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Amarilys Heard
Amarilys is a reader and table leader for the AP Spanish Exam with ETS. She has sponsored the Sociedad Hispánica de Amistad and the Sociedad Honoraria Hispánica, both national organizations, in previous schools. |
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AMARILYS HEard
A native from Puerto Rico, Amarilys Heard has been a resident in Florida since 1988. She earned a Bachelor of Science in Foreign Language Education from the University of Central Florida, and her Master of Education in Instructional
Technology with an emphasis in World Languages from the University of Maryland Global Campus.
Teaching experience includes teaching English for Speakers of Other Languages, Spanish for Native Speakers, Spanish as a Second Language, Spanish for military personnel, and consulting for Barron’s for Spanish materials. Currently in her
thirtieth year of teaching, Amarilys has 8 years of experience in AP Spanish Literature and Culture and 15 years in AP Spanish Language and Culture. She has been a presenter at the Advanced Placement Annual Conference, ACTFL
Conference, Florida Chapter AATSP Conference, AATSP Conference, and FCIS Conference. As a College Board consultant, she has conducted summer institutes in Alabama, North Carolina, Minnesota, New Jersey, Texas, and Florida.
Amarilys is a reader and table leader for the AP Spanish Exam with ETS. She has sponsored the Sociedad Hispánica de Amistad and the Sociedad Honoraria Hispánica, both national organizations, in previous schools. She initiated the Global Seal of Biliteracy recognition while working at Saint Edward’s School in Vero Beach, Florida, and advocated and got approved GSB at her current school, Miami Country Day School. She is currently the President-Elect of the Sociedad
Honoraria Hispánica, and the sponsor at her school. She is the President of the Florida State Spanish Conference, an academic annual student competition.
Amarilys enjoys traveling, Disney, and supporting her two daughters and husband in whichever endeavor they start. Amarilys is a strong advocate of teaching and learning languages in early childhood. She believes that educators are life-long learners and that no matter your experience, there is always an opportunity to adapt, modify, or try something new in the classroom.
Technology with an emphasis in World Languages from the University of Maryland Global Campus.
Teaching experience includes teaching English for Speakers of Other Languages, Spanish for Native Speakers, Spanish as a Second Language, Spanish for military personnel, and consulting for Barron’s for Spanish materials. Currently in her
thirtieth year of teaching, Amarilys has 8 years of experience in AP Spanish Literature and Culture and 15 years in AP Spanish Language and Culture. She has been a presenter at the Advanced Placement Annual Conference, ACTFL
Conference, Florida Chapter AATSP Conference, AATSP Conference, and FCIS Conference. As a College Board consultant, she has conducted summer institutes in Alabama, North Carolina, Minnesota, New Jersey, Texas, and Florida.
Amarilys is a reader and table leader for the AP Spanish Exam with ETS. She has sponsored the Sociedad Hispánica de Amistad and the Sociedad Honoraria Hispánica, both national organizations, in previous schools. She initiated the Global Seal of Biliteracy recognition while working at Saint Edward’s School in Vero Beach, Florida, and advocated and got approved GSB at her current school, Miami Country Day School. She is currently the President-Elect of the Sociedad
Honoraria Hispánica, and the sponsor at her school. She is the President of the Florida State Spanish Conference, an academic annual student competition.
Amarilys enjoys traveling, Disney, and supporting her two daughters and husband in whichever endeavor they start. Amarilys is a strong advocate of teaching and learning languages in early childhood. She believes that educators are life-long learners and that no matter your experience, there is always an opportunity to adapt, modify, or try something new in the classroom.
Course Description
The AP Spanish Language and Culture Summer Institute (APSI) is an intensive professional
development available for AP Spanish Language and Culture educators.It provides 30 hours of
synchronous and asynchronous instruction in a collaborative environment to learn new and/or strengthen
best practices. The Course and Exam Description (CED) which contains the course framework, skills,
learning objectives, strategies, pedagogical tools and a pacing guide will be reviewed by participants.
The curricular requirements for an approved syllabus of the course will be presented and discussed.
Participants will review the new Diversity and Inclusion, Equity and Access Policies, will work with the
AP Classroom, and evaluate AP Daily Videos. Participants will assess and reflect on their current course
and strategies presented during the workshop and will collaborate in the development of a unit.
Instructional technologies will be shared and reviewed to enhance the delivery of content in virtual and
face-to-face classrooms. Additionally, participants will receive feedback and training in reading an AP
exam based on the Scoring Guidelines of the 2024 Reading using student samples.
Daily Course Outline
Daily Schedule (30 Hours Total)
Monday, July 8 - 11, 2023.
Synchronous Instruction:
8:00 AM - 12:00 PM (PT - 4 hours)
Lunch:
12:00 AM - 12:30 PM (PT 30 minutes)
Asynchronous Instruction
12:30 PM - 3: 00 PM (PT - 2.5 hours)
Synchronous Instruction
3:00 PM - 4:00 PM (PT - 1 hours)
(Total hours of instruction: 7.5 hours per day)
Day One
A. Synchronous Instruction
● General Introductions
● Agenda of the Day
● Participant materials
● Resources readily available
● Coverage of College Board CED:
1. Participants will review the Course and Exam Description (CED) to develop a pacing guide
during their asynchronous session for the first semester. (The CED will serve as the primary
resource for this activity. State and local standards, in addition to their school calendars, will
be needed if required by their district/institution).
2. Participants will download the CED (audio files) and spend time outlining how they will
incorporate its resources in their classroom and pacing guide. Each participant will share in the
synchronous session this afternoon. Participants will review the instructional strategies and
approaches and evaluate current practices, and prepare for a discussion.
3. Consider the following (synchronous afternoon discussion):
● If last year was your first teaching AP, what worked and what did not work?
● If this is your first year, what is your reaction to the materials assigned for review?
Resources needed:
● Textbooks and Supplementary Materials
● School calendar/standards/expectations
● Websites: AP Central, Teacher Community, Course Audit, etc.
C. Synchronous hours
● Share out of asynchronous assignment.
● Open discussions
D. Reflections
Day Two
A. Synchronous Instruction
● Today’s agenda
● Questions
● Skills and practices
● Achievement Level Descriptors (ALDs)
● Curricular and resource requirements.
● Unit Deep Dive
● AP Classroom Unit 1
B. Asynchronous hours
1. Practice Exam - Multiple-Choice Test Questions:
● Take MCQs of the CED
● Analyze and Review MCQs: What is accessible, viable, and challenging?
● Classroom Connections: How can we scaffold and close the achievement gap
2. Participants will continue working on their syllabus/pacing guide
3. Participants will begin their Unit Plan.
4. Explore AP Classroom.
5. Explore all resources available.
C. Synchronous hours
● Share out of asynchronous assignment.
● Open discussions
D. Reflections and discussions
● AP Equity and Access Policy
Day Three
A. Synchronous Instruction: Today’s agenda
● Share out
More planning: sample Unit 3
Using AP Classroom for data planning
● Essential questions:
▪ Developing EQs
● Participant unit of choice:
▪ Unit skills and instructional strategies
▪ AP Classroom connections
● AP Classroom deep-dive:
▪ AP Central
▪ MyAP
▪ AP Classroom
● Formative assessment:
▪ Scaffolding and recycling
▪ Literary text example
▪ Audio
▪ Free-response tasks
▪ Topic questions: check for understanding
● Teacher resources:
▪ AP Teacher Community
● Diversity and Inclusion, Equity and Access Activity
B. Asynchronous hours
1. Participants continue working on their syllabus and/or pacing guide.
2. Participants will be working on their unit with topics assigned, and will complete one lesson to
be presented on Thursday as final assessment/performance of APSI.
3. Participants will continue working on their syllabus.
4. Explore AP Classroom.
5. Explore all resources available.
C. Synchronous hours
● Share out of asynchronous assignments.
● Open discussions
D. Reflections
Day Four
A. Synchronous Instruction
● Today’s agenda
● Share out:
● Yesterday’s asynchronous activity
● Scoring guidelines:
B. Asynchronous hours
1. Participants will finish details working on pacing guide/syllabus, unit and lesson.
C. Synchronous hours
● Share out of asynchronous assignments.
● Open discussions
D. Reflections
Asynchronous Activities
1) Pacing guide
2) Syllabus
3) AP Classroom (including training videos)
4) Exploring resources (websites and textbooks, etc.)
5) Preparing final unit presentation
6) Lesson plan/activity
7) Identifying skills and learning objectives
8) Review activities
9) Summer assignments
10) Independent project
The mentioned topics will be covered during our time together. Do know that there is room for
flexibility, especially when it comes to pacing, so we can adjust to ensure your goals, needs and
expectations are met. My main goal is to have an extremely effective and engaging summer institute
by using relevant, practical, and creative instructional strategies. I look forward to sharing and to
learning from you as the lifelong learner that I am!
The AP Spanish Language and Culture Summer Institute (APSI) is an intensive professional
development available for AP Spanish Language and Culture educators.It provides 30 hours of
synchronous and asynchronous instruction in a collaborative environment to learn new and/or strengthen
best practices. The Course and Exam Description (CED) which contains the course framework, skills,
learning objectives, strategies, pedagogical tools and a pacing guide will be reviewed by participants.
The curricular requirements for an approved syllabus of the course will be presented and discussed.
Participants will review the new Diversity and Inclusion, Equity and Access Policies, will work with the
AP Classroom, and evaluate AP Daily Videos. Participants will assess and reflect on their current course
and strategies presented during the workshop and will collaborate in the development of a unit.
Instructional technologies will be shared and reviewed to enhance the delivery of content in virtual and
face-to-face classrooms. Additionally, participants will receive feedback and training in reading an AP
exam based on the Scoring Guidelines of the 2024 Reading using student samples.
Daily Course Outline
Daily Schedule (30 Hours Total)
Monday, July 8 - 11, 2023.
Synchronous Instruction:
8:00 AM - 12:00 PM (PT - 4 hours)
Lunch:
12:00 AM - 12:30 PM (PT 30 minutes)
Asynchronous Instruction
12:30 PM - 3: 00 PM (PT - 2.5 hours)
Synchronous Instruction
3:00 PM - 4:00 PM (PT - 1 hours)
(Total hours of instruction: 7.5 hours per day)
Day One
A. Synchronous Instruction
● General Introductions
● Agenda of the Day
● Participant materials
● Resources readily available
● Coverage of College Board CED:
- Course and exam description and curricular requirements
- Themes/Units
- Course Framework and skills
1. Participants will review the Course and Exam Description (CED) to develop a pacing guide
during their asynchronous session for the first semester. (The CED will serve as the primary
resource for this activity. State and local standards, in addition to their school calendars, will
be needed if required by their district/institution).
2. Participants will download the CED (audio files) and spend time outlining how they will
incorporate its resources in their classroom and pacing guide. Each participant will share in the
synchronous session this afternoon. Participants will review the instructional strategies and
approaches and evaluate current practices, and prepare for a discussion.
3. Consider the following (synchronous afternoon discussion):
● If last year was your first teaching AP, what worked and what did not work?
● If this is your first year, what is your reaction to the materials assigned for review?
Resources needed:
● Textbooks and Supplementary Materials
● School calendar/standards/expectations
● Websites: AP Central, Teacher Community, Course Audit, etc.
C. Synchronous hours
● Share out of asynchronous assignment.
● Open discussions
D. Reflections
Day Two
A. Synchronous Instruction
● Today’s agenda
● Questions
● Skills and practices
● Achievement Level Descriptors (ALDs)
● Curricular and resource requirements.
● Unit Deep Dive
- Understanding the unit guides
- Deepening instruction
- Classroom Connections: How can we scaffold and close the achievement gap?
- Exam overview
- Scoring guidelines
- Unit plan (CED)
- Unit plan opener
- Task models
● AP Classroom Unit 1
- Topic questions: spiral and scaffold
- Question analysis
- Implementation methods
- Personal Progress Checks (PPCs)
- Class progress reports: by skill/by student
- Progress dashboard
- AP Question bank
- Using assessments to guide instruction
B. Asynchronous hours
1. Practice Exam - Multiple-Choice Test Questions:
● Take MCQs of the CED
● Analyze and Review MCQs: What is accessible, viable, and challenging?
● Classroom Connections: How can we scaffold and close the achievement gap
2. Participants will continue working on their syllabus/pacing guide
3. Participants will begin their Unit Plan.
4. Explore AP Classroom.
5. Explore all resources available.
C. Synchronous hours
● Share out of asynchronous assignment.
● Open discussions
D. Reflections and discussions
● AP Equity and Access Policy
Day Three
A. Synchronous Instruction: Today’s agenda
● Share out
- Questions about developing pacing/guide or syllabus
- Purposeful planning:
More planning: sample Unit 3
Using AP Classroom for data planning
● Essential questions:
▪ Developing EQs
● Participant unit of choice:
▪ Unit skills and instructional strategies
▪ AP Classroom connections
● AP Classroom deep-dive:
▪ AP Central
▪ MyAP
▪ AP Classroom
● Formative assessment:
▪ Scaffolding and recycling
▪ Literary text example
▪ Audio
▪ Free-response tasks
▪ Topic questions: check for understanding
● Teacher resources:
▪ AP Teacher Community
● Diversity and Inclusion, Equity and Access Activity
B. Asynchronous hours
1. Participants continue working on their syllabus and/or pacing guide.
2. Participants will be working on their unit with topics assigned, and will complete one lesson to
be presented on Thursday as final assessment/performance of APSI.
3. Participants will continue working on their syllabus.
4. Explore AP Classroom.
5. Explore all resources available.
C. Synchronous hours
● Share out of asynchronous assignments.
● Open discussions
D. Reflections
Day Four
A. Synchronous Instruction
● Today’s agenda
● Share out:
● Yesterday’s asynchronous activity
● Scoring guidelines:
- Examining the scoring guidelines
- Analyze and Review Student Samples
- Strategies for the free-response questions
- Instructional Planning Reports
- Scaffolding and Remediation: Should we allow for test corrections and revisions?
- Horizontal and Vertical Planning: How do we better prepare students before taking AP Spanish Language and Culture?
- AP Classroom
B. Asynchronous hours
1. Participants will finish details working on pacing guide/syllabus, unit and lesson.
C. Synchronous hours
● Share out of asynchronous assignments.
● Open discussions
D. Reflections
Asynchronous Activities
1) Pacing guide
2) Syllabus
3) AP Classroom (including training videos)
4) Exploring resources (websites and textbooks, etc.)
5) Preparing final unit presentation
6) Lesson plan/activity
7) Identifying skills and learning objectives
8) Review activities
9) Summer assignments
10) Independent project
The mentioned topics will be covered during our time together. Do know that there is room for
flexibility, especially when it comes to pacing, so we can adjust to ensure your goals, needs and
expectations are met. My main goal is to have an extremely effective and engaging summer institute
by using relevant, practical, and creative instructional strategies. I look forward to sharing and to
learning from you as the lifelong learner that I am!