Transcript Texas Advanced Placement Spanish Language Middle School

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Texas
Middle School Program
for AP* Spanish
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of
the College Board, which does not endorse nor was it involved in the
production of this product.
© 2004 Texas Education Agency
Training of Trainers
Welcome!
<INSERT YOUR NAME HERE.>
<INSERT YOUR TITLE HERE.>
Protocol
• Breaks
• Restroom locations
• Signals to reconvene groups
• Cell phones and pagers
Agenda
• Welcome & introduction
• Overview of Texas Middle School Program
for AP Spanish
• Rationale for offering advanced courses to
middle school students
• Implementation
• Closing & evaluation
Outcomes
• Become more familiar with the Texas
Middle School Program for AP Spanish
• Understand the steps for program
implementation
• Know about program resources
Table introductions
• Introduce yourself to the person next to
you—share your name and position,
where you work, how long you’ve been
there.
• Introduce your partner to the people at
your table or to the group until everyone
has been introduced.
What is the Texas Middle School
Program for AP* Spanish?
DVD
INTRODUCTION
Purpose
The purpose of the Texas Middle School
Program for AP Spanish is to raise the
academic expectations of native Spanishspeaking students and engage them in
early preparation for college courses.
To do this, the program…
• Provides the AP Spanish Language
course to native Spanish speakers in the
8th grade.
Common reactions
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A college-level course for 8th graders?
They can’t do it.
Only in the Valley.
Credits that are over 5 years old?
History
• 2000—TEA initiates pilot with 7 districts.
• 2002—TEA receives grant to scale up
program.
• 2003—13 scale-up districts receive grants
to create programs.
• 2004—Statewide training of trainers
promotes growth of program.
Pilot and scale-up districts
Current programs
• 19 districts
• 42 campuses
• 1,000 students annually
Results
400
350
300
250
2001
2002
2003
2004
200
150
100
50
0
AP 5
Score
AP 4
Score
AP 3
Score
AP 2
Score
AP 1
Score
Additional reported benefits
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Enhanced self-confidence
Improved performance in other classes
Increased enrollment in honors/AP classes
Fewer disciplinary problems and absences
Enhanced perception of college as a
realistic goal
• Improved skills that transfer to other
courses and test-taking experiences
Additional reported benefits
• Parents of participating students became
more involved in their children’s schools.
• Teachers involved in the pilot project felt
rejuvenated and more motivated in the
classroom.
Program benefits
DVD
PROGRAM BENEFITS/
HELPS IN OTHER COURSES
Why offer advanced courses to
native Spanish-speaking
8th graders?
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Research on college access and success
At-risk population
RHSP and DAP
NCLB & LOTE
Hispanic college-going rates
Future growth of NSS population
What the research says
• Students who take advanced courses are much
more likely to attend and COMPLETE college.
– Adelman (1999)
– Horn & Carroll (2001)
• 55% of first-generation college students who
take a core curriculum complete college.
• 81% who take rigorous coursework complete
college.
– Camara (2003)
At risk
• LEP students are generally considered “at
risk” of dropping out of school.
NCLB & LOTE
• Foreign language is defined as a core
academic subject area under NCLB.
• Texas’ performance goal 2 focuses on LEP
students.
• 40% or fewer LEP students “met standard”
on 2003 TAKS.
Recommended High School &
Distinguished Achievement plans
• Allows students to acquire all foreign
language required for RHSP/DAP
• Frees up high school schedule
College-going rates & future growth
• Closing the Gap 2015
• Targets for Hispanic enrollment not met in
2004
• Needs to increase as population grows
Raises student aspirations
DVD
PROGRAM BENEFITS/
RAISES ASPIRATIONS
Activity
Native Spanish-speaking students
• Characteristics
• Services
• Programs
How to start a middle school
program for AP Spanish
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Implementation models
Key components
Implementation strategies
Resources
Common challenges
Roles and responsibilities
Program models
Extracurricular Model
• Met 2x a week in 2-hour blocks after school
• Benefits:
– No change to existing program
• Problems:
– Poor attendance and attitude towards course
– Too many demands in addition to regular schedule
– Credit issues
Program models
Itinerant-teacher Model
HS Spanish teacher taught MS course
• Benefits:
– Qualified teacher
– Vertical alignment/transition to HS
• Problems:
– Travel time, scheduling conflicts
– Teacher accessibility
Program models
Expanded-classroom Model
• Taught by MS teacher
• Benefits:
– Accessibility of teacher
– Familiarity with MS students
• Problems:
– Transition to HS
Key components
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Program leadership team
Pre-AP course (vertical alignment)
Summer institute
AP Spanish Literature by 10th grade
(vertical alignment)
Implementation steps
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Build a program leadership team
Plan for program development
Select students
Provide orientation
Implement and evaluate
Building a team
• Composition
• Key players
– Principal, teachers, counselors, Advanced
Academics, LOTE, and languages staff
Building a team
• Other players
– Superintendents and other administrators,
PEIMS and textbook coordinators
• Buy-in
Program team
HIGH SCHOOL
Administrators, teachers, counselors
MIDDLE SCHOOL
Building a team
DVD
KEYS TO SUCCESS/
SUPPORT FROM
ADMINISTRATORS
Assess language programs
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Middle schools AND high schools
MS options for native Spanish speakers?
HS options?
Changes to MS curriculum? HS
curriculum?
Planning—Year 1
• Importance of careful planning
• Planning beyond middle school
Define program objectives
• Examples of MEASURABLE program
objectives
– Number of students served
– Exam scores
– High-school achievement
– College-going rates
Define expectations
• Sample expectations:
– All participants take exams.
– Students, teachers, parents sign participation
agreements.
Identify teacher
• The right teacher is key to success.
• Course requires a great deal of time and
commitment from the teacher.
Provide teacher training
• College Board
• Other
Evaluate materials
• State- and district-adopted textbooks
• Español para el hispanohablante
– Background information on teaching Spanish
speakers
– TEKS for LOTE
Create informational documents
• Program brochures
• Letters
• Individualized local programs (E.P.A.L.E.,
Adelante)
Activity
What questions would they have?
• Teachers
• Administrators
• Students
• Parents
• Counselors
Develop program budget
• Teaching unit
• Textbook purchase if not state-adopted
textbook
• AP instructional materials
• Other instructional materials & classroom
incidentals
• Tape recorders or language lab
Develop program budget
• Summer institute
• Staff development
• Guest speakers/program evaluators
(honorariums)
• Field trips
• Travel to conferences
Investigate program funding
• Local
• State
• Federal
Spread the word
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Informational documents
Presentations
Press releases, newspaper articles
School displays
Break
Determine grading policy issues
• Districts develop own policies for course
grades.
– Based on class performance
– Based on AP scores
Establish credit policy issues
• Districts develop own policies for course
credit.
– May require students to obtain credit by
examination for each level skipped
– May establish validation policies to award
automatic credit for courses skipped
– Number of credits varies
– TEKS for Spanish IV cover the TEKS for
Spanish I, II, III
Credit by exam
• Texas Education Code 28.023 allows
districts to develop their own credit by
examination tests with approval from local
school boards.
• Districts may also use the Texas Tech or
UT Austin CbE.
• Texas Administrative Code 74.24
Other policy issues
• GPA, honors, AP weighted averages
– District policy determines if honors and/or AP
weighted averages are added to the course
grade.
– Calculation of GPA is a local matter.
• Grades for courses verified under a district
validation policy or credit by examination may be
used to calculate GPA.
• District must enter grade given for a CbE on the
student transcript.
Plan for exam administration
• Start investigating early.
• Obtain exam school number and site
code.
• Obtain and review exam administration
guidebook.
• Receive campus awards for passing
scores.
Student selection
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Selection criteria
ESL class rosters
Student survey
Target proficiency level
Placement test (Prueba de ubicación) or
credit by exam
• Other
Contact parents
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Communications in Spanish and English
Parent comfort level in school environment
Updates
Information on applying to college
Volunteer opportunities
Refreshments, transportation, childcare
Parent involvement
DVD
KEYS TO SUCCESS/
PARENT INVOLVEMENT
Write curriculum
• Follow the AP guidelines and objectives
• Use the TEKS for LOTE for level IV and
high school Spanish IV/AP curriculum
• Integrate age-appropriate activities for MS
students
• Articulate MS and HS programs
Order textbooks, audio equipment
• Textbooks
– Abriendo paso (Pearson Education, Inc.)
– De Paseo (Thomson Learning/Heinle)
– Abriendo paso (Heinle & Heinle)
– Tesoro literario (Glencoe McGraw-Hill)
– Galeria de arte y vida (Glencoe McGraw-Hill)
• Tape recorders
Orientation meeting
• For students and parents
• Benefits, challenges, requirements
• Spanish and English
Summer institute
• 1 day to 4 weeks
• Introduction to format, expectations, and
rigor of course
• Opportunity for diagnostic assessment
• Review of key grammar
• Exposure to literature
• Build class identity
Public relations
• Conduct initial awareness campaign
• Regularly inform stakeholders and broader
community of progress
• Share results and accomplishments
Collect baseline data
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Student performance data
Attendance and discipline
Course-taking patterns
College-going rates
Lunch
• On your own.
• Enjoy!
Program implementation—Year 2
• Monitor class
• Provide tutoring
Curriculum alignment
• Vertical teams
Curriculum alignment
DVD
KEYS TO SUCCESS/
VERTICAL ALIGNMENT
Parent updates
• Progress
• College information
Order AP exams
• Report expected number of students who
will take the exam
• Check out exam schedule
• AP Central
http://apcentral.collegeboard.com
Practice exams
• Released AP exams
– practice
– benchmarking
Redesign course offerings
• Pre-AP
• 2-year AP Spanish Literature sequence
• Additional advanced Spanish courses
Program refinement—Year 3
• Refine selection processes
• Expand opportunities for participation in
the course
Common challenges
• Awarding grades or credit for students
• Finding teachers qualified and willing to
teach the middle school course
• Addressing skepticism from counselors
and other school staff
• Dissolving resistance from high school
Spanish teachers
Common challenges
• Communicating with parents and others
• Providing the next level of advanced high
school AP Spanish to participating
students
• Administering the AP exams
Concerns and challenges
DVD
CONCERNS AND
CHALLENGES
Implementation resources
• Implementation Guide and CD
– Implementation strategies
– Sample resources
• DVD
• Website
Implementation Guide
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Program history
Policy implications
Models
Strategies
Key issues,
challenges,
benefits
• Timeline for
implementation
CD
• Downloadable version
of Implementation
Guide
• Sample resources
Sample resources
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Brochures
Letters to parents
Policy statements
Sample syllabi
Lesson plans
DVD
• Introduction
• Program overview
• Benefits and
challenges
• Staff and student
perceptions
Website
• www.teamiddleschoolspanish.org
Additional resources
• GEAR UP Toolkit
http://www.teagearup.com/default.asp
Activity
• Roles & responsibilities
– Teachers
– Counselors
– Administrators
Questions
Key websites
• Program website
www.teamiddleschoolspanish.org
• TEA Advanced Academic Services
http://www.tea.state.tx.us/gted/
• TEA LOTE
http://www.tea.state.tx.us/curriculum/lote.html/
• AP Central
http://apcentral.collegeboard.com/
• Texas Languages Other Than English Center for
Educator Development
http://www.sedl.org/loteced/
For more information
<INSERT YOUR NAME AND CONTACT INFORMATION
HERE.>
Texas Education Agency
Division of Curriculum
Texas Education Agency
Phone: 512-463-9581
Fax: 512-463-8057
[email protected]
http://www.tea.state.tx.us/curriculum/
Closing
• Thank you for attending.
• Good luck!