Lake County Schools Investing In Excellence!

1. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C²Collaborative Cohort February 21, 2013 Raising Student Achievement in Advanced Placement to Become C2 Ready!

2. Community Builder • You are enrolled in an AP 21st Century Skills Communications Class. Today is your final exam. Here is your exam. • There will be ABSOLUTELY NO talking OR writing from this point on until you are directed to do so. • You are to complete this task as quickly as possible when I say, “Go!” • You must communicate non-verbally (no lip-reading). • Form a single straight line according to your birthday. • The line should start with January dates followed in order by later dates. • The line should progress by months and days. • People with the same birthday share the same place in line.

3. AP Exam Bonus • If anyone has the same birthday, please step to the left or right of the person sharing your birthday so each person has their own place in line. • Fold the line in the middle and pair up. If done correctly, the first person in line will be paired with the last person in line.

4. Pair and Share • What are some ways you support AP teachers at your school? Or, what are some ways you feel supported as an AP Teacher at your school? • How do you encourage students to participate in AP? • Begin with the person who’s birthday is closest to the first of the year. • Take about 30 seconds each to share.

5. Raising Student Achievement in Advanced Placement to Become C2 Ready! Shifting Gears As we begin, answer the following… Where does my school stand in relation to the District and State on AP Exams? • Learning Goals • Learners will understand how to increase student achievement in their school’s Advanced Placement Program. Feb. 21, 2013 Benchmarks:DA Element II : Higher Order Questioning, Rigorous Tasks and Assessments Lesson Planning and Delivery Learners will analyze AP data and AP best practices in order to implement a school plan to increase student achievement on AP Exams. Objectives Sum-It-Up Identify where you are on the Learning Scale for Understanding How to Increase Student Achievement in Advanced Placement. Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success? Common Language: NEXT STEPS: Assist in providing this AP training to your AP teachers. • AP Authorization • SpringBoard • School Summary • Report • Instructional Planning Report • Advanced Placement Implementation Card

6. Lake County Schools Vision Statement • A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement • The mission of the Lake County Schools is to provide every student with individual opportunities to excel. • Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

7. Academic Services Curriculum & Instruction ~ Professional Development ~ Teaching & Learning • The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.   Assurances • We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes. • We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards. • We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns. • We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

8. Advanced Placement Prediction • On the Next Slide Turn to Your Shoulder Partner and Predict Which Systems or Parts of Systems Do You Think Could Be Incorporated When We are Looking to Improve Student Achievement in Advanced Placement.

10. 21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

12. PLAN • Plan • Establish an Advanced Placement program that provides: • The Opportunity for All Interested or Capable Students to Participate • Earn a county weighted GPA on a 6.0 GPA scale • Increase opportunities in the college admission process • Earn college credit by passing AP exams • Authorized AP Teachers • College Level Rigorous Curriculum

13. Promote Your AP Program toParents and Students This Year Lake County was honored to be selected for the third annual Advanced Placement District Honor Roll for boosting the number of students taking AP exams and the number of students scoring 3 or above. Based on three years of data, exams taken rose by 13 percent and students who scored a 3 or above went up 34% . 2012-2013 AP Courses in Lake County Correlation of AP Exam Scores to the State University System College Course Credit

14. Promote Your AP Program to Parents and Students AP Bulletin for AP Students and Parents AP Overview Video

15. Celebrating the 2011 Beacon Award Winner Click Picture to Go to Video

16. Video Reflection (Blue Paper) • Based on the video, what are some of the strengths of having an Advanced Placement program at your school?

17. How to Help New AP Teachers • AP Summer Institutes – New AP teachers or reauthorizing AP teachers (2013-2014 Chemistry and Spanish Language) need to attend. – Lake County will pay for 25 teachers. • AP One-day Fall Workshops – For new AP teachers starting after the summer institutes • AP Authorization Process – Sept. meeting to explain the process

18. SpringBoard • The College Board’s Official Pre-AP Program. • Aligned with the Common Core State Standards and Lake County’s Instructional Visit Look Fors Checklist (green form). • Rigorous Instruction that Embeds the Following: • Content that concentrates on depth over breadth • Strategies that scaffold students through different cognitive stages • Student engagement and collaboration • Assessments planned to measure student’s capability to process learning and apply new knowledge to different contexts. • All 10 Middle Schools Already have ELA and Math SpringBoard Programs.

19. All Middle and High Schools in Lake County Have AVID Programs • AVID prepares and supports students so they will be ready for college, including college level courses in high school like Advanced Placement.

20. AP School Summary Report

21. AP Five-Year School Score Summary

22. AP Five-Year School Score Summary p.2

23. What Does Your AP Data Really Say ? (20 min.)DA Element II: Rigorous Tasks(14) Data Driving Instruction • 2012 - School Summary with Comparable Groups – Compares School to FL to US to Global • Compare Mean and Distribution of 1s – 5s • 2012 Five Year School Summary- School to FL to Global • Compare Percentages of 3-5s by school and by subject.

24. AP Instructional Planning Report p.1

25. AP Instructional Planning Report p.2

26. Instructional Planning Report (20 min.)DA Element II: Rigorous Tasks(14) Data Driving Instruction • Compare Percentage of Students Scoring 3-5s on Overall Exam, Multiple-Choice Section, and the Free-Response Section. • Determine test sections that need additional attention and teaching strategies. • Compare Student Performance on Specific Topics for Each Course. • Teachers can target low areas for increased focus in the curriculum and attention.

27. Report Out by Roles (10 min.) AP Coordinator: Compare Mean and Distribution of 1s – 5s Compare Percentages of 3-5s by school and by subject. AP Test Section Teacher: Determine test sections that need additional attention and teaching strategies. AP Topics Section Teacher: Teachers can target low areas for increased focus in the curriculum and attention.

28. Where Do I Go Next? • Too Many Scores Are 1s and 2s • Review teacher’s course syllabus and grading percentages against the College Board AP Course Description especially if students with high grades don’t achieve at least a “3” on the AP exams. Most AP Scores Are 4s and 5s • Selection criteria for students taking the course could be overly selective especially if the enrollment is small.

29. Quick Write • On your blue paper take one minute to do a quick write about importance of the following data analysis: • Too many scores in a subject are 1s and 2s • Most scores in a subject are 4s and 5s • How to change instruction based on data on Instructional Planning report.

30. Upcoming Data Webinar • March 12, 2013 3-4 pm (Free) • How to Use the Summary of Answers and Skills (SOAS) Report to Improve Students’ Skills • Contact sromtgs@collegeboard.org for information

31. 10 MINUTE BREAK Upon Return Sit in Subject Area Groups

32. DO • Do Provide Rigorous College Level Instruction to Meet the Expectations of the College Board

33. AP Authorized Syllabus

34. Look For Checklist Academic Services Instructional Visit Look For Checklist Content Area: ____________________ Teacher: ____________________ Room #: _________________________ Time: _____________________________ Date: ________________________ Observer: ________________________ • DA Element II: Rigorous Tasks and Assessments: • Marzano Model Learning Segment: • DQ3: Helping Students Practice and Deepen New Knowledge • DQ9: Communicating High Expectations for All Students • 1. _____ High level of cognitive complexity is evident • _____ Appropriate progression of Webb’s DOK • _____Reviewing Content • _____Opportunities to practice and deepen knowledge • _____Opportunities to revise knowledge • _____Checks for understanding • _____Assignment on grade level • _____Refers to Essential Question • _____Uses appropriate terminology • ______Higher-order thinking is evident • ______Appropriate, purposeful homework • ______Authentic student samples (projects, research, debates) • ______Practicing acquired skills, strategies, and processes • ______Data driving instruction (Scaffolding, Intervention) • ______Rubrics and scales shared with students • ______Sample papers of exemplary work • ______Teacher clarifies expectations • ______Probing of incorrect answers • ______ Communication of high expectations • DA Element II: Lesson Planning and Delivery • Marzano Model Learning Segment: • DQ1: Communicating Learning Goals and Feedback • DQ2: Helping Students Interact with New Knowledge • Domain 2: Planning and Preparing for Lessons and Units • ______Standard/Benchmark/Learning Goal/Scale • ______Objective/Essential Question/Summarizing Activity • DA Element I: Classroom Culture and Environment: • Marzano Model Learning Segment: • DQ6: Establishing Rules and Procedures • DQ7: Recognizing Adherence to Rules and Procedures and Behaviors • 1. ____Common Board Configuration (aligned, elements evident) • 2. ____Print Rich Environment • 3. ____Environment Conducive to learning • 4. ____Clutter free environment • 5. ____Organized physical layout • 6. ____NGSSS/Benchmark-measurable/student friendly, date, • benchmark, objective, agenda, bell work, homework • 7. ____Displays- student work, posters, word walls, classroom • libraries, projects, graphic organizers w/ feedback • 8. ____Bell-to-bell instruction and orderly transitions • 9. ____Withitness • 10. ____ Students on task • 11. ____Expectations for behavior clear • 12. ____ Adherence to rules and procedures • 13. ____Established classroom routines • DA Element I: Student Engagement: • Marzano Model Learning Segment: • DQ5: Engaging Students • DQ8: Establishing and Maintaining Effective Relationships with Students • 1. _____Teacher actively engages students through a variety of • learning strategies: Visual____ Auditory____ Kinesthetic____ • 2. _____ Students interact and participate in the learning process • 3. _____ Teachers make adjustment in instruction and structures • to engage students • 4. _____ Engaging activity to peak interest

35. Student Engagement • DA Element I: Student Engagement: • Marzano Model Learning Segment: • DQ5: Engaging Students • DQ8: Establishing and Maintaining Effective Relationships with Students • 1. _____ Teacher actively engages students through a variety of • learning strategies: Visual____ Auditory____ Kinesthetic____ • 2. _____ Students interact and participate in the learning process • 3. _____ Teachers make adjustment in instruction and structures • to engage students • 4. _____ Engaging activity to peak interest • 5. _____ Inquiry-based activities • 6. _____ Hands-on • 7. _____ Collaborative structure during guided practice • 8. _____ Lively pace, intensity and enthusiasm • 9. _____ Opportunities for student discourse • 10. _____ Relevant and intriguing • 11. _____ Students engaged in “accountable talk”

36. Higher Order Questioning and Discourse • DA Element II: Higher Order Questioning & Discourse • Marzano Model Learning Segment: • DQ4: Helping Students Generate and Test Hypotheses • 1. _____ Questioning strategies and techniques promote higher • order thinking Overall: ____Low _____Moderate ____High • 2. _____ Teacher uses, models, scaffolds and elicits higher order • thinking. • 3. _____ Students demonstrate higher order thinking • 4. _____ Think aloud • 5. _____ Compare, Contrast, Clarify • 6. _____ Bloom’s Levels • 7. _____ Webb’s DOK • 8. _____ Cognitively complex tasks • 9. _____ Testing and generating hypothesis • 10. _____ Scaffolding, Pacing, and Wait time Evident • 11. _____ Student responses demonstrate understanding • 12. _____ Providing resources and guidance

37. Rigorous Tasks & Assessments • DA Element II: Rigorous Tasks and Assessments: • Marzano Model Learning Segment: • DQ3: Helping Students Practice and Deepen New Knowledge • DQ9: Communicating High Expectations for All Students • 1. _____ High level of cognitive complexity is evident • 2. _____ Appropriate progression of Webb’s DOK • 3. _____ Reviewing Content • 4. _____ Opportunities to practice and deepen knowledge • 5. _____ Opportunities to revise knowledge • 6. _____ Checks for understanding • 7. _____ Assignment on grade level • 8. _____ Refers to Essential Question • 9. _____ Uses appropriate terminology • 10. ______ Higher-order thinking is evident • 11. ______ Appropriate, purposeful homework • 12. ______ Authentic student samples (projects, research, debates) • 13. ______ Practicing acquired skills, strategies, and processes • 14. ______ Data driving instruction (Scaffolding, Intervention) • 15. ______ Rubrics and scales shared with students • 16. ______ Sample papers of exemplary work • 17. ______ Teacher clarifies expectations • 18. ______ Probing of incorrect answers • 19. ______ Communication of high expectations

38. Lesson Planning & Delivery • DA Element II: Lesson Planning and Delivery • Marzano Model Learning Segment: • DQ1: Communicating Learning Goals and Feedback • DQ2: Helping Students Interact with New Knowledge • Domain 2: Planning and Preparing for Lessons and Units • 1. ______ Standard/Benchmark/Learning Goal/Scale • 2. ______ Objective/Essential Question/Summarizing Activity • 3. ______ Vocabulary Development/Bellwork/Homework • 4. ______ Instruction aligned to standards • 5. ______ Gradual Release: ____I Do ____We Do ____You Do • ______ Lesson plans current & include multiple strategies • ______ Essential Question utilized • ______ Objective (Measurable, Clearly Stated) • ______ Accesses prior knowledge • ______ Identifying Critical Information • _____ Appropriately paced • _____ Allows for questioning • _____ Lecture, whole group, small group, student led • _____ Provides opportunities for feedback • _____ Chunking content • _____ Scaffolding information within lesson • _____ Providing opportunities for reflection

39. Divide and Conquer - Instruction • Resource http://apcentral.collegeboard.com/apc/Controller.ipf • Click on your AP Course Home Page • If your are an AP Coordinator click on Resources for AP Coordinator on the right menu.

40. Divide and ConquerDA Element II: Higher Order Questioning & Discourse, Rigorous Tasks & Assessments, and Lesson Planning • Complete Online Instructional Resources Scavenger Hunt Individually • Find one new resource in each section that develops Student Engagement, Higher Order Questioning & Discourse, or Rigorous Tasks & Assessments. (20 min.) • Break into groups of 4. Do a round robin and have each group member take time to tell about: • Their favorite resource for Student Engagement, Higher Order Questioning & Discourse, or Rigorous Tasks & Assessments.

41. High Impact Instructional Strategies Social Studies • AP US History and Government - Brent Balkaran - Tavares High “For AP U.S. History, AP U.S. Government & Politics and other content-based AP exams, it is imperative to get students to read the chapter before it is taught in class.  Students need to have a good general idea of what the chapter is about so that they can engage in productive discussions and retain information in the long-term.”

42. High Impact Instructional Strategies English • AP English Language Composition – Susan Vergnani – East Ridge High “One of the most effective writing strategies that I employ with my AP students is peer editing activities. By reading and evaluating the work of their peers, students gain a wider understanding of the components of a successful essay than they would glean solely from studying textbook strategies. Peer editing is-- simply put--- more proactive and thus more engaging.”

43. High Impact Instructional Strategies Science • AP Biology - Debbie Ziebart – Tavares High “My best strategy is that I work all year to motivate, challenge, and inspire my students to believe in themselves and know they can be successful on the AP biology exam because they  are the ones who did all the work.   It is not about the test, it is about learning and growing as a learner.   Yes we use old AP biology essays, do test corrections, discuss material at lunch periods, do all the labs, and generally work as a team to help each other.   Somehow this fosters a unique sense of class camaraderie and we look forward to the challenge of the AP exam.”

44. High Impact Instructional Strategies Math • AP Calculus, Marie Kroulik, UHS, “I used released free response questions from previous years and cut them into strips and grouped all of the common content questions (ex. Area Under the Curve). Then I would concentrate on one content for a week’s worth of bell ringers as follows: • Mon. – Teacher models with a Think Aloud • Tues. – Wed. – Students work in groups • Thurs. – Student practices alone • Fri. – Quiz on concept A big component of this strategy being successful was I also used the released AP scoring guide and had students score their own work and the work of others. “

45. Reflection on Planning Reflect What do we want AP students to learn and experience? How will this be promoted at your school?

46. Color Card Groups • Move to new groups based on the location of your color card.

47. CHECK Monitoring to Ensure AP Instruction Is Meeting Rigorous Expectations • Check

48. Circle Map - Brainstorming Increased Rigorous Tasks Increased Rigorous Tasks AP Exam Released Questions AP Exam Released Questions

49. Round Robin Sharing • Each Group Member Share One Different Way You Use AP Exam Released Questions

50. How Many Ways Can You Incorporate AP Released Exams Into Your Instruction? • Bell Ringers • Insert Exam Questions in Teacher Made Tests • Give Full Sections as Part of Class Instruction • Give a 3-hour practice AP exam on Saturday or after school hours. ($45)