Advanced Placement, International Baccalaureate, & Honors Programs at Shore Regional High School

1. Advanced Placement,International Baccalaureate,&Honors Programs at Shore Regional High School

2. Expectations For The Night • What is Advanced Placement? • What is the International Baccalaureate? • How are they different and alike? • How do the Honors programs fit in? • What do I need to do to be prepared for these programs?

3. A note about all honors programs AP and IB are the intended ‘End Game’ for all our students We look at the whole ‘GAME’ and build backwards as far as we can. We examine the assessment expectations… …and we reflect those expectations in the earlier grades (articulating backwards) We believe that all our programs have equal merit in the ability to provide our students with the best education possible.

4. How Will We Look At Each Program Assessments, Exams, & Expectations

5. Advanced Placement (AP) • Goal: to demonstrate university–level understanding through rigorous acquisition of content. • May Exams • Multiple choice with an essay on a specific topic. • 3 / 5 or better is eligible for university credit depending on specific university policies • Represents successful completion of a university level course.

6. AP – Backwards Through The Year • Classes are fast past and designed to be successful with the AP exams. • There is a large amount of reading and work to be done outside the classroom to prepare for the exam. • Students are expected to be prepared for every class with an initial understanding of the content and a desire to work hard • The teacher is expectedto deepen that understanding in preparation for the exams. • In one year students will learn and be tested on their Pre-University content knowledge

7. AP In the Summer?! • Beginning at the End of 10th grade, students will be assigned AP summer work that must be completed • Builds the initial understanding • (We are considering a Summer Institute for AP & IB) • This work is often graded or necessary for graded material. • It’s completion, with full effort, is essential for a successful start to the year.

8. Before AP • All students intent on taking AP courses are expected to take the AP exam for that course. • Pre-AP Experience: • In the spring prior to the year you wish to take your AP course you must take the Pre-AP experience. • Tests designed to give the student a sample of the type of work expected from an AP course. • Scores count toward placement in the AP course requested. • Low scores may affect placement in the intended AP course.

9. AP In Summation: Putting it Back Together • Prerequisite Courses • Pre-AP Experience Exam • Summer Work / Summer Institute • Single-Year course • May Exams • Possible College Credit for 3 or better

10. International Baccalaureate (The IB)

11. International Baccalaureate (The IB) History: designed to provide a consistent, rigorous, and globally-minded curriculum for children of international dignitaries. • First implemented in International Schools Goal: Demonstrate university-level understanding through the rigorous inquiry into content. Connect inquiry to a world-view. Students can achieve an IB Diploma for successful completion and assessment of… Options: Students can earn certificates (Similar to AP Test Scores) for successful completion of course work and assessments in individual course.

12. International Baccalaureate (The IB) • May exams consist of several components including essay writing and oral presentations • Students are assessed on their rigorous application of knowledge to inquiry and cross-curricular connections • During coursework students are given internal exams • Scores are evaluated internationally • Heavy emphasis on writing, oral presentations, and subject-specific inquiry

13. The IB– Backwards Through The Year • Classes are fast past but may spread out over two years to foster inquiry and research. • There is a large amount of reading and work to be done outside the classroom to prepare for the exam. • Students are expected to be prepared for every class with an initial understanding of the content and a desire to ask questions, make connections, and make self-to-world connections with the content. • Students are also expected to progress within a continuum of learning behaviors (IB Learner Profile) • The teacher is expected to deepen student understanding in preparation for the exams, facilitate connections, encourage inquiry, and support students progress within the Learner Profile

15. The IB– Backwards Through The Year (s) • Students will be taught to think with rigor to critically evaluate the world around them • All curricula connects with other areas. • Students will reflect, write, and present on numerous topics depending on their courses. • Investigation and research are important components to each course.

16. The IB In the Summer?! • Beginning at the end of 10th grade, students wishing to enter the full diploma program must meet with the IB coordinator & the director of curriculum. • For all course work, students will be assigned summer work. • Builds the initial understanding • (We are considering a Summer Institute for AP & IB) • This work is often graded or necessary for graded material. • It’s completion, with full effort, is essential for a successful start to the year.

17. Before the IB • All students enrolled in the IB Diploma program are expected to take all associated assessments. • Students wishing to be enrolled in the IB Diploma program are interviewed at the end of the 10th grade school year • We look for the elements on the learner profile. • All Junior and Senior Honors English and Social Studies are IB courses • All students can test for the certificates at the end of each two-year course. • Successful completion of requisite honors material is necessary for placement

18. Selection of IB Courses and the Diploma • The IB philosophy is to accept all motivated and interested students…but be prepared if they have to leave the full program. • To support students in the program we have: • Academic Intervention and Monitoring (AIM) • IB Parent meetings (to be set up for this year) • IB coordinator • Students must sign up for the courses. They must have the prerequisite honors course criteria. • They must be familiar with the IB learner profile and open to progressing along a continuum for each part of the profile.

19. Comparing and Contrasting AP and IB

20. Comparing and Contrasting AP and IB

21. Comparing and Contrasting AP and IB Comparison of AP and IB Exams

22. Behaviors of an Honors Student All Honors programs are designed to lead students to initial AP and IB Success All College Prep Classes are designed to lead students to initial Honors Success Building the Successful Student…

23. Building the Successful Student… Great Students Are: Inquisitive Curious Open-minded Collaborative Reflective Academic Risk Takers • Good Students Are: • Task Completers • Curriculum Movers • Agreeable • Work Hard To Get Good Grades

24. The Learning Behaviors • All STUDY HABITS CAN BE LEARNED • Attitude and effort make a HUGE difference. • Always ask questions • “How does this change my view of the world?” • “How does this confirm / connect to what I already know? • “How can I find out more?” • “How do I know this / How do you know that?” • Challenge what you know and how you know it on a regular basis

25. The Learning Behaviors • Lots of work does not equal good grades • LOTS OF LEARNING • DEMONSTRATED THROUGH THOUGHTFUL WORK • WITH AN INTENTION TO ALWAYS IMPROVE • EQUALS good grades • Because that is the path of learning.

26. Question and Answers Jon Warner, Director of SPS jwarner@shoreregional.org Linda Ensor, Teacher & IB Coordinator lensor@shoreregional.org Bruce Preston, Director of C & I bpreston@shoreregional.org