AP Research
Sarah Piatkowski spiatkowski@davidson.k12.nc Office Hours:
Room 109 (336)731-8431 ext. 8556 Mon-Fri: 11:30-1:30 PM
College Board’s Equity and Access Policy Statement
College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. College Board also believes that all students should have access to academically challenging coursework before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved. (AP Research Course and Exam Description 1)
AP Research, the second course in the AP Capstone experience, allows students to deeply explore an academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio. The course culminates in an academic paper of 4,000–5,000 words (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral defense.
Course Description (AP Research Course and Exam Description 10)
AP Capstone™ Policy on Plagiarism and
Falsification or Fabrication of Information
A student who fails to acknowledge the source or author of any and all information or evidence taken from the work of someone else through citation, attribution or reference in the body of the work, or through a bibliographic entry, will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Task. In AP Seminar, a team of students that fails to properly acknowledge sources or authors on the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation.
A student who incorporates falsified or fabricated information (e.g. evidence, data, sources, and/ or authors) will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Task. In AP Seminar, a team of students that incorporates falsified or fabricated information in the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation. (AP Research Course and Exam Description 62)
Course Materials
AP Research Course and Exam
Description (2020). New York:
College Board.
AP Research Workshop Handbook and
Resources (2020). New York: College
Board.
Various academic articles
Recommended (but pricey): Practical Research (12th ed) by Leedy and Ormond
Course Texts
Revisit. Reflect. Revise.
(AP Research Course and Exam Description, p.8)
Student Assessments and Class Grade Distribution
The College Board Score Breakdown | Classroom Grade Breakdown |
These percentages represent the distribution that College Board considers when creating a student’s final numeric score. Academic Paper: 75% of AP Score The academic paper consists of 4,000-5,000 words and will be written over the course of the year. This paper showcases a student’s research conducted during the class. No grade will be assigned for the quality of this work.
Presentation and Oral Defense (POD): 25% of AP Score Once a student has submitted their academic paper, they will also be required to present their research findings and defend their choices regarding research methods and the contribution their research presents to the current body of knowledge. Students will present to a panel that will also pose questions for the student to explain. The Presentation and Oral Defense will last approximately 15-20 minute. A visual aid is required for this presentation. Inquiry Proposal Form Even though the Inquiry Proposal Form is no longer required to be submitted to College Board for approval, this is an essential product needed to assess the feasibility, impact and content of the project. A student may not move forward with their proposed topic without approval of this form by the instructor. Key Deadlines regarding AP Research Score ➔ Research Proposal: Week 13 [CR3] ➔ Paperwork required by IRB: Week 16 CR3] ➔ Raw Data Collected: Week 22 [CR3] ➔ Paper Submission: Week 30 [CR3] ➔ Presentation and Oral Defense: Week 31/32 [CR5] ➔ AP Research Score Release: Est. July *The AP Research score you receive from College Board is completely separate from your class grade. | The following grading scale will be used in class. MINOR: PREP Portfolio: 30% of Class Grade Throughout the inquiry process, students will document their research and/or artistic processes and communications with their expert advisers, pose questions they want to explore, and reflect on the decisions made throughout the iterative research process. Students should also examine their strengths and weaknesses with regard to implementing such processes and developing their arguments or aesthetic rationales. (AP Research Course and Exam Description, p. 35) [CR4a, CR4b] This portfolio will be routinely used for the following:
MAJOR: Projects and Assessments: 70% of Class Grade
*The final exam is 20% of overall class grade. All students will submit their drafts through TurnItIn to ensure that plagiarism, even accidental, is avoided. Grammatical errors highlighted by Word, unless part of a citation, will result in a loss of points. It is the responsibility of the student to have work reviewed and corrected before it is turned in. Rampant grammar issues present throughout the class will be addressed via a class lesson The teacher will not “correct” errors or tell students how to fix the grammar of their paper. [CR1g] |
The AP Capstone program allows students to develop and practice reasoning processes that help them to make intentional, strategic decisions. It is important for teachers to understand these reasoning processes, which are embedded within the learning objectives:
1. Situating—being aware of the context of one’s own as well as others’ perspectives, realizing that individual bias can lead to assumptions;
2. Choosing—making intentional and purposeful choices, realizing that choices have both intended and unintended consequences;
3. Defending—being able to explain and justify personal choices, logic, line of reasoning, and conclusions; and
4. Connecting—seeing intersections within and/or across concepts, disciplines, and cultures. (
Content Overview
The following sections contain the foci, learning objectives, and essential knowledge of each unit within the academic school year. Students will be paced through these units with the hopes that they will be prepared
to submit their research for publication at the end of the year.
QUEST Framework (Course and Exam Description 8)
In the classroom, students develop and apply discrete skills identified in the learning objectives of the enduring understandings within the following five big ideas.
• Question and Explore: Read critically; pose questions and identify issues that compel you to want to explore further.
• Understand and Analyze: Use specific tools – such as re-reading, questioning in the text, and considering multiple perspectives – to break down an idea or argument into parts that make sense to you.
• Evaluate Multiple Perspectives: Identify a variety of perspectives, viewpoints, and/or arguments of an issue and consider any bias to determine the validity of that point of view.
• Synthesize Ideas: Create new perspectives after evaluating other varying perspectives and establishing a unique position or claim using a variety of resources designed for a specific audience.
• Team, Transform, and Transmit: Communicate the message clearly and effectively so as to transform both participants and audience.
Curricular Framework:
AP Capstone Reasoning Processes: AP Research Course and Exam Description, p. 9)
Employing Research and Inquiry Methods: (Course and Exam Description 11)
In the classroom and independently (while possibly consulting with an expert advisor in the field), students learn and employ research and inquiry methods to develop, manage, and conduct an in-depth investigation of an area of personal interest, culminations in an academic paper 4,000-5,000 words that includes the following components:
1. Introduction
2. Method, Process, or Approach
3. Results, Product, or Findings
4. Discussion, Analysis, and/or Evaluation
5. Conclusion and Future Directions
6. Bibliography
Curriculum Sequence*:
The time frames in this breakdown are approximate and the activities are highlights rather than complete lesson plans as the class needs to be flexible to accommodate for the varied styles, topics and peculiarities of each researcher.
UNIT 1: Introduction to Class/Transition from Seminar to Research | |
In this unit, students will become familiar with the expectations of the AP Research class, analyze samples and rubrics and reflect on skills required for this class. Students will also explore their fields of interest and get a general idea of what they may want to study. | |
Timing : 3 weeks/August - September | |
Activities | |
How to annotate using the sample rubrics and papers | Students will have a chance to annotate sample papers and score them after going through the rubric. Students will then compare their scores with their peers and come to a consensus about the paper. |
Components of a Strong Paper (Lesson 2) | Students will review the components of a strong research paper and compare scored papers using the rubric; they will discuss areas of confusion, areas of strength and of weaknesses in the papers. |
Creation of the PREP Journal: [CR4a] (Lesson 3) | Students will create their PREP Journals (either tangible or digital) to include the following sections: *Lesson Notes - notes and materials from class lectures, lessons and activities *Methods - notes and materials that students have found on different methods they are considering for their research *Articles/Research Material with Annotations and My Notes – one new source or 6-10 pages of new material must be added at least every week until the 5th unit with notes and annotations. If a student is using one large book, 6-10 pages of that book will meet this requirement. [CR1b] *Continual Annotated Bibliography – one new source must be added to this annotated bibliography at least once every two weeks if not otherwise assigned until the last unit. [CR1b] *Self-Reflection – Students must write a new entry about their research at least once every week until April 30th. [CR1g] *Peer Reviews – A peer review is required for all new components of the paper. There must be at least three peer reviews logged in the PREP journal per unit. [CR1g] *Rubrics |
Possible PREP Activities: [CR4a] | Students will create their PREP Journals and complete the following activities. *Review such websites as TEDTalks to identify issues of interest or problems that need a solution. [CR1a] *Listen to NPR to find topics/issues of interest. [CR1a] *Talk to respected leaders in the field to ask about problems that need solving within their industries. [CR1e] *Visit a museum *Attend a concert, play, or lecture of interest--see if any of these spark an idea *Read a popular press article in periodicals such as USA Today, Time; The Atlantic; Psychology Today. From stimuli such as those mentioned, identify 5 themes of interest generate one key research question from each of these 5 themes [CR1a] |
Curriculum Sequence*:
| |
Evolving from Seminar to Research (Lesson 1) | Students will create their own bridge graphic to show which components in Research have evolved from Seminar including the dropping of “lenses” in favor of presenting perspectives. [CR1c] |
Areas of Study (Lesson 5) | In groups, students will research the different requirements (style, approach, etc.) for research in varying fields and the resulting visual will serve as a reference through the year. |
Assessing Articles Using CRAAP (Lesson 10) | Students will be given selected articles of varying credibility for an intended inquiry and will be charged with assessing whether they should be used for the purpose of the inquiry or not using the CRAAP Test. The activity also builds upon RAVEN which was used in Seminar. [CR1b][CR1c] |
Annotated Bibliography Entries (Lesson 9) | Students will use a sample annotated bibliography to extract the elements of a quality annotated bibliography and then compile these elements in class. A rubric for assessing entries will then be distributed and used throughout the year. [CR1b] |
Brainstorming LAB: | Students will get time in class to choose two large fields of interest, list five smaller niches in each field of interest and then choose three to explore more in-depth. Those three will be narrowed to two and the student will reflect on their mini-journey. |
General Field of Interest Mini-Lecture (presentation by student) | Students will give a small presentation in front of the class that gives a brief overview of their tentative field of interested, the motivations behind picking the field of interest and the possible directions they are interested in exploring. |
Assessments | Formative Assessments: PREP journal set up/activities completed [CR4b] Brainstorming Seminar Reflective journal entries Summative Assessments: Self-Reflection entry regarding the bridge from Seminar to Research Rough Annotated Bibliography for 3-6 articles or research material [CR1b] General Field of Interest Mini-Lecture (presentation by student) |
*Curriculum sequence adapted from Ida Williams’s “AP Research Syllabus” (2017).
Curriculum Sequence*:
UNIT 2: A Working Literature Review; A Working Research Question | |
In this unit, students will learn how to explore areas of interest, how to assess the academic discussion already in play in their chosen field and how to contribute their own voice to that discussion. By the end of this unit, students should begin completing their Inquiry Proposal Forms. [CR1a] | |
Timing : 3 weeks/September | |
Activities | |
Practice with Annotated Literature Reviews (Lesson 12) | Students will highlight and annotate various literature reviews and identify components of the rubric throughout them such as how some sources are discussed in relation to each other or point out various perspectives. [CR1b] [CR1c] |
Topics and Brainstorming | *Hold a Socratic Seminar where students ask each other narrowing questions *List of at least fifty topics - Students must prepare a list of at least 50 directions they can possibly go in through their field of interest and decide which ten they think will be the most interesting and feasible.[CR1a] |
Consulting with Teacher/Peers/Expert Advisors | Students will meet with the teacher and to explain their minor goals, set due dates for those goals and will be called back to prove they have met those goals, including narrowing in on a research question. [CR1e] Students will also meet with their peers to generate lists, ideas, and solutions to problems they have encountered and to revise each other’s research questions. [CR1e] |
Peer Review of Annotated Bibliography | Students will have gathered 3-6 scholarly works on their intended field of interest and written an annotated bibliography entry for each one. Using the peer review checklist and survey, at least three peers will give feedback on the entries. [CR1b] [CR1c] [CR1e] [CR1g] |
PREP Activities: [CR4a] **From this point forward, students will be expected to have the components of the PREP journal ready for review regularly as listed in the first unit.** [CR4b] | Students will write reflection entries using the following prompts: *Reflect on an instance in which you considered an idea, spent some time exploring that idea, and later determined that it was not useful for your line of inquiry. Include what the idea was, what activities you did in the exploring of it, and why you determined that it would not be useful for your line of inquiry. *Determine and confirm an expert advisor; record all communications [CR1e] *Look into free online courses that relate to your topic. Write a description of your efforts in this area and include what courses you found and why you determined they would or would not be useful to you. [CR1b] [CR1g] *Annotated bibliography referencing at least two primary sources [CR1b] |
Assessments | Formative Assessment: Peer review/teacher review of annotated bibliography [CR1e] At least two PREP activities completed [CR4a] [CR4b] 10 annotated bibliography entries Two possible sources picked for literature review Summative Assessment: 10 Annotated Bibliography entries edited and in the correct format [CR4b] Completed first draft of rough research question [CR4b] Brief explanation of the field of inquiry’s views/findings on one’s general topic |
Curriculum Sequence*:
UNIT 3: Hitting the Bullseye on the Inquiry Proposal Form | |
This unit will develop critical thinking skills, enable students to discriminate between sources, and narrow down a feasible topic of inquiry. The principles and guidelines for oral presentations are introduced in this unit as well. | |
Timing : 4 weeks/October | |
Activities | |
Identifying the Problem Statement in other works (Lesson 8) | Students will decipher the problem statement of studies using various samples. A reflection for their PREP Journal will follow about the quality and effect of clarity when looking for a paper’s problem statement/research question. [CR1a] [CR4a] |
Ethics Activity (Lesson 19) | Students will also read a brief article on the Stanford Prison Experiment before a discussion on research ethics which will result in a class-generated document about humane research. Students will then be given the link to the website outlining research ethics. Students will decipher from a list of proposals which are allowable and which are not. [CR2a] |
IRB - Do You Need An IRB? Practice Game and Quiz | After discussing the process and guidelines for IRB Approval, students will participate in a game to answer whether certain situations required approval or not. A written quiz will follow. [CR2a] |
Validity and Assumptions (“Cash Register” activity) (Lesson 11) | Students will consider their biases and assumptions, as well as the importance of defining their terms in their paper through this activity. The skills obtained in this activity will be transferred to the definitions/assumptions section of their Poster Proposal. |
LAB: Has Your Question Already Been Answered? | Students will have time in class to specifically answer this question. They must defend their findings with sources in their PREP Journal in a formal, graded entry. [CR1a] [CR1g] [CR4a] |
LAB: Bullseye Graphic (Lesson 8) | In a PREP journal entry, students will defend/explain how their question meets the “Bullseye criteria” which includes feasibility and significance. [CR1a] [CR1f] [CR4a] |
Methods: Surveys, Content Analysis, Mixed Methods - Lesson on how to accomplish these correctly and appropriately. [CR1a] (Lesson 16) | Students will participate in mini-lessons on surveys, content analysis and mixed methods. These methods are commonly misunderstood. Students will play a methods matching game. There will be a quiz at the end of the lessons. |
Methods Defense (Lesson 17) | Students will present two or more methods they are considering using and why. The class will offer feedback regarding the methods and ask clarifying questions. [CR1a] [CR1e] [CR5] |
Curriculum Sequence*:
| |
Poster Proposal - drafts and peer review sessions (Lesson 13) | Students will create a graphic representation of their proposal and incorporate feedback to improve it, revising it with each round of feedback. Significance, assumptions, definitions, and methods will all be required components. [CR1e] [CR1f] [CR1g] |
Elevator Pitch - practice with peer review sessions (Lesson 13) | Students will practice pitching their idea, making sure to clearly articulate the purpose, the significance and how they plan to accomplish their task. Students will review presentation expectations/skills and create a list of the components of a strong presentation. [CR1f] [CR1g] [CR5] |
Assessments | Formative Assessments: Annotated bibliography Self-Reflection/WIPs (Work in Progress) Bullseye PREP Defense [CR4a] [CR4b] Problem Statements in Other Works PREP - Has Your Question Already Been Answered? [CR4b] Summative Assessments: Poster proposal (prep for paper) Elevator pitch (prep for performance) Method defense [CR1a] Completed IRB (beginning of November) |
Curriculum Sequence*:
UNIT4: Methods & Research and What the Experts Have to Say | |
During this extensive unit, students will have decided on a topic for their papers. Some may find that they may have to alter their research approach when beginning to write their paper while others may find that their topics of inquiry are sufficient. Students will become more aware of the methods used in the discipline they are working with and are expected to adhere to them. An emphasis on avoiding plagiarism in this unit will aid in these endeavors. Students will interact with their sources and/or consultants to generate a literature review that will be fundamental in assessing the academic environment surrounding their topic. As with the previous units, students may have to revise their method or some aspect of their research based on the new information they discover. This stage is the longest and the one that requires that the students use all of their accumulated learning and discoveries. | |
Timing : 10 weeks/November-January | |
Activities | |
PREP | Continued additions to the PREP Journal and the running Annotated Bibliography will be assessed. [CR4a] [CR4b] In addition, meetings with the teacher will continue regularly to assess if the student is meeting their unique goals. [CR1e] |
Ethics Lesson/Quiz Completed (Lesson 19) | Students will review and take a quiz on established research ethics. Students must pass with a B or higher to move on in research. |
Plagiarism Lesson/Test (Lesson 10) | Students will review and take a quiz what is and isn’t considered plagiarism . Students must pass with a B or higher to move on in research. |
Methods Section Checklist (Lesson 18) | Students will create a checklist for what quality methods sections do versus methods sections that did not communicate a replicable process and they will use it to assess their own methods section later on in the process. |
Methods Defenses (Follow Up to October’s Methods Pitch) (Lesson 17) | Students will present their intended method and the class will ask questions and provide feedback about the method’s feasibility and any possible solutions to possible pitfalls that the student may encounter. Students will then write a reflection about how this feedback will be incorporated in their project. [CR1a] [CR1e] [CR1g] [CR5] |
LAB: PREP Reflection on Methods | Students will answers reflection questions as they move through the unit and their research. [CR1a] [CR1g] [CR4a] [CR4b] |
Inquiry Proposal Form Submissions and Revisions (Lesson 20) | Students will continue working on their Inquiry Proposal Form and having peers review it during lab days. Students may bring their forms to me for questioning before November 4th, but the final version of the Inquiry Proposal Form is due on the 4th. [CR3] |
LAB Personalized Goals: | Students will create a calendar for conducting the research, meeting with expert advisors and others, gathering the data, and accounting for any possible pitfalls. [CR1e] [CR3] |
Curriculum Sequence*:
| |
Student Presentation “How is it going so far?” | Students will give a brief presentation on their findings, missteps and future goals. The class will give feedback and ask questions to help their peers move forward. A peer feedback form will be required by each class member and they will all be given to the presenter. Once the feedback is compiled, a reflection journal entry will be written addressing feedback. |
PREP | Students will write self-reflection entries concerning methods, validity, ethics of research and any changes made to overall proposal [CR4b] |
Assessments | Formative Assessments: Teacher conferences and goal checks PREP: Self-Reflection entries concerning methods, validity, ethics of research and any changes made to overall proposal [CR4b] Justification for method used [CR1a] Summative Assessments: Literature Review completed Plagiarism Test Ethics Test Methods Defense |
Curriculum Sequence*:
UNIT 5: Writing, Rewriting and Putting it all Together | |
Deadline for Academic Papers: April 14 [CR3] Oral Defense Presentations after school from April 4th – April 14th [CR5] By this point in the course, students will be finishing drafts and peer reviews in order to assure that conventions and formats are aligned to the formal nature of the paper and the discipline appropriate for the topic. Students will also be rehearsing their presentations. [CR3] [CR5] | |
Timing : 8 weeks/February – April | |
Activities | |
One-on-one conferences with teacher continue [CR1e] | Meetings with the teacher will continue regularly to assess if the student is meeting their unique goals. [CR1e] |
Samples of Results/Conclusions/Discussion sections discussion (Lesson 18) | The class will discuss the merit of conclusions and their significance to the field in the samples as a model and introduction. [CR1d] [CR1f] |
Looking for Logical Leaps (Lesson 18) | Students will read sample results and conclusions and determine if the conclusion can be logically drawn from the results. If their sample does not align, they will re-write the conclusions or the results so that both align. [CR1d] |
Assessing Statements (Lesson 18) | Students will play a game where a set of results will be displayed and teams will be timed to see who answers if the concluding statements presented match or do not match. Bonus points will be awarded for teams who can alter the concluding statement to make it true. [CR1d] |
Data Sets | In groups, students will get a set of data with a brief explanation of what is being measured. They will create a presentation that requires them to present what that data means to the class. [CR1d] [CR5] |
Lesson on Oral Defense Rubric and Defense Questions (Lesson 26) | Students will watch sample Oral Defense Videos in groups and will present their scores with justifications using the rubric. [CR5] |
Peer Review sessions with written feedback for both paper and oral defense practices [CR5] (Lesson 27) | Students will use the same Peer Review Worksheets they have been using all year. [CR1e] [CR1g] |
Revision and rubric checklist completed | Students will have to complete a revision checklist for at least two other papers. [CR1e] [CR1g] |
Practice for oral defense with classmate [CR5] (Lesson 26) | Students will need to record their performances as well and write a reflection on what they intend to improve through more practice. Students may also practice scoring each other. [CR1e] [CR1g] |
Curriculum Sequence:
| |
Assessments | Formative Assessment: Checklists completed PREP Journal Self-Reflection [CR4a] [CR4b] Summative Assessment: Paper is uploaded and has all components by April 26th (to account for any technical issues or other circumstances) [CR3] Peer Review Completed [CR5] Completed PREP Journal turned in [CR4a] [CR4b] |
UNIT 6: Life After Submission | |
In this unit, students will create recruitment materials for the course, highlighting the lessons, skills, and activities that were used in class. | |
Timing : 3 weeks/May | |
Activities | |
AP Exams | Students will prepare for and take other AP exams |
Recruitment\ (Lesson 31) | Students will create a recruitment campaigns to entice students into the Capstone programs. They will create posters and a brief presentation (live or recorded) to be used on AP Night and in English classes. |
Publication | Students may submit their finished papers for publication. |
Curriculum Sequence*:
The time frames in this breakdown are approximate and the activities are highlights rather than complete lesson plans as the class needs to be flexible to accommodate for the varied styles, topics and peculiarities of each researcher.
UNIT 1: Introduction to Class/Transition from Seminar to Research | |
In this unit, students will become familiar with the expectations of the AP Research class, analyze samples and rubrics and reflect on skills required for this class. Students will also explore their fields of interest and get a general idea of what they may want to study. | |
Timing : 3 weeks/August - September |
UNIT 2: A Working Literature Review; A Working Research Question | |
In this unit, students will learn how to explore areas of interest, how to assess the academic discussion already in play in their chosen field and how to contribute their own voice to that discussion. By the end of this unit, students should begin completing their Inquiry Proposal Forms. [CR1a] | |
Timing : 3 weeks/September |
UNIT 3: Hitting the Bullseye on the Inquiry Proposal Form | |
This unit will develop critical thinking skills, enable students to discriminate between sources, and narrow down a feasible topic of inquiry. The principles and guidelines for oral presentations are introduced in this unit as well. | |
Timing : 4 weeks/October |
UNIT4: Methods & Research and What the Experts Have to Say | |
During this extensive unit, students will have decided on a topic for their papers. Some may find that they may have to alter their research approach when beginning to write their paper while others may find that their topics of inquiry are sufficient. Students will become more aware of the methods used in the discipline they are working with and are expected to adhere to them. An emphasis on avoiding plagiarism in this unit will aid in these endeavors. Students will interact with their sources and/or consultants to generate a literature review that will be fundamental in assessing the academic environment surrounding their topic. As with the previous units, students may have to revise their method or some aspect of their research based on the new information they discover. This stage is the longest and the one that requires that the students use all of their accumulated learning and discoveries. | |
Timing : 10 weeks/November-January |
UNIT 5: Writing, Rewriting and Putting it all Together | |
Deadline for Academic Papers: April 14 [CR3] Oral Defense Presentations after school from April 4th – April 14th [CR5] By this point in the course, students will be finishing drafts and peer reviews in order to assure that conventions and formats are aligned to the formal nature of the paper and the discipline appropriate for the topic. Students will also be rehearsing their presentations. [CR3] [CR5] | |
Timing : 8 weeks/February – April |
Extra Information
Please feel free to talk with me concerning any questions you have about grades, class format, assignments, or other issues. I’m more than happy to help you outside of class or to guide you to people and resources that can help you.
PLEASE understand that you can talk to me about any issues you are having--whether related to class or not--and we can work on a learning plan to fit your needs. I am here to help. We will get through this TOGETHER!
Extra Help
Class Technology:
There are several programs that will be used to enhance our learning. Students will use Canvas to access assignments and ClassLink to access online programs/sites. Whenever prompted, please log in with your school Google account.