2016 -2017
Spring ISD does not discriminate on the basis of race, religion, color, national origin, economic status, sex, or disability in providing education services, activities, and programs, including vocational programs in accordance with Title VI of the Civil
Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section of the Rehabilitation Act of 1973, as amended.

Spring ISD Advanced Academics Philosophy ............................................. 3
The College Board’s Equity and Access Policy Statement .......................... 3
Pre-Advanced Placement (Pre-AP) Courses at a Glance ........................... 3
Advanced Placement (AP) at a Glance ....................................................... 5
AP Exam Information .................................................................................. 6
Benefits of Taking Pre-AP and/or AP Course .............................................. 6
Consistency in Program .............................................................................. 6
Grade Point System for Classes Entering 2015 -2016 or Later ................... 7
Vertical Sequence of English Language Arts Courses ................................ 7
Vertical Sequence of Mathematics Courses ................................................ 8
Vertical Sequence of Science Courses ....................................................... 9
Vertical Sequence of Social Studies Courses ........................................... 10
Letter of Understanding for Advanced Placement Courses ....................... 11
Differentiation of Instruction for Advanced Level and Gifted Learners ....... 12
Academic Support Sessions for Advanced Placement Students ............... 13
Pre-AP/ AP Student Improvement Plan .................................................... 14
2016 -2017 Important Dates and Deadlines…………………………………15
2

Spring ISD is committed to the belief that all students deserve the opportunity to participate in a rigorous and challenging curriculum in order to prepare them for postsecondary success. Based on this premise, all students are highly encouraged to enroll in Pre-AP/AP courses. According to research, upon entering college, the type of courses taken by students in high school is more important than test scores, class rank, or grade averages. Students participating in AP courses are significantly more likely to attain a college degree than those without an AP experience (Adelman, 1999).
“The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage educators to:
•
Eliminate barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved.
•
Make every effort to ensure their AP classes reflect the diversity of their student population.
•
Provide all students with access to academically challenging coursework before they enroll in AP classes.
Only through a commitment to equitable preparation and access can true equity and excellence be achieved.”
More information about College Board can be found on their website at https://www.collegeboard.org/ .
Pre-AP courses are advanced courses (6 th
– 12 th
) for students to help begin preparing for college and are designed to be a rigorous preparation for AP courses at the high school level. Students enrolled in Pre-AP courses are expected to be hard workers who recognize the importance of a college education. Students do not have to qualify for the course through a test or grades, though they will be expected to participate in and successfully demonstrate completion of above-grade level readings, projects, and activities. The class is intended to be challenging, but the benefits to students are well worth the extra work.
3

Pre – AP courses provide students with the strategies and tools they need to engage in active, high-level learning to develop the skills, habits of mind, and concepts necessary to succeed in Advanced Placement courses and achieve college readiness. Some of the benefits of taking Pre-AP and AP courses are that students are prepared to be successful in college and may even receive credit for college courses while still in high school through AP exam scores. Students earning 3 or better on an AP exam will earn college credit.
According to the College Board Advanced Placement Program, Pre-AP Curriculum is one that is different in pace, depth, breadth, and/or complexity. All students are taught in accordance with the Texas Essential Knowledge and Skills.
Differing pace means:
•
moving through the content at a more rapid pace
•
compacting the curriculum
•
proving needed knowledge by testing and/or projects
Differing depth means:
•
exploring further into the content by going past facts and concepts into generalizations, principles, theories, and laws
•
analyzing from the concrete to the abstract, from the familiar to the unfamiliar, know to unknown
•
investigating layers within a discipline through patterns, trends, unanswered questions, and ethical considerations
Differing breadth means:
•
extending the content through higher-order thinking activities at the introductory or guided level,
•
seeing the broader picture
•
extending the content through learning centers, bulletin boards, and enrichment activities
•
building comprehension by designing content-related extension projects
Differing complexity means:
•
extending content in, between, and across disciplines through the study of themes, problems, and issues
•
seeing relationships between and among ideas in and within the topic, discipline, and disciplines
•
examining relationships in, between, and across disciplines over time, and from multiple points of view
--Joyce E. Juntune, 1998 and Texas State Plan for Gifted Education, 1996.
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Advanced Placement (AP) participation offers a unique learning experience with a connection to post secondary success with special emphasis on:
• Earning college credit
• Standing out in the college admission process
• Expanding intellectual and academic skills
The primary goal of the AP Program is to enrich the secondary school experience of students ready to apply themselves to college-level courses. The College Board indicates that AP high school courses help students qualify for scholarships, improve skills necessary for college level work, and effectively compete in the college admissions process. AP participation promotes college readiness both in academics and maturity.
AP encourages critical and creative thought and fine-tunes analytical skills. It stretches students' reasoning ability. AP courses teach students how to manage their time while they learn how to deal with college-level work. The classes emphasize the development of independent study skills.
Students entering high school need to plan with their counselors to insure that any prerequisite courses are scheduled early enough to allow them to take the AP course(s) of their choice at the senior high level. Most AP courses are one hour in length, the exceptions being AP Studio Art, AP Biology, and AP Chemistry, which require two-hour blocks of time. Highly qualified teachers who have received advanced training through
AP workshops, conferences, and university coursework teach these courses. The following are AP courses offered in Spring ISD:
English
AP English Language
AP English Literature
Technology
AP Computer Science A
AP Computer Science AB
Math
AP Calculus AB
Science
AP Chemistry
AP Calculus BC
AP Statistics
AP Biology
AP Physics B
AP Environmental
Science
World Languages
AP Spanish Language
AP Spanish Literature
Social Studies
AP Human
Geography
AP World History
AP US History
AP Gov/Pol
Comparative
AP Macroeconomics
AP Microeconomics
AP Psychology
Arts
AP Art History
AP Music Theory
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The examinations are structured to measure depth of knowledge, completeness of thought, and synthesis of ideas. Approximately 1200 institutions of higher learning award credit based on a student’s AP examination scores. Exams are graded on a fivepoint scale with college credit usually given for scores of 3 or higher. The score requirement and number of college credit hours or placement credit awarded varies among universities and colleges. The exams are administered in May of each school year to students enrolled in AP courses. All Spring ISD AP students are expected to take AP exams for the corresponding courses taken during the semester/year .
Please note the AP exam fee is paid by Spring ISD.
Students who take Pre-AP/AP courses will challenge themselves, sharpen their academic skills, and learn to think independently. Studies have shown that AP students are:
• Better prepared academically for college admission on all measures of ability and achievement
• Earn college credit
•
•
Exposed to a more rigorous curriculum
•
•
Able to perform significantly better over four years in college
• More likely to be leaders and have significant accomplishment s
Earn a higher 1st year GPA than other students
Strong likelihood of returning the following fall in contrast to students who entered college with no college credit.
•
•
Financially helps with the cost of college (Save Money)
• More likely to graduate from college in four years
Typically qualify for scholarships
A course syllabus is a great way to start a course as it will inform the student of what is expected to happen during the course and it will delineate the responsibilities of the student and the teacher. To ensure consistency in the district’s AP programs, the
Coordinator of Secondary Gifted and Talented programs has worked with the AP teachers in the district to develop common syllabi for the AP courses offered throughout the district. The goal is to establish solid content for every AP course and to set the common expectations and standards across the district. Students will have a roadmap of dates when important assignments, papers, and exams are due.
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Implementation of this grade point system began with the 2015–16, ninth-grade class.
Any student who is enrolled in high school prior to the 2015–16 school year shall maintain the previous grade point system. Students transferring into the District shall assume the grade point system applicable to that cohort.
Grade
Range
90–100
Letter
Grade
A
Academic Pre-AP
4.0 5.0
AP / Dual
Credit
6.0
80–89
75–79
70–74
Below 70
D
F
B
C
3.0
2.0
1.0
0
4.0
3.0
2.0
0
5.0
4.0
3.0
0
6 th
Grade Pre-AP English Language Arts
A t
7 th
Grade Pre-AP English Language Arts
8 th
Grade Pre-AP English Language Arts
Pre – AP English I
Pre – AP English II
AP English Language Composition
AP English Literature and Composition
7

6 th
Grade Pre-AP Math
7 th
Grade Pre-AP Math
8 th
Grade Pre-AP Math
Pre – AP Algebra I
Pre – AP Geometry
Pre – AP Algebra II
Pre – AP Pre -Calculus
AP Course Options:
AP Calculus AB
AP Calculus BC
AP Statistics
8

th
th
th
9

th
th
th
Pre-AP World Geography AP Human Geography
Pre-AP World History AP World History
Pre-AP US History AP US History
Additional AP Course Options:
AP Macroeconomics
AP Microeconomics
AP Comparative Government
AP US Government
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(This form must be submitted by all students taking AP courses.)
Advanced Placement (AP) courses offer students the opportunity to enroll in college level courses while attending high school. Spring Independent School District encourages and will support any student who accepts the challenges of advanced placement courses. The primary goals of AP courses are for students to gain a deeper understanding of the content material and to expose students to college level coursework.
Students are expected :

To be independent learners, willing to read, learn, ask questions, pursue outside reading and research, integrate and discuss material from diverse resources.
 To accept that enrollment in AP courses does not guarantee an A or B grade point average.
 To openly accept assignments, suggestions, and coaching from the teacher.
 To purposely select course load in which the student will be successful.
Students who enroll in Advanced Placement courses and their parent must agree to the following statements:
 I understand that AP courses may require as much as five hours of homework weekly.

I understand I cannot transfer from an AP course to another course after the first progress reporting period. Transferring out of an AP course after the first progress reporting period could possibly affect my Grade Point Average (GPA) and loss of credit.
 I understand that by enrolling in an AP course, I will take the corresponding
Advanced Placement exam in May. Funding for this exam will be paid by the district.
 I understand that it is recommended students take AP courses in areas of interest/strength.
 I understand if a student begins to fail he/she may be moved to an on-level course.
Student Name(Print)
Parent Name (Print)
Student ID AP Course Signature
Signature
Date
Date
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A teacher’s response to learner’s needs is guided by general principles of differentiation such as…
Respectful Tasks
Ongoing Assessment,
Adjustment
Flexible Grouping
Teachers can differentiate the…
CONTENT
(what is taught)
PROCESS
(how it is taught) of the lesson according to the student’s
…
PRODUCT
(what is learned)
READINESS
(student academic level)
INTEREST
(what the student wants to study )
LEARNING STYLES
(how the student learns best) by using a range of instructional and management strategies, such as
 Multiple intelligences and entry points into learning
 Advanced Organizers and Foldables
 Advanced Leveled Texts &
Supplementary Materials
 Literature Circles
 Socratic Questioning
 Philosophical Chairs
 Tiered Lessons & Products
 Learning Contracts
 Investigations & Research
Opportunities
 Technology Integration
 Independent Study & Research
 Gallery Walks
 Interest Learning Centers & Stations
 Higher Level Questioning
 Academic Competitions
 Intellectual Mentors
 Entrepreneurship
 21 st
Century Learning Skills
 Compacting Instruction
 Academic Readiness, Interest, and
Learning Style Small Groups that are at an appropriate level of depth, complexity, and pacing to engage advanced level learners and gifted students.
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners. Carol Ann Tomlinson, ASCD, 1999.
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Each AP course concludes with an opportunity for students to take an AP exam for possibly earning college credit. Students are strongly encouraged to take these exams. The examinations are structured to measure three areas - depth of knowledge, completeness of thought, and synthesis of ideas. Approximately 1,200 institutions award credit based on the student's AP examination scores. Exams are graded on a five-point scale with credit usually given for scores of 3 or higher.
• Spring ISD will pay the AP examination fee for every student enrolled in an AP
• course.
College credit is determined by individual universities.
At the end of each AP course, students are eligible to take a test for the opportunity to earn college credit. Actual credit is awarded at university and college discretion, so be sure to communicate with colleges regarding which AP courses they accept and what scores are required for credit.
In an effort to support our students, the Spring Independent School District will offer test prep sessions for any student enrolled in an AP course. Students will have various opportunities (before/after school tutorial sessions and Saturday AP Test Prep sessions) for additional support to ensure he or she is successful.
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This form must be completed by the teacher of record for students enrolled in
Pre-AP/AP courses who are in need of academic support.
Teacher:
Course:
Student:
Student’s Academic and/or Career Goals:
Semester/Year:
Academic Area(s) of Concern:
The Commitment by student, parent, and teacher:
The student will:
The parent will:
The teacher will:
At the end of the _______six weeks, we will reassess the student’s progress at which time it will be determine if there are any further recommendations.
Student Signature Date
Parent Signature Date
Teacher Signature
Counselor Signature
Date
Date
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