Application for Admittance

Application for Admittance

Advanced Placement Capstone Program
2017-2018

Thank you for your interest in the AP Capstone program at Brookwood High School. Please complete all parts of the following application thoroughly and carefully. Once completed, please turn the student portion of the application to Dr. Simmons (A202).

Application Deadline: February 3, 2017

Student Name:______

Student Number: ______Current Grade Level:______

Email Address:______(Please put an email address that you check regularly as admittance into the program will be communicated via email).

**Admittance into the program will include such parameters as a minimum grade point average of 85 in honors/AP level courses and 90 in standard core courses. Standardized test scores may also be considered when evaluating students.

1. Please list the courses you plan on taking next year as a junior. (Answer on a separate sheet of paper if necessary)

1. Please list all of the AP and/or honors classes you have taken and your end-of-year grades (first semester grades for current course). If possible, include a printed transcript from your portal. (Answer on a separate sheet of paper if necessary)

1. List your outside/extra-curricular interests and future college and career goals. (Answer on a separate sheet of paper if necessary)

Statement of Commitment

If accepted, I understand that the Capstone Program is a two year commitment, and I will participate in both the AP Seminar (imbedded in 11th LA) and AP Research (senior year elective) courses.
Student Signature______

Student Writing Sample (complete on a separate sheet of paper)

Respond to the following prompt (300 words or less). Please double-space and use 12-point font.

Prompt: The following lines are from the gothic poem, Manfred, by Lord Byron:

But grief should be the instructor of the wise;
Sorrow is knowledge: they who know the most
Must mourn the deepest o’er the fatal truth, [that]
The Tree of Knowledge is not that of [the tree] Life.

Consider the paradox evident in Byron’s allusion. Some would argue that he is saying there is something inherently “dangerous” about knowledge, while others would argue he is saying knowledge can only be received through loss, pain, and suffering. What do you say?

Critical Thinking Exercise (Complete on a separate sheet of paper)

Choose one of the two questions below and formulate an answer. Please double-space and use 12-point font.

1. During the WWII era, in what ways did art (visual art, music, theater or film) represent the impact of the public’s reaction to a major political or social event? Please choose ONE genre of art (visual art, music, theater or film) to discuss. Compose your response in 300 words or less. Should you choose to use any external sources, be sure to cite your work.

1. This graph shows the last reported day of cold symptoms in (a) a group of 100 people treated with an experimental purported cold remedy designed by a biotech company (dark bars) and (b) a group of 100 people treated with the placebo (light bars).

Take a few minutes to consider the graph and decide if the treatment “worked.” Consider how much confidence you have in the data.

As you can imagine, a cold remedy would greatly improve the health of millions of Americans and also be very profitable. You, as an officer of the Food & Drug Administration (FDA), have been presented this information by the biotech company. They need your approval to market this product with the claim that this product is a cold remedy. Can you support their claim? State your position and, in 300 words or less, defend it. Should you choose to use any external sources, be sure to cite your work.

AP CAPSTONE TEACHER RECOMMENDATION FORM

(Students: Separate this form and give it to your selected teacher)

Students must print out this application and have this portion filed out by two separate individuals. First, select anEnglish teacher who has taught you in the past two years. In addition, select a teacher from the social studies or science departments who has taught you in the past two years.

Teachers: Please complete the form below and return to Dr. Simmons (A202 or mailbox) by February 3rd. Please do not return your completed recommendation to the student.

Student Name:______

Teacher Name:______

Course/activity in which you have worked with this student:______

Please circle the number that best corresponds to this student’s performance in your class/activity.

Critical Thinking/Problem Solving Skills: 1- 4

4. Student conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

3. Student conclusions are logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

2. Student conclusions are logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

1. Student conclusions are inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

Participation: 1- 4

4. Student is consistently engaged each day, asking questions that reflect an understanding of the material/performance. Student is an active listener who displays creative thought processes and/or brings up ideas, concepts and proposals that other students overlook.

3. Student is consistently engaged each day, asking questions and adding comments to discussions. Student regularly volunteers for additional tasks.

2. Student is sometimes engaged in the class or activity. Student’s questions/comments demonstrate understanding but are often superficial or tend to “jump off” of someone else’s earlier comment.

1. Student lacks focus and seldom asks questions other than for something to be repeated; comments reflect a limited understanding of the material and unpreparedness.

Work Ethic: 1- 4

4. Student consistently turns in quality work. Assignments reflect thorough, detailed, and thoughtful responses. High effort is put into each task or role.

3. Student consistently turns in work on time, and work is usually on track and thorough. Student generally does not go “above and beyond” what is required but can achieve when pushed.

2. Student turns in work, but sometimes it is late. The quality of work is limited and sometimes shows minimal effort.

1. Student sometimes fails to turn in homework or to complete a task. The effort and quality of work is so lacking in detail that it does not fulfill the assignment.

Team Work: 1- 4

4. Student is consistently prepared and attentive to class, activities and/or discussions and never needs to be re-directed. Student is a natural leader, often engaging others in thoughtful and insightful dialogue and influencing others positively. Student takes initiative and does not require supervision.

3. Student is usually prepared and attentive to class, activities and/or discussions and rarely needs redirection. The student is a good supporter of others and enjoys helping classmates/teammates succeed. Student can be trusted to produce good work with minimal oversight.

2. Student is occasionally unprepared and in need of redirection. Student has minimal leadership skills and fails to influence others positively. Student needs simple tasks in order to be successful and requires oversight.

1. Student is consistently unprepared and inattentive to class, activities and/or discussions. Student is frequently off-task and needs redirection during class activities and/or discussions.

Communication skills: 1-4

4. Student is an articulate and compelling communicator. Oral and written communication is clear and well organized. Student’s writing always contains an insightful and recognizable thesis, essential details, and valid support. The student is capable of employing a rich vocabulary and can move people to action when applicable.

3. Student is a strong communicator. Oral and written works are clear and organized and exhibit careful development of ideas. Overall communication may contain minor grammatical or syntactical errors but remains easily comprehensible to the reader/audience.

2. Student is a good communicator. Oral and written work occasionally lacks unity and detail, and organization of thought can sometimes be difficult to follow. There is little variation in diction, and sentence structure may occasionally be awkward.

1. Student struggles either with written or oral communication. Development of a thesis statement and ideas is a challenge, and few details are provided. Vocabulary and grammar is limited or may even be incorrect.

Please include any other comments/observations that would help us to gain insight into this student’s intellectual curiosity, ability to think critically, and willingness to collaborate with others on meaningful and challenging projects. Space for this response is provided below.

______

AP CAPSTONE TEACHER RECOMMENDATION FORM

(Students: Separate this form and give it to your selected teacher)

Students must print out this application and have this portion filed out by two separate individuals. First, select an English teacher who has taught you in the past two years. In addition, select a teacher from the social studies or science departments who has taught you in the past two years.

Teachers: Please complete the form below and return to Dr. Simmons (A202 or mailbox) by February 3rd. Please do not return your completed recommendation to the student.

Student Name:______

Teacher Name:______

Course/activity in which you have worked with this student:______

Please circle the number that best corresponds to this student’s performance in your class/activity.

Critical Thinking/Problem Solving Skills: 1- 4

4. Student conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

3. Student conclusions are logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

2. Student conclusions are logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

1. Student conclusions are inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

Participation: 1- 4

4. Student is consistently engaged each day, asking questions that reflect an understanding of the material/performance. Student is an active listener who displays creative thought processes and/or brings up ideas, concepts and proposals that other students overlook.

3. Student is consistently engaged each day, asking questions and adding comments to discussions. Student regularly volunteers for additional tasks.

2. Student is sometimes engaged in the class or activity. Student’s questions/comments demonstrate understanding but are often superficial or tend to “jump off” of someone else’s earlier comment.

1. Student lacks focus and seldom asks questions other than for something to be repeated; comments reflect a limited understanding of the material and unpreparedness.

Work Ethic: 1- 4

4. Student consistently turns in quality work. Assignments reflect thorough, detailed, and thoughtful responses. High effort is put into each task or role.

3. Student consistently turns in work on time, and work is usually on track and thorough. Student generally does not go “above and beyond” what is required but can achieve when pushed.

2. Student turns in work, but sometimes it is late. The quality of work is limited and sometimes shows minimal effort.

1. Student sometimes fails to turn in homework or to complete a task. The effort and quality of work is so lacking in detail that it does not fulfill the assignment.

Team Work: 1- 4

4. Student is consistently prepared and attentive to class, activities and/or discussions and never needs to be re-directed. Student is a natural leader, often engaging others in thoughtful and insightful dialogue and influencing others positively. Student takes initiative and does not require supervision.

3. Student is usually prepared and attentive to class, activities and/or discussions and rarely needs redirection. The student is a good supporter of others and enjoys helping classmates/teammates succeed. Student can be trusted to produce good work with minimal oversight.

2. Student is occasionally unprepared and in need of redirection. Student has minimal leadership skills and fails to influence others positively. Student needs simple tasks in order to be successful and requires oversight.

1. Student is consistently unprepared and inattentive to class, activities and/or discussions. Student is frequently off-task and needs redirection during class activities and/or discussions.

Communication skills: 1-4

4. Student is an articulate and compelling communicator. Oral and written communication is clear and well organized. Student’s writing always contains an insightful and recognizable thesis, essential details, and valid support. The student is capable of employing a rich vocabulary and can move people to action when applicable.

3. Student is a strong communicator. Oral and written works are clear and organized and exhibit careful development of ideas. Overall communication may contain minor grammatical or syntactical errors but remains easily comprehensible to the reader/audience.

2. Student is a good communicator. Oral and written work occasionally lacks unity and detail, and organization of thought can sometimes be difficult to follow. There is little variation in diction, and sentence structure may occasionally be awkward.

1. Student struggles either with written or oral communication. Development of a thesis statement and ideas is a challenge, and few details are provided. Vocabulary and grammar is limited or may even be incorrect.

Please include any other comments/observations that would help us to gain insight into this student’s intellectual curiosity, ability to think critically, and willingness to collaborate with others on meaningful and challenging projects. Space for this response is provided below.

______