Best Practices

Building AP Skills in Title I Schools

KAREN ZAVALA, M.A.
MOUNT DIABLO HIGH SCHOOL
CONCORD, CA (MDUSD)
2016 AP CONFERENCE
POSTER-PRESENTATION NIGHT- DUKE
ENERGY CENTER-CINNCINNATTI,OH

Demographics
I teach at an East Bay

area Title I high school

where the students
enrolled are qualified for:
98% reduced-free lunch
Highest Black student

graduation rates in the

entire district.
Highest school poverty
rate in the entire district.

55% Latino
10% Black
15% Pacific-Islands
5% Pilipino
5% White
5% -Other ( Middle

Eastern countries)
5%- Other

Current progress-Is Big Progress

There was an increase of

48%*
Success 86/109 into csu*
from (50 who applied)
last year

100% Pass Rate for AP

Spanish Language &

Culture exam the last two
consecutive years.
First year of AP Spanish

*Cal State University

system
Data: CILC meeting 06/08/16-MDHS

Literature & Culture

offered on campus.

The Feedback Cycle

It is imperative to

provide the use of :

Collaboration

Small group & partners

in the classroom

Collaboration: allows

students to be paired
with classmates that are
at same level or at a plus
1.
By talking and sharing
viewpoints students
enrich their lexical
knowledge and frontload
previous knowledge.

The Feedback Cycle

Visuals and Video-Audio
The hook is to provide a

great 2-5 minute youtube

video will entice students
to carefully watch and
listen.

Students really engage in

learning by watching,
listening and
understanding the
message that is implicit
and explicit in class.
You are setting up the class

Know your audience. What

are popular songs versus

songs that provide an
important message?

for discussion and giving

them an opportunity to
think-write and share their
perspective.

The discussion: stage 1

Provide a few sentence

starters to get them

thinking:
Allow a few minutes to

have them discuss with

others
Allow a think and write

time before sharing

around the classroom.

Yo pienso que
De acuerdo al video
Use a timer-display on

projector
Write a question on the

board or display on a
power point slide.

Change the outcome Cause/effect: stage 2

Q: How would you change

the scenario?
Q: What would be a better

outcome if you were

there/protagonist?
When students are allowed

to change the
circumstances of a situation
they begin to become
empowered learners.

Students think about how

they see the world based on

a different filter.
Through the lens we gain
empathy, appreciation for
others and cultural
perspectives. It allows for a
more amplified awareness of
world events.
When we focus on the

similarities students see and

relate to many perspectives.

Academic Language: stage 3

Foundation starts with

CUES:

deconstructing text
I say you say..

* Supports are done by

implementing:

Now, we write this together..

Graphic organizers

Cite the text with: highlighters,

Cite read, pronunciation

circle and underline. You guide

them with labeling the page
with paragraphs numbered.

(syllabification) and

enunciation of word.
Prefix and Suffix

The word is found on page 60

paragraph 3

Think Aloud: Reading stage 4

Directed reading means

that I will provide the

photocopy, the highlighter
and the pen or pencil in
order for each student to
succeed in class.
Use creativity and give each

student a no excuses pass

to participate somehow in
some capacity during class.

Ask students the implied

versus the apparent

message.
De qu manera..?
Por qu menciona..?
A qu se refiere al decir?
Por qu ser importante..?

Summarize the text: stage 5

Summarizes: aids memory

Summarize using
academic language

Students recall the message in each

paragraph. However, they need to identify

the elements that are crucial for
understanding the reasons behind the
matter.
Use a paragraph at a time.
Use the T-chart method to write the

bullet points
Now, they are ready to cite the text.

Cite the text for paragraph writing: stage 6

Use the academic sentence

starters to assist students to

build their own schemata
while:
Deconstructing the paragraph
Cite the text: instruct them and
remind them to use
introductory sentences.
Paraphrase an important word
or phrase from the narrative
passage.
Focus on these to frontload
previous reading and
discussion.

Use big cue card words to aid the

visualization.

T-Chart graphic organizer:

Use
The 1-2-3 Knockout

introductory starters such as:

1 Cuando dice que autor..

2 Al mencionar..
3 Esta cita nos revela que..

Connecting other sources to writing: final stage

WHAT
Previous video/audio

HOW
Previous text and
graphs(data)

By allowing students to use previous

discussion, videos and other audio resources

they will articulate these sources and
complement their writing and use of citing
text for essays.

Teach them and constantly remind them

to write:
F#1
F#2
F#3
En la fuente #1 trate de
En la fuente #2 menciona
En la fuente #3 se nos presenta/revela

The importance of community

Allow students to see how

other sources of information

shared in class connects with
their environment:
School
Community
Family
Title I students need to be
assured of the purpose as to why
they are in class but above all,
you need to allow them to
understand the value of their
learning in your class.

Students feel a sense of

purpose in what they are

learning.
They understand how

connected they are with

other cultures.
They can see a lot of

congruency with what they

read, discuss, view and
share in class.

Extrinsic and intrinsic motivation in the Title I classroom

Build your writing with a

step by step process in

order to allow all to
achieve: Celebrate their
success
Create projects for small
groups and showcase
their projects in your
learning community.
Allow leaders to be your
best mentors.

Reason: A step by step

paragraph writing builds

interest as they learn and
you are setting them up for
success in your class.
Reason: Builds confidence
and instills pride in their
work
Value-driven motivation:
Allows stronger students to
remain individually
motivated by helping others
do better in class.

Setting Goals with desirable expectations for attainable results

Allow students to speak about the effective ways they are

learning in your class. (student feedback)-parking lot/

what I like/would like to learn more-prompts.
Consider what doesnt work for some might work well for
others. Check and adjust on individual performance.
(Check for understanding) Pair groups on abilities and
use student mentors in class. Always offer tutoring.
Raise the bar but build the skill from where each
student is at and continue to raise the bar as they
demonstrate ability on a case by case basis. Motivate and
empower students to take ownership of their own learning.

Celebrate your success- always!

2012-2014 Achieved the highest pass rate in the history of the program

and the highest of all AP courses. Lindsay High- Lindsay, CA LUSD

50 % improved score result in year 2
Class enrollment at full capacity
2015: 99% pass rate in the history of JFK High and highest of all AP
courses. Richmond, CA WCCUSD
Over 50% had a score of 4 or above
Taught double stacked classes ( Spanish 4 and AP)
These two schools are among the highest poverty schools for their

respective region in CA.

Participation in Free and Reduced Lunch is 100% at each site.