Transcript Welcome to North Forney High School

CRANDALL HIGH SCHOOL
PRE AP INFORMATION MEETING
March 1, 2016
MISSION OF CISD
Crandall Independent School District
will provide each student an
exceptional education, in an inspiring
environment, with caring people
MISSION OF CHS
The mission of Crandall High School is to
empower every student to achieve their
potential!
VISION OF CISD
To empower each student to
positively impact the world.
VISION OF CHS
Achieving exemplary results
one student at a time.
CAMPUS ADMINISTRATION
• David Williams – Principal (ext. 5310)
• Jennifer Coward – Associate Principal (Instruction) (ext. 5315)
• Michael Taylor – Assistant principal (A-K) (ext. 5353)
• Aaron Hoecherl – Assistant Principal (L-Z) (ext. 5314)
COUNSELORS
Billy Edmonds – (A – K) (ext. 5312)
Coordinates: Advanced Academic Services (AP & DC), College
& University Transition, CHS Graduation, NCAA Clearinghouse,
Career Assessments
Monica Aspegren – (L – Z) (ext. 5313)
Coordinates: District Testing, Master Schedule Building, Group
Counseling, Master Course Guide, Black & Gold Scholarship,
Summer School
ADVANCED PLACEMENT PROGRAM
• University-level courses taught in the high school classroom by
a high school teacher.
• AP teachers use a university-level syllabus, textbook, and
course description provided by the College Board.
• The AP course descriptions reflect courses taught in
universities throughout the country.
• Students who are successful on the AP Exam WILL earn
college credit and/or advanced placement.
ADVANCED PLACEMENT PROGRAM
AP helps students develop better study habits,
improve writing skills and sharpen problemsolving abilities — giving them the confidence to
tackle the academic challenges they can expect
after high school in a university setting.
ADVANCED PLACEMENT PROGRAM
Entering college with AP credits provides
students with opportunities to move quickly into
upper-level courses in their field(s) of interest,
pursue a double major, and save thousands of
dollars.
ADVANCED PLACEMENT PROGRAM
Research overwhelmingly reveals that
students who are successful in AP courses
experience greater academic success in
college than similar students who did not
participate in their AP program.
ADVANCED PLACEMENT EXPECTATIONS
• Successful completion of Pre AP & AP courses
require a significant amount of individual study
time per week.
• For every hour of class time, a student will need
to plan on spending a minimum of one hour of
study time outside the classroom.
TRAITS OF SUCCESSFUL PRE AP & AP STUDENTS INCLUDE
• Intrinsically motivated
• Task oriented
• Proficient reader
• Able to prioritize their time and maintain an
organizational system
• Willing to seek help from teachers as soon as problems
arise
• Experience little or no difficulty earning A’s or B’s in
standard level courses
FRESHMEN COURSE COMPARISONS
• Biology1 v. Biology1 Pre AP
• Spanish1 v. Spanish1 Pre AP
• English1 v. English1 Pre AP
• Geometry v. Geometry Pre AP
• World History v. World History Pre AP
Pre-AP Biology1
Biology1
High emphasis on writing
·
Formal lab reports
·
Article abstracts
·
Short answer questions on tests
More sophisticated labs
·
Higher level thinking and reasoning - being
able to understand and explain what is occurring
rather than just observing what is occurring
·
More analyzing rather than just recall
Less emphasis on writing
Pace
Increased pacing
·
Move faster through the material - usually
stay at least one chapter ahead of regular
Moderate pacing
Focus
Increased attention to detail
·
Not just the broad topics of regular biology,
but the intricacies of biology. For example, not
just the photosynthesis reaction that plants
conduct, but the details of each part of the
reaction, why and how the reactions are
conducted
More emphasis on themes rather than
details
Work Load Increased work load outside of class
·
More homework, projects and studying are
required outside of class than the regular class
Many assignments completed in class,
some homework still required
Writing
Labs
Content-focused labs
1 of 2
Pre-AP Spanish1
Production - More required Speaking and Writing
Tasks
tasks in Spanish.
Culture
Pacing
Spanish1
- Regularly scheduled production tasks
(speaking and writing) per chapter. (usually 12)
- Expected to speak for 30 seconds sustained
by end of year.
- Expected to write one paragraph by end of
year. (6-8 sentences).
- More production tasks graded as test
grades.
- Higher emphasis on pronunciation and
grammar technique.
- Expected to speak for 45-60 seconds
sustained by the end of the year.
- Expected to write multi-paragraph
compositions by end of year.
- More emphasis on global cultural
- Culture weaved into the curriculum, focused
on countries we study at the time.
themes related to AP Spanish Culture
themes (poverty in the world, political and
social movements)
- Required service learning opportunities.
- First Semester looks similar in pacing
- Will cover 10 chapters to be ready for
Spanish 2.
(to build a base).
- By end of year, we will have covered 23 more chapters than regular Spanish 1.
(12-13 chapters)
2 of 2
Pre-AP Spanish1
Spanish1
Interpretive
Tasks
- Listening and reading for gist, details - Listening and reading primarily for gist.
and analysis.
- Usually no more than 1-2 paragraphs in
- Listening and reading sustained multi- length
paragraph discourses and passages by
end of year.
Testing
- Tests will include reading, writing,
listening and speaking that mirrors
future AP exam tasks.
- Quizzes will rarely be multiple choice
and will instead by open ended.
- Tests will include reading, writing, listening
and speaking that mirror tasks completed in
class.
- Quizzes are often matching or multiple
choice with short production tasks.
Homework
- Studying (vocabulary/ grammar) and
homework combine to 30-60 minutes
per night.
- Homework and projects nearly every
weekend.
- Studying (vocab and grammar) and
homework combine to 15-30 minutes every
night.
- Homework and projects at least 1x every 3
weeks over the weekend.
Pre AP English I
-technical vocabulary, prefixes/roots and stems
English I
-technical vocabulary, prefixes/roots and
stems
Reading
-short stories (fiction and non-fiction), four novels
minimum, one play, poetry
-Socratic Circles
short stories (fiction and non-fiction), two
novels, one play, poetry
Assignments
-AP Book Reviews: 2/year (students analyze themes -STAAR EOC Preparations
of texts, symbols, important quotes, and isolated
-Reading Quizzes
scenes.) These reviews become study tools later.
Vocabulary
-Socratic Circles
-Reading Quizzes
-Assignments are generally more in-depth, focusing
on higher levels of Bloom’s Taxonomy, such as
Analysis, Evaluation and Synthesis.
-STAAR EOC Preparations
-Assignments more closely connected to
TEKS.
Pre AP English I
Research
Outside of
Class
Higher
Expectations
•
•
•
•
Outline
Annotated Bibliography
Note Cards
2 pages w/Work Cited
Though the department attempts to limit the amount
of homework given, there will be times that a student
will need to read chapters outside of class time in
order to delve further into the literature.
As students in an advanced course, you will be
expected to think, plan and perform at a higher level
than peers in an on-level class. Activities such as
Timed Writings and Socratic Circles will prompt you
beyond your comfort zone, in preparation for
consecutive levels of English.
English I
• Outline
• Annotated Bibliography
• Note Cards
Little to No Homework
Pre-AP Geometry
Geometry
Pacing
Increased pacing
· Move faster through the material
Moderate pacing
Skills
Emphasis on higher level thinking skills
Emphasis on basic geometrical
concepts and patterns
·
·
Word problems
Integration of Algebra 1 concepts and skills
Application
Emphasis on application of skills
· Uses the basic geometrical concepts and
applies them to solve in depth, real world
application problems
More emphasis on broad concepts
Work Load
Increased work load outside of class
· More homework, projects and studying are
required outside of class than the regular
class
Many assignments completed in
class, some homework still
required
Grading
Practices
Grading & redo process:
Grading & redo process:
·
·
·
·
60% test; 40% daily
Redo’s taken one class day late
Test skills must be strong
Assignments graded with greater attention to detail
·
·
·
50% test; 50% daily
Redo’s taken up to two days late
Assignments graded with more
emphasis on attainment of concepts
Pre-AP World History
Content
World History
Students must have strong, disciplined study skills Class will consists of lectures, some
and organizational abilities!!!
projects, quizzes, and tests
More rigorous assignments
Class will consist of lectures, more projects,
presentations, quizzes, tests and homework,
analysis of primary source documents, more
emphasis on writing (Document Based Questions),
required book reading
Structure
More group assignments
More class dialogue
More individual assignments
Focus
Focused more on concepts and perspectives
Focused more on details and facts
Grading
Different grading policy – 60% test, 40% daily
Grading policy- 50% test, 50% daily
One day late assignment policy
3 Day late assignment policy
AP V. PRE AP V. STANDARD COURSES
Numerical Grade
Category I
Category II
Category III
97 and above
5.0
4.5
4.0
93–96
4.8
4.3
3.8
90–92
4.6
4.1
3.6
87–89
4.4
3.9
3.4
83–86
4.2
3.7
3.2
80–82
4.0
3.5
3.0
77–79
3.8
3.3
2.8
73–76
3.6
3.1
2.6
71–72
3.4
2.9
2.4
70
3.0
2.5
2.0
Below 69
0
0
0
THE PRE AP & AP EFFECT
Students who complete Pre AP/AP courses are:
better academically prepared.
more likely to choose challenging majors.
more likely to graduate college in 4 years.
more likely to complete more college hours in those 4 years.
likely to perform significantly better than students who did not take
Pre AP/AP courses.
• more likely to display leadership qualities.
• more likely to graduate with a double major.
• twice as likely to go into advanced study.
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LATE WORK
• AP classes DO NOT accept late work.
• Pre AP classes accept work ONE day late
•
Regular classes accept work TWO days late.
• Maximum possible grade will be a 70.
• All classwork turned in after the timeline above will receive no credit.
• These policies are patterned after those in colleges and universities.
STATE OF TEXAS “RE-DO” POLICY
• Must be requested by student
• Student must attend tutorials and re-do the assignment or
retake the test within three class meetings after the
assignment or test is returned to the student.
• The original assignment or test MUST have been turned in or
taken on time.
• Maximum grade received for re-do or retake will be a 70.
• The teacher will record the higher of the two grades.
GRADING CATEGORIES
• Standard Grading breakdowns
• 50% daily grades
• 50% test/major grades
• AP/Pre AP grading breakdowns
• 40% daily grades
• 60% tests/major projects
THANK YOU FOR ATTENDING
TONIGHT’S INFORMATION MEETING!
Crandall High School is
excited to welcome the
“laser-focused” class of
2020!