
LTC Pamela Donehew – Director of Instruction/IB Coordinator designate

Dr. Maria Clapp – Director of Counseling

Major Penny Schroeder – Math Dept. Chair/DE Math Instructor

Captain Hellen Harvey – IB Film Study/DE English Teacher

Captain Natasha Arbelo-Fredericks – Counselor/DE, AP

Captain Tina Hodges – Testing Coordinator

LTC Pamela Donehew – Director of Instruction/IB Coordinator designate
What is the process to teach AP –
Courses – and who are the teachers?

Choose a course and add it to your catalog

Select a Teacher

Register Students

Obtain Course Materials

Complete AP Course Audit Requirements

Attend AP Professional Development

Launch the Course
Advanced Placement
AP

Challenging courses that require rigor

Certified Teachers – attend AP training (not required)

Students may select any courses offered – not a program


Some courses require prerequisites
Courses which culminate with an exam administered at SMA

Course grade and exam score are two separate items

AP course weighted like Honors classes

Exams are paid for by SMA

Scores range from 1-5

AP Courses are offered online through FLVS & students would test at SMA

Colleges vary in acceptance – most require 3 as minimum to accept for
college credit
Advanced Placement – AP
College Board offers 34 different courses – SMA offers 7

AP English Lang



May 15 8 a.m.
AP Psychology

May 4 noon
AP Calculus AB


May 6 8 a.m.
AP Human Geography


May 13 8 a.m.
AP English Lit


AP Environmental Science


May 5 8 a.m.
May 4 8 a.m.
AP Physics

May 6 noon

Major Penny Schroeder
 Introduction
 Mathematics
to DE
What is Dual Enrollment?

Credit accepted at all Florida state schools
 May/may
not be accepted at out of state
schools
 Course
grades are weighted

Free college credits

Dual Enrollment at SMA vs SCF

No exam to pass for credit

College level courses with college level
atmosphere and expectations

Captain Hellen Harvey
 English
ENC. 1101- writing argument and research
ENC. 1102 – literary analysis
ENL. 2010 – British Literature – Beowulf to
Shakespeare
ENL. 2022 – British Literature – Romantic period
to present day
PERT
FCAT
SAT
ACT
Writing
103
262
440
17
Reading 106
262
440
No final exams
The Gordon Rule– 6000 words in writing
19
SMA Dual Enrollment
Information for State
College of Florida
Captain Natasha Arbela-Fredericks, Counselor AP/DE
What is Dual Enrollment?

High school Juniors and Seniors enroll in college course to satisfy both high school and
college Associates in Arts requirements.

Courses taken at SCF and SMA will be on their college transcript and transfer to other
colleges and universities.

Grades earned in SCF courses will be reflected on both the high school and college
transcripts and will affect both GPAs.

Sophomores are currently eligible for Dual Enrollment Math and English on SMA campus
only.
Early College Program
Dual Enrollment (Part-time SCF):

A minimum of 2 SMA classes are required.

Combined SMA and SCF classes must not exceeded 4 per semester.

Students may take…

2 SMA classes and 2 SCF courses.
OR

3 SMA classes and 1 SCF.
Early Admission (Full-time SCF):

Is a form of Dual Enrollment which eligible seniors enroll at SCF full-time.

Students must enroll in a minimum of 12 credit hours but no more than 15
credit hours per term.
Eligibility Requirements

3.3 cumulative unweighted GPA prior to the registration deadline.

Meet all published deadlines.


Found on both SMA and SCF’s websites
Have qualifying test scores on either;

PERT – Post secondary readiness test

SAT

ACT

FCAT
Qualifying Test Scores

College Level English



Writing Score
College Level Math at SCF

ACT – 20

ACT – 17

PERT – 123

PERT – 103

SAT – 510

SAT – 440

FCAT – 262
Reading Score

ACT – 19

PERT – 106

SAT – 440

FCAT – 262

College Math at SMA

ACT – 19

PERT – 114

SAT – 460
Enrollment Process

Meet with Counselor to confirm eligibility

Sign SCF Dual Enrollment Policies for Sarasota Military Academy

Submit original Early College Application to SCF

Submit qualifying test scores (or take PERT by appointment)

Meet with Counselor to get High School Early College Approval Form

Submit High School Early College Approval Form to SCF

Register for classes at www.scf.edu

Submit Student Detail Schedule to Counselor
Enrollment Deadlines

Spring 2015

December 1, 2014

Includes application, approval forms and placement testing.

Spring Registration opens TBA

The spring deadline is for ALL Early College students.

NO EXCEPTION WILL BE MADE TO THIS DEADLINE

LTC Pamela Donehew – Director of Instruction/IB Coordinator designate
IB – Mission
The International Baccalaureate Organization
aims to develop inquiring, knowledgeable and
caring young people who help to create a
better and more peaceful world through
intercultural understanding and respect.
To this end, the IBO works with schools,
governments and international organizations
to develop challenging programmes of
international education and rigorous
assessment.
These programmes encourage students across
the world to become active, compassionate
and lifelong learners who understand that
other people, with their differences, can also
be right.
IB programs promote the education of the
whole person, emphasizing intellectual,
personal, emotional and social development.

The attributes of the learner profile express the
values inherent to the IB continuum of
international education.
IB learners strive to
be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
IB

Designed for students aged 16 to 19

(Grades 9 – 12)

Diploma students take six subjects plus they
write a 4,000 word extended essay, complete
a course in theory of knowledge, and
complete a number of creativity, action and
service (CAS) projects.

Rigorous and relevant curriculum

The diploma is well recognized by the world’s
leading universities

Up to 36 college credits for coursework
What does the Diploma Programme curriculum contain?
The curriculum contains six subject groups together with a core made up of
three separate parts.
 Three subjects are studied at
higher level.
 Three subjects are studied at
standard level.
 All three parts of the core—
extended essay, theory of
knowledge and creativity, action,
service—are compulsory and are
central to the philosophy of the
Diploma Programme.
What does research tell us about the Diploma Programme?
•
How will the Diploma Programme impact my high school experience?
•
Will participating in the IB Diploma Programme help me get into
college?
•
How well will the Diploma Programme prepare me for college?
01 January 2012
What does the research say about the impact of the IB on students’ experience
in high school?
01
January
2012
IB students are more engaged in high school
A 2009 study compared the academic, emotional and social engagement of IB students against
non-IB students in eight IB high schools. It also compared IB students to non-IB students in a
national sample.
On all measures IB students were more engaged in school than non-IB
students.
“Across each of the domains of student engagement, IB students
rated their levels of engagement more highly than non‐IB students.
This held true for both the targeted sample of eight schools, as well
as the national sample.”
01 January 2012
What does the research say about the Diploma Programme impact on college
admission and enrollment?
By Ad Meskens (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], via
Wikimedia Commons
01 January 2012
IB students more likely to attend selective colleges
In a 2012 study of diverse alumni from IB programmes in Chicago public schools, researchers from the
University of Chicago found that, compared to a matched sample, DP students are more likely to:
•
enroll in college
•
attend a more selective college
•
stay enrolled in college.
This study suggests that IB students are not only going to better
colleges in greater numbers but are performing better once there.
01 January 2012
IB students more likely to attend selective colleges
A 2011 study of almost 25,000 IB Diploma and certificate students found:
IB students were more likely than the national average to attend
college full-time, with nearly 70% attending selective or more
selected colleges.
01 January 2012
What does the research say about the IB impact on college preparation?
By Hoodr (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
01 January 2012
IB students more prepared for college
2012 study of Chicago public schools interviewed Diploma Programme alumni and found that:
Students reported they felt prepared by the Diploma Programme to succeed in college.
Students reported that they:
•felt prepared to succeed and excel in their coursework
•had strong academic skills, especially related to analytical writing
•learned academic behaviours like work ethic, motivation, time management, and help-seeking that were sources
of strength in the transition to college-level work
•identified preparation in the IB programme as the source of their success as college students.
01 January 2012
IB students graduate from college at higher rates
The 2011 study of IB students’ experiences after
high school found that IB students graduated
from college at higher rates, with 81% of IB
students graduating within 6 years of enrolling
full-time at a 4-year institution, compared to the
national average of 57%.
01 January 2012
University or college
University of Florida
Florida State University
Brown University
Stanford University
Columbia University
University of California - Berkeley
Harvard University
New York University
University of Michigan - Ann Arbor
University of Miami
IB students
acceptance rate
82%
92%
18%
15%
13%
58%
10%
57%
71%
72%
Source: IBDP Graduate Destinations Survey 2011/12 conducted by i-graduate International Insight
Strictly copyright © IGI Services 2011
01 January 2012
Total population
acceptance rate
42%
60%
9%
7%
9%
26%
7%
30%
51%
30%
IB students vs
total population
+40%
+32%
+9%
+8%
+4%
+32%
+3%
+27%
+20%
+42%
University or College
Cornell University
Duke University
University of Pennsylvania
Yale University
University of Central Florida
Boston University
University of California - Los Angeles
University of Virginia
UNC Chapel Hill
Princeton University
IB students
acceptance rate
31%
28%
24%
18%
90%
70%
48%
64%
63%
16%
Source: IBDP Graduate Destinations Survey 2011/12 conducted by i-graduate International Insight
Strictly copyright © IGI Services 2011
01 January 2012
Total population
acceptance rate
18%
16%
14%
7%
47%
58%
23%
32%
32%
8%
IB students vs
total population
+13%
+12%
+10%
+11%
+43%
+12%
+25%
+32%
+31%
+8%
•
The average acceptance rate of IB students into university/college is
22% higher than the average acceptance rate of the total population.
•
The acceptance rate of IB students into Ivy League institutions
(Princeton, Yale, Brown, Harvard, Columbia, Cornell, Dartmouth,
University of Pennsylvania) is between 3% and 13% higher compared
to the total population acceptance rate.
Source: IBDP Graduate Destinations Survey 2011/12 conducted by i-graduate International Insight
Strictly copyright © IGI Services 2011
01 January 2012
 LTC
Pamela Donehew – Director of
Instruction/IB Coordinator designate
AP
DE
IB
Q
&A