Mass Insight Education & Bridgewater State University 2017 Summer Institute

Week 1: July 24 - July 28, 2017Week 2: July 31 - August 4, 2017

Bridgewater State University | Bridgewater, Massachusetts

AP BIOLOGY: EXPERIENCED Michael Murray (Week 1) - Pembroke HS, MA In this course, participants will focus on taking the existing curriculum and making it more ef-ficient and effective. Participants will take a current lab/activity and expand it to allow for a more inquiry based activity and more quantitative analysis of data. Participants will explore inquiry labs, the seven science practices and analysis of data. Participants will also develop strategies to help students acquire skills to analyze and write evidence based reports. Participants will con-sider various ways to focus on lab investigations by using online discussion or presentation tools.

AP BIOLOGY: NEWLaura Monti (Week 1) - The Taft School, CTThis course will provide an intro to the curriculum. Participants will examine the structure of the course, including the four Big Ideas, the connected enduring understandings and the practices that ground the course in the idea of “doing” science. Participants will discuss inquiry-based approaches to teaching science and perform many of the labs, including discussion of statistical analysis. Variations of labs will be presented. Participants will develop a pacing guide/syllabus specific to their school’s daily schedule/calendar that could be used as part of the AP Audit.

AP CALCULUS AB: EXPERIENCED Vic Levine (Week 1) - Madison College, WIThis course is designed for teachers who have already taught the curriculum and are comfortable with AP. The Curriculum Framework which took effect in the 2016-17 school year will be reviewed, with an emphasis on the topics the participants desire. Participants will look at proofs of the basic theorems, in depth explorations of differential and integral calculus applications, scoring rubrics, and 2017 exam student samples. Participants will look at first semester college calculus topics that are not part of the AB curriculum. Topics will be determined by the group.

AP CALCULUS AB: NEWWanda Savage (Week 1) - College Board Consultant, TXThis course will cover all topics of the exam. Higher emphasis on written justifications of problem solutions will be addressed, as will the domain of solution curves when solving differential equa-tions or investigating slope fields. Activities that help students grasp difficult concepts, such as average value of a function, and multiple ways to approach topics, such as the derivative of the inverse function will be discussed. Other topics: methods of instilling higher level thinking and conceptual understanding, as well as strategies for writing practice AP Exam questions.

Jamil Siddiqui (Week 2) - East Bridgewater High School, MAThis course is aimed at seeing how Calculus topics are interconnected and how to get that point across to students. Participants will focus on main topics (Limits and the applications of the derivative and the integral). Participants will work with MC and FR from past exams. Emphasis will be given on using multiple representations to promote understanding of the material and tips for providing instruction. Discussion of best practices; Pace will be determined by participants.

AP CALCULUS BCDennis Donovan (Week 2) - Xaverian Brothers HS, MAThis course will familiarize participants with the Redesigned framework that went into effect in 2016, as well as thorough coverage of the concepts and content. Strategies for successfully teaching all the major topics in the BC Framework using multiple representations (graphical, numerical, algebraic and verbal) will be emphasized. Resources, activities and supplemental material that promote student understanding will be provided. Participants will have hands on experience with AP FR and MC questions with attention given to assessment of student written responses. Methods for using both the TI84 and TI-Nspire graphing calculators will be utilized. Emphasis on topics will be guided by the needs of the participants. Topics will include: L’Hopital’s Rule, Euler’s Method, Logistic Growth, Partial Fractions, Integration by Parts, Length of Curve, Improper Integrals, Taylor Series, Convergence, Parametric Equations, Polar Equations.

AP CHEMISTRY: EXPERIENCEDFred Vital (Week 1) - Darien HS, CTIn this course, participants will be provided with the training and tools to improve instruction, student learning and ultimately student success on the exam. Participants will learn the cur-riculum assessed on the exam, innovative ways to deliver the curriculum, and assessment strate-gies to measure student understanding. There will also be an emphasis on lab experiences that enhance student understanding. Each day will include both lab and content specific activities.

AP CHEMISTRY: NEWSusan Biggs (Week 1) - Northampton HS, MAThe goal of this course is to review the basic concepts with the intent of exploring the methods of instructing those topics at the AP level. Emphasis will be placed on classroom efficiency and laboratory planning to fill the needs of the curriculum. Participants will perform and evaluate labs spanning most of the AP Chemistry topics in hopes that these labs can be used in their own teaching. Time will be spent on developing an understanding of the actual test and methods for ensuring students’ success. Assistance will be provided for participants that need to complete the College Board’s Advanced Placement audit.

AP COMPUTER SCIENCE AKimberly Burton-Regulski (Week 1) - Eastern Technical HS, MDThe course will support teaching the Computer Science A curriculum with emphasis on key topics (e.g., introductory activities, classes, recursion, ArrayLists, arrays, 2D arrays, inheritance, etc.) and the AP Computer Science A Labs. Participants will receive teacher-designed materials along with hands-on activities that demonstrate and explain various programming concepts. Partici-pants will actively engage in discussion, peer-sharing, problem-solving, and programming in Java to facilitate understanding and classroom presentation.

AP COMPUTER SCIENCE PRINCIPLESJennifer Hardy (Week 2) - Worcester Technical HS, MAAndy Kuemmel (Week 2) - Madison West HS, WIParticipants will explore the course and become familiar with the six computational thinking practices, seven big ideas and their associated enduring understandings, learning objectives and essential knowledge statements. Participants will also explore various curriculum options and become familiar with both the Explore and Create student performance tasks. This course will be taught using an inquiry based model where most of the time spent together will be work-ing independently and in small groups to become knowledgeable of all aspects of the course.

AP ENGLISH LANGUAGE & COMPOSITION: EXPERIENCEDDavid Jolliffe (Week 1) - University of Arkansas, ARThis course will concentrate on a student’s ability to understand and do rhetorical analysis. Through a series of exercises and lessons, participants will dig into and answer the following questions: What is rhetoric, and why is it essential; What does it mean to read any text as a rhe-torical transaction?; What is the best way to teach (and students to learn) rhetorical?; How can rhetorical be the focus of any English class?; How does an understanding of rhetorical sit at the center of the MC exam; How does an understanding of rhetorical guide the completion of exam essays; How does an understanding of rhetoric support the teaching of org, grammar, and vocab?

John Williamson (Week 2) - The College Board AP Program, NYThis course will focus on Rhetoric and Argument. Participants will explore and delineate rhetori-cal and argumentative theory, then apply these theories. As participants transition to a full day on scaffolded teaching, they will apply rhetorical theory to essays. They will unpack definitions from MC questions as they work toward a methodology for teaching reading. Participants delve into writing, focusing on samples, then on broader topics. The discussion will segue into assignment design, and sequencing, grammar, and assessment issues. Participants will also build curriculum collaboratively.

AP ENGLISH LANGUAGE & COMPOSITION: NEWMary Jo Zell (Week 1 & Week 2) - Keller HS, TXThis course will focus on method and content used in teaching students to become superior readers, writers, and thinkers. To cultivate new texts and strategies for class use, the seminar will include a va-riety of non-fiction. Participants will focus on creating compelling units of study while maintain a focus on the instruction of composition. Time will be spent on class writing instruction and focusing on the timed essay. Participants will look at the multi-draft essay—including the research paper—and writing assignments. We will explore how to use holistic scoring to improve student writing. Participants will work with the objective and written portions of the exam. Special attention will be paid to the essay questions from previous exams. Participants will examine a variety of syllabi, forms of assessment, and managing the overwhelming paper load that comes with teaching AP English classes.

AP ENGLISH LITERATURE & COMPOSITION: EXPERIENCEDEllen Greenblatt (Week 1) - The Bay School of San Francisco, CAParticipants in this course will explore and create plans to enable students to achieve and suc-ceed. Using tried and true methods as well as innovative strategies, participants will learn how to help students navigate through prose, poetry, and drama. Participants will focus on tone, and examine MC questions, then devise their own and learn how to demystify this portion of the test. Participants will discuss how to encourage students to write compellingly, on timed, and on out-of-class essays. Participants will present a classroom-ready lesson or unit.

AP ENGLISH LITERATURE & COMPOSITION: NEWGretchen Polnac (Week 1) - University of Texas, TXDuring this course, participants will review/analyze the exam, consider student strategies, and discuss “backward design,” “test prep,” and “teaching to the test.” Participants will review sam-ple essays, conduct practice readings, and practice analyzing and constructing part-one ques-tions, placing ourselves in the student’s position. Other topics: student selection, equity and ac-cess, appropriate texts, maintenance/expansion of the literary canon, composition and revision, clear and cogent writing, development of voice, interdisciplinary instruction, summer reading, etc. One major goal is for participants to have time to improve their practices and assignments.

AP ENGLISH LITERATURE & COMPOSITION: EXPERIENCED & NEW COMBINEDCeline Gomez (Week 2) - Plano West Senior HS, TXStudents in this college–level course read and carefully analyze both English and American litera-ture written in a variety of time periods, from 16th century through the contemporary period. This course will combine the examination of methodology and content with sharing ideas, discuss effective critical thinking and writing strategies, and review 2017 exam samples. This course uses College Board-developed materials as well as other resources to expand the participants’ knowledge base and to provide a framework for teachers in developing and/or enhancing their AP curricula. Participants can expect interactive sessions where they can learn and practice the basics essential for maintaining a successful AP English Literature course with their students. Participants will examine strategies to help students better understand aesthetic, cultural, and historical approaches and reasons to analyze and explain literary texts. Participants will explore and share practical teaching strategies, including approaches that support the equity agenda of the College Board.

AP ENVIRONMENTAL SCIENCE: EXPERIENCEDDaniel Hyke (Week 1) - Alhambra HS, CAThis course covers: curriculum, labs/activities, and the AP exam. There will be less instruction and more discussion; participants will share their knowledge and experience. Topics: ecology and ecosystems, animal population dynamics along with human demographics, water resources/pollution, air resources/pollution, acid deposition, ozone depletion, global warming, toxic pol-lution, endangered species, and energy resources. Participants will engage in laboratories and hands-on activities, including a student-discovery laboratory on salinization, a toxic chemical analysis based on the EPA’s LD50 methodology, a duckweed population growth/biotic potential laboratory, a species diversity activity, and a water treatment laboratory. Review multiple choice and essay questions from previous AP exams. Learn how to prepare students for the AP exam. Participants can expect to leave with increased confidence and enthusiasm.

AP ENVIRONMENTAL SCIENCE: NEWFlorence Gullickson (Week 1) - Southwest Guilford HS, NCIn this course, participants explore topics found in the curriculum, an inherently interdisciplinary subject. Participants learn the major topics, how to use locally accessible sites for field work and how to write essays. They will explore concepts that apply in both a local and global sense. Topics covered: ecology, geology, hydrology, solid earth, air, energy, agriculture, soils, population and math problems. Each area will discuss the topic as well as how humans have impacted each area. Discussions of field investigations will stress scientific principles and analysis of such topics as local ecosystems, sewage treatment plants and freshwater stream studies. Recent exams and scoring will be discussed. Participants will receive and be use a notebook of materials. First year participants will develop an appropriate syllabus to satisfy the CB audit.

AP EUROPEAN HISTORYJim Kirkaldy (Week 1) - Hingham HS, MAIn this course, participants will be creating or revising the syllabus as well as creating samples of the short answer questions and the redesigned MC questions. The workshop will emphasize teaching strategies/activities that are designed for use in a tightly paced course. Participants will concentrate on pacing, core concepts, recent historiography, alternative assessments, and the new grading rubric. Participants will receive a 300 page AP Euro Workbook, plus numerous PPT presentations and other ancillary materials. Participants will share lessons and activities.

AP HUMAN GEOGRAPHYJohn Trites (Week 1) - Acadia University, CANADAIn this course, participants have an opportunity to become more familiar with, and better pre-pared to teach the course. Each unit will be addressed through an analysis of the major topics, a sample lesson, the use/value of field work, a discussion of textbooks/ancillary resources, and a review of the previous exams’ questions/rubrics/sample answers. Helping students become exam prepared will be the underlying theme. Learning Objectives: How to get the students think-ing like geographers; How to prepare students for the exam; How to score FR questions; How to manage the topics by focusing on unit big ideas; How to help students make connections; How to emphasis the significance of scale; How to deal with the importance of vocab without memorizing

AP PHYSICS 1Oather Strawderman (Week 1) - Lawrence Free State HS, KSThis course is designed to help teachers build the foundation for a successful AP Physics pro-gram. Emphasis will be placed on the rigor of the material that students need to be successful with on the AP Physics exam. A significant amount of time will be spent addressing how AP Phys-ics 1 is a change in not just what we teach, but how we teach. Laboratory investigations will be incorporated throughout the workshop, with special emphasis on transitioning your laboratory into a student-inquiry based program. Participants will also focus on the exam and how best to prepare their students for it. They will review the requirements for the course audit and the syllabus requirements. Time will be allowed for best practices and for sharing ideas as a group.

Greg Jacobs (Week 2) - Woodberry Forest School, VAThis methodology course surveys the basic structure, content, and skill development necessary for teaching an AP Physics 1 course. Participants will discuss the content and structure of the exams, and how to teach students the skills that will be tested. Participants will be sharing teach-ing ideas, especially including creative laboratory activities. The overarching goal of the week will be to communicate and share teaching ideas that, while focused on AP Physics 1, can be applied to any level of physics, including conceptual, Regents, AP Physics 1/2, and AP Physics C.

AP PHYSICS CBarbara Watson (Week 1) - J.J. Pearce HS, TXThis course will deliver Mechanics and E-Mag to help establish new teachers and enhance veter-ans. Specifically investigating: pacing for one semester Mechanics, one semester E-Mag and also for a one year Mechanics; Labs and using them to deliver conceptual understanding; special AP P-C level Engineering Projects; development of a syllabus to pass the Audit; the structure of the Exam and how to grade. Topics will include: Mech. - Linear and rotational kinematics and dynam-ics, energy, and simple harmonic motion; E&M - Electrostatics, electric forces and potential, RC Circuits, magnetism, Inductance. Participants will leave with a full digital curriculum.

AP SPANISH LANGUAGELouis Baskinger (Week 1) - Herkimer College, NYThis course is designed for participants with or without experience in teaching AP Spanish. It will introduce the thematically course that went into effect in 2013. Writing of a course audit and unit design, and textbooks, websites, and other resources for the AP course that will enhance student learning will be discussed. Participants will become familiar with the themes/subthemes, follow-ing the course framework. Pre-AP courses and course articulation will be addressed. As identified in the ACTFL World-Readiness Standards for Learning Languages, participants will examine the three modes of communication – interpersonal, interpretive and presentational – and how they are reflected in the course and the exam. 2017 student samples from the Reading will be shared. Participants will score student samples, learning to apply the scoring guidelines.

AP STATISTICS: EXPERIENCEDPaul Rodriguez (Week 1) - Troy HS, CAIn this course, participants will leave with more knowledge, resources, and confidence than when they arrived. AP Statistics is a great course, both for the students and the teachers! More specifi-cally, here are some of the goals for the week: Highlight important topics from each of the 4 major contents areas, Exploring Data, Collecting Data, Probability, and Statistical Inference. Also, pro-vide activities that help illustrate these topics, Illustrate uses of graphing calculators, computer software, and applets in AP Statistics, and Discuss the 2017 AP Exam in detail, including strate-gies for success on the AP Exam, and Answer as many questions as possible from participants.

AP STATISTICS: NEWJosh Tabor (Week 1) - Canyon del Oro HS, AZThe goals of this course are to review topics from each of the four major content areas (Describ-ing Data, Collecting Data, Probability, and Inference), provide activities that help illustrate these topics, and provide instruction and opportunities to use various types of technology. Participants will also discuss the creation of the AP Statistics exam and review the scoring of the 2017 exam in great detail. Finally, participants will discuss how to start an AP Statistics program, how to select materials for use in class, how to recruit students, how to assess students, how to prepare students for the AP exam, and of course, anything else that participants want to know!

AP STATISTICS: NEW Gloria Barrett (Week 2) - College Board Consultant, NCThis course will provide an overview of the content and philosophy of AP Statistics. Participants will discuss concepts, terminology, and procedures that students need to master as well as pac-ing, sequencing, and resources for teaching AP Statistics. Some class time will be devoted to the AP Audit, but class time will not be dedicated for work on syllabus construction. During the week, participants will sometimes assume the role of students as they engage in a variety of classroom-ready activities and investigations that can be used to help students develop understanding. These include web-based simulations and resources as well as activities for the TI-84 calculator. Time each day will be devoted to looking at solutions and scoring rubrics for AP exam questions.

AP U.S. HISTORYSusan Reeder (Week 1) - Winter Springs HS, FLIn this course, participants will address the themes, time periods, key concepts and learning objectives, as well as the historical thinking skills students need to be prepared for the exam. The exam consists of 9 time periods and learning objectives, 7 themes, and 4 historical think-ing skills. Specific time will be allotted for addressing these periods, themes, objectives, and historical skills. Participants will gain a thorough understanding of the new exam. Time will be given to work on syllabus, class pacing guide, and lessons. Participants will write MC/short answer/long essay questions, lesson activities, and/or other class strategies for a participant group test bank at the end of the APSI. The exam has changed SY17-18! Get updated info so you are ready for the new SY!

PRE-AP BIOLOGYKilleen “Mo” Martell (Week 2) - Quince Orchard HS, MDThe traditional bio course is content driven, but with new standards/curriculum, students are asked to also demonstrate lab/design skills. AP Bio students need to know content, and also need to be able to put things together to see the big picture. They must carry out the science process skills and apply the subject to real world. In this course, participants will learn to include inquiry into traditional labs, and learn skills their students will need for success in a future AP Bio course.

PRE-AP CHEMISTRYFred Vital (Week 2) - Darien HS, CTThis course is designed to provide teachers with the training and tools to improve instruction, stu-dent learning and a strong foundation for student success. Participants will learn common chem-istry curriculum, innovative ways to deliver the curriculum, and assessment strategies to meas-ure student understanding. There will also be an emphasis on lab experiences that enhance student understanding. Each day will include both laboratory and content specific activities.

PRE-AP ENGLISH LANGUAGE ARTSSandra Effinger (Week 2) - Naples HS, ITALYCovering AP Literature and Language concepts, this course includes an overview of both exams, as well as strategies pertinent to each, and methods to repurpose curriculum to better meet Pre-AP abilities. To help prepare students for the challenges of upper-level AP courses, participants will explore instructional strategies for different genres and practice the deeper analysis and criti-cal thinking that distinguishes the Pre-AP course. Participants will cover class expectations and contracts; text selection, adaptation, and annotation; developing AP-style rubrics and MC ques-tions; discussion strategies (Socratic seminar, fish bowl, inner/outer circle); creative projects; and online resources. Participants will learn how to use the short story, prose passages, and poetry selections as a way to do more with less. Participants will also use music, art, and advertising to introduce AP concepts of style and analysis. Tips on how to handle the paper load that can be overwhelming will also be given. Participants will leave with hands-on activities and lessons for integrating these tools into your existing curriculum. In addition, participants will take partial exams (Language and Literature), score their responses, and discuss the reasons for answers.

PRE-AP MATHEMATICSCarol Hynes (Week 2) - College Board Consultant, FLDuring this course, participants will have the opportunity to work vertically on the Big Ideas of Content, Instruction and Assessment across grades and courses. The focus will be on supporting students as they progress through their math sequence from Pre-AP to AP. Teachers will create lessons and activities that will help students build on their prior knowledge, deepen their concep-tual understanding, gain fluency in skills and develop their vocab. The instructor will model the use of the Rule of 4 as both a teaching and learning tool. Daily sessions will involve active hands-on lessons in a variety of settings: whole group, small group, and partners-work. Resources from the CB AP Vertical Teams Guide for Math, the NCTM, a 2017 APSI dropbox folder, and the Math Twitter Blog; tech to include the TI-84 and internet-based software.

PRE-AP PHYSICSBarbara Watson (Week 2) - J.J. Pearce HS, TXThis course will focus on topics and strategies that will help participants understand and imple-ment a Pre-AP Physics course. Whether transitioning from a current program, or improving a Pre-AP Physics program, participants will learn: to develop a timeline; inquiry labs in many strategic topics; converting labs and problems into inquiry style; structure of the AP Physics Exam and how to grade; tactics for high retention; specific content instruction on challenging topics including rotation, torque and angular momentum, linear and rotational kinematics and dynamics, energy, simple harmonic motion, mechanical waves and sound, electrostatics and simple circuits.

ABOUT MASS INSIGHT EDUCATIONMass Insight Education (MIE) is a non-profit organization founded in 1997. Its launch reflected the high priority that business, govern-ment, and education leaders placed at that time on the success of Massachusetts’ nascent standards-based reform drive, set in mo-tion by the Education Reform Act of 1993. MIE is the sister organiza-tion of Mass Insight Global Partnerships, which has worked since 1989 to keep Massachusetts globally competitive. MIE has become a nationwide and statewide leader in the Commonwealth’s educa-tion reform drive, and a provider of research and strategic consulting services. For more information, please visit: www.massinsight.org.

ABOUT THE 2017 SUMMER INSTITUTESThese Summer Institutes are comprehensive five day trainings for Advanced Placement® teachers of the following courses: Biology, Calculus, Capstone, Chemistry, Computer Science, English Lan-guage & Composition, English Literature & Composition, European History, Environmental Science, Human Geography, Physics, Span-ish, Statistics, and U.S. History; as well as Pre-AP® training in: Biol-ogy, Chemistry, English Language Arts, Mathematics, and Physics.

LOCATIONBridgewater State UniversityMain: 131 Summer Street | Bridgewater, MA 02325 WHO CAN ATTENDThe Summer Institute is open to all teachers. Please review the Reg-istration Fees section for information on cost by teacher status. WHAT TO BRINGALL participants are advised to bring a laptop, if not required. MATH participants are required to bring a graphing calculator.SCIENCE participants are required to bring a graphing calculator, lab coat, goggles, and closed-toe shoes.Participants will receive a detailed e-packet (electronic packet) ap-proximately two weeks prior to the Summer Institute that will list any additional materials/equipment to bring.

PROFESSIONAL DEVELOPMENT POINTS (PDPs)35 PDPs for full attendance and completion of the Summer Institute.

GRADUATE CREDITS Non-Capstone participants will have the opportunity to apply for Three Graduate Credits for a $200 fee. Participants will be expected to attend and complete the Summer Institute in full, and may be expected to complete additional coursework before and/or after the Summer Institute. Participants will receive a detailed e-packet ap-proximately two weeks prior that will contain information on any ad-ditional requirements. More information on the application process will be available on the first day of the Summer Institute.

PLEASE NOTE: returning participants that received credits at a pre-vious MIE Summer Institute MAY NOT be eligible to receive addi-tional credits for the same course, despite a different instructor.

HOW TO REGISTERWhere applicable for AP® courses, participants have the option of registering for an (EXPERIENCED) or a (NEW) section. Courses marked Experienced are geared towards AP teachers with three or more years of experience teaching that particular AP course. Cours-es marked New are for AP teachers with two or fewer years of expe-rience teaching that particular AP course. In addition, participants have the option of selecting which week to attend.PLEASE NOTE: not all courses are available both weeks.

Please register at the following website:http://www.massinsight.org/2017summer

REGISTRATION FEESMIE AP Core Program Teachers:There are no registration fees for Core Program teachers who have attended fewer than two AP Summer Institutes since entering the Program, and will be teaching at least one AP math, science, or Eng-lish course during school year 2017-18. For these eligible teachers, there is no cost to attend for an AP course (not a Pre-AP course).MIE Sustaining Partnership Program (SPP) Teachers:Please refer to the chart below for cost to attend. Teachers from a SPP school may have their attendance funded through a school/district partnership with MIE and should confirm with school admin-istrators before registering.Non-MIE/Other Teachers:Please refer to the chart below for cost to attend.

The following chart details the Registration Fees, by teacher status:

Teacher Status Commuter Fee Boarder FeeMIE AP CoreProgram Teacher no fee no fee

MIE SPP TeacherMIE CSC Teacher $1,250* $1,475*

Non-MIE/Other Teacher $1,250 $1,475

*Discount may apply depending on the school/district partnership with MIE

COMMUTER FEE – fee includes tuition, lunch, and materials.BOARDER FEE – fee includes tuition, three meals, materials, and on-campus accommodations at Bridgewater State University.Meals: breakfast and dinner will be available at the campus dining hall, and lunch will be provided at the training location. On-campus accommodations: single occupancy bedroom in a suite style co-ed Residence Hall. Included: linens, towels, pillow, wireless internet ac-cess, air-condition, shared mini-fridge/microwave, shared bathroom, and a shared furnished common area. Participants are still encour-aged to bring their own linens, towels, pillow, and a fan in case the accommodations are not sufficient. Not included: typical household items or appliances; for example: soap, television, coffeemaker, etc.

PLEASE NOTE: MIE AP Core Program teachers are eligible for on-campus accommodations ONLY if they are outside a 50-mile radius of Bridge-water State University (ONE WAY). This will be strictly enforced. Non-MIE teachers are eligible for on-campus accommodations if they have cho-sen to board, paid the appropriate registration fee, and space permitting.

PAYMENTChecks and money orders are the only accepted forms of payment. Make check or money order payable to: Mass Insight Education. Mail payment to:Mass Insight EducationATTN: Summer Institute18 Tremont Street, Ste. 1010Boston, MA 02108

Full payment is DUE UPON invoice receipt. If you prefer MIE to bill your school/district directly, please include a PO# and district con-tact information as you complete your online registration - this in-formation is an absolute requirement. Please note: MIE reserves the right to refuse teacher admittance at the Summer Institute if payment has not been received in full via check or money order. A school/district PO does not satisfy the payment requirement.

QUESTIONS?Please contact us at mieap@massinsight.org.

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