Overview Advanced Coursework

today this webinar will be providing an overview of advanced coursework options during the webinar the following topics will be addressed we will provide an overview of academic and career readiness measures and an in-depth look at a variety of advanced program options including Advanced Placement International Baccalaureate Cambridge Advanced International and dual credit hello everyone I’m Michael Hackworth I am the program manager in the division of assessment support in the office of assessment accountability and I’m going to take a few minutes to talk to you about the academic and career readiness measures in the transition readiness indicator in the new accountability system for Kentucky the first thing that I would like to go through are the academic readiness measures within transition readiness as you can see we have a list of ORS and to become academic ready students must meet the following so they can earn academic readiness by meeting the benchmarks on a college admissions exam and these are benchmarks that the Council of post-secondary education determine or they can take dual credit and that’s receiving a grade of B or higher in each course on six or more hours or they can take two or more advanced placement courses and earn a three plus on the exams or earning a five plus on two or more exams in the International Baccalaureate program or benchmarks on two or more Cambridge Advanced International examinations or completing a combination of academic readiness indicators listed above that could be possibly meeting one dual credit and one AP or one AP and the college admissions exam so you can have a combination within this new accountability system for transition readiness academic the last thing on this page that I would like to point out is the very bottom in italics you see a very important statement and it reads demonstration of academic readiness shall include one quantitative reasoning or Natural Sciences and then one written or oral communication or arts and humanities or social and behavioral sciences learning outcomes. Next we have the career readiness measures for transition readiness and as you can see we have a list of ways that students can earn career readiness in the new accountability system and the first one would be by meeting the benchmarks on an industry certification these are approved annually by the Kentucky Workforce Innovation board or they can score at or above the benchmark on the Career and Technical Education End of program assessment for articulated credit that has been known as KOSSA or earning a grade of B or higher in each course on six or more hours of KDE approved Career and Technical Education dual credit so we do have a dual credit measure under career readiness or completing a KDE labor cabinet approved apprenticeship or completing a KDE approved alternate process to verify exceptional work experience so if a student meets one of these measures then they would be considered career ready under Kentucky’s new accountability system now let’s take a deeper dive and find out more information about each of the programs up ahead we’ll be hearing from Advanced Placement, International Baccalaureate, Cambridge Advanced International, and more information about dual credit hello my name is Gia Kaul I’m the director for k-12 services in the state of Kentucky and I would like to give you an introduction to the Advanced Placement program thank you for joining me today so first I want to review the College Board mission the college board’s mission is to connect students to college success and opportunity many don’t realize this but we are nonprofit membership organization and we are committed to excellence and equity in education we feel that every student

deserves the opportunity to prepare for, enroll in and graduate from college. That is what drives the college board that is the ethic we share with educators across the globe people like you so what are advanced placement courses what does College Board offer as far as advanced placement so advanced placement courses our courses at the college level offered in high school and they reflect what is taught in top introductory college courses students take AP exams at the end of the course usually in May which measures their mastery of their college-level work that they have done in the AP course and a score of 3 or higher on an AP exam can typically earn students college credit and/or placement into advanced courses in college and this is definitely the case in Kentucky which we will talk about a little later so these are AP courses I will go ahead and just give you a few minutes so that you can review the courses that are on this screen but I will go through the bullets so first we have AP capstone we do have art we have English history and social sciences we have mathematics and computer science and just new as of two years ago we brought in AP computer science principles and if you are all not aware there is a computer science principles partnership in the state of Kentucky where numerous organizations including code.org advanced Kentucky, the Kentucky Department of Education and the College Board partner together to bring teachers to trainings and go back to their classrooms prepared to teach AP computer science principles and this partnership expands down through elementary middle and high schools so if you would like to know more about the computer science principles partnership in your state please contact the Kentucky Department of Education or contact me and my information will be at the end of this presentation we also have the sciences and we also have world languages so you can see here that there are 38 total courses in our AP portfolio so where do you start if you don’t offer AP so on the left hand side of the screen once the Department of Education has this presentation recorded for you and listed on their website you can click on the hyperlink for additional information and you will find a required participation form you’ll fill out this participation form and this will allow you to move through steps 1 through 7 to offer AP courses on your campus and so you’ll see orange green and blue on the screen administrators take part with steps 1 & 2 teachers take part with steps 4 & 6 in both administrators and teachers participate in steps 3 5 & 7 that are listed in blue so I’ve laid this out very nicely for you so that you can come back and refer and always you utilize my contact information at the end of this presentation and reach out with any questions I’ll be able to help you so what are the benefits of AP so basically students learn rigorous college-level content and skills in their AP course throughout the year or throughout the semester and taking AP is valued in the college admissions process and you will see this by Kentucky’s AP credit policy that they’ve committed to it can be viewed on the next slide and basically if you get a 3 or higher in the state of Kentucky you will receive some sort of college credit at public higher education institution in the state and also AP courses definitely interesting and rewarding academic experiences for students that choose the course that that’s best fits their needs and again there’s opportunity to earn valuable credit and placement in colleges here is kentucky’s AP credit policy once again I have a hyperlink in the title so this will link you out to the scream you see I’m from the Kentucky Council on post-secondary education please feel free to open that document and review it at your leisure and that is a great overview of what is accepted for what credit at these public higher education institutions in the state on the next page we have what the AP program provides and basically it’s a robust suite of resources and I’ll just quickly review these there are course overviews that are provided online we have the framework for the course the course exam and description we also have I would like to say there are student supports for the AP student facing site that goes through the course and exam

description for them gives them sample questions so in addition to what is here for instruction and teacher professional development we do a wonderful course overview for students so I do want to call that out we also support teachers teaching the course we have week-long summer Institutes which are held usually in the month of June and July we have several across the state of Kentucky we also have one-day workshops that generally take place in the winter months usually in December and then we have modules as well as subject specific resources lab manuals reading guides I’m sure if any of you teach AP US history you’ll be familiar with many of the specific resources that we launched for AP US history recently we have course development and support so when you go through the course audit process when you are trying to start a new AP course you will have to go through a course audit to get it approved by the College Board and you’ll be required to submit a syllabus so we do have sample syllabi located on our website so you can refer back to that of course pacing and planning guides and we have a sample textbook list also we have assessment and scoring support and a wonderful online teaching community I highly recommend you join your particular courses ap teacher community for the most up-to-date resources and announcements on that site it is wonderful finally I do want you all to be aware that College Board does not internally develop AP courses the this process is done with more than 5,800 college faculty members it is done with high school teachers and they review AP course syllabi they develop and validate AP curricula they develop the AP exams and they also assist the AP teachers at the k-12 level scoring AP exams during our multiple AP readings that take place through the summer months and more than 3300 U.S. colleges and universities received AP scores for credit placement and consideration in the admissions process so this is very much a joint effort between those parties to develop the course and the exam so the student has a realistic expectation of a college course in their high school so AP exams these are administered by schools worldwide on set dates in May of each year these exams are normally two to three hours and there are both multiple choice and free response items on these exams and these scores are released in July of each year and during that time teachers can access their AP instructional planning reports to see how well students did on the multiple choice and free response items AP exam scores are on a scale of one to five you can see one with no recommendation to five extremely well-qualified what that means is generally a student in the middle there at a three is qualified and they can start receiving usually college-level credit when they transfer their scores to particular higher education institutions across the country so there’s a scale of one to three four or five which a student can score on an AP exam in and this is very important it’s new for AP and 2019 so this year we’re going to work on informing you to the best of our ability about new robust and wonderful resources in 2019 coming for AP we’re going to give teachers and students access to a performance dashboard we’re going to give Student Support Unit guides unit tests students will register for AP exams earlier in the year which provides the ability for digital registration and optimized registrations so there is no bubbling session prior to AP exams in May that take up a multitude of hours sometimes with these sessions and also there are usually unintentional errors so this digital registration process that will take place early in the year provides for a clean registration and less confusion if you would like to receive more updates once KDE has this posted on their site you can register at the hyperlink that I provided in the bullet there so register here for updates and you can also watch a short video of the new features coming in 2019 2020 here is a screenshot for the optimized registration to give you an idea of what will look like and then this is the website that you will go to that that hyperlink will take you to to register and get updates for the supports launching in 2019 2020 school year finally we have support for parents and students on the share ap website you can see down here share ap website you can link out to this and you’ll find brochures for parents and students PowerPoint presentations and tips for

creating informational events to promote AP in your building if you have any questions I’d be happy to provide answers to the best of my ability this is my name Gia Kaul you can reach me at Gia Kaul at College Board org and the phone number I provided I’ll be happy to answer any questions that you may have thank you for your time good afternoon good evening or good morning to educators across the Bluegrass State from wherever you might be streaming this presentation my name is Jonathan Bradley and I’m one of the development managers with the IB before joining the IB and 2017 I was a teacher in the United States for 16 years in Georgia and South Carolina for most of those years I was an IB Diploma program coordinator in public school settings I’ve also taught the theory of knowledge course which is part of the Diploma core and our economics course today I’ll be covering the outline of who the IB is and overviews to our diploma and career related programs both of these programs are for students in the last two years of high school we’ll move on now and take a look at what the IB represents but let us first review the aims of this presentation the IB is a not-for-profit foundation dedicated to students from ages 4 to 18 around the world it has a slogan education for a better world we truly believe students who understand each other’s cultures better who are active global citizens have a better chance of engaging and at making the world more peaceful what we’ve been trying to do for the last 50 years is to educate the whole child and the whole learner we seek to make sure that students develop a wide skill set and that they become critical and active citizens of the world let’s take a look at where we are and what we represent the Diploma program as you see with the arrow pointed there has been around the longest since 1968 we’re more than just that we have the primary years program for grades pre-k to 5a middle years program for grade 6 to 10 at our latest career relay program has been available to schools since 2013 the diploma and career related programs are for students in the final two years of high school so closing in on about 5,000 schools globally that offer our programs it’s worth emphasizing we don’t actually run any schools ourselves what we offer are programs of study and qualifications which are delivered in schools that must first go through an accreditation process some more relevant data related to the global reach of IB world schools and total number of programs we can also see this broken down by program globally and in terms of our global growth rate and overall IB world school growth again the total number of countries delivering the IB and we can look at that in terms of the top 10 countries globally according to the World Economic Forum to report the future of jobs the top 10 skills that will be required for the 2020 workforce or complex problem-solving critical thinking creativity people management coordinating with others emotional intelligence judgment and decision-making service orientation negotiation and cognitive flexibility the IB learner profile describes a broad range of human capacities and responsibilities that go beyond academic success whether your students are in Dubai Denver or Dublin at the International

School of Geneva or enrolled in high school in an IB world school in the state of Kentucky IB students are uniquely well prepared for life in this fourth Industrial Revolution by 2020 this fourth Industrial Revolution will have brought us advanced robotics autonomous transport artificial intelligence machine learning advanced materials biotechnology and genomics that information came from the World Economic Forum agenda the 10 skills needed to thrive in the fourth Industrial Revolution there’s growing evidence of the importance of 21st century skills which encompass a wide range of skills such as critical thinking problem solving communication and time management these skills can prepare students to live and work in a world with rapidly evolving technologies and many complex issues a new study explored the outcomes of former IB Diploma program and non diploma program students looking at leading universities and looking at particularly these 21st century skills although academically the performance of the two groups of students were similar on average the alumni of the diploma program reported higher capacities for a variety of 21st century skills so what do universities want most of our IB Diploma and IB career related students go on a university and most of them go immediately following high school so what our universities look for enthusiasm for higher level learning enthusiasm for chosen subject field subject knowledge those cognitive and affective skills research has shown that the transition to higher education is going to be a problem for some students as they have forgotten much of their subject knowledge they lack the ability to inquire they lack the ability to read extended text and they lack the ability to select sources and extract relevant material so what’s the solution how do we develop the skills that support the transition to higher education we do that through what we call the IB learner profile we use these 10 skill areas which can be classified as cognitive and affective skills they’re incorporated into all of our programs whether a student is in the primary years middle years career related or the diploma program they’re given real opportunities to develop experiences to become inquirers to develop deep knowledge to become principled thinkers to become excellent communicators to know what is right and wrong to be open minded to care globally and locally to take risks intellectually to be balanced and reflective these skills don’t just develop in passive learning experiences we believe students have to actively practice these skills to get better at them that practice comes through the IB programs themselves here’s the model for the IB Diploma all of our students have to do a combination of subjects they have to study language and literature language acquisition individuals and societies sciences mathematics and the arts we know that a student who is passionate for the Arts is going to have to have math to support them students who have a science background are still going to be taking the language acquisition course and carry out study in language so they’re going to be able to be excellent communicators the sixth subject is an elective subject it could be an art subject or that student could do a second science offering a second subject from the humanities a second language of acquisition or a second math all of our courses are over a two-year period after the two years exams are taking over a three-week period all of our courses include internal assessment we truly believe in assessing what is valid three subjects are studied at a higher level three subjects are studied at a slightly less deep level and those are called standard level in the middle bringing it all together is a core it’s a skill developing

core of an extended essay theory of knowledge creativity activity and service we’ll talk a little bit more about the core and a little bit let’s go through the subjects again to make sure we’re all aware again the first five are compulsory the sixth is an elective so this core it’s really what makes the Diploma program a holistic qualification it’s woven through all the subjects for example in the theory of knowledge course where students learn about the nature of knowledge what is truth how does truth differ from different subjects for instance is it possible to define truth and art how does that differ from truth in math how do we gain knowledge and what is the process by which we gain knowledge and during that process how does that bias or control the way we develop knowledge this is just one of the things we can look at in a theory of knowledge there’s no exam requirement like the end of other subject groups mentioned earlier it’s most certainly a very challenging course they have to write an essay they have to choose an essay from a list of prescribed titles that are issued to all schools in the senior year they’re studying critical skills critical thinking they’re learning how to develop an argument and develop those in-depth communication skills the essay is extended indeed students will carry out a four thousand word dissertation with support from the teaching staff at the school they formulate a research question research that question go through an appropriate investigation of sources develop an argument come to a conclusion evaluate and reference over the two years they will have completed all of the elements of a university-level dissertation and when they go to university and are asked in the first few weeks to carry out scholarly research and writing they’re not going to crumble they’ve done this it’s easier for them and they know what to do also in the core is creativity activity and service this is all about experiential learning we truly do believe that learning by doing is very important and it’s a great way to develop understanding outside of the regular classroom lessons we’re developing global citizens who work outside of their comfort zones they work outside of the box and over the two years they have to reflect on a series of learning outcomes they’ll keep a reflective journal throughout the process this is how the Diploma program and the components are graded again the standard level courses I would say they’re broadly similar to AP courses your higher level courses are broadly similar to College seminars they last two years particularly they’re in more depth all subjects include a minimum of 20% internal assessment each subject is graded on a one to seven scale the core extended essay and theory of knowledge are graded on an A to E scale and they’re converted through a matrix awarding 0 to 3 bonus points so the total available points is 45 in 2017 just to give you an idea 275 students out of 79 thousand were awarded that maximum of 45 points so there hasn’t been any great inflation the pass rate has remained fairly constant the recipient rate as we could say as well our standards are being maintained we can look at performance both globally and in the Americas region and we can look at the top 25 transcript universities in North

America so why the diploma well pedagogy lifelong learning the core clearly broad and balanced an international outlook stretch and challenge aspiration skill development pathway to universities globally students are more ready for post-secondary no grade inflation collaboration between schools now let’s take a moment to look at the IB career related program so what is the CP it’s a holistic education that emphasizes practical cognitive affective development of the whole person it incorporates the principles vision and the learner profile of the IB into a unique program that allows students to specialize in a career related field it also provides the freedom to schools to create and design a very flexible and distinctive career related program a little bit about the history it actually was born out of an idea from a vocational school in Finland that wanted to provide its students with access to the benefits of an international education and at the same time to offer academically rigorous courses in preparation and as referenced in the beginning of the presentation there is now the ability for schools who do not offer the diploma program to solely offer the career related program so it’s a standalone opportunity and schools are able to apply for the career related program so what are approaches to learning approaches to learning are deliberate strategies skills and attitudes that permeate the IB teaching and learning environment. Approaches to teaching and learning supports the IB belief that a large part of an influence on a student’s education is not only what you learn, but also how you learn Where teaching students how to learn has been a part of IB teaching but now the IB is providing much more explicit support for teaching these skills throughout our programs: aligning the Diploma program with the primary years program the middle years program and the career related program. Focus on the approaches to teaches in learning will improve the quality of teaching and learning across our programs and may result in more engaged teachers and students the approaches to teaching and learning skills our thinking skills communications social self-management and research the approaches to teaching skills are based on inquiry or focused on conceptual understanding or developed in local and global context are focused on effective teamwork and collaboration They’re differentiated to meet the needs of all learners and throughout are informed by formative and summative assessment. So what’s the framework for this career related program? Students successfully complete a career related study which meets IB criteria. They successfully must complete a minimum of two diploma program courses and successfully complete the CP core personal and professional skills course language development service learning and the reflective project. Just to compare models again the career related program is in the purple model this is the diploma program. Some recent buzz about the CP from both students and admissions officers. So let’s take a look at the core. Again students are required to complete the career related courses associated with their pathway and they have to take at least two diploma

program courses. They must complete the CP core in order to receive the certificate of the career related program. Language development it’s a central tenet of an IB education language development ensure students have access and are exposed to a second language in order to increase their understanding of the wider world. The personal and professional skills course it aims to develop responsibility and practical problem-solving, ethical understanding, perseverance and an appreciation of identity and perspective as well as understanding the complexity of the modern world. Service learning that practical real-world application of knowledge and skills in real-life situations involving decision making problem solving responsibilities and the reflective project an in-depth body of work submitted towards the end of the program So each school must develop a 90 hour discreet course in their timetable. A personal and professional skills course It’s run concurrently with the other elements of the core. The overall aims of the personal and professional skills course and as you can see here and I should emphasize or over two years these are the themes of the personal and professional skills course and the topics on the right themes on the left and in terms of service-learning. We can take a look really quickly at the aims of service-learning in the career related program, and in terms of the language development portion of the core. Just a quick overview for you, the students are going to explore another language through the lens of the career related study it’s a minimum of 50 hours. They’re going to complete a language development portfolio and there are a lot of flexible options for how to implement this in schools The reflective project is in the core it’s 50 hours minimum they’re producing a piece of extended work where they’re engaging in personal inquiry action and reflection into a specific ethical dilemma that rises out of the workplace out of their career related field. They present it in a structured and coherent way. They are engaging with local and/or global communities developing research and communication skills and the skills of critical and creative thinking. Just to refer back to the diploma program, these are the courses that are available language and literature individuals and societies sciences mathematics and the arts and again language acquisition so here’s how the career-related study aligns to the CP schools will identify the career related studies that they will provide for CP candidates they will match the IB courses with the career related study offered in the school and of course the CP core is also included. What do you think of when you hear the term career related study? This is a term used in the IB and their terms all over the world Some have grown a little more out of favor some are more in favor these days other definitions locally and nationally This is our term, but I’m just putting some other options out there for you here’s the information regarding the career related study. It must be accredited by a local or national education authority or a higher education institution or an employer organization. It needs to have a specific

career focus. It should be studied concurrently with the rest of the career related program over the last two years of high school and it should be subject to an demonstratable form of external quality assurance it should provide a clear pathway beyond secondary school Again, it can be done in a variety of ways that can be campus based online or our off-campus courses it could be work placement in the last two years it’s the school’s responsibility to determine the appropriate career related studies based on the criteria set forth by the IB The CP is a unique program it encourages students who wish to engage in career related education during the last two years of secondary school. It is specifically designed to provide a flexible environment a flexible framework it can be tailored by the school to meet the needs of their students in the local community. It enables students to develop a broad range of career related competencies to deepen their understanding in general areas it prepares students for effective participation and an ever-changing ever-present world of work they can become true lifelong learners willing to consider new perspectives to engage in learning that makes a positive difference to future lives and to become a self confident person ready for life in the 21st century. Just a geographical distribution of the current countries where the career-related program is offered. Growth rate map of career-related program. IB world schools in north america. We took a look at the results of a three-year cohort of CP graduates we can see that those graduates are indeed diverse we can also look at college enrollment in the career related program. Our CP grads are going to college at a rate of 80 percent with an immediate enrollment rate seven percentage points above the national average. They are persisting in college at high rates and three-quarters of those that are going on to four-year colleges, half of those students are going to very highly or most competitive colleges as defined by the selectivity index. Let’s take a look at how schools and all of our programs are authorized and reviewed. So there’s a consideration phase where the school is investigating the IB the mission of the IB alongside the mission and vision of their school and they’re expressing their interest and seeking up additional information from our development team the school will submit an online application for candidacy and they’ll be corresponding supporting documents aligning to our standards and practices at that stage you’re formally applying for candidate status the IB makes a decision on that candidacy and sends feedback to the school. Then there’s a candidate phase which typically is two years schools may choose to take longer The IB during the candidate phase will appoint a consultant who works with the school the school. The school will work on their authorization application. They will schedule a verification visit on the campus to address certain issues before moving forward in the process

There is a visit on the campus that takes place and then there is a decision on authorization with possible outcomes and a process for review every three or four years. The school is going to go through an evaluation period and every five years After there will be a visit this is a little bit into how the IB develops is curriculum the question comes up frequently so I thought it was worthwhile to include at this time if you’ve been jotting down your questions throughout the presentation it’s probably a good idea to give you my contact information I can be reached at Jonathan dot Bradley at ib.org and my office extension is area code 3 0 1 2 0 2 3 0 7 7 it’s been a pleasure to put this presentation together for you and I hope to hear from you soon We’re asking kids to be reflective, but also be very engaged in the materials and part of that when you’re being reflective is you have to listen to your peer group but when you’re engaged you also have to participate we get to learn and grow and get ready for things in the future. I think about things differently, and I take it further than just what’s there. There’s more questioning there’s more follow-up there’s more discussion actually pushed me to be a better teacher be more organized be more creative in the typical classroom the kids are speaking as much as the teachers speaking it’s not a lecture based curriculum the kids are creating I would say its strongest attribute is that it makes students think instead of just collecting information they have to make connections hi my name is Ynette Gomez and I am a laylee high school class of 2015 graduate a Harvard class of 2019 and an ace diploma recipient when I was an eighth grader in middle school guidance counselor’s from Langley high school came to my school to talk about the ACE program and that was the first time that I heard about it, and when I realized that this program would be a good opportunity for me to challenge myself further I have seen my students grow exponentially through taking Cambridge ACE courses. If you’re looking to become involved in the Cambridge program it’s something if you like being creative if you like you know relying on independent thought and building from there it’s definitely something for you it will prepare you for higher education after high school Cambridge qualifications really offer a great depth and breadth for students and make them very very well prepared to study at MIT and I think it’s the combination of the depth and the breadth that really is so important we love the Cambridge curriculum we think the Cambridge curriculum is a is a superb preparation for University and in numerous ways. It’s a wonderful preparation because it gives students three particular skills that we think are essential the ability to analyze the ability to synthesize and the ability to communicate Welcome to the cambridge pathway an innovative approach to education Cambridge assessment international education is a non-profit part of the university of cambridge it provides a rigorous instructional program aligning curriculum teaching and learning and assessment for all learners in grades K through 12 Cambridge International emphasizes critical thinking, inquiry based learning, and problem-solving that engages all students. We are experts in teaching students from all backgrounds

We serve over 10,000 schools in over 160 countries and 40 governments. We prepare students for life helping them develop and inform curiosity and a lasting passion for learning the Cambridge pathway from elementary through high school uses a spiralling curriculum whereby each stage builds upon the last the pathway is flexible schools can offer the whole program or individual stages and subjects. The curriculum can be tailored to local culture and ethos. This personalized approach to learning empowers students regardless of socioeconomic status to achieve educational success schools want to improve college readiness and persistence for all students but need a standards-based coherent educational system that enables them to achieve that goal in such a system curricula and teaching and learning would be rigorous and engaging creating interactive learning environments that challenge students and prepare them for the next stage in life aligned to a set of performance-based assessments, where students demonstrate mastery, designed to enable success of all students, regardless of background, or socio-economic status Cambridge International provides a coherent and aligned instructional system with a backwards design curriculum detailed course syllabi for teachers with a clear picture of what students should know and be able to do teacher professional development is centred on teaching and learning as well as test preparation. Our high quality assessments ensure critical thinking and problem-solving skills are utilized in multiple formative and summative assessment methods. Assessment results provide rich item level data. Our backwards design model provides learners with the foundation to achieve high levels of academic and personalized learning together with schools we aim to develop learners and teachers who are confident and working with information and ideas: their own and of others Responsible for themselves, responsive to and respectful of others reflective as learners or teachers developing on their ability to learn or teach innovative and equipped for new and future challenges engaged intellectually and socially and ready to make a difference. The learner attributes are aspirational and represented attitudes backed by skilled action, which become effective habits in learning they describe the competencies learners need to demonstrate to be effective in the modern world. Here are some examples of those competencies The Cambridge approach to pedagogy provides teachers with a clear structure standards support materials and training while expecting them to be creative professionals. The Cambridge approach emphasizes active learning making learning and thinking visible embedding formative assessment strategies to support metacognitive development, approaches to developing Cambridge learner attributes. Every school can engage with these ideas in a way that is sensitive to their own context and culture the Cambridge pathway includes four stages: primary for elementary school, lower secondary for middle school, upper secondary for high school, and Cambridge Advanced for high school Students ready for post-secondary equivalent courses. The Cambridge primary and lower secondary stages provide curriculum frameworks in English English as a second language math science and global perspectives this academically rigorous curriculum engages students in critical thinking and inquiry based learning student progress is measured against international benchmarks the primary and lower secondary curriculum frameworks for English math and science include all of these strands there is an internationally benchmarked testing structure in place to monitor learners class and school performance there are two types of assessments progression tests for integrates 3 through 8 are available on-demand they’re marked by the school and included free of charge as part of the program site license Cambridge tech point tests are given towards the end of grade 5 and at the end of grade 8 and they are rich

diagnostic evaluations that are marked by Cambridge International there is a fee for these tests that range between 25 and $32 per exam for students both types of assessment provide feedback on student strengths and weaknesses within each subject strand cambridge eggsy which stands for the International General Certificate of secondary education is typically used in grades nine and ten the curriculum includes over 70 subjects and offers a variety of routes for learners with a wide range of abilities it develops learner knowledge understanding and skills in subject content applying the knowledge and understanding to familiar and new situations intellectual inquiry and Cambridge IGSE is an excellent foundation for advanced programs such as Cambridge International AS and A-levels IB or AP here are some of the IGSE subjects that are available the Cambridge events stage of our primary includes one year advanced subsidiary AAS or 2-year advanced a level courses which can lead to an ace diploma ace stands for the advanced International certificate of Education AAS and a-levels our College equivalent courses and typically are used in grades 10 through 12 they focus on developing the skills and knowledge required for University study and higher education around the world all eggs e and a s and a levels include into course exams with rigorous questions requiring more than rote memory most exams are written essays requiring development of thought and argumentation the exams require the application of knowledge in unfamiliar context for example biology chemistry and physics exams all include lab practicals that they’d never seen before students around the world take the same exams on the same day and they are reliably graded and standardized internationally Cambridge offers students taking Cambridge advanced the opportunity to earn the advanced international certificate of Education or ace diploma the ACE Diploma combines breadth of study and choice and flexibility selection comes from three curriculum areas and the Diploma core which is AAS level global perspectives and research a total of seven points is required with at least one point coming from each subject group one through three which would be the math and sciences group the languages group in the arts and humanities group one from the core of global perspectives and research and then three more from whichever courses the student wants to take from any of the three subject groups passing scores are required on all seven exams in order to receive the ACE Diploma here are some examples of asma levels within the subject groups that are required for an AICE Diploma you’ll notice there is a group four which is optional and that features interdisciplinary and skills based subjects Cambridge global perspectives is a unique transformational program that helps students in every stage of school develop outstanding transferable skills including critical thinking research and collaboration the program taps into the way today’s students enjoy learning including group work seminars projects and working with other students around the world the emphasis is on developing student’s ability to think critically about a range of global issues where there’s always more than one point of view. Cambridge International provides face-to-face and online subject-specific and enrichment trainings as well as formative assessment training courses There are teacher support websites with teaching guides, unit lesson plans, past exams with grading rubrics and online discussion groups our international qualifications are recognized by the world’s best universities and employers giving students a wide range of options

in their education and career. Over 600 colleges and universities in the US have officially told us that they accept Cambridge qualifications for admission they include most in the state of Kentucky and all of the Ivy League schools. Higher education colleagues from across the US or advising Cambridge International on what they look for and value in their students In addition to a national advisory council, we have regional advisory councils in both the southern region and the western region of the United States and what do they think about Cambridge quotes from two advisory board members we think the Cambridge curriculum is superb preparation for universities in numerous ways it is a wonderful preparation because it gives students three particular skills that we think are essential the ability to analyze the ability to synthesize and ability to communicate we have been impressed by the depth and breadth of knowledge exhibited by Cambridge students. They arrive on campus well-prepared and excited about learning regardless of where they come from in the world, and from a Kentucky educator we have an excerpt. This was actually published in an article written by Brad Weston the assistant superintendent of Jefferson County Public Schools in Kentucky Cambridge shared our commitment to engaging students by providing them with an opportunity to discover important information making learning and active not passive activity the curriculum is accessible to many types of learners including all Fairdale students and asked them to apply their knowledge in a practical way to come to conclusions and to explain ideas and concepts it asked students to use information not just store it there is also a practical component for learning and all students have an opportunity to pursue advanced coursework each year our students have improved their achievement numbers on state assessments and college and career readiness measures every one of our Cambridge graduates from the classes of 2016 and 2017 graduated college ready and transitioned successfully to post-secondary institutions. The state of Kentucky accountability system recognizes Cambridge of meeting the academic readiness standards and since 2014 the Kentucky Educational Excellence Scholarship or KEES has provided students whose families were eligible for free or reduced lunch for any year during high school enrollment with a scholarship based on passing grades earned on Cambridge International AAS or a-level exams for more information on the cambridge program please contact bob Meuler, senior manager western United States of America at these contact details. Thank you you now let’s take a few minutes to dive a little bit deeper into dual credit my name is Leann Pickerill. I am a program manager in the division of program standards in the office of teaching and learning. Another familiar name for many of you working with dual credit Kylie Whitaker. He is an academic program manager in the office of Career and Technical Education. Over the past couple of years due to a variety of funding initiatives to support high school students, we’ve shared a great deal of dual credit information. These are some reminders or maybe some new information for those of you new to offering dual credit course work. Dual credit students are enrolled in a course which allows them to earn both high school and college credit at the same time the course is designed with the syllabi from the college and is a college-level course in order for a school to offer a dual credit course a partnership must be formed between a high school and a college or university. Many of our high schools across the state are partnered with a variety of post-secondary institutions to offer dual credit course work for their students this partnership is critical to be able to offer college coursework while a student is still in high school students that successfully complete dual credit courses accumulate credit at the post-secondary level while also earning high school credits they also have their grades recorded on their post-secondary transcript that’s a

really important piece with dual credit as students are earning college coursework credits while in high school they are also establishing their post-secondary GPA and transcript the duals credit scholarship and work ready scholarship may be helpful in funding dual credit course work you’ll want to contact the Kentucky Higher Education Assistance Authority more information on funding options for dual credit course work in your school there are several benefits to dual credit students can gain college credits prior to graduating from high school potentially saving time to completion of a college degree dual credit courses earn extra weight in the keys GPA that means students may be able to earn more KEES funding for use after high school graduation for example a B in a dual credit course is the same as an A in a regular high school course for your high school GPA keys calculations and finally dual credit courses, for institutions that are partnered with the dual credit scholarship and participating in that dual credit scholarship have a reduced tuition rate. The university must be a participant that participant in the dual credit scholarship program and so students can earn college credits for a reduced rate while still in high school For more information about dual credit, we have provided several contacts for you for dual credit scholarship funding questions you’ll want to contact the Kentucky Higher Education Assistance Authority. Their website provides a variety of contacts for a variety of different questions and specific programs that are administered through KHEAA for questions related to Career and Technical Education dual credit course work Kiley Whitaker is your contact at the Kentucky Department of Education and if you have questions about dual credit courses in the academic core areas you can contact me Leann Pickerill at the email address provided thanks so much for taking time for a little bit of a refresher or for some new information about dual credit thanks so much