Very excited to see how this goes.

### Calculus

Ugh, I don't know where to start here. It's time to register for the AP Exam, and as part of my five year plan, I said I wanted 80% (54 students) to register for the exam and have 30% pass. Well, determined to avoid the absolute fake out that happened to me last year (I had data to suggest that many many students would do well, it was wrong), I have tweaked the process. And well, ugh. But at the same time there are positives.

First, I learned I have a solid 20 kids who don't seem to have learned anything. It's late February. How did this happen? How much of that is my responsibility? At the same time, I have 25 who seemed to have learned everything. I'll spare you the details of my benchmarking calculations (the older a benchmark, the less it's weighted in a student's rating), but the data identified 8 highly proficient students last year. Using more difficult assignments, that same method has identified 16 individuals this year, with a higher average than the previous 8.

While there was a lot wrong about my methods last year, those top 8 all registered a 2+ on the exam. To have doubled that group is a positive.

The real disheartening thing is at the other end of the spectrum. 16 nailed it, another 9 did alright, and the remaining 55 are just wandering in the wilderness.

I have to make some hard decisions about what happens next and what is best for each student. My first year of teaching Calculus taught me that allowing kids to leave knowing nothing is a disservice. But slowing everyone down is a similar disservice.

### Calculus BC

We identified 16 individuals willing to start the first full Calculus BC course in the history of my school. They're excited. I'm excited.

### Classroom

Lastly, in 3-4 weeks I'm getting all new furniture. It will be a bit more flexible than what I have now but will still let me establishing the grouping methods I have come to like. More on that when it arrives.