Transcript Advanced Placement Updates

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]