Advanced Placement Updates OSPI Counselor Summer Institute Barbara Dittrich June 23, 2015 What is Advanced Placement? National system developed and administered by the College Board.
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Advanced Placement Updates OSPI Counselor Summer Institute Barbara Dittrich June 23, 2015 What is Advanced Placement? National system developed and administered by the College Board in cooperation with high schools, colleges, and universities College-level courses offered at the high school which may allow advanced placement and/or credit in college Mastery demonstrated through system of exams or portfolios AP Course Identification Advanced Placement® (AP) is a registered trademark of the College Board In order to use the trademark on an official student transcript, an AP course must pass an audit of the College Board College Board Requirements to Label a Course “AP” Return subject specific AP Course Audit form Submit course syllabus for each teacher of an AP course Purpose of the Audit Provide teachers and administrators with clear guidelines on curricular and resource requirements that must be in place for AP courses Help colleges and universities better interpret secondary school courses marked “AP” on students’ transcripts College Board 2006 Approval Process After submission of the audit form and syllabi, schools receive authorization to designate qualifying courses as “AP” Colleges and Universities receive a ledger of schools that lists approved courses On line ledger available to the public 2015 AP Summer Institutes Bellevue School District June 29 – July 2 Pacific Lutheran University July 6 - 9 Spokane School District July 27 - 30 Vancouver School District August 3 - 6 AP Course Updates and Changes 2015–16 AP Art History AP European History AP Research (new) 2016–17 AP Calculus AB and BC AP Computer Science Principles (new) AP World History AP and IB Transcript Designations AP Use of College Board official course title Use of College Board official course title abbreviations “A” designation IB Use of IBO official course title “I” designation Cambridge Use of Cambridge International official course title “K” designation Resources AP Potential PSAT test AP Potential Report My College Quick Start College Board Counselor Workshops Portland State University – September 16, 2015 Puget Sound ESD – September 22, 2015 Gonzaga University – September 24, 2015 Central Administration (CAB) Auditorium in Tacoma – September 25, 2015 Resources, continued https://professionals.collegeboard.com/testing/ap/ coordinate www.apcentral.collegeboard.com http://www.k12.wa.us/AdvancedPlacement/ resources.aspx http://www.k12.wa.us/AdvancedPlacement/ pubdocs/APBrochure-Final.pdf AP Test Fee Program Three types of dual credit exams Test fees are reduced for qualifying low-income students taking: Advanced Placement testing offered through the College Board International Baccalaureate testing offered through the International Baccalaureate Organization Cambridge International testing offered through the University of Cambridge AP/IB Test Fee Program Test Fee Payment Structure Five Methods for Determining Student Eligibility Documenting Student Eligibility Advanced Placement Coordinator Procedures International Baccalaureate Coordinator Procedures 2014-15 AP Coordinator's Manual (PDF, 132 pages) OSPI Memo 062-08, Attachment 3, the AP Program Federal Catalog Number 84.330 AP Test Fee Collaborative Member Responsibilities: $91.00 AP Examination Costs in May 2013 -$29.00 The College Board reduces fees for qualified low-income students. -$9.00 The school/school district waives the $9.00 fee it normally receives for administration. -$41.00 A federal grant managed through the OSPI reimburses The College Board $37.00 for each exam for qualified low-income students. =$12.00 The eligible student pays $12.00. Five Methods for Determining Student Eligibility: Free Lunch Program Reduced Lunch Program Social Security Program Medicaid Program Declaration of Income Coordinator Procedures verify the eligibility of each individual student using any of the approved methods keep a list of the students who qualify for fee reductions and the number of exams they took mark the College Board’s fee reduction oval on each student’s answer sheet submit a copy of the invoice to the state Consolidated Program Review OSPI process to review all federal programs Every 5 years ESD 171 and ESD 121 in 2015-16 AP Test Fee is Title I, Part G and subject to review AP Coordinators will be asked about determination of student eligibility and location of the confidential file AP and CTE AP/CTE Connection 36 AP Courses 16 Career Clusters Complementary rather than competitive Many curriculum connections Relevance + Rigor = Advanced Student Achievement CTE Computer Programming CTE Commercial Art, Advertising/Illustration AP Computer Science A AP Studio Art Drawing, 2D, 3D CTE Natural Resources AP Environmental Science CTE Family Systems AP Psychology CTE Economics AP Macroeconomics, Microeconomics CTE Business Marketing AP Statistics History of AP/CTE Connections in Washington State OSPI initiative promoted by WA-ACTE 2007 WAVA presentation: Administrators expressed interest 2008 SSSB 6377 passed by Washington Legislature 2008 Gave administrative and teacher workshops through WA-ACTE conferences 2009 Survey - tremendous potential for growth AP/CTE Pilot Programs 2009-2015, a Mentor/Mentee model including professional development from College Board trainers AP/CTE Courses in pilots AP Environmental Science AP Studio Art, 2D, and 3D AP Psychology AP Computer Science A AP Macro and Micro Economics College Board Requirements to Label a Course “AP” Return subject specific AP Course Audit form Submit course syllabus for each teacher of an AP course Washington State Requirements to Label a CTE Course “AP” Course meets state WAC for CTE including common core alignment and 21st century leadership standards Program Specific Advisory Committee Career and Technical Student Organization or equivalent Submission of a course framework to OSPI for approval Four-Year Rotation CTE Teacher Certification Area Specific College Concentration From Industry hours Framework Template COMPONENTS AND ASSESSMENTS Performance Assessments: Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy) Standards and Competencies Standard/Unit: Competencies Total Learning Hours for Unit: To duplicate this blank table (for additional units), select the table, select copy, place cursor below the first table, and select paste. Course: Name of Course CIP Code: Career Cluster: Arts Educational Technology Health and Fitness Language Math Reading Science Social Studies Speaking and Listening Writing Blank Framework Template Total Framework Hours up to: Exploratory Preparatory Date Last Modified: Pathway: Aligned WashingtonCluster State Standards Framework Template, cont. 21st Century Skills Check those that students will demonstrate in this course: LEARNING & INNOVATION INFORMATION, MEDIA & TECHNOLOGY SKILLS Creativity and Innovation Think Creatively Work Creatively with Others Implement Innovations Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking Make Judgments and Decisions Solve Problems Communication and Collaboration Communicate Clearly Collaborate with Others LIFE & CAREER SKILLS Information Literacy Access and /evaluate Information Use and Manage Information Flexibility and Adaptability Adapt to Change Be Flexible Media Literacy Analyze Media Create Media Products Initiative and Self-Direction Manage Goals and Time Work Independently Be Self-Directed Learners Information, Communications and Technology (ICT Literacy) Apply Technology Effectively Social and Cross-Cultural Interact Effectively with Others Work Effectively in Diverse Teams Productivity and Accountability Manage Projects Produce Results Leadership and Responsibility Guide and Lead Others Be Responsible to Others Framework Example Career and Technical Education Vashon School District AP Computer Science A CIP Code Name: Computer Programming CIP Code #: 110201 Preparatory Hours: 180 Career Cluster Pathway: Information Technology & Business Resources used in Framework Development College Board: AP Computer Science A Course Description and Teachers Guide th th Textbook: Java Concepts for AP Computer Science, 4 & 5 editions, Wiley Publishing, ISBN: 978-0-471-73607-3/978-0-470-18160-7 Textbook: Be Prepared for the AP Computer Science Exam in Java, Skylight Publishing, ISBN: 978-0-9824775-0-2 Course Overview The AP Computer Science course is part of the Information Technology and Business program. AP Computer Science is a yearlong preparatory course designed for 9-12 grade students. A prerequisite for the course is Algebra 1 or equivalent course work in Mathematics. The course is elective in nature and provides 1.0 occupational education credit towards high school graduation. The AP Computer Science A exam is taken in May. The AP Computer Science course is conducted in a manner that meets the standards for Career and Technical Education defined by the Office of the State Superintendent of Public Instruction, as being in conformance with the Washington State Plan for Career and Technical Education approved by the Office of Workforce Training and Education Coordinating Board for Washington State. Course Catalog Description In this full year class, students learn program design and basic programming in Java. This course is equivalent to a college-level semester introduction to programming and prepares students for the Advanced Placement Exam. Topics covered include primitive types, procedural programming (methods, parameters, return values), basic control structures (if.else, for loop, while loop), array manipulation, file processing, and using and defining objects (identifying reusable components, class relationships). Students learn by designing, writing and testing their own software. Computer security, ethics, industry opportunities and career paths are all discussed. This course is offered as a UW in the High School course and a fee is required for reduced UW tuition. Equivalency/Dual Credit Under consideration as a third year math credit. Articulation None Programming Concepts 5 Hours Performance Assessments Document the flowchart and pseudo code of a process Illustrate programming structures in Java Standards and Competencies Define what a computer program is Define how a computer program runs Define functions/methods/procedures Define programming structures Differentiate between procedural and object oriented programming Define purpose and use of flowcharting and pseudo code Embedded 21st Century Interdisciplinary Theme Activity (may be CTSO or locally developed) 21st century themes are: global awareness, financial, economic, business and entrepreneurial literacy, civic literacy, health and safety and environmental literacy. Discuss and examine the cross-platform and device-independent use of Java as a programming language across the globe, allowing teams to work on projects without barriers. Look at companies that utilize a global development concept, like Microsoft and Oracle. Aligned Washington State Standards Art CCSS – Speaking & Listening SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Contact Information Barbara Dittrich, Program Supervisor [email protected] Estela Schmelzer, Administrative Assistant [email protected]