Mass Insight Education & Bridgewater State University 2018 Summer Institute - Week 1: July 23 - July 27, 2018 Week 2: July 30 - August 3, 2018 ...
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Mass Insight Education & Bridgewater State University
2018 Summer Institute
Week 1: July 23 - July 27, 2018
Week 2: July 30 - August 3, 2018
Bridgewater State University | Bridgewater, Massachusetts
AP BIOLOGY: EXPERIENCED
Michael Murray (Week 1) - Pembroke HS, MA
In this course, participants will focus on taking their existing AP Biology curriculum and making it
more efficient and effective. Participants will take a current lab experience/activity and expand
it to allow for a more inquiry based activity and more quantitative analysis of data. Strategies
that focus on inquiry labs, the seven science practices and analysis of lab data will be explored.
Participants will develop strategies to help students acquire skills to analyze and write evidence
based lab reports. Participants will consider ways to focus on lab investigations by using online
discussion or presentation tools.
AP BIOLOGY: NEW
Laura Monti (Week 1) - The Taft School, CT
This course will provide an intro to the curriculum. Participants will examine the structure of the
course, including the four Big Ideas, the connected enduring understandings and the practices
that ground the course in the idea of “doing” science. Participants will discuss inquiry-based
approaches to teaching science and perform many of the labs, including discussion of statistical
analysis. Variations of labs will be presented. Participants will develop a pacing guide/syllabus AP COMPUTER SCIENCE A
specific to their school’s daily schedule/calendar that could be used as part of the AP Audit. Kimberly Burton-Regulski (Week 1) - Eastern Technical HS, MD
This course addresses teaching the Computer Science A curriculum with emphasis on key topics
AP CALCULUS AB: EXPERIENCED (e.g., programming basics, classes, recursion, ArrayLists, arrays, 2D arrays, inheritance, etc.) and
Michael Boardman (Week 1) - Pacific University, OR the AP Computer Science A Labs. Participants will receive teacher-designed materials along with
This course provides teachers the tools to implement an effective AP course. Participants will ex- hands-on activities that demonstrate and explain various programming concepts. Participants
plore the mathematical practices for AP Calculus (MPACs) and the components of the curriculum will actively engage in discussion, peer-sharing, problem-solving, and programming in Java to
framework, including the big ideas, enduring understandings, learning objectives, and essential facilitate understanding and classroom presentation.
knowledge. Participants will enhance their understanding of the concepts and methods included
in AP Calculus. Participants will gain an understanding of the construction of the exams and AP COMPUTER SCIENCE PRINCIPLES
scoring rubrics, and will experience scoring the exams. Participants will discuss classroom tech- Jennifer Hardy (Week 2) - Worcester Technical HS, MA
niques that improve student learning and retention, and will look at common student misconcep- Andy Kuemmel (Week 2) - Madison West HS, WI
tions and errors. Emphasis on difficult concepts and skills such as working with tabular data for a New Teachers: Become familiar with the six computational thinking practices, seven big ideas
function or derivative, differentiating compositions, functions defined by integrals, the distinction and their associated enduring understandings, learning objectives and essential knowledge
between average rate of change and average value of a function, and differential equations. statements. Explore various curriculum options and become familiar with the Explore and Create
Topics will be approached with and without the graphing calculator. Participants will review the student performance tasks.
structure of the exam, how it is constructed and scored so that they can devise their own AP-like Experienced Teachers: Use prior experience to further refine syllabus and planning. Share experi-
questions and scoring rubrics. Topics will include methods of instilling higher-level thinking and ences with the goal of identifying new curriculum if needed. Reflect on 2017-2018 score results
conceptual understanding. Participants will share successful classroom practices and activities. to refine course pacing. Review performance tasks and adjust course planning appropriately.
The course will be based on an inquiry based model where participants will work independently
AP CALCULUS AB: NEW and in small groups.
Jamil Siddiqui (Week 1) - East Bridgewater High School, MA
This course will focus on the main topics of Calculus AB (Limits, Applications of the Derivative and AP ENGLISH LANGUAGE & COMPOSITION: EXPERIENCED
the Integral as well as mathematical communication). Participants will work with MC and FR from Bernard Phelan (Week 1) - College Board Consultant, IL
past exams. Emphasis will be given on using multiple representations to promote understand- This course will focus on Rhetoric and Argument. Participants will explore and delineate rhetori-
ing of the material and tips for providing instruction. Discussion of best practices as well as the cal and argumentative theory, then apply these theories. As participants transition to a full day on
redesign of the 2017 exam. Pace will be determined by participants. scaffolded teaching, they will apply rhetorical theory to essays. They will unpack definitions from
multiple choice questions as they work toward a methodology for teaching reading. Participants
AP CALCULUS AB delve into writing, focusing on last year’s samples, then on broader topics. The discussion will
Wanda Savage (Week 2) - College Board Consultant, TX segue into assignment design, and sequencing, grammar, and assessment issues. Participants
This course is for both new and experienced teachers. New teachers will review basic derivative will also build curriculum collaboratively.
and integral rules. Experienced teachers will explore the subtle changes and additions in the
new curriculum framework to enable you to prepare your students to make a 5! Participants will AP ENGLISH LANGUAGE & COMPOSITION: NEW
be given many handouts and group activities to make AP Calculus AB achievable and enjoyable Mary Jo Zell (Week 1) - Keller HS, TX
for you and the students. All topics tested on the Exam will be addressed and covered in the “AP This course will focus on method and content used in teaching students to become superior read-
Fashion” to facilitate conceptual understanding, which is, necessarily, our goal. Handouts will ers, writers, and thinkers. The class will focus on skills of the course and ways to create engaging
include: (1) a set on the Limit of a Riemann Sum Written as a Definite Integral which is now tested instruction. The goal is to cultivate new texts and strategies for class use, and will include a variety of
on AB; (2) A set on Differential Equations and Slope Fields; (3) Area and Solids; (4) Graphical non-fiction and relevant writing skills. The instruction of composition will be a major focus. Participants
Analysis; (5) Real world related rates problems (water-in, water-out); (6) Motion; (7) Fundamental will look at the multi-draft essay, including the research paper, and the timed essay. Participants will
Theorem of Calculus. Participants will also have a discussion about how to avoid presentation focus on the depth of study and building instructional units of study. Participants will explore how to
errors on L’Hopital’s Rule. use holistic scoring and revision strategies to improve student writing. Participants will work with the
objective and written portions of the exam, and look at questions from previous exams. Participants
AP CALCULUS BC will examine a variety of syllabi, forms of assessment, and managing the overwhelming paper load
Dennis Donovan (Week 2) - Xaverian Brothers HS, MA that comes with teaching AP English classes.
This course will familiarize participants with the 2016 redesigned AP Calculus Framework, as
well as thorough coverage of the concepts and content of BC. Strategies for successfully teaching AP ENGLISH LITERATURE & COMPOSITION: EXPERIENCED
all the major topics in the BC Framework using multiple representations (graphical, numerical, John Williamson (Week 1) - The College Board AP Program, NY
algebraic and verbal) will be emphasized. Resources, activities and supplemental material that Participants in this course will explore and create plans to enable students to achieve and suc-
promote student understanding will be provided. Participants will have hands on experience with ceed. Using tried and true methods as well as innovative strategies, participants will learn how
FR and MC questions with attention given to assessment of student written responses. Methods to help students navigate through prose, poetry, and drama. Participants will focus on tone, and
for using both the TI84 and TI-Nspire graphing calculators will be utilized. Emphasis on topics will examine multiple choice questions, then devise their own and learn how to demystify this portion
be guided by the needs of the participants. Topics will include: L’Hopital’s Rule, Euler’s Method, of the test. Participants will discuss how to encourage students to write compellingly, on timed,
Logistic Growth, Partial Fractions, Integration by Parts, Length of Curve, Improper Integrals, Taylor and on out-of-class essays. Participants may also present a classroom-ready lesson or unit to
Series, Convergence, Parametric Equations, Polar Equations. other participants.
AP CHEMISTRY: EXPERIENCED AP ENGLISH LITERATURE & COMPOSITION: NEW
Susan Biggs (Week 1) - Northampton HS, MA Gretchen Polnac (Week 1) - University of Texas, TX
In this course, participants will be provided with the training and tools to improve instruction, The course will cover: patterns in the FR questions, close reading, poetry analysis and study,
student learning and ultimately student success on the exam. Participants will learn the cur- prose analysis and study, strategies for making good choices on the FR questions using the Col-
riculum assessed on the exam, innovative ways to deliver the curriculum, and assessment strate- lege Board rubric. Participants will receive teacher-designed reference materials for student use.
gies to measure student understanding. There will also be an emphasis on lab experiences that These materials are designed to equip students with appropriate vocabulary for poetry and prose
enhance student understanding. Each day will include both lab and content specific activities. analysis and templates for connecting an author’s strategies to his/her purpose. Classroom-
ready lessons will be included so participants can guide their students from reading to response.
AP CHEMISTRY: NEW These lessons will include annotation of reading material, generation of evidence, effective or-
Cheri Smith (Week 2) - Yale Secondary School, CANADA ganization and development of ideas, self-assessment, peer review and discussion of findings.
This course will be an intensive overview with attention being paid to lab work, the structure and
content of the exam and a number of curricular areas. Participants will begin with a discussion AP ENVIRONMENTAL SCIENCE
of the general issues that all AP teachers grapple with including timetable variations, course Andrew Milbauer (Week 2) - Poudre HS, CO
outlines, resources and the development of a syllabus suitable for the College Board’s Audit. The This course will support teachers both experienced or new to the APES course. Participants will
development of the exam rubric, the setting of standards and the process of applying them to enhance their course in content and lab explorations. Themes addressed include land, air, water,
the exam will be explained by an experienced exam reader. Curricular areas unique to AP Chem resource use, populations, and weather. Each day will feature multiple hands on activities includ-
will be linked to a variety of previous exam questions. A series of different lab activities will be ing discussions on how to make these activities inquiry based and affordable. Participants will
performed and discussed. Participants can expect to focus on the inquiry-based approach that work through each of the four free response questions. Participants will see how they are graded
is central to the course. A collaborative approach will be used; come prepared to share favorite and find ways to improve student achievement while exploring common misconceptions. Other
demonstrations, lab exercises and other best practices. Participants will leave with a wealth of skills addressed in the week include bringing in current events, using green chemistry, improving
knowledge, a stack of textbooks and access to a load of internet-based resources. math skills, and supporting diversity both within their classroom and their curriculum.
AP EUROPEAN HISTORY AP U.S. HISTORY
Jim Kirkaldy (Week 1) - Hingham HS, MA Susan Reeder (Week 1) - Winter Springs HS, FL
There have been major changes to the course and exam. This will be the main focus of this In this course, designed for both new and experienced teachers, participants will address the
workshop for new and experienced teachers. The course will emphasize teaching strategies and themes, time periods, key concepts and learning objectives for each, as well as the historical
activities that are especially designed for use in a tightly paced AP course. Participants will con- thinking skills students will need to have to be prepared for the exam format. The new APUSH
centrate on pacing, core concepts, recent historiography, alternative assessments, and the new exam consists of 9 time periods and learning objectives, 7 themes, and 4 historical thinking
grading rubric for the exam. Participants will also receive 60 powerpts. These powerpts have skills. Specific time will be allotted each day for addressing these time periods, themes,
been developed for students to study at home, giving teachers the option of flipping the class, al- objectives, and historical skills. At the end of the course, participants will have a thorough
lowing more time for student centered activities in the classroom. Each powerpt has a worksheet understanding of the new APUSH exam. Time will be given for participants to work on syllabus,
in a 300 page workbook prepared by the instructor. Participates will also receive 20+ powerpts class pacing guide and lessons.
dealing with western art (Renaissance to Post Modern). Participants will also share lessons and
activities. The course is designed to be an enjoyable sharing experience that will give participants AP U.S. GOVERNMENT AND POLITICS
the confidence and ability to affectively teach the newly revised course. Robert Baker (Week 2) - Needham HS, MA
This course is designed for educators who are new to US Government and Politics as well as for
AP HUMAN GEOGRAPHY experienced teachers in search of new materials and strategies. Detailed information about the
John Trites (Week 1) - Acadia University, CANADA new frameworks and the new testing format for 2018-2019 will be highlighted. Participants will
In this course, participants have an opportunity to become more familiar with, and better pre- examine each of the 5 new units in detail as well as trying interactive lessons that span units
pared to teach the course. Each unit will be addressed through an analysis of the major topics, and call on the same type of knowledge and skills used in the Free Response Questions. Partici-
a sample lesson, the use/value of field work, a discussion of textbooks/ancillary resources, and pants will also share approaches for this course that are effective with students from different
a review of the previous exams’ questions/rubrics/sample answers. Helping students become academic backgrounds. Although the nation’s founding documents remain unchanged, policy,
exam prepared will be the theme. Learning Objectives: How to get the students thinking like ge- legislation, court decisions and political trends are constantly evolving. Updated curriculum,
ographers; How to prepare students for the exam; How to score FR questions; How to manage the both in electronic and hard copy form, will be made available for all sub-topics. This course will
topics by focusing on unit big ideas; How to help students make connections; How to emphasis examine our political landscape from multiple perspectives, ranging in time from the founding
the significance of scale; How to deal with the importance of vocab without memorizing. of the Republic to the results of the 2016 election and beyond.
AP PHYSICS 1 AP FUNDAMENTALS IN BIOLOGY (PRE-AP* BIO)
Joseph Mancino (Week 1) - Windsor HS, CT Michael Murray (Week 2) - Pembroke HS, MA
This course is designed to help teachers build a foundation for a successful AP Physics pro- Participants will develop a high level first year biology course that introduces students to the four
gram. Participants will focus on teaching the course that debuted in SY14-15 and on preparing big ideas in AP Biology. Participants will practice activities designed to give students opportuni-
students for the test. The first goal involves using the Course and Exam Description which pairs ties to practice age appropriate quantitative skills that are the foundations of those skills needed
essential knowledge with the fundamental scientific reasoning skills necessary for scientific in- in AP Biology. The course will help participants design engaging lessons that utilize the seven
quiry. The C.E.D. provides detailed info concerning what a student should know and what they science practices in a way that challenges students to make lasting connections for success.
are expected to do on the Exam. Time will be spent considering how the new course does not
just change what we teach but also changes how we teach. Other focus areas include preparing AP FUNDAMENTALS IN CHEMISTRY (PRE-AP* CHEM)
a new syllabus and organizing the inquiry lab experiments/questions that comprise 25% of the Fred Vital (Week 1) - Darien HS, CT
time to be spent in the new course, and special topics such as: rotation, circuits, and oscillations. This course emphasizes the integration of content with science practices—powerful reasoning
tools that support students in analyzing content in a practical setting. This ability is one of the
AP PHYSICS C: MECHANICS AND ELECTRICITY & MAGNETISM hallmarks of scientific literacy, and it cultivates a more successful pathway to AP courses. This
Michelle Strand (Week 1) - West Fargo HS, ND course focuses deeply on the foundational chemistry knowledge and skills that matter most
This course will be provide participants with info and experiences on how to teach the classroom in preparing students for subsequent coursework in science. This course concentrates on the
and lab components of the course. Participants will explore the many components of the course core areas of stoichiometry, reactions, and thermochemistry. Rather than understanding con-
including the curriculum, labs, and exam. Time will be spent on the more difficult curricular top- tent topics in isolation, students will make meaningful connections between microscopic and
ics. A highlight will be learning how to create instructional materials to build and/or strengthen macroscopic matter.
the students’ conceptual understanding of physics principles as suggested by the latest physics
education research. Emphasis placed on the inquiry lab approach and methods of teaching a col- AP FUNDAMENTALS IN ENGLISH LANGUAGE ARTS (PRE-AP* ELA)
lege level class. Participants will experience and receive access to resources to help prepare and David Jolliffe (Week 2) - University of Arkansas, AR
develop their own Physics course. Activities include: Hands on labs, Ins and outs of scoring the In this course, the focus for participants will be on the close reading, analytical writing, and
exam, Review of content, and How to teach students the skills they need for this exam. language skills with immediate relevance for students’ current and future work, both inside and
outside the classroom. The session at the Summer Institute will emphasize how to teach stu-
AP SPANISH LANGUAGE dents to read closely, deploy textual evidence in analytic and argumentative writing, and notice
Louis Baskinger (Week 1) - Herkimer College, NY the language choices writers make to appeal to the thoughts, emotions, and actions of readers
This course is designed for participants with or without experience in teaching this AP Course. and listeners.
It will introduce the thematically organized course that went into effect in 2013. Participants
will become familiar with the themes and subthemes, following the course framework. The pre- AP FUNDAMENTALS IN MATHEMATICS (PRE-AP* MATH)
senter will discuss and guide participants with the writing of a course audit and unit design, and Carol Hynes (Week 2) - College Board Consultant, FL
also address Pre-AP courses and course articulation. As identified in the ACTFL World-Readiness During this course, participants will have the opportunity to work vertically on the Big Ideas of
Standards for Learning Languages, participants will examine the three modes of communication Content, Instruction and Assessment across grades and courses. The focus will be on supporting
– interpersonal, interpretive and presentational – and how they are reflected in the course/exam. students as they progress through their math sequence from Pre-AP to AP. Participants will create
Textbooks, websites and other resources for the course that will enhance student learning will lessons and activities that will help students build on their prior knowledge, deepen their concep-
be discussed. The group will work with 2018 student samples to become familiar with scoring. tual understanding, gain fluency in skills and develop their vocab. The instructor will model the
use of the Rule of 4 as both a teaching and learning tool. Daily sessions will involve active hands-
AP STATISTICS: EXPERIENCED on lessons in a variety of settings: whole group, small group, and partners-work. Participants will
Paul Rodriguez (Week 1) - Troy HS, CA use resources from many sources.
In this course, goals are to review important topics from each of the four major content areas
in AP Statistics (Exploring Data, Collecting Data, Probability, and Statistical Inference), provide AP FUNDAMENTALS IN PHYSICS (PRE-AP* PHYSICS)
activities that help illustrate these topics, and provide instruction and opportunities to use vari- Joseph Mancino (Week 2) - Windsor HS, CT
ous types of technology, including graphing calculators and computer software. Participants will This course is designed to build a foundation for student success. Participants will focus on
review the history of the AP Statistics program, discuss the creation of the AP Statistics exam, and developing/supporting basic skills students need as they progress through physical sciences.
review the scoring of the 2018 AP Statistics exam. Participants are expected to come prepared Measurement, precision, data org, graphing, and analysis will be addressed in a series of experi-
to learn, involve themselves in activities, and prepared to teach! Participants will discuss how to ments and activities. Ways of having students engage with texts and new vocab will be explored.
select materials for class use, how to recruit, assess, and prepare students the course and exam. Participants will work on ways to prepare students for the math rigor that will be expected as they
transition to different levels of AP Physics, from the Algebra of P1 and P2 to the calculus of PhysC.
AP STATISTICS: NEW Much time will be spent considering how the new Physics courses do not just change what we
Josh Tabor (Week 1) - Canyon del Oro HS, AZ teach but also change how we teach - putting concepts before computation.
The goals of this course are to review topics from each of the four major content areas (Describ-
ing Data, Collecting Data, Probability, and Inference), provide activities that help illustrate these *Pre-AP® is a registered trademark of the College Board, which was not involved in the development and delivery of the Pre-AP sessions of this
professional development. NOTE: the Instructors leading the Pre-AP sessions at these Summer Institutes are College Board consultants eligible to
topics, and provide instruction and opportunities to use various types of technology. Participants deliver a Pre-AP Summer Institute session. Please visit the FAQs page on the registration website for more information.
will also discuss the creation of the AP Statistics exam and review the scoring of the 2018 exam
in great detail. Finally, participants will discuss how to start an AP Statistics program, how to
select materials for use in class, how to recruit students, how to assess students, how to prepare
students for the AP exam, and of course, anything else that participants want to know!
AP STATISTICS: MIXED-LEVEL
Gloria Barrett (Week 1) - College Board Consultant, NC
This course is designed for AP Statistics teachers who want to expand their knowledge and un-
derstanding of course content and acquire new strategies and classroom activities. Participants
will discuss important concepts, terminology, and procedures that students need to master. Par-
ticipants will also share ideas about pacing, sequencing, and resources for teaching AP Statistics.
During the week, participants may assume the role of students as they engage in classroom-
ready activities and investigations that can help students develop understanding. These include
web-based simulations and resources as well as activities for the TI-84 calculator. Time each day
will be devoted to looking at solutions and scoring rubrics for AP Exam FR questions.
ABOUT MASS INSIGHT EDUCATION REGISTRATION FEES
Founded in Boston in 1997, Mass Insight Education (MIE) is a na- MIE AP Core Program Teachers:
tional nonprofit at the forefront of education reform. It is dedicated There are no registration fees for Core Program teachers who have
to improving student achievement and increasing college success attended fewer than two AP Summer Institutes since entering the
through bold district restructuring and rigorous academic programs. Program, and will be teaching at least one AP math, science, or Eng-
To close the achievement gap and prepare the leaders of tomorrow, lish course during school year 2018-19. For these eligible teachers,
MIE inspires students to go to college, and gives them the academic there is no cost to attend for an AP course (not a Pre-AP course).
tools and training they need to thrive and earn a degree. For more MIE Sustaining Partnership Program (SPP) Teachers:
information, please visit: www.massinsight.org. Please refer to the chart below for cost to attend. Teachers from a
SPP school may have their attendance funded through a school/
ABOUT THE 2018 SUMMER INSTITUTES district partnership with MIE and should confirm with school admin-
These Summer Institutes are comprehensive five day trainings for istrators before registering.
Advanced Placement® teachers of the following courses: Biology, Non-MIE/Other Teachers:
Calculus, Capstone, Chemistry, Computer Science, English Lan- Please refer to the chart below for cost to attend.
guage & Composition, English Literature & Composition, European
History, Environmental Science, Human Geography, Physics, Span- The following chart details the Registration Fees, by teacher status:
ish, Statistics, U.S. Government and Politics, and U.S. History; as well Teacher Status Commuter Fee Boarder Fee
as Pre-AP® training in: Biology, Chemistry, English Language Arts,
Mathematics, and Physics. MIE AP Core
no fee no fee
Program Teacher
LOCATION MIE SPP Teacher
Bridgewater State University $1,275* $1,525*
MIE CSC Teacher
Main: 131 Summer Street | Bridgewater, MA 02325
Non-MIE/Other
$1,275 $1,525
WHO CAN ATTEND Teacher
*Discount may apply depending on the school/district partnership with MIE
The Summer Institute is open to all teachers. Please review the Reg-
istration Fees section for information on cost by teacher status.
COMMUTER FEE – fee includes tuition, lunch, and materials.
BOARDER FEE – fee includes tuition, three meals, materials, and on-
WHAT TO BRING
campus accommodations at Bridgewater State University.
ALL participants are advised to bring a laptop, if not required.
Meals: breakfast and dinner will be available at the campus dining
MATH participants are required to bring a graphing calculator.
hall, and lunch will be provided at the training location. On-campus
SCIENCE participants are required to bring a graphing calculator, lab
accommodations: single occupancy bedroom in a suite style co-ed
coat, goggles, and closed-toe shoes.
Residence Hall. Included: linens, towels, pillow, wireless internet ac-
Participants will receive a detailed e-packet (electronic packet) ap-
cess, air-condition, shared mini-fridge/microwave, shared bathroom,
proximately two weeks prior to the Summer Institute that will list any
and a shared furnished common area. Participants are still encour-
additional materials/equipment to bring.
aged to bring their own linens, towels, pillow, and a fan in case the
accommodations are not sufficient. Not included: typical household
PROFESSIONAL DEVELOPMENT POINTS (PDPs)
items or appliances; for example: soap, television, coffeemaker, etc.
35 PDPs for full attendance and completion of the Summer Institute.
PLEASE NOTE: MIE AP Core Program teachers are eligible for on-campus
GRADUATE CREDITS accommodations ONLY if they are outside a 50-mile radius of Bridge-
Non-Capstone participants will have the opportunity to apply for water State University (ONE WAY). This will be strictly enforced. Non-MIE
Three Graduate Credits for a $225 fee. Participants will be expected teachers are eligible for on-campus accommodations if they have cho-
to attend and complete the Summer Institute in full, and may be sen to board, paid the appropriate registration fee, and space permitting.
expected to complete additional coursework before and/or after the
Summer Institute. Participants will receive a detailed e-packet ap- PAYMENT
proximately two weeks prior that will contain information on any ad- Check, Money Order, PayPal are the only accepted forms of payment.
ditional requirements. More information on the application process Make check or money order payable to: Mass Insight Education.
will be available on the first day of the Summer Institute. Mail payment to:
Mass Insight Education
PLEASE NOTE: returning participants that received credits at a pre- ATTN: Summer Institute
vious MIE Summer Institute MAY NOT be eligible to receive addi- 69 Canal Street, 3rd Floor
tional credits for the same course, despite a different instructor. Boston, MA 02114
HOW TO REGISTER Full payment is DUE UPON RECEIPT of invoice. If you prefer MIE
Where applicable for AP® courses, participants have the option to bill your school/district directly, please include a PO# and billing
of registering for an (EXPERIENCED) or a (NEW) section. Courses contact information as you complete your online registration - this
marked Experienced are geared towards AP teachers with three or information is an absolute requirement. Please note: MIE reserves
more years of experience teaching that particular AP course. Cours- the right to refuse teacher admittance at the Summer Institute if
es marked New are for AP teachers with two or fewer years of expe- payment has not been received in full via check or money order. A
rience teaching that particular AP course. In addition, participants school/district PO does not satisfy the payment requirement.
have the option of selecting which week to attend.
PLEASE NOTE: not all courses are available both weeks. QUESTIONS?
Please contact us at mieap@massinsight.org.
Please register at the following website: Advanced Placement, AP, Pre-AP, and Capstone are registered trademarks of
http://www.massinsight.org/2018summer the College Board. Used with permission.
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