DEPARTMENT C

HAIR

MEETING

MA Y 2 0 1 4

HI G H

S C HO

OL H

UM

A NI T I E S D

E P A R T ME N T C H

A I R S

WELCOME• NC Final Exams• Assessment Specifications• Tested Courses

• Primary and Secondary Source Training – Social Studies Teachers

• Spring Voter Registration Drives• May 19-23

• American I and II – units on “The West”• US/American PLT April• American I Added Instructional Guide Unit 6 Days 78-82

• CMAPP – Argument Theory & Practice, African American Studies

• Woodmen of World Plaques

REVIEWING INSTRUCTIONAL MATERIALSEnglish and Social Studies Honors Portfolios

Writing ContinuumVocabulary Continuum

LEADING TH

E

SCHEDULIN

G PROCESS

A_V_N_E_ _L_C_M_N_

A. D P A E A C E D TB. X O M E I L T A BC. H W O D I I F O GD. X C T G A U C O U

AP COURSES ARE FOR STUDENTS WHO ALWAYS GET GOOD GRADES.

A. TrueB. False

AP COURSES ARE GOOD FOR ANY STUDENT WHO IS ACADEMICALLY PREPARED AND MOTIVATED TO TAKE ON COLLEGE-LEVEL COURSES

A. TrueB. False

TYPICAL AP STUDENTS ARE RISK TAKERS IN THE CLASSROOM.

A. Strongly AgreeB. Somewhat AgreeC. Somewhat DisagreeD. Strongly Disagree

AP STUDENTS SHOULD ALREADY BE PREPARED TO TAKE COLLEGE COURSES.

A. Strongly AgreeB. Somewhat AgreeC. Somewhat DisagreeD. Strongly Disagree

AP IS FOR STUDENTS WHO ARE SELF-MOTIVATED.

A. Strongly AgreeB. Somewhat AgreeC. Somewhat DisagreeD. Strongly Disagree

THE PURPOSE OF AN AP PROGRAM IS TO

A. Challenge studentsB. Increase instructional rigorC. Isolate desirable student

behaviorsD. Prepare students for college and

careerE. To earn college credit

AP DIFFERS FROM HONORS COURSES IN THAT…

A. AP courses are more difficultB. AP courses challenge students to dig

deeperC. AP courses require more motivation

to learnD. Students have more work in AP

courses

THE LOWEST SCORE THAT A STUDENT COULD EARN ON AN AP EXAM AND BE CONSIDERED “QUALIFIED” IN THAT COURSE IS

A. 5B. 4C. 3D. 2E. 1

MOST COLLEGES WILL ONLY ACCEPT SCORES OF 4 OR 5.

A. TrueB. False

EACH COLLEGE DECIDES WHICH SCORES IT WILL ACCEPT.

A. TrueB. False

IF AN AP TEACHER SCAFFOLDS LEARNING, S/HE IS WATERING DOWN THE CURRICULUM.

A. TrueB. False

IF AN AP TEACHER DIFFERENTIATES INSTRUCTION, STUDENTS DO NOT BENEFIT OF THE RIGOR DESIGNED FOR AP COURSES.

A. TrueB. False

THE BEST SCHEDULING CHOICE FOR AN AP COURSE ISA. Stand alone semester courseB. AP course paired with an

honors elective seminar course

C. AP course paired with an AP or honors course that is a graduation requirement or elective (consec. sem)

D. AP course paired with an AP or honors course that is a graduation requirement or elective (A/B Day)

Think critically and deeply about a content area while developing the skills and

habits of mind to be prepared for both college and careers.

WHAT IS THE PURPOSE OF AN AP COURSE?

Develop college level academic skills

Impress College Admission Counselors

Save moneyChoose a major soonerTake more elective classes in

collegeAdd a minor or second major

more easilyIncrease eligibility for college

scholarships

WHY TAKE AP?

HOW ARE AP COURSES AND COLLEGE COURSES DIFFERENT?

Component Advanced Placement

College Course

Seat Time 135 contact hours

45-48 contact hours

Content Audit processAssessment for College Credit

National Exam for potential college credit

Pass the course for credit

Support More than twice the contact hours to provide ongoing support

Generally, office hours

Coursework Expectations (Syllabus)

Broad expectations and pace

Highly defined pace and deadlines

22PLACING STUDENTS

1: 0-14

2: 14-17

3: 17-19

4: 19-22

5: 22-36

Each card represents a student at one of our high schools…

These students were predicted to score in the third quintile with a score range of 17-19, which is below the benchmark score of 22

Sort the cards into two piles: those students who exceeded the predicted score that would be below benchmark and those who underperformed the predicted score range

Let’s check the actual results… take notes as needed

STUDENT SHUFFLE

Student Predicted Score Actual ScoreAllen 17.4 10John 17.6 11Davie 17.5 12Charles 17.9 12Jim 18.2 12Evan 19.2 12Chuck 19.3 12Steven 17.3 13Niles 17.3 14Clarissa 18.0 14

STUDENTS WHO DID NOT MEET BENCHMARK

Student Predicted Score Actual ScoreMo 18.9 30Nick 18.1 28Harvey 19.5 24Dee Dee 18.9 29Stevie 19.2 25Maddie 19.3 24Carlton 17.6 24Dana 19.3 23Dallas 18.8 23Carrie 17.6 23

STUDENTS WHO EXCEEDED BENCHMARK

What trends do you see?What questions are raised?

TRENDS AND QUESTIONS

P L A C I N G S T U D E N T S

Teacher RecPredicating

CourseworkParent InputCounselor AdvocacyStudent VoiceStudent

Behaviors/InterestAssessment Data

B A R R I E R S

Teacher RecPredicating

CourseworkParent InputCounselor AdvocacyStudent VoiceStudent

Behaviors/InterestAssessment Data

STUDENT SELECTION

ACT AS AN INDICATOR

Historical gradesInterest inventoriesPSATExplore, PLAN, ACTEVAASGrade 8 Reading and MathEnglish IITeacher recommendations

DATA SOURCES

THE VALUE OF MULTIPLE DATA POINTS

Common Vision

PLACEMENT STRATEGIES

Why do 70% of students enrolled in AP Language take the exam while 30% of the students in AP Literature?

AP US History

TO EXAM OR NOT TO EXAM…

Consider prerequisites to build skills

Concurrent scheduling to build time

Strategic sequencing to build a depth of learning

SCHEDULING

Common Vision

Culture of Rigor

Strategic Recruitment Strategies

NEXT STEPS

LOOKING AHEADTentative 2014-15 Meeting Dates for Humanities Department Chairs:(location TBD)• September 9• October 14• November 18• December 16• January – no meeting – exams• February 10• March 3• April 7• May 12