“It Shouldn’t Be Lonely At The Top” (AP Vertical Teams) College Board Southwest Regional Forum 2008

““It Shouldn’t Be Lonely It Shouldn’t Be Lonely At The Top”At The Top”

(AP Vertical Teams)(AP Vertical Teams)

College Board College Board Southwest Regional ForumSouthwest Regional Forum

20082008

PresentersPresenters

Laine Jones MISD Social Studies Coordinator [email protected]

Teresa Dodson MISD Secondary Math Coordinator [email protected]

Kathy Arno AVID Texas Program manager (former MISD Secondary Science Coordinator) [email protected]

What is an AP Vertical TeamWhat is an AP Vertical Team ? ?

An AP vertical team is a group of An AP vertical team is a group of educators in a given discipline from educators in a given discipline from different grade levels, including different grade levels, including middle school teachers, who work middle school teachers, who work cooperatively to develop and cooperatively to develop and implement a vertically aligned implement a vertically aligned program aimed at helping students program aimed at helping students acquire the academic skills acquire the academic skills necessary for success in the necessary for success in the Advanced Placement Program and Advanced Placement Program and other challenging course work.other challenging course work.

Source: AP Vertical Teams GuidesSource: AP Vertical Teams Guides

Why Have AP Vertical Teams?Why Have AP Vertical Teams?

Teachers “at the top” (AP or college-level Teachers “at the top” (AP or college-level courses) cannot solely prepare students for courses) cannot solely prepare students for success in these courses.success in these courses.

Success requires a vertical alignment of Success requires a vertical alignment of skills and concepts, as well as content over skills and concepts, as well as content over the course of many years.the course of many years.

A principal goal of AP Vertical Teams is to A principal goal of AP Vertical Teams is to increase the quality of instruction in a increase the quality of instruction in a particular subject at all grade levels by particular subject at all grade levels by improving communication among teachers.improving communication among teachers.

AP Vertical Teams affect the overall AP Vertical Teams affect the overall academic standards of a school.academic standards of a school.

AP Vertical Teams GuideAP Vertical Teams Guide(College Board Publication)(College Board Publication)

Step 1:Step 1: Raise awareness & understanding of Raise awareness & understanding of the AP program within the school.the AP program within the school.

Step 2:Step 2: Work with administrators to provide Work with administrators to provide support for an AP Vertical Team.support for an AP Vertical Team.

Step 3Step 3: Organize a group of interested : Organize a group of interested educators and select a leader.educators and select a leader.

Step 4Step 4: Create and implement a curricular : Create and implement a curricular reform action plan.reform action plan.

Step 5Step 5: Cultivate important team-building and : Cultivate important team-building and leadership skills.leadership skills.

Step 6Step 6: Develop community-wide support for : Develop community-wide support for the AP Program and the AP Vertical Team.the AP Program and the AP Vertical Team.

Composition of a TeamComposition of a Team

Teachers in a particular discipline Teachers in a particular discipline from grades 6-12 (or 5-12)from grades 6-12 (or 5-12)

8-10 members representing 8-10 members representing subjects within the disciplinesubjects within the discipline

Initial members selected by AP Initial members selected by AP Coordinator, content coordinator, Coordinator, content coordinator, and principalsand principals

Team ResponsibilitiesTeam Responsibilities

Form a cohesive team committed to Form a cohesive team committed to educational accountabilityeducational accountability

Set a common vision and realistic Set a common vision and realistic goalsgoals

Develop skills and concepts continua Develop skills and concepts continua for a discipline area for a discipline area (An adjunct for (An adjunct for curriculum alignment in MISD)curriculum alignment in MISD)

Develop an action plan and timelineDevelop an action plan and timeline

Develop teaching strategies, lessons, Develop teaching strategies, lessons, and rubrics for implementation of the and rubrics for implementation of the skills and concepts continuaskills and concepts continua

Team ResponsibilitiesTeam Responsibilities

Communicate standards to Communicate standards to administrators and campus discipline administrators and campus discipline teamsteams

Assess the team’s successAssess the team’s success

Attend AP/Pre-AP Summer InstituteAttend AP/Pre-AP Summer Institute

Attend scheduled Vertical Teams Attend scheduled Vertical Teams workdaysworkdays

Setting up the TeamsSetting up the Teams Determination of subject areasDetermination of subject areas Proposal to administrationProposal to administration Selection of team membersSelection of team members Schedule initial meetingsSchedule initial meetings

““Informational” meeting after schoolInformational” meeting after school First workday in springFirst workday in spring

Inform campus principals and team Inform campus principals and team membersmembers

Purchase resource materialPurchase resource material AP Vertical Teams books (College AP Vertical Teams books (College

Board)Board) ““Lighthouse Initiative” books (TEA)Lighthouse Initiative” books (TEA)

Resource Materials Resource Materials

““AP Vertical Teams AP Vertical Teams Guide”Guide”

College Board College Board PublicationPublication

Planning V.T. Planning V.T. CurriculumCurriculum

Model lessonsModel lessons Preparing students Preparing students

for AP assessmentsfor AP assessments

““Lighthouse Lighthouse Initiative for __ Initiative for __ Classrooms”Classrooms”

www.tealight www.tealight house.org house.org

AP V.T. infoAP V.T. info TEKS correlation to TEKS correlation to

AP assessmentsAP assessments Preparing for AP Preparing for AP

questions questions Online “work in Online “work in

progress”progress”

Informational MeetingInformational Meeting

Facilitated by AP CoordinatorFacilitated by AP Coordinator 1-1 ½ hour session after school1-1 ½ hour session after school Introduce V.T. concept and Introduce V.T. concept and

general workings of teamsgeneral workings of teams Gain voluntary commitmentsGain voluntary commitments Set workday schedulesSet workday schedules Set forth APSI requirementSet forth APSI requirement

Initial Workday – Year 1Initial Workday – Year 1

Rights and responsibilities of team Rights and responsibilities of team membersmembers

Trust and communication among team Trust and communication among team membersmembers

Become familiar with the AP courses –Become familiar with the AP courses –the “gold standard”the “gold standard”

AP teachers review course content, AP teachers review course content, expectations of students, types of expectations of students, types of questions on AP exams.questions on AP exams.


Teachers of lower grade levels asked to Teachers of lower grade levels asked to identify questions or portions of identify questions or portions of questions their content helps develop.questions their content helps develop.

From AP to 6th grade course, team From AP to 6th grade course, team members review course content, skills members review course content, skills and concepts for entire team.and concepts for entire team.

Elect/appoint committee chair Elect/appoint committee chair (empowering teachers to lead)(empowering teachers to lead)

Hand out V.T. books and Lighthouse Hand out V.T. books and Lighthouse booksbooks


Identify fundamental skills and Identify fundamental skills and concepts that are common to the concepts that are common to the courses, or that lead to an courses, or that lead to an understanding of the AP level/ understanding of the AP level/ college level course.college level course.

Prioritize the skills and concepts to Prioritize the skills and concepts to be aligned (areas of greatest need).be aligned (areas of greatest need).

Subsequent Workdays (in Subsequent Workdays (in summer and fall)summer and fall) Develop continua of top-priority skill Develop continua of top-priority skill

and conceptsand concepts Develop plans for communicating Develop plans for communicating

V.T. materials to campus discipline V.T. materials to campus discipline teamsteams

Develop rationale document for Develop rationale document for discipline area (for publishing V.T. discipline area (for publishing V.T. materials)materials)

Prepare sample lessons, documents Prepare sample lessons, documents and rubrics and rubrics (as time allows)(as time allows)

SMART goals for teamSMART goals for team

Math: Patterns and SequencesMath: Patterns and SequencesEquations Tables Graphs Analytical Vocabulary

6th Grade Use a variable to represent an unknown term in a sequence and solve for the next term

Use tables to find patterns and identify expressions for the nth term

Generate graph based on the table of values from the sequence

Introduce nth term as a position in a sequence

7th Grade Begin creating an algebraic equation to find the nth term and solve

Begin generating function rules based on patterns and tables of data


Differentiate between geometric and arithmetic sequence

8th Grade Create an algebraic equation to find the nth term and solve

Generate function rules based on patterns and tables of data


Describe the pattern or sequence illustrated by a table, graph or equation

Algebra 1 Write an equation to describe a pattern or sequenceUse an equation to extend a pattern or sequence

Use a table to represent and extend a pattern or sequence

Draw a graph to represent a pattern or sequenceUse graph to extend a pattern or sequence

Describe the pattern or sequence illustrated by a table graph or equation

Inductive reasoningArithmetic sequence

Math Vertical Teams Math Vertical Teams AlignmentsAlignments

Rate of Change (slope)Rate of Change (slope) FunctionsFunctions Patterns and SequencesPatterns and Sequences

Social Studies: WritingSocial Studies: Writing

W. CulturesTexas

History U.S. History W. Geography W. History U.S. History Eco & Govt

Compare documents 2 minimum Distinquish btwn primary/secondary

Compare documents 2 - 4 minimum Analyze visual documents

Compare documents 4 - 5 minimum political cartoon analysis

Compare documents 4 - 5 minimum compare opposing points of view

Analyze 8-12 sophisticated docs Emphasize bias

Analyze 8-12 sophisticated docs

Analyze 8-12 sophisticated docs

Number per year - DBQ - 3-6 FRQ - 4 SOAPS - 4

Number per year DBQ - 3-6 FRQ - 4 SOAPS - 4

Number per year DBQ - 3-6 FRQ - 4 SOAPS - 8

Number per year DBQ - 4-6 FRQ - 6-10 Research - 1 APPARTS - 12

Number per year DBQ - 4-8 FRQ - 8-12 Research - 1 Other - 1 APPARTS - 16

Number per year DBQ - 4-8 FRQ - 8-12 APPARTS - 20

Number per year DBQ - 5-10 FRQ - 8-12 Other - 1 APPARTS - 20

3 well written paragraphs - untimed

3 to 5 well written paragraphs - untimed

3 to 5 well written paragraphs - timed





Social Studies Vertical Social Studies Vertical Teams AlignmentsTeams Alignments

Reading and note-takingReading and note-taking Writing (Writing (i.e., i.e., DBQ)DBQ) VocabularyVocabulary Critical thinkingCritical thinking Test-takingTest-taking

Scientific MathScientific Math 6th 7th 8th Bio IPC Che

mPhy AP

Sci

Metric System (SI)

Convert within the SI system using the prefixes kilo, base, centi, milli.Convert among different prefixes (use dimensional analysis for conversions beginning with 8th grade).Regularly review meaning and conversion of SI units (Examples: questioning students on units & their relationships whenever they are mentioned in a discussion or lab; conversions as bonuses on quizzes & tests; frequent lab practicals on measurements and units)

I I I Add nano and

micro

Add Giga, mega, and pico

Add deci

R R

Measurements (All digits in measurements are significant figures.)Make measurements using SI units, and include units with the values.Make measurements to the degree of precision allowed by the measuring instrument (one estimated division past the marked divisions).

I I I M M M R R

Dimensional Analysis

Convert within the metric system using dimensional analysis (factor - label) method.Convert other relationships beginning in biology and IPC ( (Example: calculating concentrations)

I(Pre -

AP only)

I I M R R

Convert numerator and denominator simultaneously (fractions) (Example: m/s to km/hr). Use multistep conversions.

I I / M M R

Estimation Estimate measurements of quantities within the SI system using various metric units (Example: Estimate length, mass, or volume of common objects)Select the correct SI prefix when estimating. Estimate answers to simple math problems by rounding the numbers to simplify the values before calculating the answers.Discuss reasonableness of estimated or calculated answers.Predict values based on the reasonableness of whether the numbers increase or decrease. Predict the sign (+ or -) of the answer (Chem & Phy)

I I I I I MAdd: predic

t signs (+ or -)

MAdd: predict signs (+ or

-)

R

Science Vertical Teams Science Vertical Teams AlignmentsAlignments

Year 1: Lab investigations and Year 1: Lab investigations and reportsreports

Year 2: Graphing Year 2: Graphing Year 2: Scientific MathYear 2: Scientific Math

Workdays – Year 2Workdays – Year 2

Revise continua and documents, as Revise continua and documents, as needed, based on teacher feedback needed, based on teacher feedback from use in year 1from use in year 1

Develop new continua from list of Develop new continua from list of areas of greatest needareas of greatest need

Add new members, keeping large Add new members, keeping large segment of previous teamsegment of previous team

Prepare sample/implementation Prepare sample/implementation lessons for teacherslessons for teachers

On-going TasksOn-going Tasks

Communicating V.T. goals and plans Communicating V.T. goals and plans to campus discipline teamsto campus discipline teams

Monitoring of V.T. implementation by Monitoring of V.T. implementation by content coordinators, department content coordinators, department chairs, and administratorschairs, and administrators

Revision of continua and documents, Revision of continua and documents, as neededas needed

Benefits of a Vertical TeamBenefits of a Vertical Team

Cohesive, appropriate alignment of Cohesive, appropriate alignment of concepts and skills (each grade level concepts and skills (each grade level preparing students for next grade level preparing students for next grade level course in a discipline)course in a discipline)

Use of common vocabulary, methods Use of common vocabulary, methods (writing, note-taking, etc.), lab reports, (writing, note-taking, etc.), lab reports, etc.etc.

Increase in AP scoresIncrease in AP scores Increase in AP enrollmentIncrease in AP enrollment

Benefits of a Vertical TeamBenefits of a Vertical Team

Vehicle for district-wide teacher Vehicle for district-wide teacher collaboration and collegial atmospherecollaboration and collegial atmosphere

““Trickle-down effect” to other teachers Trickle-down effect” to other teachers and all studentsand all students

Fostering leadership skills for teachersFostering leadership skills for teachers

Questions?Questions?

Thank you for joining us Thank you for joining us today for the session on today for the session on planning and implementing planning and implementing AP Vertical Teams.AP Vertical Teams.

Documents

“It Shouldn’t Be Lonely At The Top” (AP Vertical Teams) College Board Southwest Regional Forum 2008