This module discusses counseling in the high school setting. High school counselors have many responsibilities that require creativity, flexibility and believing in students' potential. The module exposes students to graduation requirements, creating a plan of study, athletic eligibility, and dual enrollment college credit options for high school students. It reviews North Carolina's new graduation requirements and discusses online learning opportunities for students through dual enrollment programs. The discussion board debate will consider the realities of high school counseling responsibilities versus the ideal structure and support.
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
SOC-480
Research Proposal Presentation
Assignment Criteria
It is essential for social workers to be able to present a proposal for an effective social program that addresses specific social health issues.
You are now ready to create a Research Program Proposal presentation that focuses on the social issue you selected for this course. Imagine you have been asked to present to your community council a program that you have researched and developed.
After collecting instructor feedback on your worksheets, revise the content to use for this PowerPoint presentation. Complete the following:
Needs Assessment: - First, in this part of the PowerPoint presentation (ground campus students may be asked to complete a poster for in-class presentation), explain what you discovered from the assessment of your community. Include the following in your needs assessment:
1. Describe the social issue you selected for this proposal project as well as the target population/client. Explain how this social issue is affecting your target population/client and community stakeholders.
2. Describe the culture of your community.
3. Explain the risk factors that might be driving patterns and behaviors related to your selected social issues.
4. Explain the cultural influences on your target population/client.
5. Explain whether or not any social health resources exist within your community.
6. Describe the environmental influences on your community (food/liquor infrastructure, transportation infrastructure, recreational facilities, etc.). How are these environmental influences affecting the mental and physical health in your community?
7. Finally, describe any existing evidence-based programs or practices in your community.
Now you are ready to propose your program/project to the council.
Proposed Program: - In this part of the PowerPoint presentation, describe the program/project you are proposing by addressing the following:
Core message or theme of program: - Explain why you selected this type of program/project and the message you want to send out. Explain the theory your program/project is based on.
Target population/client: - Describe the target population/client and why you chose to focus on this population/client.
Social issue: - Describe the selected social issue affecting your community.
Program outcomes/goals: - Describe the objectives and goals of your proposed program/project. What short-term and long-term outcomes do you want to see as a result of your program/project? How will you measure/evaluate these outcomes?
Evidence-based research: - Citing two to four scholarly sources, explain how research supports your proposed program/project design and projected outcomes.
Resources: - Describe existing community resources and programs available to your target population (If children are your target population/client, be sure to provide resources for parents). Are these resources easily accessible or not?
Program Design:
Activities: - Describe the tasks.
In this publication I will collect and list some recent articles on higher education issues, online learning best practices, deliver some tools/app suggestions and links to interesting news/videos on the web published in the past month. Planned release schedule is between the last week of the past month and the first full week of the current month.
A collection of online resources to support taking teaching and learning online in education, a collection of Tweets from Open practitioners around the world, curated and detailed by the Open Education Influencers at Nelson Mandela University.
Apologies for the mis-spelt website address on the cover, missing an 'n',
Slideshare doesn't allow document edits, only replacements, which then deletes all prior engagements with it. So we're living with it, with side-eye, of course.
The correct website address is: http://openedinfluencers.mandela.ac.za
SOC-480
Research Proposal Presentation
Assignment Criteria
It is essential for social workers to be able to present a proposal for an effective social program that addresses specific social health issues.
You are now ready to create a Research Program Proposal presentation that focuses on the social issue you selected for this course. Imagine you have been asked to present to your community council a program that you have researched and developed.
After collecting instructor feedback on your worksheets, revise the content to use for this PowerPoint presentation. Complete the following:
Needs Assessment: - First, in this part of the PowerPoint presentation (ground campus students may be asked to complete a poster for in-class presentation), explain what you discovered from the assessment of your community. Include the following in your needs assessment:
1. Describe the social issue you selected for this proposal project as well as the target population/client. Explain how this social issue is affecting your target population/client and community stakeholders.
2. Describe the culture of your community.
3. Explain the risk factors that might be driving patterns and behaviors related to your selected social issues.
4. Explain the cultural influences on your target population/client.
5. Explain whether or not any social health resources exist within your community.
6. Describe the environmental influences on your community (food/liquor infrastructure, transportation infrastructure, recreational facilities, etc.). How are these environmental influences affecting the mental and physical health in your community?
7. Finally, describe any existing evidence-based programs or practices in your community.
Now you are ready to propose your program/project to the council.
Proposed Program: - In this part of the PowerPoint presentation, describe the program/project you are proposing by addressing the following:
Core message or theme of program: - Explain why you selected this type of program/project and the message you want to send out. Explain the theory your program/project is based on.
Target population/client: - Describe the target population/client and why you chose to focus on this population/client.
Social issue: - Describe the selected social issue affecting your community.
Program outcomes/goals: - Describe the objectives and goals of your proposed program/project. What short-term and long-term outcomes do you want to see as a result of your program/project? How will you measure/evaluate these outcomes?
Evidence-based research: - Citing two to four scholarly sources, explain how research supports your proposed program/project design and projected outcomes.
Resources: - Describe existing community resources and programs available to your target population (If children are your target population/client, be sure to provide resources for parents). Are these resources easily accessible or not?
Program Design:
Activities: - Describe the tasks.
In this publication I will collect and list some recent articles on higher education issues, online learning best practices, deliver some tools/app suggestions and links to interesting news/videos on the web published in the past month. Planned release schedule is between the last week of the past month and the first full week of the current month.
A collection of online resources to support taking teaching and learning online in education, a collection of Tweets from Open practitioners around the world, curated and detailed by the Open Education Influencers at Nelson Mandela University.
Apologies for the mis-spelt website address on the cover, missing an 'n',
Slideshare doesn't allow document edits, only replacements, which then deletes all prior engagements with it. So we're living with it, with side-eye, of course.
The correct website address is: http://openedinfluencers.mandela.ac.za
EDUU 512 WebQuest Design Project Template Rubric
5
4
3
2
Introduction
The introduction section provides detailed background information necessary to complete the task.
A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
The introduction section provides adequate background information necessary to complete the task.
A motivational scenario designed to engage students in the project and an overview of the learning goals is included.
The introduction section provides limited background information necessary to complete the task.
A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing.
The introduction section provides insufficient background information necessary to complete the task.
A motivational scenario designed to engage students in the project and/or an overview of the learning goals are missing.
Task
A clear and concise description of what students will have accomplished by the end of the WebQuest is provided.
An adequate description of what students will have accomplished by the end of the WebQuest is provided.
A limited description of what students will have accomplished by the end of the WebQuest is provided.
An insufficient description of what students will have accomplished by the end of the WebQuest is provided.
Process
The process section consists of clear step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided.
The task incorporates information from several sources and is presented in a visually and aesthetically appealing way.
The process section consists of adequate step-by-step directions that students must follow with links embedded in each step. Any necessary documents or templates are provided.
The task incorporates information from several sources and is presented in a visually and aesthetically appealing way.
The process section consists of limited and/or confusing directions that students must follow. Links are not embedded in each step. Some of the necessary documents or templates are not provided.
The task incorporates information from only a few sources and is not presented in a visually or aesthetically appealing way.
The process section consists of insufficient and/or confusing directions that students must follow. Links are not embedded in each step. Few, if any, of the necessary documents or templates are provided.
The task incorporates information from only one source and is not presented in a visually or aesthetically appealing way.
Evaluation
The rubric provides a clear and concise description of the evaluation criteria for the task. The criteria matches the requirements of the task.
The rubric provides an adequate description of the evaluation criteria for the task. The criteria matches the requirements of the task.
The rubric provides a limited description of the evaluation cr.
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Thesis Statement for students diagnonsed withADHD.ppt
6406 LP8
1. Counseling in Schools
Module Eight: High School Counseling
East Carolina University
Prof Intro...
OKAY!! This week we are discussing counseling in the high school setting. If you have spent
anytime with a high school counselor, you know that they are BUSY! There are a myriad of
responsibilities facing school counselors practicing in the high school setting and all of them
require creativity, flexibility and a belief in the potential of students. For this module, you will be
exposed to graduation requirements, the process of creating a plan of study, athletic eligibility
requirements and an exciting opportunity only recently available to high school students—online
dual credit (high school and college) classes. The information presented this week is somewhat
complex and can seem very confusing when you are exposed to it for the first time. All I ask is
that you take the time to review it and consider critically what impact it might have if you decided
to practice in a high school setting. This module is intended to expose you to range of possibilities
in the realm of high school counseling and prepare you to know what types of questions you
might need to ask when you are “on the job.”
Please begin by watching the 30 minute video posted as a link in the module. This video is an
episode of "Full Circle" which is hosted by Wake County Schools. A LOT of good information is
shared about the new graduation requirements. After that, please review the NC Graduation
Requirements and Athletic Eligibility pdf.
The websites that introduce you to the UNCG i-School and NC Virtual Public High School are
really cool resources. Make sure that you take the time to review these sites. If you are in a small
school system that has limited elective opportunities for students or if you are working with a
student that is interested in taking college courses for free (AND WHO WOULDN’T BE?!?)
these sites will provide you with opportunities to meet that student’s need. Students in NC Public
High Schools can take UNCG i-School, NC VPHS, and community college courses for FREE as
dual-enrollment courses—meaning that they receive high school AND college credit. This means
that now many freshmen entering our universities are already a year ahead in terms of credit
hours. Please make sure that you check out these sites and consider how you could include these
opportunities for your students. Some of these opportunities, particularly the ones in the
community college setting have been proposed to change and not be offered for free (due to
budget issues), but at the time of this class, many are still being offered for free.
This week our discussion board forum will consider both the reality and the ideal view of high
school counseling.
If you have any questions, please let me know!! Again, the times suggested in the table are just
suggestions, you may find that it takes you less time or maybe a bit more. If you think they are
way off, please let me know. Thanks!!
Goals:
- Awareness of the process of developing course of study plans for high school students
- Increased awareness of Career Pathways and options
- Awareness of college credit options for NC High School Students
- Increased awareness of the multifaceted role of the high school counselor
2. As evidenced through discussion board participation and final exam.
Appr
Activitie
x Notes
s
Time
How we don't want to appear to our students!
Brief video clip: http://www.youtube.com/watch?v=ExF7xD7FyV8
High school students may have the perception that their school counselor is "clueless"
from the many pop culture portrayals of school counselors. In watching just a couple of
minutes of this clip (you don't have to watch the whole thing), you quickly get a sense of
the frustration of students in feeling like just a number to the counselor. We definitely
don't want to end up being this guy! It is our responsibility to help our high school
students know that we are here to help and that we have a wealth of resources that will be
useful to them individually.
Video Sharing the NEW Graduation Requirements
Freshmen starting during the 2009-2010 academic year will fall under new
standards/expectations: the FUTURE READY course of study.
Reviewi
40
ng http://dss.wcpss.net:8080/b/fullcircle/01-2010/fullcircle.mp4
mins
Videos
This video lasts 30 mins and introduces the new graduation requirements and discusses
briefly the graduation project. Though the video is specific to Wake County's engagement
with these requirements and suggestions, it provides information that will be very helpful
to school counselors in all counties.
After you watch this video, you should be able to answer the following questions:
How many credits does the state require for a student to graduate? Can LEA (local
education agencies) elect to add additional credit requirements for graduation?
How many math credits does it take for a student to graduate? Are there alternatives for
students who are unable to meet any of the math requirements?
Do all LEAs have to require that seniors complete a graduation project or senior project?
1. Dual Enrollment Information
• http://www.carolinajournal.com/articles/display_story.ht
ml?id=8745
• Career and College Promise:
• http://www.dpi.state.nc.us/ccpromise/
Readings
1 • http://www.careercollegenc.org/
for
hour
Module
2. NC Graduation Requirements
3. Explanation of the new graduation requirements (FUTURE
READY CORE) and the former requirements.
• GraduationRequirementsOnslow.pdf
3. • Retrieved from:
http://images.pcmac.org/Uploads/OnslowCounty/O
nslowCounty/Departments/DocumentsSubCategorie
s/Documents/3460.pdf
3. Athletic Eligibility Info: NCHSAA.pdf
P. 106-111 'ELIGIBILITY' REQUIRED READING
E- Many high schools in rural locations offer fewer electives and course options for students.
Learning Online learning is an excellent way to broaden your curriculum and allow you students to
Links for accumulate college credit along with their high school coursework through dual enrollment
15
High programs. Please (briefly!) check out these options for online learning available to NC
mins
School students.
Counsel NC Virtual Public High School
ors UNCG i-School brief video explaining UNCG's program: Interesting Clip
1.5
hours Counsel The topic for the week's discussion debate will be the Reality of responsibilities and
sprea or expectations for High School Counselors vs. how High School Counseling should be Ideally
d Advocac be structured and provided. Group A will support the IDEAL side of this debate and Group
over y Debate B will support the REAL voices in the debate.
week
This week we will have a little informal discussion about the involvement of stakeholders in
your projects. Please post a brief post in the following format in the discussion forum titled
"Which stakeholders should we work with?" Weigh-in on your colleagues' posts to help us all
figure out innovative ways to involve stakeholders. The entire purpose of this forum is to help
us brainstorm effective and/or easy ways to get other people involved.
Format:
1. Focus of project
2. One sentence saying "What" you are doing as your initiative (NO more than one sentence)
3. Which stakeholders do you plan to work with (list them like this "Stakeholder - what
he/she/they will do")
Final At this point in the course, you and your partner should be able to fill in this info on your
30
Project MEASURE:
mins
Prep 1. All of the initial information including demographics, etc.
2. STEP ONE should be completed or able to be completed.
3. STEP TWO (Element) should be completed or ready to be completed.
4. STEP THREE (Analyze) should be able to be completed this week.
Your analysis (step 3) might be as simple as % of students in 5th grade who were truant for 20
days or more during the Aug-Dec timespan or during the most recent six/nine weeks. OR your
analysis can be as complex as you like. My advice is to keep it simple--identify a data element
that is specifically linked to your topic and can be used to show the impact of your
topic/focus. If you have any questions, please let me know.
Here are some examples of STEPs 2 & 3: EXAMPLES OF 2 and 3.doc
4. Please feel free to post questions of updates in the Project Discussion Forum on the
Discussion Board.
Practice
No practice quiz this week.
Quiz
One thing I NEED to know...
The graduation requirements can be very confusing to parents, families and students.
Especially the change from the multiple courses of study (Career Prep, College Tech
Prep, College/University Prep, Occupational Prep) to the Future-Ready Core &
Occupational Prep for 9th graders starting during the 2009-2010 academic year. I will
need to familiarize myself with all of the requirements and must also recognize that to
graduate from high school in North Carolina, students must meet:
Course & Credit Requirements
As defined by the NC Department of Public Instruction
Testing requirements
As defined by the NC Department of Public Instruction
Local Requirements
Additional requirements adopted by the local board of education
