Revised October 17, 2017


May 26, 2017



Community Superintendents


High School Superintendents


Field Support Center Teams


School Principals



Raymond J. Orlando, Chief Financial Officer



Equity & Excellence: Advanced Placement for All


This memorandum funds the Advanced Placement for All (AP for All) High School Initiative, a high school-based program that will increase access, participation, and performance in Advanced Placement courses.  The citywide implementation of AP for All will target improvement on multiple measures of success: enrollment in AP courses, participation in AP exams, and performance on AP exams.  By setting clear college and career readiness expectations, supporting curriculum and professional development, AP for All will significantly increase the number of students who graduate college and are career ready.


Funds should be used to support the staffing of the Master Teacher and/or Peer Collaborative Teacher (PCT) positions, per session/per diem or OTPS related to this program.


AP for All Master & Peer Collaborative Teacher Allocation

These positions aim to recruit and retain experienced and talented educators, create opportunities for collaboration across the school community, and further develop and refine teacher practice.


Master Teachers will teach at least 2 periods (40% of the time) and are relieved up to three teaching periods per day (60% of the time) to support campus-wide AP for All work.  They will lead professional learning initiatives among schools in the campus community, host visits to their own lab classrooms, facilitate professional development for AP and Pre-AP teachers, and organize the ongoing work of the AP for All teacher leadership team.  They will use release time as well as their professional periods to do the crucial work of coaching and coordinating and to perform other responsibilities associated with their position.  They will work eight additional hours per month, eight additional days in the summer according to a schedule and plan set with the principals of the campus.


Peer Collaborative Teachers (PCTs) lead professional learning initiatives within the school community by hosting visits to their own lab classrooms, facilitating professional development, and organizing the ongoing work of the teacher leadership team.  PCTs are relieved of a minimum of one teaching period each day (20% release time) and will use this time, as well as their professional periods, to enable the crucial work of coaching, coordinating and performing other responsibilities associated with their position.  They also work five additional hours per month and five additional summer days, scheduled during the week preceding Labor Day.


Funding will be used for release time and teacher salary additions for the Master Teacher or Peer Collaborative Teacher positions.


Master Teachers receive $20,000 and PCTs receive $12,500 as a salary addition, which is included in the teacher leader’s semi-monthly paycheck over the course of SY 2017-2018.  Please note that schools must have teachers who have been entered into the pool of qualified candidates and are staffed into these roles in order to receive the allocation.


Additionally, in order to support school communities that are furthest from achieving the programmatic goals of AP for all, a small pilot has been developed to support non-traditional models of AP courses, such as those present in transfer schools. Many transfer schools use their existing funding to allow students to reengage and accelerate credits, and offer fewer opportunities for accelerated college level coursework, such as AP.


This funding will support transfer school communities with building a pipeline to Advanced Placement courses and provide students with the opportunities to take academically rigorous courses that will prepare them for college and career success. To support access, participation and performance in AP, these schools may be eligible to receive funding for AP Teachers, provided the school meets the criteria of having the ability to offer college-level courses to students who are significantly below the promotional standard as measured by Chancellor’s Regulation A-501. In collaboration with superintendents, the AP for All team will identify these transfer school communities that will use this funding to put structures in place to support rigorous college-level courses that will lead to increased college readiness.


Funding for this small pilot will be provided to support staffing of AP teachers, Peer Collaborative Teachers or Master Teachers. In addition to staffing these teachers, funding will be used for release time and salary additions for the Master Teacher or PCT positions. Master Teachers receive $20,000 and PCTs receive $12,500 as a salary addition, which is included in the teacher leader’s semi-monthly paycheck over the course of SY 2017-2018.


AP for All Professional Learning Activities

A central goal of the vision of the Chancellor and the Framework for Great Schools is to build AP professional development capacity across the schools and staff. Under AP for All, participating schools will be provided with funds for use in support of this work and to further enhance the capacity of their staff.


For FY 2018, these funds are to be used by schools to support their programs and services aligned with the goals of AP for All. Schools should utilize these funds to provide their school staff with per session and per diem funding to participate in professional learning activities.


Funds should be used to support AP professional development and AP vertical teaming structures which include (but are not limited to) the following:

·         Teams assess, revise, and adjust current curricula focusing on gap areas in each content area for classes preceding AP courses.  They make substantive curricular revisions to ensure a logical, sequenced progression of content and skills across grades so that a solid pathway can be built that leads to AP courses, college and career readiness.

·         Teachers on the team implement selected activities/units in their classrooms and analyze ensuing student work to identify where there are instructional gaps, to inform curricular alignment and/or revisions.

·         In collaboration with school administrators, teams assess and revise course sequencing to align to AP course pre-requisites.

·         Teams analyze a variety of student performance data to assess current AP preparedness and incorporate those findings to make course sequence and curricular adjustments.

·         Teams engage in inquiry-driven cycles to look at current student work and assessments to identify skill and content gaps and implement strategic instructional strategies to support students.

·         Teams engage in enhancing unit/lesson/task design to support AP courses by engaging in backward mapping from AP courses.

·         Teams evaluate the effectiveness of instructional strategies that have been implemented for developing AP skill progressions and make necessary curriculum adjustments in order to strengthen the pathway to Advanced Placement courses.

·         Teams engage in cycles of classroom inter-visitations in order to share best practices that improve AP student outcomes.

·         Teams plan ahead to support the implementation of new AP courses for the next school year including curriculum, assessments, programming and differentiated supports.


Funds may also be used to directly support AP teachers and AP students by:

·         Conducting extended day and summer school sessions for students to prepare for AP classes and the May AP exams

·         Conducting targeted extended day student learning sessions that use formative assessment data to differentiate instructional topics to address student needs before the May AP exams

·         Allowing teachers to attend Saturday Study Sessions to observe and learn best practices from NMSI AP staff which will then be shared with colleagues

·         Allowing teachers to attend professional development sessions, after school and Saturdays, to improve pedagogical practices and student achievement.

·         Providing opportunities for AP students to engage in college readiness experiences and activities.

Schools participating in Lead Higher are expected to use the per session funding to support the equity teams and ensure that they have sufficient time to review data provided by Equal Opportunity Schools (“EOS”), to review projections for master scheduling, and to develop their strategic plans in order to ensure effective outreach to underrepresented students.  Equity team members will advocate on behalf of students to ensure that AP-ready students missing from advanced classes have access to these college-level courses.


Course Supplies

The AP for All team will work with assigned schools to develop and implement effective spending plans that meet the unique programmatic and fiscal needs of each school.  These funds are intended for use in newly created Advanced Placement courses that are among the list of supported AP for All courses; this list will be circulated to partner schools in March 2017.  Future allocation considerations will be contingent on the proper use of these limited resources.


Throughout the school year, schools will be required to maintain and update Advanced Placement (“AP”) Course Codes and Titles in STARS as specified in the AP Courses and Exams FAQ found on the Academic Policy and Systems.


Schools offering AP for All supported courses must complete the 2017 AP Participation Form.  For each individual course offered, teachers and school administration must submit course audit forms and syllabi to the College Board to ensure authorization and identification in the AP Course Ledger. Schools must adhere to College Board deadlines to ensure timely completion of the course audit process.  Allocation of funds requires the participation of schools in AP for All activities including but not limited to AP formative assessments, AP Saturday Study Sessions for students, AP Parent and Community Engagement (AP PACE), and Professional Learning opportunities for teachers and school leaders.


Schools may use a portion of allocations listed under supply object codes to cover AP for All recommended instructional materials including science supplies, books and supplemental publications, technology to support student learning, and other resources directly related to student content and skill development in AP for All supported courses.  Schools may also dedicate these funds to purchase instructional supplies to support AP for All approved summer enrichment programming.


AP Summer Institute

AP for All schools have access to an Advanced Placement Summer Institute (“APSI”) offered by the National Math and Science Initiative (“NMSI”) for certain AP for All courses.  To the extent an AP for All supported course is not included during NMSI’s APSI, schools may use a portion of this allocation to send their new AP for All teachers to a College Board approved institution offering a comparable APSI.


All procurement must follow NYCDOE Standard Operating Procedures and fiscal year deadlines. Unspent allocated funds cannot be rolled over in the FY 2019 school budgets.  Schools will be required to maintain ongoing documentation of all expenditures which may be subject to periodic review.


Questions about this program can be sent to


Funds should be scheduled in the allocation category: TL E&E Advanced Placement for All HS or TL E&E AP for All Support HS


Download a copy of the School Allocation Memorandum No: 41



Table 1 – Advanced Placement for All Allocation Summary

Table 2 – Master & Peer Collaborative Teacher Allocation

Table 3 – Professional Learning Activities Allocation

Table 4 – Course Supplies & Summer Institute Allocation

RJO:  pp

C:        LaShawn Robinson

Flavia Puello Perdomo

Tiffany Woolfolk

Shahzad Kazi