Library database- login procedure for Follet has changed! See the library website under Databases for directions – https://hbwoodlawn.apsva.us/library-home/databases/
Screenplay contest
Sponsoring Arlington film fest in June;
screenwriting contest for fest, tom mallan wants real writers from hb
CFR.org
Model United Nations recommended or with PSP involving foreign nations
Art exhibit – Art exhibit hosted by seniors
HS TAB – Come see Maggie about tab
Motions
Discussions
Bring in your fake news
If students have intresting fake news, bring to Maggie
CQ research
AP classes?
Removal of ap class but in portions APs get in way of selecting electives;
colleges see APs without regard,
?high-fallutin? tests that siphon away time from students,
detriment to individualized learning
AP tests important, but classes less so in eyes of colleges;
about passions AP classes should not be discussed in college context
If curriculum is taken away, if colleges will accept credit, but alleviation of burden is a plus Colleges look to see if you?ve taken most challenging courses available, and if those courses are taken away, college acceptances are forgiving
Away from colleges, removal of stigma is positive, however the scope of options must be considered; if someone wants to do more rigorous courses, taking away APs may hurt them
First AP classes were in late 80s; AP classes are a good resource for people wishing for accelerated studies, studies whose courses aren?t in regular curriculum; college style learning; but scale= problem
AP courses opens up options AND saves money for aspiring students; AP classes help with timely graduations
To sacrifice advanced classes in favor of individualized learning is not worth risk; goal is to bridge gap between high school and college, despite stress and feelings associated with AP
Problem with people taking APs not for their own enjoyment, but because of pressure; APs must be looked at individually rather than a whole
Students wanted APs and not students; AP classes are positive, and teachers don?t have to teach only from the test; APs good for learning, but other courses could potentially satisfy those needs; these classes could still use college textbooks, and more learning could be gained from it;
Arlington pays for APs, but unsure if they will pay for suggested alternate courses;
question asked of how transition for no APs would go about
APs aren?t just about college classes, but about adjustment to college atmosphere; rigorous courses could still be offered
Clarification asked: would AP curriculum be more or less preserved with new classes?;
If APs taken away, motivation for higher achievement is gone
Making decision for entire group is risky; if APs and tests are taken away, it wouldn?t help; possibility of motion of AP classes still rigorous but open to individualistic learning
College admissions need to be researched to see how AP classes are seen by colleges in general;
recommendation of a committee to research this
Some AP classes aren?t accepted as credit for college;
student-directed product is AP, for AP environmental science class, and positive influence of the class is praised; suggested to reform how hb does APs.
Advanced courses instead of APs, but still with test? Change is in name-only, and there would be no point to taking away APs; thought required in important classes and keep them
Question asked if non-APs would have same AP curriculum with same textbooks and optional test AP classes reduces price for colleges and allows flexibility;
physics and physics 2 instead of AP? This option would be more rigorous for those who wish it; option of exploration
Propostion to table; then motion and vote
Vote for motion fails
Motion to close speakers list passes
AP classes don?t always help, and doesn?t always affect college career; moneymaking industry; major financial difference in college selection; opportunities taken away because of no APs;
real financial issue if APs taken away; ?follow bliss?, and options are wanted
Advanced physics and other classes can still be offered without APs, and class decision could be made; potential option
Advanced curriculum v. AP curriculum, and its proper utilization; if choice of AP is removed, changing name would still change perception
Positive reaction to advanced over AP; students not always take AP for good reasons, but it is a personal choice, and they could easily drop the class and select what they want on course request form; wish for maximum choice regarding APs
If no one wanted APs, there wouldn?t be it; most students select APs because of college admissions; ?college level? label is more like advanced, student-driven classes; AP classes are designed for rigorous work/stress and not college; quantity trumps quality in AP; rigour= quantity in AP?s eyes
People who wanted to take AP courses want to pursue interests; better class with same mindset; if no AP, more individualized learning classes, but there is little there already; part of problem is potentially the teacher, who need to be confident and creative; students who know enough about material will not always be confined to the teacher; can?t forget about people who like subject and want to study it
Even with many APs infused with passion, inadequacy is present, and stress for APs drives the problem; problem may be alleviated somewhat with no APs; research papers are common in college, but only one is assigned in high school; no APs lets people get into college-level assignments
Cooperation with students in creating courses is a positive prospect, but with APs, curriculum is static; structure mentioned already exists
AP and advanced are same thing; colleges accept the most intense classes, and there would be little to no difference; change with teachers and students needed, and their attitude for only getting an A is detrimental; passion and love in subject is needed
Interest expressed in alumni sharing opinions on AP classes; worry with trading AP classes with advanced and that nothing will change; courses created by students and teachers promising
Conversation last year on AP or seminar based art history class, and are positive in the class? direction; sometimes rigour of class is brought about by teachers, not curriculum
Partially cultural problem, partially structural problem; not in our control to change structure; worthy to think about how GPA is weighed; stressor of APs one is not passionate about
If AP switched with advanced, things would indeed change; teachers could allow for more diverse courses without influence of AP curriculum; student-driven classes; state schools will accept half of hb students without problem; gradual change suggested with rotation of APs and increase of student-driven learning
Culturally, it would be difficult to stray from APs, and it would be better, in the students? eyes, to take an AP rather than not; a student?s vocation should already be decided, and they should choose their preference; college sometimes hinders the student?s choice
Concern= switching AP with advanced and not changing; concern= no personalized learning, etc.; no question in other high schools, they simply want APs and don?t care; hb would still be in competition with other schools, since they wouldn?t change; if AP classes are taken and not all at once, we will be weaker academically (in college?s eyes) than other high schools; different experience in APs in hb than in Washington-lee; APs in other high schools much more rigorous than in hb; hb?s view of APs (already very personalized) is much different