The bethlehem area school district



Download 44.16 Kb.
Date28.01.2017
Size44.16 Kb.
THE BETHLEHEM AREA SCHOOL DISTRICT

Program Evaluation Template 6-6-11

Name of Program Being Evaluated: BASD Advanced Placement Program

Date(s) of Program Evaluation: Spring 2011


PROGRAM PURPOSE/ PROGRAM GOAL:
The purpose of the BASD Advanced Placement system is to provide qualified students with an opportunity to advance college-level study to their junior or senior years in high school and earn college placement or credit. A student’s success in an Advanced Placement course is commonly recognized as an indicator of academic rigor and college readiness.



TARGET: PROGRAM PERFORMANCE GOAL with data criterion:
Bethlehem Area School District Goal for Stretch Learning:
The College Board’s Advanced Placement Equity and Excellence (APEE) score describes the percentage of students in a class who scored a “3” or better on at least one AP exam. The APEE score will increase 3% annually at both Liberty High School and Freedom High School.

The AP Program of the BASD will demonstrate its success by increasing its AP Excellence and Equity Score each of the next three years—by doing so it will:




  • Increase the number of students taking AP courses




  • Increase the number of students taking AP Exams




  • Increase the number of students scoring at levels 3, 4, or 5 on the AP Exams.




PROGRAM EVALUATION QUESTIONS:


  1. Does the BASD offer the most appropriate AP courses, both in type and number, to allow students to demonstrate their college readiness and competitiveness?




  1. Are enough students involved in our AP program? Is a conscientious effort made to identify and recruit students who are potentially-qualified for AP study?



  1. Do we have school-wide and course-based practices that act as obstacles to AP participation and success? Do we systematically act to remove obstacles and support successful practices?




  1. Are specific goals for BASD students’ AP participation and achievement known by all stakeholders?



DATA NEEDED:

Previous years’ AP enrollments (school and department)


Previous years’ AP scores (school and department)
Grade 8 PSSA Data File
PSAT data related to AP-Potential




Action Plan for Program Evaluation Question #1 Does the BASD offer the most appropriate AP courses, both in type and number, to allow students to demonstrate their college readiness and competitiveness? YES, overall the BASD has done well to offer a wide and appropriate variety of twenty (20) AP courses in the high school program of studies.



Action Steps

(what)


Monitoring or

Completion Dates

(when)


Responsibility

(who)


  1. Maintain the number and variety of AP courses in the Program of Studies.




    • Language Arts: AP Language & Literature

    • Language Arts: AP Language & Composition

    • Social Studies: AP United States History

    • Social Studies: AP Macroeconomics

    • Social Studies: AP Psychology

    • Social Studies: AP World History

    • Social Studies: AP American Government & Politics

    • Social Studies: AP Comparative Government & Politics

    • Science: AP Biology

    • Science: AP Chemistry

    • Science AP Physics B

    • Science: AP Physics C—Electricity & Magnetism

    • Science: AP Physics C—Mechanics

    • Science: AP Environmental Science

    • Math: AP Calculus AB

    • Math: AP Calculus BC

    • Math: AP Probability & Statistics

    • World Language: AP Spanish Language

    • World Language: AP French Language

    • World Language: AP German Language




  1. Create a separate and specific section in the Program of Studies explaining AP offerings/pathways.




October 2011

October 2012


AS/CAO and Principals

APs


Action Plan for Program Evaluation Question #2 Are enough students involved in our AP program? Is a conscientious effort made to identify and recruit students who are potentially qualified for AP study? There is a need to expand the number of students taking AP courses. There is no organized, consistent effort to identify, recruit, and support potentially qualified AP students.


Action Steps

(what)


Monitoring or

Completion Dates

(when)


Responsibility

(who)

1. Publicly set an increase in Advanced Placement Equity & Excellence Index as department goal (in the aggregate and in subgroups)
2. Provide administrators and AP teachers the needed professional development to implement AP strategies and strengthen AP instruction.
3. Create and circulate publication, “Introduction to the BASD Advanced Placement Program” among all BASD stakeholders.
4. Plant seed of potential college attendance with all students and parents in Grade 5. Explain AP programming and/or dual enrollment as an important step(s) in attending college.
5. Make Grade 8 students, teachers/counselors, and parents aware of the specifics of AP programming and AP participation and performance goals as part of the transition to high school process.
6. Use Grade 8 PSSA data and/or the PSAT’s Advanced Placement -Potential data to identify and recruit “high potential” 9th and 10th graders into AP courses.
7. Increase the number of students registered to take AP courses in Grade 10.

Annually/On-Going



On-Going

Feb 2013

Feb 2013


On-Going

Spring 2012

Dept. Chairs



Asst. Supt

APs

Asst. Supt/ MSPrincipals


APs


Asst. Supt
Chairs/Counselors


Action Plan for Program Evaluation Question #3 Do we have school-wide and course-based practices that act as obstacles to AP participation and success? Do we systematically act to remove obstacles and support successful practices? Yes, barriers exists that caused by a lack of program focus and direction. A systematic approach to align practice and performance requires effort from all parts of the school community.


Action Steps

(what)


Monitoring or

Completion Dates

(when)


Responsibility

(who)

1. Identify/Develop multi-year “AP Course Paths” within departments that support AP

participation.


2. Formally designate/develop in the POS Pre-AP courses in Grades 9 and 10 in each department.
3. Where possible, replace local “honors” course with an AP course.
4. Develop consistent, supportive course pre-requisites for AP courses across all departments.
5. Develop school-wide scheduling and assessment practices that promote and support AP

classes/students.


6. Bring greater equity to instructional time in the semesters.
7. End the BASD senior exam exemption. Adopt a district practice that exempts AP

students who take the AP Exam from the final course exam.
8. Seek funding streams to assist low-income students to endeavor an AP exam.


October 2012

August 2012 (Grade 12)
August 2012
August 2011
August 2011

On-going

APs/POS


APs/POS

APs/POS
APs/POS

Principal/APs



Asst. Supt
AS/CAO

Dept. Chairs

HS Counselors




Action Plan for Program Evaluation Question #4 Are specific goals for BASD students’ AP participation and achievement known by all stakeholders? No.



Action Steps

(what)


Monitoring or

Completion Dates

(when)


Responsibility

(who)



1. Establish a BASD AP Equity & Excellence Index goal—have goal reviewed and approved by the Board of School Directors.
2. Include improvement in AP Equity & Excellence Index the Roadmap/school improvement planning template for BASD high schools.
3. Set school goal for AP Equity & Excellence Index. Set AP Excellence & Equity goals for student subgroups and communicate goals to entire faculty.
4. Present comprehensive data to all AP teachers, administrators, and guidance counselors showing annual achievement of students and progress toward AP Equity & Excellence goals.
5. Communicate school AP Equity & Excellence goals in parent orientations and parent newsletters.
6. Communicate school AP Equity & Excellence goals to students in beginning-of-the-year information/assemblies.



December 2010

June 2011

August 2011

August 2011

August 2012
On-going
August 2011



Asst. Supt.

Asst. Supt

Principals

Asst. Supt

Asst. Supt
Principals/APs


Bethlehem Area School District

Spring Semester 2010-2011
Advanced Placement Program Evaluation

Stretch Learning Goal from the Roadmap: The College Board’s Advanced Placement Equity and Excellence (APEE) score describes the percentage of students in the graduating class who scored a “3” or better on at least one AP exam. The APEE score will increase 3% annually at both Liberty High School and Freedom High School.

Program Evaluation Team:
Jack Silva

Natalie Chickey (LHS/English)

George Ziegler (FHS/English)

Beth Guarriello (LHS/Science)

Eric Baltz (FHS/Science)

Jeff Young (FHS/Math)

Jud Frank (LHS/Math)

Sam Norwood (LHS/World Language)

Cyndi Baylis (FHS/World Language)

Donna Roman (FHS/Social Studies)

Anthony Markovick (LHS/Social Studies)

Michael Hercik (FHS/Guidance)

Liz Ramsey (LHS/Guidance)

Kim Harper (FHS/Assistant Principal for Curriculum)



Jennifer Hilton (LHS/Assistant Principal for Curriculum)
Download 44.16 Kb.

Share with your friends:




The database is protected by copyright ©ininet.org 2020
send message

    Main page