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A d v a n c e d A c a d e m i c S e r v i c e s

Revised 01/2015

Advanced Placement

Vertical Teams

Curriculum Manual:

Science

Austin Independent School District

Who can take Pre-AP and AP Courses?

All students in all Austin ISD middle and high schools have access to and are eligible to enroll in Pre-AP and AP courses. Austin ISD supports The College Board’s

Equity and Access Policy Statement.

The College Board’s Equity and Access Policy Statement

“The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage educators to:

Eliminate barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved.

Make every effort to ensure their AP classes reflect the diversity of their student population.

Provide all students with access to academically challenging coursework before they enroll in AP classes.

Only through a commitment to equitable preparation and access can true equity and excellence be achieved.”

Pre-AP Belief Statements

What is Pre-AP? Pre-AP is a suite of K-12 professional development resources and services. Pre-AP courses

provide students with strategies and tools they need to engage in active, high-level learning to develop the

skills, habits of mind, and concepts necessary to succeed in advanced placement courses and achieve college

readiness.

In Austin ISD, we believe:

All students can perform at rigorous academic levels. This expectation should be reflected in

curriculum and instruction throughout the school so that all students are consistently being challenged

to expand their knowledge and skills. All students should be encouraged to accept the challenge of a

rigorous academic curriculum through enrollment in advanced level and AP courses.

We can prepare every student for higher intellectual engagement by starting the development of skills

and acquisition of knowledge as early as possible. The middle and high school years provide a powerful

opportunity to help all students acquire the knowledge, concepts, and skills needed to engage in

higher levels of learning.

It is important to have recognized standards for college-preparatory and college-level academic work.

The Texas Higher Education Coordinating Board College and Career Readiness Standards are integrated

into the state Texas Essential Knowledge and Skills (TEKS). The College Board has curricular

requirements that must be met before an AP course is authorized. While every student is different and

every teacher has unique strengths and a unique style, common expectations in terms of topics,

concepts, and skills benefit all students.

All students should be prepared for and have an opportunity to participate successfully in college.

Equitable access to higher education must be a guiding principle for teachers, counselors,

administrators, and policymakers. Equity means more than offering the same opportunities; it means a

willingness to do whatever is necessary to help prepare a wide variety of students with different needs,

different backgrounds, and different abilities.

Schools should make every effort to ensure that advanced level and AP courses reflect the diversity of

the student population. Barriers—however unintentional or complex—that limit access to demanding

courses for all students should be eliminated, particularly those for underrepresented ethnic, racial,

and socioeconomic groups.

Adapted from www.apcentral.collegeboard.com

Vertical Sequence of Courses

The following flowchart outlines the recommended Pre-AP and AP sequence of courses in Social Studies. Pre-

AP classes prepare students to take AP classes, and AP classes prepare students for college-level work.

Curricular Guidelines for Advanced Level Science

AP Environmental Science

ChemistryPre-AP Chemistry AP Chemistry

PhysicsPre-AP Physics AP Physics 1 AP Physics 2 AP Physics C

BiologyPre-AP Biology AP Biology

8th Grade Pre-AP Science

7th Grade Pre-AP Science

6th Grade Pre-AP Science

Curricular Guidelines for Advanced Science

The Texas College and Career Readiness Standards have developed expectations for each core content area.

These expectations should be emphasized in the development of skills in Pre-AP courses. The instructional

strategies listed below are best practices.

Curricular Requirements Instructional Strategies Cognitive skills in science

o Utilize skepticism, logic, and professional ethics in science.

o Use creativity and insight to recognize and describe patterns in natural phenomena.

o Formulate appropriate questions to test understanding of natural phenomena.

o Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.

Scientific inquiry o Design and conduct scientific investigations in which

hypotheses are formulated and tested.

Collaborative and safe working practices o Collaborate on joint projects. o Understand and apply safe procedures in the

laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.

o Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.

Current scientific technology o Use computer models, applications, and simulations. o Demonstrate appropriate use of a wide variety of

apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.

Effective communication of scientific information o Use several modes of expression to discuss natural

patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.

o Use essential vocabulary of the discipline.

Scientific reading o Read technical and scientific articles to gain

understanding of interpretations, apparatuses, techniques or procedures, and data.

o Recognize and use scientific and technical vocabulary in the field of study.

Implementation of Scientific Language o Vocabulary, Symbolic Representation, Concepts

Lecture Interpretation and Note-taking

Scientific Reading and Research of Topics o Use of the internet

Mastery of a Variety of Mathematical Skills

Proper use of units and significant digits

Operations with numbers in scientific notation

Construction and interpretation of graphs

Factor-label problem solving (unit conversion method/dimensional analysis)

Higher math concepts: proportions, algebra, geometry, trigonometry

Use of scientific/graphing calculators

Use of Problem-Solving/Reasoning Skills o Formulating concepts and definitions o Making distinctions, generalizations, connections o Identifying cause-effect, part-whole, logical

relationships o Recognizing inconsistencies and contradictions o Making inferences and predicting outcomes o Judging relevance and posing questions o Formulating Formal and Informal Arguments o Summarization, comprehension, analysis and

evaluation

Laboratory and Field Experience o Understanding lab safety and equipment use o Proper interpretation of scales o Computer use in data tabulation and graphing

Experimentation Skills/Collaboration o Design experiments o Make predictions from hypotheses, inferences,

and models o Distinguish among independent, dependent, and

controlled variables o Distinguish between qualitative/quantitative data o Analyze errors, interpret data, and support

particular conclusion/theory o Work with lab partners and groups o Follow a written format for lab report

Curricular Guidelines for Biology The College Board has developed Curricular Requirements for each AP course. These requirements should be

emphasized in the development of skills in Pre-AP courses. The instructional strategies listed below include

best practices.

Curricular Requirements Instructional Strategies Science As a Process—Science is a way of knowing. It can

involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing.

Evolution—Evolution is the biological change of organisms that occurs over time and is driven by the process of natural selection. Evolution accounts for the diversity of life on Earth.

Energy Transfer—Energy is the capacity to do work. All living organisms are active (living) because of their abilities to link energy reactions to the biochemical reactions that take place within their cells.

Continuity and Change—All species tend to maintain themselves from generation to generation using the same genetic code. However, there are genetic mechanisms that lead to change over time, or evolution.

Relationship of Structure to Function—The structural levels from molecules to organisms ensure successful functioning in all living organisms and living systems.

Regulation—Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms.

Interdependence in Nature—Living organisms rarely exist alone in nature.

Science, Technology, and Society—Scientific research often leads to technological advances that can have positive and/or negative impacts upon society as a whole.

Inquiry Based Learning Model (5 E’s: Engage, Explore, Explain, Elaborate, Evaluate)

Lab reports

Case studies

Investigative research to include ethical considerations and consequences with regard to contemporary issues

Socratic Seminars

Graphic Organizers and Foldables

Portfolios

Flexible Skills Grouping

Appropriate Pacing

Depth and Complexity

Debates

Authentic labs and field experiences

Multiple representations of physical phenomena

Word wall of academic vocabulary and scientific literacy

Use of graphing calculators and applications to manipulate data and produce reports

Collaborative exploration of concepts, reasonableness and accuracy of outcomes, and evaluation of alternative approaches to problem-solving

Major Categories of Biology

Structure/ Function of Cells Know cells differentiate to carry out specialized functions. Explain how cells are prokaryotic or eukaryotic, and describe major features. Describe sub-cellular organelles. Describe mitosis and relate process to growth and asexual reproduction. Understand cytokinesis in plant and animal cells and how it is related to growth. Know structure of membranes and how this relates to permeability.

Biochemistry Understand categories of biological molecules, lipids, carbohydrates, proteins, and nucleic acids. Describe structure and functions of enzymes. Describe features and chemical events of photosynthesis and cellular respiration. Know how organisms respond to presence or absence of oxygen, including mechanisms of fermentation. Understand coupled reaction processes and describe the role of ATP in energy coupling and transfer.

Molecular Genetics and Heredity Understand Mendel’s laws of inheritance and its modifications. Understand molecular structures functions of nucleic acids. Understand simple principles of population genetics and describe characteristics of Hardy Weinberg population. Describe major features of meiosis and relate this process to Mendel’s laws of inheritance.

Evolution and Populations Know categories of evidence for evolutionary change and how it is used to infer evolutionary relationships. Recognize variations in population sizes, including extinction, and describe mechanisms and conditions that produce variations.

Ecology Identify Earth’s major biomes, giving locations, typical climate conditions, and characteristic organisms. Know patterns of energy flow and material cycling in Earth’s ecosystems. Understand typical organismal behavior. Know the process of succession.

Classification and Taxonomy Know how to classify based on each organism’s internal and external structure, development, and relatedness of DNA sequences.

Systems and Homeostasis Know and describe organisms’ various structures and processes that maintain steady internal conditions.

Curricular Guidelines for Physics

The College Board has developed Curricular Requirements for each AP course. These requirements should be

emphasized in the development of skills in Pre-AP courses. The instructional strategies listed below are best

practices.

Curricular Requirements Instructional Strategies Read, understand and interpret physical information — verbal,

mathematical and graphical

Describe and explain the sequence of steps in the analysis of a particular physical phenomenon or problem o describe the idealized model to be used in the analysis,

including simplifying assumptions where necessary; o state the concepts or definitions that are applicable; o specify relevant limitations on applications of these principles; o carry out and describe the steps of the analysis, verbally or

mathematically; o interpret the results or conclusions, including discussion of

particular cases of special interest

Use mathematical reasoning in a physical situation or problem

Perform experiments and interpret the results o design experiments; o organize, display and critically analyze data; o analyze sources of error and uncertainties in measurement; o draw inferences from observations and data; o communicate results, including suggested ways to improve

experiments and proposed questions for further study.

Inquiry Based Learning Model (5 E’s: Engage, Explore, Explain, Elaborate, Evaluate)

Lab reports

Case studies

Investigative research to include ethical considerations and consequences with regard to contemporary issues

Socratic Seminars

Graphic Organizers and Foldables

Portfolios

Flexible Skills Grouping

Appropriate Pacing

Depth and Complexity

Debates

Authentic labs and field experiences

Multiple representations of physical phenomena

Word wall of academic vocabulary and scientific literacy

Use of graphing calculators and applications to manipulate data and produce reports

Collaborative exploration of concepts, reasonableness and accuracy of outcomes, and evaluation of alternative approaches to problem-solving

Major Categories of Physics

Matter Demonstrate familiarity with length scales from sub-atomic particles through macroscopic objects. Understand states of matter and their characteristics. Understand the concepts of mass and inertia. Understand the concept of density. Understand the concepts of gravitational force and weight.

Vectors Understand how vectors are used to represent physical quantities. Demonstrate knowledge of vector mathematics using a graphical representation. Demonstrate knowledge of vector mathematics using a numerical representation.

Oscillations and waves Understand basic oscillatory motion and simple harmonic motion. Understand the difference between transverse and longitudinal waves. Understand wave terminology: wavelength, period, frequency, and amplitude. Understand the properties and behavior of sound waves.

Electromagnetism Discuss electric charge and electric force. Understand voltage, current, and resistance. Understand Ohm’s Law. Apply the concept of power to electricity. Discuss basic DC circuits that include voltage sources and combinations of resistors and capacitors Understand magnetic fields and their relationship to electricity. Relate electricity and magnetism to everyday life.

Rotating systems Understand rotational kinematics. Understand the concept of torque. Apply the concept of static equilibrium. Understand angular momentum.

Fluids Understand pressure in a fluid and its applications. Understand Pascal’s Principle. Understand buoyancy. Understand Bernoulli’s principle.

Forces and motion Understand the fundamental concepts of kinematics. Understand forces and Newton’s Laws. Understand the concept of momentum.

Thermodynamics Understand the gain and loss of heat energy in matter. Understand the basic laws of thermodynamics.

Mechanical energy Understand potential and kinetic energy. Understand conservation of energy. Understand the relationship of work and mechanical energy.

Optics Know the electromagnetic spectrum. Understand the wave/particle duality of light. Understand concepts of geometric optics.

Curricular Guidelines for Chemistry

The College Board has developed Curricular Requirements for each AP course. These requirements should be

emphasized in the development of skills in Pre-AP courses. The instructional strategies listed below are best

practices.

Curricular Requirements Instructional Strategies In the chemistry laboratory setting, students will

make observations of chemical reactions and substances;

record data;

calculate and interpret results based on the quantitative data obtained;

communicate effectively the results of experimental work.

Inquiry Based Learning Model (5 E’s: Engage, Explore, Explain, Elaborate, Evaluate)

Lab reports

Case studies

Investigative research to include ethical considerations and consequences with regard to contemporary issues

Socratic Seminars

Graphic Organizers and Foldables

Portfolios

Flexible Skills Grouping

Appropriate Pacing

Depth and Complexity

Debates

Authentic labs and field experiences

Multiple representations of physical phenomena

Word wall of academic vocabulary and scientific literacy

Use of graphing calculators and applications to manipulate data and produce reports

Collaborative exploration of concepts, reasonableness and accuracy of outcomes, and evaluation of alternative approaches to problem-solving

Major Categories of Chemistry Matter and its properties Know that physical and chemical properties can be used to describe and classify matter. Recognize and classify pure substances (elements, compounds) and mixtures.

Atomic structure Summarize the development of atomic theory. Understand that models of the atom are used to help understand the properties of elements and compounds.

Periodic table Know the organization of the periodic table. Recognize the trends in physical and chemical properties as one moves across a period or vertically through a group.

Chemical bonding Characterize ionic bonds, metallic bonds, and covalent bonds. Describe the properties of metals and ionic and covalent compounds.

Chemical nomenclature Know formulas for ionic compounds. Know formulas for molecular compounds

Gases, liquids, and solids Understand the behavior of matter and solutions in various states. Understand ideal gas behavior and kinetic molecular theory. Apply the concept of partial pressures in a mixture of gases. Understand the effect of vapor pressure on changes in state and explain heating curves and phase diagrams. Describe intermolecular forces.

Chemical reactions Classify and describe chemical reactions by type. Describe the properties of acids and bases, and the products of a neutralization reaction. Understand oxidation-reduction reactions. Understand chemical equilibrium. Understand energy changes in chemical reactions. Understand chemical kinetics.

Basic structure and function of biological molecules: proteins, carbohydrates, lipids, and nucleic acids Understand the major categories of biological molecules: proteins, carbohydrates, lipids, and nucleic acids.

Nuclear and Thermochemistry Understand radioactive decay. Understand the Law of Conservation of Energy and processes of heat transfer. Understand energy changes and chemical reactions.

The mole and stoichiometry Understand the mole concept. Understand molar relationships in reactions, stoichiometric calculations, and percent yield.

Curricular Guidelines for Environmental Science The College Board has developed Curricular Requirements for each AP course. These requirements should be

emphasized in the development of skills in Pre-AP courses. The instructional strategies listed below are best

practices.

Curricular Requirements Instructional Strategies Science is a process.

o Science is a method of learning more about the world. o Science constantly changes how we understand the world.

Energy conversions underlie all ecological processes. o Energy cannot be created; it must come from somewhere. o As energy flows through systems, at each step more of it

becomes unusable. The Earth itself is one interconnected system.

o Natural systems change over time and space. o Biogeochemical systems vary in ability to recover from

disturbances. Humans alter natural systems.

o Humans have had an impact on the environment for millions of years.

o Technology and population growth have enabled humans to increase both the rate and scale of their impact on the environment.

Environmental problems have a cultural and social context. o Understanding the role of cultural, social, and economic

factors is vital to the development of solutions. Human survival depends on developing practices that will achieve sustainable systems.

o A suitable combination of conservation and development is required.

o Management of common resources is essential.

Inquiry Based Learning Model (5 E’s: Engage, Explore, Explain, Elaborate, Evaluate)

Lab reports

Case studies

Investigative research to include ethical considerations and consequences with regard to contemporary issues

Socratic Seminars

Graphic Organizers and portfolios

Flexible Skills Grouping

Appropriate Pacing

Depth and Complexity

Debates

Authentic labs and field experiences

Multiple representations of physical phenomena

Word wall of academic vocabulary and scientific literacy

Use of graphing calculators and applications to manipulate data and produce reports

Collaborative exploration of concepts, reasonableness and accuracy of outcomes, and evaluation of alternative approaches to problem-solving

Major Categories of Environmental Science Earth Systems and Resources

Earth Science Concepts

The Atmosphere

Global Water Resources and Use

Soil and Soil Dynamics

The Living World and Population

Ecosystem Structure

Energy Flow

Ecosystem Diversity

Natural Ecosystem Change

Natural Biogeochemical Cycles

Population Biology Concepts

Human Population Dynamics

Land and Water Use

Agriculture and Forestry

Rangelands

Other Land Use o Urban land development o Transportation infrastructure o Public and federal lands o Land conservation options o Sustainable land-use strategies

Mining and Fishing

Global Economics

Energy Resources and Consumption

Energy Concepts and Consumption

Fossil Fuel Resources and Use

Nuclear Energy

Hydroelectric Power

Energy Conservation

Renewable Energy

Pollution

Pollution Types

Impacts on Environment and Human Health

Economic Impacts

Global Change

Stratospheric Ozone

Global Warming

Loss of Biodiversity o Habitat loss; overuse; pollution;

introduced species; endangered and extinct species

o Maintenance through conservation

Differentiation of Instruction for Advanced Level and Gifted Learners Is a teacher’s response to learner’s needs

guided by general principles of differentiation, such as…

RESPECTFUL TASKS ONGOING ASSESSMENT,

ADJUSTMENT FLEXIBLE GROUPING.

Teachers can differentiate the…

CONTENT (what is taught)

PROCESS (how it is taught)

PRODUCT (what is learned)

of the lesson according to the student’s…

READINESS

(student academic level)

INTEREST (what the student wants to study)

LEARNING STYLES (how the student learns best)

by using a range of instructional and management strategies, such as

that are at an appropriate level of depth, complexity, and pacing to engage

advanced level learners and gifted students.

Multiple intelligences and entry points into learning

Advanced organizers and foldables

Advanced leveled texts and supplementary materials

Literature circles

Socratic Questioning

Philosophical Chairs

Tiered lessons and products

Learning contracts

Investigations and research opportunities

Technology integration

Independent study and research

Gallery walks

Interest learning centers and stations

Higher level questioning

Academic competitions

Intellectual mentors

Entrepreneurship

21st Century Learning Skills

Compacting Instruction

Academic readiness, interest, and learning style small groups

Expanded from Tomlinson, Carol A. (1999). The

differentiated classroom: Responding to the needs

of all learners. ASCD: Alexandria, VA.

is a change in the

QUALITY,

not in the QUANTITY,

of student work!

According to state law, teachers are

required to provide the following learning

opportunities for identified GT students in

grades K-12 during the school day as well as

the entire school year:

FLEXIBLE GROUPING- opportunities to work with

other identified gifted students, work with students

not identified as gifted, and work independently;

DIFFERENTIATION- an array of appropriately

challenging learning experiences in areas of student

strength;

APPROPRIATE PACING- opportunities to accelerate

in areas of strength; and

DEPTH AND COMPLEXITY- learning experiences that

lead to the development of advanced-level products

and/or performances.

Flexible Skills Grouping

Flexible grouping should not be confused with Cooperative Learning or Ability Grouping. Flexible groups are not permanent groups, they are flexible and students may change groups frequently. Students are placed in groups according to similar learning needs (academic readiness, student interests, student learning styles).

Flexible instructional grouping is specifically intended to provide a better instructional match between students and their individual needs. When you group flexibly, you create instructional groups and prescribe specific activities that respond to students’ learning needs. (Heacox, 2002.)

Flexible group sizes will vary according to the number of students who have similar learning needs for the unit of study or activity being completed. Each group will work on different activities or tasks based upon the learning needs, interests, and learning styles of the group members.

Academic Readiness Group Student Interest Groups Learning Style Groups Students grouped by similar

academic readiness levels according to pre-assessment data.

Groups are provided with activities differentiated for depth, complexity, and pacing of learning.

Students select the topic they want to study and together form an interest based learning group.

Groups will conduct research to complete a group project or activity that will be presented to the class.

Students grouped by similar learning style needs according to student learning style surveys.

Groups will complete a project/activity that focuses on the specific learning style needs of the group.

Dimensions of Depth and Complexity

Language of the Discipline Encourages the use of appropriate language when

addressing specifics in the curriculum. What terms or words are specific to the work of the ________________? (disciplinarian) What tools does the ___________ use? (disciplinarian)

Rules Defines the organizational elements affecting the specific

curriculum which is being studied. How is this structured? What are the stated and unstated causes related to the description or explanation of what we are studying?

Details Involves elaboration of an idea or event.

What are its attributes? What features characterize this? What specific elements define this? What distinguishes this from other things?

Ethics Identifies and analyzes the possible rights and wrongs of a

given idea or event. What dilemmas or controversies are involved in this area/topic/study/discipline? What elements can be identified that reflect bias, prejudice, and discrimination?

Patterns Identifies the recurring elements or repeated factors of an

event or idea. What are the reoccurring events? What elements, events, ideas, are repeated over time? What was the order of events? How can we predict what will come next?

Multiple Perspectives Looks at ideas and events from different perspectives. Think like a(n)... historian, anthropologist, economist,

archeologist, etc. What are the opposing viewpoints? How do different people and characters see this event or situation?

Trends Notes factors or events - social, political, economic, geographic - that cause effects to occur or happen.

What ongoing factors have influenced this study? What factors have contributed to this study?

Over Time Identifies and describes the effects that time has on the

curriculum being studied. How are the ideas related between the past, present, future? How are these ideas related within or during a time period? How and why do things change or remain the same?

Unanswered Questions Explores the unknown and poses questions on the topic that

need further exploration or clarification. What is still not understood about this area/topic/study/discipline? What is yet unknown about this area/topic/study/discipline? In what ways is the information incomplete or lacking in explanation?

Big Ideas Creates a generalization, principle or theory about the

curriculum being studied. What overarching statement best describes what is being studied? What general statement includes what is being studied?

Interdisciplinary Relationships What are common elements among topics from the different disciplines?

How does this idea/topic/concept relate to other disciplines? How do topics/ideas from across the disciplines contribute meaning to this idea?

Adapted from Kaplan, Sandra. (10/29/97). Texas Education Agency performance standards exit-level project, October 2004. Used with permission.

Independent Study and Research Alignment of Research Process with Content Area TEKS www.texaspsp.org/resources/colef.php?p=2 Provides a continuum of learning experiences using the TEKS in each content area with each step in the research process. Teacher Toolkit: Teaching Research Skills http://www.texaspsp.org/toolkit/GT_Teacher_Toolkit.html The toolkit includes links to Web sites and documents that provide background information on knowledge formation, specific resources for the four core content areas, tips for differentiating instruction for gifted learners, techniques for conducting research, and sample scope and sequence documents. Targets GT students but appropriate for all students. A Suggested Scaffolding of Research Skills http://www.texaspsp.org/toolkit/documents/Research_TEKS.pdf This document shows a scaffolding of TEKS research skills across the elementary, middle, and high school levels. Steps in the Research Process http://owl.english.purdue.edu/owl/resource/658/01/ Detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources. Documenting and Citing Sources http://www.lib.utexas.edu/noodlebib/ Online tool for creating a bibliography in MLA, APA, Chicago, or Tiburon formats. Plagiarism Tutorial http://www.lib.utexas.edu/services/instruction/learningmodules/plagiarism/ University of Texas interactive plagiarism tutorial. Texas Performance Standards Project http://texaspsp.org/ Guides to Success for engaging in research tasks that are supported for GT students by the Texas Education Agency. Austin Public Library http://austinlibrary.lib.overdrive.com/4E6B31DF-F821-4575-A032-AF8F1C80EABD/10/50/en/Default.htm# Variety of ebooks available to Austin Public Library cardholders. Austin ISD Online Library Catalog http://ibistro/uhtbin/cgisirsi/x/0/0/49 Digital databases and access to library subscriptions as well as ebooks

Resources

Advanced Academic Services Teacher Resources

Online location for Pre-AP and AP teacher resources. www.tinyurl.com/AustinSmart

Teacher Corner for Pre-AP

This website contains information and teaching tips for Pre-AP courses. Visit the Course Home Pages for additional

information about each AP course, the Teachers' Resources area for reviews of teaching materials, and the Exam

Questions pages for detailed information about each exam.

http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/index.html

AP Course Descriptions

The AP Course Descriptions provide the most up-to-date information about each course and exam and are published by

the College Board. These course guides are helpful for the Vertical Team as they outline the capstone course’s

expectation. http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html

College Board AP Teacher Community

The AP Teacher Community is where AP teachers discuss teaching strategies, share resources, and connect with each other. We currently support all AP courses and AP Coordinators through 30 communities. http://apcentral.collegeboard.com/apc/public/homepage/4340.html

AP Digest

The AP Digest is a one- to two-page newsletter to support Pre-AP and AP students and teachers. They are written for

teachers to share with students and focus on a variety of topics such as improving vocabulary, study tips, memory aids,

and media literacy. www.tinyurl.com/APAustin

Explore AP

Online clearinghouse tailored to students. Includes important dates, test preparation materials, and student logon for

AP scores. https://apstudent.collegeboard.org/home

Online Score Reports for Campuses

Log in required. Access a wide variety of reports regarding student performance on AP exams.

https://scores.collegeboard.com/pawra/home.action

Pre-AP/AP Professional Development Plan

5-year training renewal of

Pre-AP/AP Summer InstitutePre-AP/AP Summer

Institute1- or 2-day Pre-AP/AP

WorkshopsAP Exam Reader

College Board Consultant

AP Course Audit (AP teachers only)

Initial Pre-AP/AP Summer Institute

Annual 6-hour GT Update

GT Update or Enrichment course through eCampus

GT Campus Update via PLC Pre-approved campus GT Update

Initial 30-hour GT Foundations

GT Foundations Nature, Needs, and Assessment (6-12) - 12 hours AND

Pre-AP/AP Institute credit

Notes