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Table of Contents

Next Steps
● Compare end-of-course grades to AP test scores.
o Key Personnel: Building Administrators and AP Teachers
o Timeline (Anticipated Start/Finish): December 2019 – June 2020
o Major Action Steps: (1) Gather AP test scores disaggregated by subject
and subtest scores at the conclusion of the year; (2) Create a spreadsheet
of end-of-course grades by individual student and enter AP data by
student; (3) Compare students’ performance in each subtest area with their
end-of-course grades; (4) Examine data for areas of strength and
opportunity, particularly for consistent performance patterns across the
student population; and (5) Alter unit-based curriculum to reflect
necessary curricular or instructional updates to address trends in student
needs over several cohorts.

● Continue to monitor and address changes from CollegeBoard for AP curriculum.
o Key Personnel: Building Administrators and AP Teachers
o Timeline (Anticipated Start/Finish): December 2019 – May 2020
o Major Action Steps: (1) Review AP test information and any available
blueprints to ensure balanced approach to content instruction; (2) Review
test format and scoring protocols, sharing information with Keystone
teachers, students, and parents.

● During vertical teaming for curriculum review, focus on the instructional
strategies needed in earlier years to prepare students for the challenge of AP
coursework.
o Key Personnel: Administrators, Academic Leadership Council Members,
Vertical Teams
o Timeline (Anticipated Start/Finish): December 2019 – June 2020
o Major Action Steps: (1) Examine Academic Achievement and Growth
Report and other sources of data for analysis to identify intradisciplinary
areas of strength and need; (2) Solidify understanding of content across
Webb’s Depth of Knowledge for transfer and application of skills in real
world scenarios; (3) Strengthen students’ close reading and evidence-
based analysis skills in grade-appropriate progression to build accuracy,
quality, independence, and stamina; and (4) Increase expectations for the
rigor of work (not quantity) performed independently throughout the

students’ schooling experience.

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