in AP World History-Growth and Success
2005-2007
81 83
110
28
42
81
2.284
2.699
3.082
Nat Avg, 2.66 Nat Avg, 2.62Nat Avg, 2.72
0
20
40
60
80
100
120
2005 2006 2007
Test Year
En
roll
men
t
0
0.5
1
1.5
2
2.5
3
3.5
Sco
re
Total Enrollment Score 3+ Avg. Score Nat Avg
Success is linked to…
Effective leadership Support by building administration Support by district administration
Board of Education Longwood Board of Education Website
Directors, Assistant Superintendent’s, Superintendent
Community Support Parental Involvement STUDENT LOYALTY TO THE PROGRAM
This takes time!
Thank You!
Information from today’s workshop can be found at http://forums.longwoodteachers.com/viewforum.php?f=155
Additionally, you may contact us at the following email addresses: Bill Neater: [email protected] Dan Tapia: [email protected] Colleen Skadl: [email protected]
Longwood Website www.longwood.k12.ny.us