Learning to the Power of Three:
AP, IB, and Dual Credit
Mel Coryell
Donna Cracraft
Bill Gulde
Judith Libby
About Us
• Advancing Academic Excellence (AAE)
• Our high schools: Lawrence North, North
Central, and Pike
About You
• AP-only or two or more programs?
• Teacher? Coordinator? Administrator?
Presentation Overview
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The Benefits of Combined Programs
The Data: What AAE has learned
Activity: Comparing AP, IB, and dual credit
The Implementation: How to Go About
Combining Your Courses
The Benefits of Combined
Programs
The Benefits of Combined Programs
• Combined credits for students:
http://ud.iub.edu/fs_ap_ib.php
• Differences in testing styles
• Scheduling flexibility
• Differentiated instruction
• IB recruitment
The Benefits of Combined Programs
• Increased rigor
• Data points and evidence for Continuous
Improvement
• Strong AP-preparatory courses and vertical
alignment
• Improved marketability
The Data: What AAE has learned
The Data: What AAE has learned
• Advancing Academic Excellence (AAE)
• Data - 2010 Graduates
• The American Student Achievement Institute
directs the AAE initiative as an intermediary
for the Lumina Foundation for Education.
Additional information may be found at
www.asainstitute.org/aae
The Implementation: Advice for
Combining Programs
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Our Schools’ Course Combinations
How to Go About Combining Your Courses
Professional Development
Student Support
Course Combinations
• English - Combine IB with the two-year 11/12
AP sequence
• Math - All three programs combine (AP
Statistics, AP Calculus AB, AP Calc BC)
• Science - Combine all three programs, with
modification (Chemistry, Biology, Physics)
Course Combinations
• Visual Arts - Combine AP Studio Art with IB
ArtTheater - Combine dual credit and IB
• Music - Combine AP and IB (with modification)
• Social Studies - Combine all three programs
for Psychology, History of the Americas, and
History of Europe (AP Psychology, AP US
History, AP World History, AP European
History)
The Implementation: How to Go About
Combining Your Courses
• Create a Subject Vertical Team comprised of your AP/IB and DC
teachers and all PRE-AP teachers for each course/subject.
• The Subject Vertical Team gathers all cumulative assessments
(AP/IB/DC exams and assessments) and lists all skills and knowledge
the students need to know to receive an acceptable score. This can
take a half day and needs to be very comprehensive.
• The team can then divide the instruction, review and mastery of
skills and knowledge among the pre-courses as well as the AP
course itself. Many of the same skills and knowledge are on the
AP/IB/DC exams. Those specific skills and knowledge for an
individual exam need to be identified and labeled.
• The Subject Vertical Team should include middle school preinstruction teachers if possible.
The Implementation: How to Go About
Combining Your Courses
• The Vertical Teams need to meet to identify what
skills need to be “reinforced” in other classes.
(Cross Curricular Common Instruction)
• The Subject Vertical Team should create a flow
chart for a course description book or handout.
• Vertical Team Leaders, AP/IB Coordinator,
Guidance Dept. Chair and Principal should work
together to coordinate a smooth flow of
curriculum and necessary scheduling.
The Implementation: How to Go About
Combining Your Courses
• Each counselor should be made aware of the
flow charts to be able to instruct students on
the appropriate Pre-courses.
• If some differentiated instruction is necessary
for an AP/IB/DC course, then the work load
must stay equal so as to not favor one group
of students over another.
• Use other AP/IB schools’ programs and flow
charts for ideas to create your own.
The Implementation: Advice for
Combining Programs
• Professional Development
• Student Support
Questions?
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Judith Libby libby@asainstitute.org
Bill Gulde wgulde@msdwt.k12.in.us
Donna Cracraft ddcracra@pike.k12.in.us
Mel Coryell melodycoryell@msdlt.k12.in.us