Copyright notice Copyright © 2004 by the Texas Education Agency. All rights reserved. By downloading this document, you agree to observe TEA copyright restrictions (see below). Only ESC and district Advanced Academics and LOTE specialists are allowed to modify the training Power. Point presentation and only for the purpose of better serving their local districts/schools. No changes may be made in the presentation or document by other entities. Copyright © Notice. The Materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions: 1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA. 2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only, without obtaining written permission of TEA. 3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way. 4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty. For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education Agency, 1701 N. Congress Ave. , Austin, TX 78701 -1494; phone 512 -463 -7004; email: copyrights@tea. state. tx. us.
Texas Middle School Program for AP* Spanish *AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which does not endorse nor was it involved in the production of this product. © 2004 Texas Education Agency
Training of Trainers Welcome! <INSERT YOUR NAME HERE. > <INSERT YOUR TITLE HERE. >
Protocol • Breaks • Restroom locations • Signals to reconvene groups • Cell phones and pagers
Agenda • Welcome & introduction • Overview of Texas Middle School Program for AP Spanish • Rationale for offering advanced courses to middle school students • Implementation • Closing & evaluation
Outcomes • Become more familiar with the Texas Middle School Program for AP Spanish • Understand the steps for program implementation • Know about program resources
Table introductions • Introduce yourself to the person next to you—share your name and position, where you work, how long you’ve been there. • Introduce your partner to the people at your table or to the group until everyone has been introduced.
What is the Texas Middle School Program for AP* Spanish? DVD INTRODUCTION
Purpose The purpose of the Texas Middle School Program for AP Spanish is to raise the academic expectations of native Spanishspeaking students and engage them in early preparation for college courses.
To do this, the program… • Provides the AP Spanish Language course to native Spanish speakers in the 8 th grade.
Common reactions • • A college-level course for 8 th graders? They can’t do it. Only in the Valley. Credits that are over 5 years old?
History • 2000—TEA initiates pilot with 7 districts. • 2002—TEA receives grant to scale up program. • 2003— 13 scale-up districts receive grants to create programs. • 2004—Statewide training of trainers promotes growth of program.
Pilot and scale-up districts
Current programs • 19 districts • 42 campuses • 1, 000 students annually
Results
Additional reported benefits • • • Enhanced self-confidence Improved performance in other classes Increased enrollment in honors/AP classes Fewer disciplinary problems and absences Enhanced perception of college as a realistic goal • Improved skills that transfer to other courses and test-taking experiences
Additional reported benefits • Parents of participating students became more involved in their children’s schools. • Teachers involved in the pilot project felt rejuvenated and more motivated in the classroom.
Program benefits DVD PROGRAM BENEFITS/ HELPS IN OTHER COURSES
Why offer advanced courses to native Spanish-speaking 8 th graders? • • • Research on college access and success At-risk population RHSP and DAP NCLB & LOTE Hispanic college-going rates Future growth of NSS population
What the research says • Students who take advanced courses are much more likely to attend and COMPLETE college. – Adelman (1999) – Horn & Carroll (2001) • 55% of first-generation college students who take a core curriculum complete college. • 81% who take rigorous coursework complete college. – Camara (2003)
At risk • LEP students are generally considered “at risk” of dropping out of school.
NCLB & LOTE • Foreign language is defined as a core academic subject area under NCLB. • Texas’ performance goal 2 focuses on LEP students. • 40% or fewer LEP students “met standard” on 2003 TAKS.
Recommended High School & Distinguished Achievement plans • Allows students to acquire all foreign language required for RHSP/DAP • Frees up high school schedule
College-going rates & future growth • Closing the Gap 2015 • Targets for Hispanic enrollment not met in 2004 • Needs to increase as population grows
Raises student aspirations DVD PROGRAM BENEFITS/ RAISES ASPIRATIONS
Activity Native Spanish-speaking students • Characteristics • Services • Programs
How to start a middle school program for AP Spanish • • • Implementation models Key components Implementation strategies Resources Common challenges Roles and responsibilities
Program models Extracurricular Model • Met 2 x a week in 2 -hour blocks after school • Benefits: – No change to existing program • Problems: – Poor attendance and attitude towards course – Too many demands in addition to regular schedule – Credit issues
Program models Itinerant-teacher Model HS Spanish teacher taught MS course • Benefits: – Qualified teacher – Vertical alignment/transition to HS • Problems: – Travel time, scheduling conflicts – Teacher accessibility
Program models Expanded-classroom Model • Taught by MS teacher • Benefits: – Accessibility of teacher – Familiarity with MS students • Problems: – Transition to HS
Key components • • Program leadership team Pre-AP course (vertical alignment) Summer institute AP Spanish Literature by 10 th grade (vertical alignment)
Implementation steps • • • Build a program leadership team Plan for program development Select students Provide orientation Implement and evaluate
Building a team • Composition • Key players – Principal, teachers, counselors, Advanced Academics, LOTE, and languages staff
Building a team • Other players – Superintendents and other administrators, PEIMS and textbook coordinators • Buy-in
Program team HIGH SCHOOL Administrators, teachers, counselors MIDDLE SCHOOL
Building a team DVD KEYS TO SUCCESS/ SUPPORT FROM ADMINISTRATORS
Assess language programs • • Middle schools AND high schools MS options for native Spanish speakers? HS options? Changes to MS curriculum? HS curriculum?
Planning—Year 1 • Importance of careful planning • Planning beyond middle school
Define program objectives • Examples of MEASURABLE program objectives – Number of students served – Exam scores – High-school achievement – College-going rates
Define expectations • Sample expectations: – All participants take exams. – Students, teachers, parents sign participation agreements.
Identify teacher • The right teacher is key to success. • Course requires a great deal of time and commitment from the teacher.
Provide teacher training • College Board • Other
Evaluate materials • State- and district-adopted textbooks • Español para el hispanohablante – Background information on teaching Spanish speakers – TEKS for LOTE
Create informational documents • Program brochures • Letters • Individualized local programs (E. P. A. L. E. , Adelante)
Activity What questions would they have? • Teachers • Administrators • Students • Parents • Counselors
Develop program budget • Teaching unit • Textbook purchase if not state-adopted textbook • AP instructional materials • Other instructional materials & classroom incidentals • Tape recorders or language lab
Develop program budget • Summer institute • Staff development • Guest speakers/program evaluators (honorariums) • Field trips • Travel to conferences
Investigate program funding • Local • State • Federal
Spread the word • • Informational documents Presentations Press releases, newspaper articles School displays
Break
Determine grading policy issues • Districts develop own policies for course grades. – Based on class performance – Based on AP scores
Establish credit policy issues • Districts develop own policies for course credit. – May require students to obtain credit by examination for each level skipped – May establish validation policies to award automatic credit for courses skipped – Number of credits varies – TEKS for Spanish IV cover the TEKS for Spanish I, III
Credit by exam • Texas Education Code 28. 023 allows districts to develop their own credit by examination tests with approval from local school boards. • Districts may also use the Texas Tech or UT Austin Cb. E. • Texas Administrative Code 74. 24
Other policy issues • GPA, honors, AP weighted averages – District policy determines if honors and/or AP weighted averages are added to the course grade. – Calculation of GPA is a local matter. • Grades for courses verified under a district validation policy or credit by examination may be used to calculate GPA. • District must enter grade given for a Cb. E on the student transcript.
Plan for exam administration • Start investigating early. • Obtain exam school number and site code. • Obtain and review exam administration guidebook. • Receive campus awards for passing scores.
Student selection • • • Selection criteria ESL class rosters Student survey Target proficiency level Placement test (Prueba de ubicación) or credit by exam • Other
Contact parents • • • Communications in Spanish and English Parent comfort level in school environment Updates Information on applying to college Volunteer opportunities Refreshments, transportation, childcare
Parent involvement DVD KEYS TO SUCCESS/ PARENT INVOLVEMENT
Write curriculum • Follow the AP guidelines and objectives • Use the TEKS for LOTE for level IV and high school Spanish IV/AP curriculum • Integrate age-appropriate activities for MS students • Articulate MS and HS programs
Order textbooks, audio equipment • Textbooks – Abriendo paso (Pearson Education, Inc. ) – De Paseo (Thomson Learning/Heinle) – Abriendo paso (Heinle & Heinle) – Tesoro literario (Glencoe Mc. Graw-Hill) – Galeria de arte y vida (Glencoe Mc. Graw-Hill) • Tape recorders
Orientation meeting • For students and parents • Benefits, challenges, requirements • Spanish and English
Summer institute • 1 day to 4 weeks • Introduction to format, expectations, and rigor of course • Opportunity for diagnostic assessment • Review of key grammar • Exposure to literature • Build class identity
Public relations • Conduct initial awareness campaign • Regularly inform stakeholders and broader community of progress • Share results and accomplishments
Collect baseline data • • Student performance data Attendance and discipline Course-taking patterns College-going rates
Lunch • On your own. • Enjoy!
Program implementation—Year 2 • Monitor class • Provide tutoring
Curriculum alignment • Vertical teams
Curriculum alignment DVD KEYS TO SUCCESS/ VERTICAL ALIGNMENT
Parent updates • Progress • College information
Order AP exams • Report expected number of students who will take the exam • Check out exam schedule • AP Central http: //apcentral. collegeboard. com
Practice exams • Released AP exams – practice – benchmarking
Redesign course offerings • Pre-AP • 2 -year AP Spanish Literature sequence • Additional advanced Spanish courses
Program refinement—Year 3 • Refine selection processes • Expand opportunities for participation in the course
Common challenges • Awarding grades or credit for students • Finding teachers qualified and willing to teach the middle school course • Addressing skepticism from counselors and other school staff • Dissolving resistance from high school Spanish teachers
Common challenges • Communicating with parents and others • Providing the next level of advanced high school AP Spanish to participating students • Administering the AP exams
Concerns and challenges DVD CONCERNS AND CHALLENGES
Implementation resources • Implementation Guide and CD – Implementation strategies – Sample resources • DVD • Website
Implementation Guide • • • Program history Policy implications Models Strategies Key issues, challenges, benefits • Timeline for implementation
CD • Downloadable version of Implementation Guide • Sample resources
Sample resources • • • Brochures Letters to parents Policy statements Sample syllabi Lesson plans
DVD • Introduction • Program overview • Benefits and challenges • Staff and student perceptions
Website • www. teamiddleschoolspanish. org
Additional resources • GEAR UP Toolkit http: //www. teagearup. com/default. asp
Activity • Roles & responsibilities – Teachers – Counselors – Administrators
Questions
Key websites • Program website www. teamiddleschoolspanish. org • TEA Advanced Academic Services http: //www. tea. state. tx. us/gted/ • TEA LOTE http: //www. tea. state. tx. us/curriculum/lote. html/ • AP Central http: //apcentral. collegeboard. com/ • Texas Languages Other Than English Center for Educator Development http: //www. sedl. org/loteced/
For more information <INSERT YOUR NAME AND CONTACT INFORMATION HERE. >
Texas Education Agency Division of Curriculum Texas Education Agency Phone: 512 -463 -9581 Fax: 512 -463 -8057 curric@tea. state. tx. us http: //www. tea. state. tx. us/curriculum/
Closing • Thank you for attending. • Good luck!
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