• 2016 AP Scholar Awards for Birdville ISD: Great Work!

    • 176 AP Scholars: Students who received scores of 3 or higher on three or more AP Exams

    • 59 AP Scholars with Honors: Students who received scores of 3.25 or higher on three or more AP Exams

    • 50 AP Scholars with Distinction: Students who received an average score of at least 3.5 on all AP Exams taken, and scores of 3 or higher on five or more of these exams

    • 7 National AP Scholars: Students in the United States who receive an average score of at least 4 on all AP Exams taken, and scores of 4 or higher on eight or more of these exams

  • Advanced Placement and Pre-Advanced Placement Programs
     
    Pre-Advanced Placement (Pre-AP) Courses:
    • Prepare students for success on the state required academic curriculum
    • Help build student capacity to understand rigorous course content
    • Require advanced reading, writing, and problem solving
    • Provide foundational skills necessary for success in a college level course
    • Establish a pathway for advanced academic option in subsequent courses
    • Require student and parent signatures acknowledging the expectations of committing to the level of work that meets the standards of the courses
    Advanced placement (AP) Courses:
    • Designed to prepare students for success on College Board AP exams
    • Are rigorous, fast-paced, and require extensive reading and writing
    • May earn college credit with a qualifying score on the AP exam 
      • A score of 3 or higher for a college level introductory course
      • Contact the institution of higher education to confirm AP credit policy
    • Provide students with a learning experience equivalent to that obtained in most college introductory courses
    • Cover content that is required by the College Board in addition to state standards (TEKS)
    • Require sitting for the AP exam for every course in which the student is enrolled
    • Have potential to result in substantial savings in college costs
    • Open to all students
    • Include increased reading from genres that are at a college level, sophisticated writing assignments, and projects or labs with complex problem solving
    • Require student and parent signatures acknowledging the expectations of committing to the level of work that meets the standards of the courses
    Advanced Placement and Pre-AP Letters of Commitment
    Please print, sign, and return to the school during the first week of school.  
     
     *Pre-AP Spanish for Native Speakers should print, sign, and return the AP Contract to the middle school because that course carries the requirement for taking the AP exam in the spring.
     
  • Participation Process: Advanced Academics and GT Handbook

     

     

    Participation in Pre-AP and AP courses is open to all students; however, students and parents must sign statements acknowledging the expectations and commitment to the level of work that meets the standards of the courses. [See EXHIBIT 18] Components of these courses include: increased reading from a genre that is at a college level, sophisticated writing assignments, and projects or labs with complex problem solving.  Enrollment into these courses should be based on interest and ability since the curriculum requires more advanced and intensive work.

     

     

    Student Choice/Staff Recommendation

     

     

    • Students select courses based on interests, abilities, and selected endorsement or a coherent sequence of courses.
    • Staff recommendation for student participation is preferred.

     

     

     

     

    Student and Parent Commitment Contract

     

    • Students understand the academic requirements for success in the course.
    • Parents are informed of course expectations.
    • Both student and parent signs commitment contract.

     

     

     

     

     

     

    Academic Monitoring

     

    • Designated staff monitors performance of advanced academic students each six weeks.
    • No single individual can withdraw a student from an advanced academic course.
    • Collaborative conference is held on students not performing successfully.
    • Some form of intervention is designed and implemented to ensure student success.
    • Progress monitoring and communication with parents occur.
    • After one unsuccessful six week cycle a collaborative conference with student, parent, teacher, and counselor is convened to consider continuation or scheduling change.