BISD Pre AP/AP Vertical District
Team Work
Birdville High School June 10-13
Why are we here?
• You could be thinking—we have tried this a million times in BISD
and it never ends up being something we continue.
– As defined in the Curriculum Management Plan for BISD vertical teams
are composed of identified teacher leaders that represent the various
content areas for all subjects and courses. The primary role is to
provide leadership while working collaboratively with the content
coordinators in the development of an articulated scope and sequence
for the various content areas. Pre AP and AP need this articulation to
build a cohesive program that leads to student success.
• You could be thinking, I wish I were in my PJ’s
– You can wear your pj’s as long as they are appropriate.
What you create these two days with your teams will serve as the
foundation that will guide the continuing work to be done by Pre AP
and AP teams.
Teaching and Learning Process Model
From a Systems Perspective
I
N
P
Curriculum
(State Standards and
AP Standards)
Aligned
Resources and
Materials
Alignment
U
T
Methods and
Strategies
(high yield)
Organization
(Structures-how
students do their work)
O
Students
(Produce highquality work)
State Assessment/
AP Assessment
(level of distinction)
U
T
P
U
Teachers
(Planning for Learning)
T
Reflective Practice about Lesson Design & Results
Copyright by: Elizabeth A. Clark, Ed.D
Vertical Teams Goals
AP teachers/coordinators will facilitate vertical groups
and alignments using their syllabi.
Day 1
Focus on progression of skills alignment using the
collection of BISD common course syllabi necessary from
an array of subjects.
Day 2
Focus on progression of content using the collection AP
standards by course and standard clarification documents
Other Days
Content workshops to support Pre AP/AP courses.
Schedule for the Week
BHS 8:303:30 Lunch
is 11:3012:30
Social
Studies
Science
ELA
Math
Monday, June
10
Pre AP/AP
Vertical WorkDay 1
Pre AP/AP
Vertical WorkDay 1
Holistic Scoring
Curriculum
Writing 8th grade
Tuesday, June
11
Pre AP/AP
Vertical WorkDay 2
Pre AP/AP
Vertical-Day 2
Pre AP/AP
Vertical Work
Day 1
Pre AP/AP
Vertical Work
Day 1
Wednesday,
June 12
History/Geogra
phy Alive Part 1
Flipped
Classroom
ELAR
OER (AM)
Socratic
Seminar(PM)
Bea Luchin
Thursday,
June 13
History/Geogra
phy Alive Part 2
Reading With
Science
Pre AP/AP
Vertical Work
Day 2
Pre AP/AP
Vertical Work
Day 2
Day 2 teams
40 min
PLC’s in
Action
Day 2
40 min
PLC’s in
Action
Seeing into the Future
An important premise of Pre-AP is the belief that
we can prepare every student for higher
intellectual engagement by starting the
development of skills and acquisition of
knowledge as early as possible.
Addressed effectively, the middle and high school
years can provide a powerful opportunity to help
all students acquire the knowledge, concepts,
and skills needed to engage in a higher level of
learning.
Preparing for the Future
The ultimate goal of Pre AP course is to prepare students for
success at levels of distinction on state and Advanced Placement
assessments.
The AP Examinations are administered each year in May and
represent the culmination of college-level work in a given
discipline in a secondary school setting. Rigorously developed by
committees of college and AP high school faculty, the AP Exams
test students' ability to perform at a college level.
Most colleges and universities require a college entrance exams
such as SAT and ACT.
Sit for An AP Exam
Experiencing the exams that our students will take will
give insight to the rigorous expectations placed on our
students.
•In your folders, there are samples of AP questions.
•Some of you have 2, some have 4 sample test options
•You will have the next 5 minutes to select a test and
complete the multiple choice section
•Pencils ready, go…..
Debrief the Experience
Research shows simply sitting for the exam will increase the
likelihood of success in college
Reactions
Implications
3-2-1 Bridge
What should a Pre AP/AP classroom look like?
On the back of your file folder, draw a 3x3 table
like this:
3
2
1
3-2-1 Bridge
3
Words
Generate 3 words that come to mind when
you think about the Pre AP /AP classroom.
2
Questions
Generate 2 questions that come to mind
when thinking about the Pre AP /AP
classroom.
1
Metaphor/Simile
Create a metaphor or simile to represent
your current perception of the Pre AP/AP
classroom.
Part 1: Before Work
Part 2: After Work
What Can We Learn From This Data?
Birdville ISD GRADES 3-8 STAAR (STAAR ONLY NO OTHER VERSION, ENGLISH ONLY)
READING
MATH
WRITING
L II
LIII
L II
LIII
G3
83%
23%
74%
20%
G4
75%
21%
71%
16%
SCIENCE
L II
LIII
73%
7%
G5
G6
72%
20%
76%
14%
G7
81%
19%
68%
2%
75%
SOCIAL STUDIES
L II
LIII
76%
13%
79%
17%
L II
LIII
68%
16%
6%
G8
Birdville ISD EOC
ENGLISH I RDG
ENGLISH I WRITING
ENGLISH II RDG
ENGLISH II WRITING
L II
LIII
L II
LIII
L II
LIII
L II
LIII
72%
13%
55%
2%
84%
29%
60%
2%
ALGEBRA 1
GEOMETRY
ALGEBRA 2
L II
LIII
L II
LIII
L II
LIII
85%
14%
89%
18%
99%
76%
W GEOGRAPHY
W HIST
L II
LIII
L II
LIII
82%
19%
79%
11%
BIOLOGY
CHEM
L II
LIII
L II
LIII
91%
14%
91%
14%
Subject
2010
2011
2012
Biology
22
16
17
Chemistry
42
37
51
Env Sci
10
6
28
Phys B
19
27
25
Total
23
21
30
Subject
2010
2011
2012
Eng Lang Comp
53
52
54
Eng Lit Comp
49
52
63
Grand total
51
52
59
Subject
2010
2011
2012
Calc AB
48
39
49
Calc AB Sub
88
64
84
Calc BC
75
53
79
Statistics
18
18
39
Grand Total
57
44
63
Subject
2010
2011
2012
Macr Econ
24
32
29
US Gov Pol
13
35
44
US Hist
41
45
47
World Hist
45
43
49
Grand Total
31
39
43
What are the implications for the future?
STAAR results
AP results
Starting point…
• We have examined sample items used to
assess students at the AP level
• We have looked at data and discussed
implications
• We need a place to start the vertical
alignment process.
• This is hard work. This is important work. This
is work we will not abandon.
Pre-AP Social Studies Skills Continuum: Assessments
The student in a pre-AP classroom in BISD is expected to complete at minimum:
Five timed assessments
per semester
-Two timed
assessments per
semester
-Multiple choice: 4
choices
-Two open-ended short
answer per semester
-Three timed
assessments per
semester
-Multiple choice: 4
choices
-Three open-ended
short answer per
semester
-Four timed
assessments per
semester
-Multiple choice: 4
choices , introduce 5
answer choices
-Five timed
assessments per
semester
-Multiple choice: 5
choices
-Multiple choice: 5
choices
-Five open-ended short
answer per semester
-Five open-ended short
answer per semester
-Four open-ended short
answer per semester
Timed assessments may be formative or summative.
Timed assessments may measure student performance on an objective test or a writing sample.
Timed assessments may be District CBAs
Multiple choice assessment items should include items with rigorous, multi-step solutions
Multiple choice assessments should be at a challenging reading level
Multiple choice assessments should include a variety of stimulus items which include: maps, charts, graphs, data, visual images, and excerpts from
primary and secondary documents
Open-ended short answer questions should reflect the cognitive rigor of the TEKS and should give the student opportunity to take a position,
pose/answer a geographic question, sequence, identify cause and effect, summarize, make generalizations, and make predictions, etc.
Pre-AP Social Studies Skills Continuum: Document Analysis and
Analytical Writing
The student in a pre-AP classroom in BISD is expected to complete at minimum:
Analyze two sets of
documents per
semester. Write a
thesis statement and
paragraph which
compares/ contrasts
two concepts or
regions
Analyze two sets of
documents per
semester. Write one
full DBQ essay per year
using the resource
Mini-Qs in Texas
History
Analyze two sets of
documents per
semester. Write two
full DBQ essays per
year using the resource
Mini-Qs in American
History, Volume 1
Analyze three sets of
documents per
semester. Write two
full analytical essays
which compares/
contrasts two concepts
or regions
Analyze three sets of
documents per
semester. Write two
full DBQ essays per
year using the resource
Mini-Qs in World
History, Volumes 1, 2
or 3
•Document sets should include a minimum of two primary and/or secondary sources.
•Documents may include, but not be limited to, text excerpts, visual images, maps, charts, or graphs.
•Document analysis through the use of strategies is encouraged. Students may use strategies such as, but not
limited to, ESPN, PERSIA, SPRITE,SOAPS, OPTIC, APPARTS, and SCRIPTED
•Students should demonstrate the ability to write a thesis statement, with increasing levels of complexity over
time.
•Students should be able to take a position and support it with evidence (background historical/geographical
knowledge and text evidence from documents)
•Students should demonstrate appropriate mastery of English language conventions. (Aligned to ELAR
curriculum)
Guiding Documents
• Texas Essential Knowledge and Skills per course
• AP Standards per course (all will be accessible on
my website   )
http://schools.birdvilleschools.net/Page/29905
• Vertical Alignment Document per content area
• Standard Clarification Documents per course
• Example questions from college entrance exams
• Sample PSAT test
The schedule for today:
• You will now go to rooms that are listed on a
spreadsheet in your folder.
• There will be facilitators that will lead your group
through the next steps of the process.
• Each group have different paths to the work. The
facilitators will help you manage the path.
• If you need anything– do not hesitate to ask (but I
do not have extra pajama’s in my car).
• We will meet back in the lecture hall at 3:15 to
wrap up our day