Kristi Sutton
Kristi Sutton earned her undergraduate degree in Environmental and Forest Biology from the State University of New York College of Environmental Science and Forestry. After working in the environmental testing field for a short time she returned to school at Syracuse University where she was awarded a Master of Science in Science Teaching. For 20 years Kristi taught AP Biology, Freshman Biology and Leadership in the Bellevue School District and for the last few years she has been an instructional coach. Kristi also ran the Debate Team for 5 years, was a LINK coordinator, served as Science Department Head, was a mentor teacher, and advised more clubs than she can remember. 

In addition, Kristi has developed district-level curriculum in both Biology and AP Biology, as well as working collaboratively to develop a curriculum for teaching AP Biology using a problem-based learning focus. This work was funded through a grant from the Department of Education. She has also helped to create online resources in epigenetics and evolution for the Genetic Science Learning Center at the University of Utah. In 2006 Kristi received her National Board Certification, which was renewed in 2015. 
Kristi has been an AP Biology Reader for 16 years, serving as a Table Leader for nine. In addition, she has written and reviewed questions for the new AP Biology exam. She resides in Bellevue, Washington with her husband and two children.
Course Description - Advanced Placement Summer Institute, Biology 2022
Presenter: Kristi Sutton
During this workshop, AP Biology teachers will become familiar with the recently updated Course and Exam Description (CED) in AP Biology (2019). The updated CED organizes the course into eight commonly taught units:
1: Chemistry of Life
2: Cell Structure and Function 3: Cellular Energetics
4: Cell Cycle
5: Heredity
6: Gene Expression and Regulation 7: Natural Selection
8: Ecology
The major focus of this Advanced Placement Summer Institute will be on the CED, lab investigations, and the new resources available to teachers. The updated course framework clearly connects each learning objective to specific essential knowledge and includes biology – specific science practices that build skills to help students learn to think and act like biologists. Particularly important will be the time and skill set necessary to support teachers in implementing more inquiry-based investigations and participants will be given tools and strategies for modifying traditional experiments into inquiry-based models. Participants will become familiar with both hands-on and virtual investigations, including many in the updated lab manual AP Biology Lab Investigations: An Inquiry-Based Approach (2019). We will also discuss tips, tricks, and alternatives to these lab investigations. Participants will delve into the new AP Biology exam design and essay grading. There will be time carved out for teachers to begin working on their AP Biology syllabus specific to their school’s daily schedule and calendar so the AP Course Audit process will be made easier.
Materials: Participants must bring a laptop or tablet with internet access
We will:
• Discuss teaching strategies for AP Biology labs.
• Design and conduct labs, both hands-on and using virtual lab tools.
• Conduct data analysis and identify options for student reporting.
• Learn how to use existing resources most effectively in implementing the changes in the Curriculum
• Share alternative and supplemental lab activities and CER (Claim, Evidence, Reasoning) activities.
• Work together on preparing a course audit (as needed).
• Review pacing guides, sample syllabi, textbooks, and how to navigate the AP Central website,
APClassroom, and the course audit portal.
Key Takeaways for Participants include the following:
1. Understanding the redesigned Course
2. Planning to teach the Course
3. Teaching the Course
4. How to assess student progress and understanding
5. Becoming a member of the AP Biology Community 
  4-Day Workshop Agenda - APSI Biology 2022
Day 1
Welcome, introductions, K-W-L sharing

Practicing the Practices:
Lab #1: Penny Lab and Statistical Analysis Resources to Teach Statistical Analysis
Lab #2: Surface Area/Volume
Lab #3: Unknown Solutions (Osmosis Lab)
     Calculating Water Potential
 Key Takeaway 1: Understanding the Course and Exam Description (CED)
• Building conceptual understandings by linking Learning Objectives (testable) and Essential Knowledge
(content) in each Big Idea.
• Applying content in new, relevant, and unfamiliar contexts using and Science Practices (Skills) and
Essential Knowledge.

Activity: Teaching for Transfer by Applying the Science Practices
Activity: Teaching for Understanding of Content and Skills
Activity: Understanding the Course Framework and Big Ideas

To do before Day 2 –
Review the background and lab procedure for the following labs: Bacterial Transformation, PCR/Gel Electrophoresis, and Bioinformatics
Day 2
Practicing the Practices 
Lab #4a: Bacterial Transformation Day 1
Lab #5: MiniOne PCR/Gel Electrophoresis
Lab #6: Bioinformatics

Key Takeaway 2: Planning the Course
• Sequencing, Pacing, Scaffolding

Activity: Exploring the Unit Guides (and treasure hunt map)
Activity: Scaffolding and Spiraling the Science Practices
Activity: AP Audit and Curricular Requirements
Activity: Planning Your Course (plan the first quarter of your course)
Activity: Reviewing Instructional Approaches

To do before Day 3 –
Review the background and lab procedure for the following labs: Photosynthesis
Day 3
Practicing the Practices
Lab #4b: Bacterial Transformation Day 2
Lab #7: Photosynthesis

Key Takeaway 3: Teaching the Course
• Teachers need a deep understanding of content and applications
• Using effective instructional strategies to help develop course skills and content knowledge
• Creating a community within a classroom
Activity: Science Practice 2 – Visual Representations
Activity Science Practice 3 – Questions & Methods
To do outside of class –
Complete unit overview for unit 1 of your class
Day 4
Practicing the Practices
Lab #7: Hardy-Weinberg and Mathematical Modeling
Lab #8: Enzyme Catalysis with Yeast Spheres
Lab #4c: Bacterial Transformation Day 3
Key Takeaway 4: Assessing Student Progress and Understanding 
• Aligning assessments and instruction to learning goals and performance standards
• Challenging students to apply their knowledge and skills in different contexts for deeper understanding
• Time, practice and feedback
Activity: Analyzing Science Practices and Learning Objectives on Exam Questions
Activity: AP Biology Exam Structure
Activity: Using Personal Progress Checks as Formative Assessments
Activity: Scoring Free Response Questions
Activity Science Practice 5 – Statistics and Data Analysis  
Activity Science Practice 6 – Argumentation

Key Takeaway 5: Becoming a Member of the AP Community
• Course Audit and Curricular Requirements
• AP Teacher Community and Additional Resources
• Evaluations of workshop