Learning to the Power of Three: AP, IB, and Dual Credit

Mel CoryellDonna Cracraft

Bill GuldeJudith Libby

About Us

• Advancing Academic Excellence (AAE) • Our high schools: Lawrence North, North

Central, and Pike

About You

• AP-only or two or more programs?• Teacher? Coordinator? Administrator?

Presentation Overview

• The Benefits of Combined Programs• The Data: What AAE has learned • Activity: Comparing AP, IB, and dual credit • The Implementation: How to Go About

Combining Your Courses

The Benefits of Combined Programs

The Benefits of Combined Programs

• Combined credits for students: http://ud.iub.edu/fs_ap_ib.php

• Differences in testing styles• Scheduling flexibility• Differentiated instruction• IB recruitment

The Benefits of Combined Programs

• Increased rigor• Data points and evidence for Continuous

Improvement• Strong AP-preparatory courses and vertical

alignment• Improved marketability

The Data: What AAE has learned

The Data: What AAE has learned

• Advancing Academic Excellence (AAE)• Data - 2010 Graduates• The American Student Achievement Institute

directs the AAE initiative as an intermediary for the Lumina Foundation for Education. Additional information may be found at www.asainstitute.org/aae

The Implementation: Advice for Combining Programs

• Our Schools’ Course Combinations• How to Go About Combining Your Courses• Professional Development• Student Support

Course Combinations

• English - Combine IB with the two-year 11/12 AP sequence

• Math - All three programs combine (AP Statistics, AP Calculus AB, AP Calc BC)

• Science - Combine all three programs, with modification (Chemistry, Biology, Physics)

Course Combinations

• Visual Arts - Combine AP Studio Art with IB ArtTheater - Combine dual credit and IB

• Music - Combine AP and IB (with modification)• Social Studies - Combine all three programs

for Psychology, History of the Americas, and History of Europe (AP Psychology, AP US History, AP World History, AP European History)

The Implementation: How to Go About Combining Your Courses

• Create a Subject Vertical Team comprised of your AP/IB and DC teachers and all PRE-AP teachers for each course/subject.

• The Subject Vertical Team gathers all cumulative assessments (AP/IB/DC exams and assessments) and lists all skills and knowledge the students need to know to receive an acceptable score. This can take a half day and needs to be very comprehensive.

• The team can then divide the instruction, review and mastery of skills and knowledge among the pre-courses as well as the AP course itself. Many of the same skills and knowledge are on the AP/IB/DC exams. Those specific skills and knowledge for an individual exam need to be identified and labeled.

• The Subject Vertical Team should include middle school pre-instruction teachers if possible.

The Implementation: How to Go About Combining Your Courses

• The Vertical Teams need to meet to identify what skills need to be “reinforced” in other classes. (Cross Curricular Common Instruction)

• The Subject Vertical Team should create a flow chart for a course description book or handout.

• Vertical Team Leaders, AP/IB Coordinator, Guidance Dept. Chair and Principal should work together to coordinate a smooth flow of curriculum and necessary scheduling.

The Implementation: How to Go About Combining Your Courses

• Each counselor should be made aware of the flow charts to be able to instruct students on the appropriate Pre-courses.

• If some differentiated instruction is necessary for an AP/IB/DC course, then the work load must stay equal so as to not favor one group of students over another.

• Use other AP/IB schools’ programs and flow charts for ideas to create your own.

The Implementation: Advice for Combining Programs

• Professional Development• Student Support

Questions?

• Judith Libby libby@asainstitute.org• Bill Gulde wgulde@msdwt.k12.in.us • Donna Cracraft ddcracra@pike.k12.in.us• Mel Coryell melodycoryell@msdlt.k12.in.us