AP Spanish Language Workshop

1. AP Spanish Language Workshop Gustavo Fares Lawrence University faresg@lawrence.edu www.lawrence.edu/fast/faresg

2. Introductions Announcement Restrooms Break/lunch Dismissal Name School Years of experience with AP Language AP Language is like� �Un laberinto�� 2

3. 1. Workshop Outcomes By the end of the workshop, the participants will: Be more familiar with the AP Spanish program and exam Be more familiar with scoring of the AP Spanish Language Exam items Be able to identify and select instructional materials and resources including technology Be able to identify instructional strategies and best practices for success in an AP Spanish Language course and exam Be able to identify possible tasks and select instructional materials for the 2014 changes in the exam

4. 2. AP Spanish Exam: Why take it? CREDITS MANY Universities accept it and give credit ADMISSIONS Colleges want to see it in your transcript Students know how far they have come, after taking exam [You don�t have to be in an AP course to take the exam]

5. AP Benefits PREDICTOR OF SUCCESS For students 33 % 59 % 76 % likelihood to graduate from a 4-year college For Schools For Educators

6. Greater Access to AP Among Traditionally Underrepresented Groups Participation among low-income students has grown at the highest rate compared with other students African-American students are the fastest growing minority group participating in AP Although there has been growth in AP among all groups of students, underrepresented students had higher compound annual growth rates than White students. African American students showed the most growth, with Low Income students closely following. These data indicate that underrepresented students now have greater access to AP courses and exams than they have in the past and are taking advantage of that access.Although there has been growth in AP among all groups of students, underrepresented students had higher compound annual growth rates than White students. African American students showed the most growth, with Low Income students closely following. These data indicate that underrepresented students now have greater access to AP courses and exams than they have in the past and are taking advantage of that access.

7. AP Usage in Higher Education EPS is Enrollment Planning Service. EPS is a web-based service that allows higher education institutions to identify schools where students take AP exams, SAT, and PSAT, and find pools of college-going students. The service provides demographic and academic information about students. ACES � Admitted Class Evaluation Service Placement Validity Studies The ACES � AP� predictive placement study evaluates an existing placement program by looking at the criterion measure�the course grade�for students who placed into that course, and compares them to students who entered the same course by taking the prerequisite course. Using exams from: Advanced Placement Program� When using scores from AP� Exams, another type of predictive ACES Placement Validity Study is generated. It evaluates how well a current cut score is working for placement into a course. The study looks at the performance of students who entered a course without taking the prerequisite, based on their test scores, in comparison to the performance of students who finished the prerequisite course. The study will look at the performance of students who took the test, but did not achieve the cut score and, consequently, took the prerequisite course. Students who took the test and do substantially better than average in the class might suggest an adjustment to the cut score. ACES Placement Validity Studies provide an array of helpful information for making course placement decisions at your institution. Placement Validity Studies analyze the relative value of College Board test scores and other measures of student ability to confirm, or improve, the effectiveness of your current placement methods. You design your own Placement Validity Study to fit the particular needs of your institution. Studies analyze the performance of a group of current students in one or more related courses in relation to test scores and other predictors in order to predict the performance of future students with similar scores.EPS is Enrollment Planning Service. EPS is a web-based service that allows higher education institutions to identify schools where students take AP exams, SAT, and PSAT, and find pools of college-going students. The service provides demographic and academic information about students. ACES � Admitted Class Evaluation Service Placement Validity Studies The ACES � AP� predictive placement study evaluates an existing placement program by looking at the criterion measure�the course grade�for students who placed into that course, and compares them to students who entered the same course by taking the prerequisite course. Using exams from: Advanced Placement Program� When using scores from AP� Exams, another type of predictive ACES Placement Validity Study is generated. It evaluates how well a current cut score is working for placement into a course. The study looks at the performance of students who entered a course without taking the prerequisite, based on their test scores, in comparison to the performance of students who finished the prerequisite course. The study will look at the performance of students who took the test, but did not achieve the cut score and, consequently, took the prerequisite course. Students who took the test and do substantially better than average in the class might suggest an adjustment to the cut score. ACES Placement Validity Studies provide an array of helpful information for making course placement decisions at your institution. Placement Validity Studies analyze the relative value of College Board test scores and other measures of student ability to confirm, or improve, the effectiveness of your current placement methods. You design your own Placement Validity Study to fit the particular needs of your institution. Studies analyze the performance of a group of current students in one or more related courses in relation to test scores and other predictors in order to predict the performance of future students with similar scores.

8. Course Audit Information AP Course Audit Manual Timeline Instructions for Submitting Materials Review Process Course Authorizations Syllabus preparation Guidelines Spanish Language Spanish Literature apcentral.collegeboard.com/courseaudit

9. Equity and Access 9 Set timer Ask groups to pick out the hallmark words in the sentence that speak to equity and access. How this looks in your school and or language program.Set timer Ask groups to pick out the hallmark words in the sentence that speak to equity and access. How this looks in your school and or language program.

10. 3. Resources Books IT Resources AP Central Other sites Syllabus Design

11. Books www.phschool.com

12. www.emcp.com

13. waysidepublishing.com

14. www.mcgraw-hill.com

16. www.emcp.com

17. www.phschool.com

18. http://barronseduc.com/

19. www.phschool.com

20. www.mcgraw-hill.com

21. madamefifi.com

22. www.phschool.com

23. www.hmco.com

24. Resources: IT AP Central� (http://apcentral.collegeboard.com/spanlang) Fares� site: www.lawrence.edu/fast/faresg

25. 2009 Exam Format

26. AP Exam Overarching Claim The student who receives an AP grade of 3, 4, or 5 on the AP Spanish Language exam has mastered�to a degree commensurate with the AP grade�the skills and knowledge required to receive credit for an advanced level (fifth- and sixth-semester or the equivalent) college/university Spanish language course

27. Cambios 2012 Cambios en la administraci�n 2013 Cambios en el examen 2014 Examen nuevo

28. 2012 Changes in the Administration Free Response Inserts Free Response Questions on the Web Ordering Free Response Booklets Borrowing and Lending Exams

29. AP Exam Administration Policy Changes for 2011-12Free Response Inserts How it worked last year. Most exams included separate Section II inserts containing the free-response questions. Students wrote their responses in Section II exam booklets. Schools kept the free-response question inserts for 48 hours after the exam, and then could return them to students for review and discussion. How it will work in 2011-12 2012 AP Exams will not include free-response question inserts. The free-response questions will now be printed in the Section II exam booklet. For some exams, content previously contained in the insert will now appear in a separate orange exam booklet. All exam materials containing exam content (e.g., exam booklets, exams on CD, and master CDs) must be returned to the AP Program, including the separate orange booklets included with some of the 2012 exams. 29

30. Why is it changing? To help ensure that different forms of the exam can be statistically compared, some students will take exam forms or questions that will not be released. Therefore, it is no longer possible to allow schools to keep free-response questions and distribute them to students 48 hours after each regularly scheduled exam. 30

31. AP Exam Administration Policy Changes for 2011-12Free Response Questions on the Web How it worked last year. All free-response questions for regularly scheduled exams, as well as for certain exams administered outside North, Central, and South America, were released on the College Board website 48 hours after each exam. Students and educators could discuss these questions 48 hours after the exams. How it will work in 2011-12 Before discussing any free-response questions, students and educators must check the College Board website 48 hours after the exam administration. Only the specific questions released on the website may be discussed. If the free-response questions in the exam are not released, they may never be discussed. As in past years, free-response questions from alternate exams taken during the late-testing period are not released, and may not be discussed. 31

32. Why is it changing? Because some students will take exam forms or questions that will not be released in 2012, a student can't assume the free-response questions he or she answered during the regularly scheduled administration will be released 48 hours after the exam. For this reason, the AP Coordinator and the AP teachers should make sure to check the College Board website before initiating discussions of any free-response questions. 32

33. AP Exam Administration Policy Changes for 2011-12Ordering Free Response Booklets How it worked last year. Students and schools could order their free-response booklets from the regularly scheduled exam administration, for a fee. How it will work in 2011-12 Free-response booklets will not be available for exams whose free-response questions are not released on the College Board website 48 hours after the exam administration. Why is it changing? Exam forms or questions that are not released must be kept secure. 33

34. AP Exam Administration Policy Changes for 2011-12Borrowing and Lending Exams How it worked last year. If a school had insufficient exam materials, it was permitted to borrow exam materials from another school in the immediate vicinity. How it will work in 2011-12 Schools are no longer permitted to borrow or lend exams. In the event that AP Services cannot fulfill a time-sensitive order, the school may offer a late-testing administration. Why is it changing? To ensure that different forms of the exam can be statistically compared, some exams must be taken by the students at specific schools. No Increase in Exam Fee for 2012 The fee for each exam is $87, with schools retaining an $8 rebate per exam. 34

35. 2014 Most Relevant Changes A. Authentic resources B. Integrated skills C. Communicative Modes

36. Curriculum Framework Achievement Level Descriptions

37. 5 4 3 2 Curriculum Framework Sample Achievement Level Descriptions

38. Curriculum FrameworkThematic Approach Sample syllabi, instructional units, and assessment tasks from 150 post-secondary instructors who participated in the World Languages College Curriculum Study were reviewed. Integration of language, content, and culture into an interrelated series of lessons and activities promotes the use of the language in a variety of contexts. A theme may be used to plan a brief unit of study, a comprehensive unit spanning a greater period of time, or to connect with AP courses in other disciplines.

39. Curriculum FrameworkCourse Themes and Recommended Contexts

41. Teaching Spanish Language and Culture: Implications for Instruction Thematic Approach integration of language, content and culture Recommended Contexts consider historical, contemporary and future perspectives complete flexibility for teachers in resource selection and instructional exploration of themes suggestions for addressing the themes Overarching Essential Questions motivate learners and guide classroom investigations, learning activities and performance assessments

42. Teaching Spanish Language and Culture: Implications for Instruction Theme: Las familias y las comunidades Context: Nuestra herencia cultural Essential Questions: �C�mo se identifica la identidad cultural? �C�mo se manifiesta esta identidad en nuestras comunidades? �C�mo se refleja esta identidad en la m�sica y en la literatura?

43. Teaching Spanish Language and CultureInterpretive Communication

47. 2014 AP Spanish Language & Culture ExamInterpersonal Writing Question Sample 2014

49. 2014 AP Spanish Language & Culture Exam Presentational Writing Question Sample 2014

50. 2014 AP Spanish Language & Culture Exam Presentational Writing Question Sample Tema del ensayo: �Se debe celebrar una fiesta especial cuando una persona cumple los quince a�os?

51. 2014 AP Spanish Language & Culture Exam Interpersonal Speaking Question Sample

53. 2014 AP Spanish Language & Culture Exam Presentational Speaking Question Sample 2014

54. Presentational Speaking Question Sample 2014 Tema curricular: Las identidades personales y p�blicas Tema de la presentaci�n: Como han afectado los h�roes nacionales la vida de las personas en tu comunidad? Compara tus observaciones acerca de las comunidades en las que has vivido con tus observaciones de una regi�n del mundo hispanohablante que te sea familiar. En tu presentaci�n, puedes referirte a lo que has estudiado, vivido, observado, etc.

55. Hands-On ACTIVITY

56. 5. How to Integrate: Interpretive Mode Listening Reading Interpersonal and Presentational Modes Writing Speaking

57. Best Practices Interpretive Mode Listening Reading Classroom Connections

58. Communicative Modes Interpretive Communication The Interpretive Mode is characterized by the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or speaker

59. 2012 Exam Format

60. How to Integrate Oral Comprehension Listening to radio broadcasts. Listening to television programs. Using DVD�s (audio and video). Conduct live interviews with Spanish-speakers. Making phone calls and soliciting information.

61. Reading exercise I do not wish to describe, brothers, what other horrible veshches I was like forced to viddy that afternoon. - The like minds. of this Dr Brodsky and Dr Branom and the others in white coats, and remember there was this devotchka twiddling with the knobs and watching the meters, they must have been more cally and filthy.than any prestoopnick in the Staja itself. Because I did not think it was possible for any veck to even think of making films of what I was forced to viddy, all tied to this chair and my glazzies made to be wide open. All I could do was to creech very gromky for them to turn it off, turn it off, and that like part drowned the noise of dratsing and fillying and also the music that went with it all. You can imagine it. was like a terrible relief when I'd viddied the last bit of film and this Dr Brodsky said, in a very yawny and bored like goloss: `I think that should be enough for Day One, don't you, Branom?' And there I was with the lights switched on, my gulliver throbbing like a bolshy big engine that makes pain, and my rot all dry and cally inside, and feeling I could like sick up every bit of pishcha I had ever eaten, 0 my brothers, since the day I was like weaned.

62. Reading-writing activity ideas Teacher-student journal writing on text. Teacher-student letter writing or dialogue journals Independent reading, with summary written in L1 Peer-editing of compositions Penpals via e-mail Letter writing with L2 members of the local community Making a class magazine: writing, editing, revising Unscrambling a text Reformulating

63. Best Practices Interpersonal and Presentational Modes Writing Speaking Classroom Connections

64. Communicative Modes Interpersonal Communication The Interpersonal Mode is characterized by active negotiation of meaning among individuals. Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications can be made accordingly.

65. Communicative Modes Presentational Communication The Presentational Mode is characterized by the creation of messages Facilitates interpretation by members of the target culture No direct opportunity for the active negotiation of meaning exists.

66. TIPS FOR WRITING IN THE EXAM For the essay: 1. Prepare expressions. 2. Make an outline before you write. 3. Leave yourself time during the 40 minutes to make corrections 4. Use circumlocution, not English 5. Remember that it doesn't have to be truthful. 6. It is better to write a shorter, but well prepared essay than a longer, hastily written essay.

67. How to Integrate Oral Expression SUGGESTED SPEAKING EXERCISES 1) Las Vecinas Chismosas 2) Guest to be interviewed 3) Debates 4) Impromptu speech 6) Autobiographical posters 7) Role - playing 8) Research on Spanish-speaking countries 9) Parejas Famosas 10) Peliculas

68. 6. Course and Exam Tips Tips to Higher Scores Activities to use your current resources Suggestions for an AP year AP Foreign Language vertical teams

69. 7. Strategies for Improving Stay current Network Become a Reader Become a Consultant EDG

70. Workshop Outcomes By the end of the workshop, the participants: Are familiar with the AP Spanish program and exam Are familiar with scoring of the AP Spanish Language Exam items Are able to identify and select instructional materials and resources including technology Are able to identify instructional strategies and best practices for success in an AP Spanish Language course and exam

71. 8. Questions and Evaluation