This document is from an open evening presentation at George Abbot Sixth Form. It provides information about the aims of the sixth form in developing students and offering a broad curriculum. It summarizes the sixth form's outstanding academic record, options available across 42 A-Level subjects and enrichment activities. Statistics on historic exam results, university destinations and the application process are also overviewed.
The document discusses the Department of Education's K-12 Basic Education Program. It notes that the current 10-year basic education program in the Philippines leads to underachievement and lacks competitiveness compared to other countries' 12-year programs. The K-12 program aims to enhance the quality of basic education through a decongested curriculum, better preparing students for work, entrepreneurship or higher education. It will involve adding 2 years to the current elementary and secondary levels, bringing the total basic education to 12 years.
Meet the Parents 2011 Sec 4NA (26 May 2011)damaisec
ย
The document summarizes the key points from a parent-teacher meeting at Damai Secondary School. It discusses the school's 2010 exam results, promotion criteria, requirements for post-secondary education, and school programs to support students. The school aims to work closely with parents to help students prepare for their exams through initiatives like remedial classes, study workshops, and monitoring attendance and academic progress.
Meet the Parents May 2011 Sec 4E & 5NA (no mid yr results)damaisec
ย
This document outlines the agenda for a parent-teacher meeting at Damai Secondary School. It includes:
1) A summary of the school's 2010 GCE 'O' Level examination results, requirements for post-secondary education, and the school's initiatives and expectations for students in 2011.
2) Details of the school's programmes for Secondary 4 Express and 5 Normal Academic students to prepare for their national exams, including remedial lessons and motivational workshops.
3) A request for parents to work closely with teachers by ensuring students attend classes and revision programmes, and to contact teachers if needed.
Belridge SHS information for Year 12 VET 2013belridgeshs
ย
This document provides information for Year 12 students regarding the Western Australian Certificate of Education (WACE) requirements for 2013. It outlines the breadth and depth, achievement standard, and English language competence requirements. It also describes typical course pathways and important WACE dates. Endorsed programs including vocational education and training (VET), workplace learning, and community organization programs are explained. University alternative entry options and Training WA (TAFE) admission requirements are also summarized.
The document provides an overview of the International Baccalaureate (IB) Diploma Programme offered at Bandung International School. To earn the IB Diploma, students must complete courses in 6 subject groups, as well as the core requirements of Creativity, Action, and Service (CAS), an Extended Essay, and Theory of Knowledge. The core requirements are designed to make students inquisitive, knowledgeable, and caring citizens of the world. The IB Diploma is a rigorous pre-university program that prepares students for success at top universities globally.
Parent Teacher Meeting Sec 4 and 5 (NA & Exp) - 26 Mar 2010damaisec
ย
This document summarizes the agenda for a parent-teacher meeting at Damai Secondary School. It includes:
1) An overview of the school's 2009 GCE exam results and criteria for promotion from Sec 4 to Sec 5.
2) Requirements and admission criteria for post-secondary institutions like JCs, polys, and ITEs.
3) Upcoming school programs and events like remedial classes and learning journeys.
4) The school's initiatives for 2010 like the Values Education Program and Year Head system.
5) Expectations of students to work hard and responsibilities of parents, teachers, and the school.
This document provides an overview of the K to 12 education reform in the Philippines. It discusses key changes such as expanding basic education from 10 to 12 years through the addition of kindergarten and two years of junior high school. It also describes reforms like the implementation of a decongested, seamless, and learner-centered curriculum. The benefits of K to 12 are highlighted for individuals, families, society and the economy through increased opportunities, preparation for higher education or employment, and economic growth.
This document is from an open evening presentation at George Abbot Sixth Form. It provides information about the aims of the sixth form in developing students and offering a broad curriculum. It summarizes the sixth form's outstanding academic record, options available across 42 A-Level subjects and enrichment activities. Statistics on historic exam results, university destinations and the application process are also overviewed.
The document discusses the Department of Education's K-12 Basic Education Program. It notes that the current 10-year basic education program in the Philippines leads to underachievement and lacks competitiveness compared to other countries' 12-year programs. The K-12 program aims to enhance the quality of basic education through a decongested curriculum, better preparing students for work, entrepreneurship or higher education. It will involve adding 2 years to the current elementary and secondary levels, bringing the total basic education to 12 years.
Meet the Parents 2011 Sec 4NA (26 May 2011)damaisec
ย
The document summarizes the key points from a parent-teacher meeting at Damai Secondary School. It discusses the school's 2010 exam results, promotion criteria, requirements for post-secondary education, and school programs to support students. The school aims to work closely with parents to help students prepare for their exams through initiatives like remedial classes, study workshops, and monitoring attendance and academic progress.
Meet the Parents May 2011 Sec 4E & 5NA (no mid yr results)damaisec
ย
This document outlines the agenda for a parent-teacher meeting at Damai Secondary School. It includes:
1) A summary of the school's 2010 GCE 'O' Level examination results, requirements for post-secondary education, and the school's initiatives and expectations for students in 2011.
2) Details of the school's programmes for Secondary 4 Express and 5 Normal Academic students to prepare for their national exams, including remedial lessons and motivational workshops.
3) A request for parents to work closely with teachers by ensuring students attend classes and revision programmes, and to contact teachers if needed.
Belridge SHS information for Year 12 VET 2013belridgeshs
ย
This document provides information for Year 12 students regarding the Western Australian Certificate of Education (WACE) requirements for 2013. It outlines the breadth and depth, achievement standard, and English language competence requirements. It also describes typical course pathways and important WACE dates. Endorsed programs including vocational education and training (VET), workplace learning, and community organization programs are explained. University alternative entry options and Training WA (TAFE) admission requirements are also summarized.
The document provides an overview of the International Baccalaureate (IB) Diploma Programme offered at Bandung International School. To earn the IB Diploma, students must complete courses in 6 subject groups, as well as the core requirements of Creativity, Action, and Service (CAS), an Extended Essay, and Theory of Knowledge. The core requirements are designed to make students inquisitive, knowledgeable, and caring citizens of the world. The IB Diploma is a rigorous pre-university program that prepares students for success at top universities globally.
Parent Teacher Meeting Sec 4 and 5 (NA & Exp) - 26 Mar 2010damaisec
ย
This document summarizes the agenda for a parent-teacher meeting at Damai Secondary School. It includes:
1) An overview of the school's 2009 GCE exam results and criteria for promotion from Sec 4 to Sec 5.
2) Requirements and admission criteria for post-secondary institutions like JCs, polys, and ITEs.
3) Upcoming school programs and events like remedial classes and learning journeys.
4) The school's initiatives for 2010 like the Values Education Program and Year Head system.
5) Expectations of students to work hard and responsibilities of parents, teachers, and the school.
This document provides an overview of the K to 12 education reform in the Philippines. It discusses key changes such as expanding basic education from 10 to 12 years through the addition of kindergarten and two years of junior high school. It also describes reforms like the implementation of a decongested, seamless, and learner-centered curriculum. The benefits of K to 12 are highlighted for individuals, families, society and the economy through increased opportunities, preparation for higher education or employment, and economic growth.
Modesto High School is a public secondary school in Modesto, California that was founded in 1883. It has over 2,900 students and 124 certificated staff members. The school offers a comprehensive curriculum from special education to International Baccalaureate programs. It is the only school in the county that offers the IB program. Modesto High has a diverse student body with over 31 languages spoken. The school has a traditional 7 period day schedule and uses a 5 point grading scale. It sends about 78% of its graduating class to post-secondary education, with 27% attending 4-year universities and 50% attending 2-year colleges or vocational schools.
The Philippines must catch up with the rest of the world in education based on several reports. It ranks low among ASEAN countries in measures of education quality and innovation capacity. It also has the shortest pre-university program in Asia at just 10 years total, compared to 12-15 years in other countries. The K-12 program aims to address these issues by streamlining the curriculum, improving teaching quality, expanding job opportunities, and better preparing students for higher education or work. It will provide universal Kindergarten and add 2 years to basic education, for a total of 13 years of pre-university education.
Bachelor of Education at Glendon | Baccalaurรฉat en รฉducationGlendonCampus
ย
Information for future teachers interested in direct-entry teaching programs at both campuses.
De lโinformation pour les futurs enseignants intรฉressรฉs par les programmes dโรฉducation avec admission directe offert sur les deux campus.
This document provides an overview of academic policies and resources for transfer students at East Carolina University, including:
- Key dates and deadlines for summer sessions and the fall semester.
- Requirements for degree completion such as the Foundations curriculum, writing intensive courses, and minimum course loads.
- Resources for academic support including the catalog, tutoring center, math placement exams, and COAD 1000 course.
- Policies on drops, withdrawals, academic standing, testing differences, and FERPA regulations.
This document provides information from a Year 9 Parents' Information Evening at George Abbot School. It outlines that the evening will present information on the upcoming year, the KS4 curriculum, and how subject choices will work. It provides details on KS3 assessments, how parents can help their children prepare, and the process the school is taking to help students make informed decisions about their subject choices for KS4. It discusses broader curriculum and examination reforms being implemented and the challenges of providing opportunities for all students to succeed at higher levels.
This document outlines the course requirements and typical schedule for 9th grade students at West Potomac High School. It details the requirements to earn a Standard Diploma or Advanced Studies Diploma including the number of standard and verified credits needed in each subject area. It provides information about math, world language, and elective course options for 9th grade and recommendations for determining the appropriate level of course rigor. The document highlights important dates and provides tips for students to help them succeed in high school.
The document outlines progression pathways for students after completing their GCE N Level examinations at Junyuan Secondary School. It discusses options for promotion to Sec 5, technical institutes, polytechnics, and the application processes for foundation programmes at polytechnics and ITE diploma-to-polytechnic programmes. Key details provided include eligibility criteria based on subject grades, application timelines, and websites for further information.
This document outlines the standard and advanced diploma requirements for students entering 9th grade in 2011-2012 and beyond. It provides details on required credits and verified credits for specific subject areas. It also gives examples of typical 9th grade course schedules and elective options. It emphasizes the importance of homework, attendance, and making wise choices. It lists important upcoming dates and action items for rising 9th grade students and their parents.
This document summarizes a Year 13 parents' information evening held in September 2012. It discusses the previous year's exam results, the importance of Year 13, role models, and university destinations. It also covers differences between AS and A2 exams, UMS scores, resits, target grades, the UCAS application process, and attendance expectations.
The document provides information about the China Summer Program (CSP) at Sun Yat-Sen University in Guangzhou, China. The key details are:
1) CSP is a 6-week summer program that allows students to take Chinese language or liberal arts courses and receive academic credits.
2) Eligible students must have at least a semester of college or be a rising high school senior with a GPA of 2.0 or above.
3) The program provides housing on campus and cultural excursions. Students can choose to take 1-3 courses and pay a flat tuition and application fee of $3,100 total.
4) Courses cover topics like Chinese art, literature,
Getting a higher education abroad is a great accomplishment and a life-changing experience, but most times it also involves high costs. What if you could erase the โhigh costsโ factor, though? You will find the ideal destination abroad, where you can pursue your Masterโs degree and benefit from low tuition and overall low living costs.
The document discusses Burlington High School's mission to provide every student with a digital learning device like an iPad. It argues that to truly fulfill mission statements of preparing students for today's world, schools must teach digital citizenship and provide robust technology instead of blocking websites. It provides contact information for the school administrators leading the iPad initiative to learn more. The document is advocating for the school's iPad distribution program by connecting it to the goals of modern education.
This document outlines Burlington High School's plan to embrace social media and mobile devices in the classroom. It discusses how 21st century students need experience with technological tools used in and out of the classroom to learn about technology and through technology. The Common Core State Standards and NASSP also support integrating skills related to analyzing and producing media. The school's plan involves steps outlined on Patrick Larkin's website to launch the use of 1,000 iPads like a school that successfully implemented a large iPad rollout. Contact information is provided for Patrick Larkin, the principal, and Andrew Marcinek, the instructional technology lead, to answer any questions.
This document discusses embracing social media in schools. It provides arguments for why social media should be embraced rather than banned, such as teaching students to use privacy settings and understand online information. It notes that students need experience with technological tools used in classrooms and the world. Blocking sites prevents preparing students for a connected world. The document advocates putting a learning device like an iPad in every student's hands to promote mobile learning and using social media in instruction. It provides contact information for the principal of Burlington High School, which launched a program giving every student an iPad.
The document discusses Burlington High School's mission to provide every student with a digital learning device like an iPad. It argues that to truly fulfill their mission statements of preparing students for the modern world, schools need to teach digital citizenship skills and provide robust technology instead of blocking websites. It provides contact information for the school administrators leading the iPad initiative.
This document welcomes parents to Back-to-School Night 2011 at Burlington High School. It highlights the school's mission of preparing students for lifelong learning and citizenship through a challenging curriculum and varied extracurricular activities in a safe environment. It also lists points of pride like the 1:1 iPad initiative, high post-secondary education rates, extensive AP courses, and partnerships with local colleges. The document asks what can be done to ensure students are healthy, safe, engaged, supported, and challenged. Parents are invited to ask any additional questions and provided with ways to stay connected to the school throughout the year.
The document compares the design elements and conventions used in the student's music magazine to the real music magazine VIBE. For the front cover, the student used a similar color scheme but made their image less bright. Their masthead and sell lines are also bolder. For the contents page, both magazines place the main contents on one side and use a box to highlight top stories. The layout of the article pages is also similar, with a picture on one page and text on the facing page. However, the student made some customizations like adding a quote on the picture page.
The document discusses the need for schools to embrace social media. It provides quotes from educational organizations emphasizing that students should be prepared to use technological tools and social media, as these skills are important for students' future work and lives. The document also notes that the traditional model of teaching cannot keep up with rapid changes, and that social media can promote student learning through mobile devices and participation in a connected world.
This document discusses the impact of globalization on Asia and the future of work. It notes that outsourcing of jobs to Asia, especially India, is driving down costs in services and manufacturing. This has resulted in the loss of many jobs in fields such as customer service, medical transcription, animation, and architecture being moved overseas. However, proponents argue that outsourcing has also benefited consumers in the US and helped American companies save billions. The document also examines trends of declining birth rates in Asia due to women prioritizing careers over family, as well as rising divorce rates as the stigma around it lessens.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
Modesto High School is a public secondary school in Modesto, California that was founded in 1883. It has over 2,900 students and 124 certificated staff members. The school offers a comprehensive curriculum from special education to International Baccalaureate programs. It is the only school in the county that offers the IB program. Modesto High has a diverse student body with over 31 languages spoken. The school has a traditional 7 period day schedule and uses a 5 point grading scale. It sends about 78% of its graduating class to post-secondary education, with 27% attending 4-year universities and 50% attending 2-year colleges or vocational schools.
The Philippines must catch up with the rest of the world in education based on several reports. It ranks low among ASEAN countries in measures of education quality and innovation capacity. It also has the shortest pre-university program in Asia at just 10 years total, compared to 12-15 years in other countries. The K-12 program aims to address these issues by streamlining the curriculum, improving teaching quality, expanding job opportunities, and better preparing students for higher education or work. It will provide universal Kindergarten and add 2 years to basic education, for a total of 13 years of pre-university education.
Bachelor of Education at Glendon | Baccalaurรฉat en รฉducationGlendonCampus
ย
Information for future teachers interested in direct-entry teaching programs at both campuses.
De lโinformation pour les futurs enseignants intรฉressรฉs par les programmes dโรฉducation avec admission directe offert sur les deux campus.
This document provides an overview of academic policies and resources for transfer students at East Carolina University, including:
- Key dates and deadlines for summer sessions and the fall semester.
- Requirements for degree completion such as the Foundations curriculum, writing intensive courses, and minimum course loads.
- Resources for academic support including the catalog, tutoring center, math placement exams, and COAD 1000 course.
- Policies on drops, withdrawals, academic standing, testing differences, and FERPA regulations.
This document provides information from a Year 9 Parents' Information Evening at George Abbot School. It outlines that the evening will present information on the upcoming year, the KS4 curriculum, and how subject choices will work. It provides details on KS3 assessments, how parents can help their children prepare, and the process the school is taking to help students make informed decisions about their subject choices for KS4. It discusses broader curriculum and examination reforms being implemented and the challenges of providing opportunities for all students to succeed at higher levels.
This document outlines the course requirements and typical schedule for 9th grade students at West Potomac High School. It details the requirements to earn a Standard Diploma or Advanced Studies Diploma including the number of standard and verified credits needed in each subject area. It provides information about math, world language, and elective course options for 9th grade and recommendations for determining the appropriate level of course rigor. The document highlights important dates and provides tips for students to help them succeed in high school.
The document outlines progression pathways for students after completing their GCE N Level examinations at Junyuan Secondary School. It discusses options for promotion to Sec 5, technical institutes, polytechnics, and the application processes for foundation programmes at polytechnics and ITE diploma-to-polytechnic programmes. Key details provided include eligibility criteria based on subject grades, application timelines, and websites for further information.
This document outlines the standard and advanced diploma requirements for students entering 9th grade in 2011-2012 and beyond. It provides details on required credits and verified credits for specific subject areas. It also gives examples of typical 9th grade course schedules and elective options. It emphasizes the importance of homework, attendance, and making wise choices. It lists important upcoming dates and action items for rising 9th grade students and their parents.
This document summarizes a Year 13 parents' information evening held in September 2012. It discusses the previous year's exam results, the importance of Year 13, role models, and university destinations. It also covers differences between AS and A2 exams, UMS scores, resits, target grades, the UCAS application process, and attendance expectations.
The document provides information about the China Summer Program (CSP) at Sun Yat-Sen University in Guangzhou, China. The key details are:
1) CSP is a 6-week summer program that allows students to take Chinese language or liberal arts courses and receive academic credits.
2) Eligible students must have at least a semester of college or be a rising high school senior with a GPA of 2.0 or above.
3) The program provides housing on campus and cultural excursions. Students can choose to take 1-3 courses and pay a flat tuition and application fee of $3,100 total.
4) Courses cover topics like Chinese art, literature,
Getting a higher education abroad is a great accomplishment and a life-changing experience, but most times it also involves high costs. What if you could erase the โhigh costsโ factor, though? You will find the ideal destination abroad, where you can pursue your Masterโs degree and benefit from low tuition and overall low living costs.
The document discusses Burlington High School's mission to provide every student with a digital learning device like an iPad. It argues that to truly fulfill mission statements of preparing students for today's world, schools must teach digital citizenship and provide robust technology instead of blocking websites. It provides contact information for the school administrators leading the iPad initiative to learn more. The document is advocating for the school's iPad distribution program by connecting it to the goals of modern education.
This document outlines Burlington High School's plan to embrace social media and mobile devices in the classroom. It discusses how 21st century students need experience with technological tools used in and out of the classroom to learn about technology and through technology. The Common Core State Standards and NASSP also support integrating skills related to analyzing and producing media. The school's plan involves steps outlined on Patrick Larkin's website to launch the use of 1,000 iPads like a school that successfully implemented a large iPad rollout. Contact information is provided for Patrick Larkin, the principal, and Andrew Marcinek, the instructional technology lead, to answer any questions.
This document discusses embracing social media in schools. It provides arguments for why social media should be embraced rather than banned, such as teaching students to use privacy settings and understand online information. It notes that students need experience with technological tools used in classrooms and the world. Blocking sites prevents preparing students for a connected world. The document advocates putting a learning device like an iPad in every student's hands to promote mobile learning and using social media in instruction. It provides contact information for the principal of Burlington High School, which launched a program giving every student an iPad.
The document discusses Burlington High School's mission to provide every student with a digital learning device like an iPad. It argues that to truly fulfill their mission statements of preparing students for the modern world, schools need to teach digital citizenship skills and provide robust technology instead of blocking websites. It provides contact information for the school administrators leading the iPad initiative.
This document welcomes parents to Back-to-School Night 2011 at Burlington High School. It highlights the school's mission of preparing students for lifelong learning and citizenship through a challenging curriculum and varied extracurricular activities in a safe environment. It also lists points of pride like the 1:1 iPad initiative, high post-secondary education rates, extensive AP courses, and partnerships with local colleges. The document asks what can be done to ensure students are healthy, safe, engaged, supported, and challenged. Parents are invited to ask any additional questions and provided with ways to stay connected to the school throughout the year.
The document compares the design elements and conventions used in the student's music magazine to the real music magazine VIBE. For the front cover, the student used a similar color scheme but made their image less bright. Their masthead and sell lines are also bolder. For the contents page, both magazines place the main contents on one side and use a box to highlight top stories. The layout of the article pages is also similar, with a picture on one page and text on the facing page. However, the student made some customizations like adding a quote on the picture page.
The document discusses the need for schools to embrace social media. It provides quotes from educational organizations emphasizing that students should be prepared to use technological tools and social media, as these skills are important for students' future work and lives. The document also notes that the traditional model of teaching cannot keep up with rapid changes, and that social media can promote student learning through mobile devices and participation in a connected world.
This document discusses the impact of globalization on Asia and the future of work. It notes that outsourcing of jobs to Asia, especially India, is driving down costs in services and manufacturing. This has resulted in the loss of many jobs in fields such as customer service, medical transcription, animation, and architecture being moved overseas. However, proponents argue that outsourcing has also benefited consumers in the US and helped American companies save billions. The document also examines trends of declining birth rates in Asia due to women prioritizing careers over family, as well as rising divorce rates as the stigma around it lessens.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
This document summarizes an EdTech teacher conference that focused on a school's implementation of 1,000 iPads. It discusses why educational change is needed, visions for learning environments, getting permission to implement a 1-to-1 device program, key implementation steps like budgeting and professional development, preparing students and parents, and contact information for the presenters. Breakout sections provide quotes on topics like the changing role of education, justifying technology and social media use in schools, and how technology can transform the classroom experience.
The presentation provided Clear Creek High School students and parents information about course registration for the upcoming school year. It reviewed graduation requirements, endorsement options, AP and pre-AP courses, the course selection process using online tools, and important deadlines. Students were encouraged to choose their courses carefully with their future goals in mind and select alternate courses in case their first choices were not available.
1 11-16 curriculum night 9th grade presentation finalwpwebsite
ย
This document provides information from a curriculum night presentation for rising 9th grade students and their parents at West Potomac High School. The agenda for the night included welcome remarks, an overview of academic advising and advanced academic programs, and breakout sessions for different curriculum areas. The document outlines graduation requirements, typical course schedules, math and world language options, electives, special education services, ESOL levels, and the supports available for advanced academic coursework. It emphasizes the importance of parental involvement in the academic advising and course selection process.
This document provides information for parents about their child's 8th grade year and course planning for high school. It discusses graduation requirements including required credits in core subjects and electives. It outlines course sequencing and options including Advanced Placement, dual enrollment, and career pathway courses. The document emphasizes the importance of good study skills for academic success and offers tips for effective homework, note-taking, test preparation, and getting help if struggling in classes.
This document provides information for 8th grade students and their families about registering for courses at West Potomac High School for the upcoming school year. It begins with an agenda for the evening that includes introductions and breakout sessions on academics and electives. The document then reviews graduation requirements, describes the standard and advanced diploma tracks, and lists course options for core academic subjects, electives, world languages, and physical education. It provides details on the online course selection process and important dates for course registration and changes. The goal is to help incoming freshmen make informed decisions about their academic schedule for 9th grade.
This document provides incoming 9th grade students at Prosper High School with information about graduation requirements, course offerings, scheduling, and important dates. It outlines the recommended and distinguished achievement graduation programs, describes available core academic, elective, and CTE courses, and provides guidance on course selection and scheduling for the upcoming school year.
This document provides incoming 9th grade students at Prosper High School with information about graduation requirements, course offerings, standardized testing, and important dates. It outlines the recommended 26-credit graduation program and distinguished achievement program. It describes available courses in core subjects, electives, and career pathways. It also provides details about GPA weighting, course changes, extracurricular activities, and counseling department contacts.
Curriculum information yr11 night 2013student jpcsjdoyle
ย
This document provides information for the Year 11 2014 Information Evening at John Paul College. It outlines the college's positive learning environment and academic achievements. It discusses the Year 11 subject selection process, including careers lessons, curriculum handbook, and subject expo evening. The document provides details about ATAR and non-ATAR pathways, mathematics and English options, as well as sample subject choices and course requirements for the HSC.
Career and college planning for undeclassment presentation 2014 2015webern79
ย
This document provides information to help students plan for their career and college paths, including the importance of conducting research on options and requirements. It discusses standardized tests like the PSAT, SAT, and SAT subject tests. The PSAT is recommended to help prepare for the SAT. Free online test prep resources are available. The document outlines changes coming to the redesigned SAT in 2015-2016, including making the essay optional but still required by many schools.
The document summarizes the district's work over the past year to improve teaching, learning, and student achievement. Key points include developing curriculum and intervention systems, implementing new programs like ADSIS, analyzing assessment data showing progress in reading and math, and recommending the board approve the annual report.
This document provides information and guidance for students preparing for post-secondary education. It discusses the importance of getting organized, obtaining information from prospective schools, graduation requirements, and post-secondary options. Students are encouraged to apply to schools as early as possible, complete the online PSI form by April 30th, and are provided examples of costs for programs at UBC and Okanagan College to help with financial planning.
West Johnston High School held an information session for rising freshmen to register for courses for the 2019-2020 school year. The session reviewed graduation requirements, course levels including standard, honors, AP/CCP courses and their weighting, core classes in English, math, history and science, elective options, and resources for course selection. Students were provided a registration form to select their courses with guidance from grades, test scores, teacher recommendations and interests. Basic information, course descriptions, FAQs, and contact information were provided to help students plan their high school schedule.
This document provides an overview of the International Baccalaureate (IB) Diploma Programme for students at STB-ACS International Jakarta. It discusses the requirements and differences for Diploma Programme (DP) Course Students and Full Diploma Students. Key points include choosing subjects at higher level (HL) or standard level (SL), the three core components of Extended Essay, Theory of Knowledge and Creativity/Action/Service, subject and examination requirements, and the conditions for earning an IB Diploma. The document also addresses subject selection, university application process, pressures of the programme and what is required to be a successful IB student.
IB Parents Options and Pathways November2013Alan Perkins
ย
This document provides information about an information evening for Grade 10 students and parents regarding pathway and option choices for the final years of high school. It discusses the International Baccalaureate (IB) Diploma Programme and various course options including full diploma, individual courses, and career certificates. Statistics are presented on participation rates, pass rates, and university acceptance. The core elements of the IB including extended essay, theory of knowledge, and creativity/action/service requirements are outlined. Subject groups and course offerings are described along with course planning considerations. University admission data is shared supporting advantages of the IB Diploma.
This document provides information for 8th grade students and parents about orientation for Gateway Regional High School. It discusses upcoming state testing, different instructional levels (general, college prep, honors, AP), required courses and credits needed to graduate. Elective course options are presented across various departments including science, math, social studies, world languages, business, music, art, technology and physical education. Dual enrollment opportunities are mentioned. Information is also provided about scheduling classes, waivers, extracurricular activities, National Honor Society requirements, college admission requirements, NCAA eligibility, financial aid like NJ STARS and Naviance.
This document provides registration information for students entering grades 9-12 at Brainerd High School for the 2016-2017 school year. It includes the school's graduation requirements, credit system, course offerings, college and career readiness programs, and contact information for administrators and counselors. Students can earn college credit through Advanced Placement (AP) courses, College in the Schools (CIS) courses offered on campus, Advanced Standing Certificates (ASC), and Bridges Career Academies which provide a focused program of study in a career pathway. The course catalog details requirements and course options for students to meet graduation standards and be prepared for their post-secondary education.
The document provides information about course options and pathways for students in the Sixth Form at Dubai British School. It outlines the qualifications available, including AS Levels, A Levels, and Applied A Level courses. Students can choose between a Traditional AS/A2 pathway focusing on 4 subjects, or an Applied pathway focusing on Business or Leisure Studies. The Sixth Form aims to provide a stimulating curriculum to prepare students for higher education or employment through academic and extracurricular opportunities.
This document provides information about high school graduation requirements and course planning for a student entering their second year of high school. It outlines the minimum credits needed to graduate, courses already completed, and remaining requirements. It also describes the International Baccalaureate (IB) diploma program options and requirements in detail. The document gives advice on course selection, prerequisites for IB subjects, and maximizing summer opportunities.
This document provides information for new students attending orientation at East Carolina University's College of Education. It outlines advising resources and procedures, degree requirements, and registration information. Students are assigned to advisors in the COE Advising Center and must meet with them each semester to discuss course selection. The document reviews various education majors and their check sheets, concentration options, and other requirements. It also provides contacts and websites for additional resources and information.
This document provides information about an options information evening for Grade 10 students at ACS Egham International School regarding their pathway and option choices for their final years of high school. It discusses the IB Diploma Programme, IB Courses/Certificates option, the new IB Career-related Programme (IBCP), and the American High School Diploma. The document provides details on the requirements, structures and assessments of the different programmes. It aims to help students understand the options available and choose the pathway that best suits them.
The document discusses Burlington High School's plan to embrace social media and mobile devices in the classroom. It provides quotes from education organizations supporting the need for students to develop skills using technological tools. The document lists the contact information for Patrick Larkin, the principal of Burlington High School, and Andrew Marcinek, the instructional technology director, to discuss the school's plan or answer any questions.
This document discusses how Patrick Larkin, a principal, uses Twitter to build a professional learning network (PLN). It recommends following education hashtags like #Edchat to find others in your field and engage in backchannel conversations to share perspectives. Larkin encourages embracing social media as his school's mission is to prepare students for a highly connected world. His Twitter resources like Tweetdeck allow watching breaking news and history unfold in real-time.
This document discusses improving professional development (PD) for teachers by moving away from traditional top-down models and empowering teachers to design their own learning. It describes a successful PD day modeled after an "unconference" approach where teachers drove their own learning. The principal observed this teacher-led model resulted in more positive feedback than any other PD. The document advocates giving teachers more autonomy and trusting them to collaborate and take ownership of their learning, just as teachers are encouraged to do with students. It also briefly discusses applying similar approaches to summer PD and involving administrators.
This document discusses embracing social media in schools. It argues that schools should teach students how to safely and productively use social media tools, rather than banning them, in order to prepare students for the connected world. The document also notes that embracing social media can promote student learning through mobile devices and social media in instruction. It provides quotes from education organizations supporting the integration of technology skills and social media. Finally, it provides contact information for the principal of Burlington High School to discuss how adopting social media at the school impacted students and teachers.
The document discusses the importance of embracing social media in schools. It begins by presenting the mission statements of the Massachusetts Board of Elementary and Secondary Education and Burlington High School, both of which emphasize preparing students for the future. It then asks questions about the impact of social media on students' connections, schools, and futures. The document argues that if schools truly believed their mission statements, they would teach students to use social media safely and see it as an important tool, rather than banning it. It provides quotes from education organizations supporting the integration of technology and social media skills. In the end, it provides contact information for the presenters from Burlington High School to discuss their iPad program.
The document discusses Burlington High School's plan to transition to digital textbooks. It provides links to resources on organizing and implementing a transition, including articles from Edutopia on the process. It also references a collaborative wiki for Massachusetts educators and quotes about new opportunities for sharing knowledge that digital technologies provide. Contact information is given for the school superintendent and BHS principal for any questions.
The document discusses the need for schools to embrace social media. It provides quotes from educational organizations emphasizing that students should be experienced with the technological tools used in the world and select appropriate tools to address needs. Another quote notes the importance of integrating skills related to media use and production into standards. The document also discusses how social media can further prepare students for a highly connected world and challenges the traditional model of teaching by transferring information from teacher to student.
Building a personal learning network requires choosing the best approach. There are different routes one can take to develop connections and learn from others in their field. Careful consideration of options will help determine the most effective path forward for each individual.
Presentation to Eastern MA administrators and guidance counselors regarding the need to integrate social media/web 2.0 tools into our schools to help create more engaged classrooms
This document provides information from a 9th grade parents' night presentation at Burlington High School. It highlights the school's mission, academic achievements like high post-secondary education rates and AP course offerings, co-curricular programs, communication methods, and points of pride like student accomplishments and recognition for staff professional development. Parents are encouraged to ask any additional questions on the principal's blog, by phone, or email.
The PSAT/NMSQT is a standardized test that serves as preparation for the SAT and allows juniors to enter the National Merit Scholarship Program. It measures critical reading, math, and writing skills. Students receive a score report after taking the test that shows their performance on each section, projected SAT scores, and suggestions for skills to improve. The report also provides information for students to create a personalized SAT study plan and search for colleges and careers.
This document outlines an agenda for a classroom on goal setting and problem solving. It includes a schedule, examples of basic life goals and thoughts, a list of student teams, profiles of recent college graduates, opportunities for financial rewards, instructions and prompts for an imagination exercise, a discussion of individual goals and support systems, and ideas for addressing unmet needs in the medical field.
The document announces a community technology workshop hosted by Burlington Public Schools that will cover monthly technology topics. It provides safety tips for using Facebook including thinking carefully about friend requests, using limited friend lists, disabling extra features until needed, organizing friends into lists, setting privacy for photos and information, controlling contact visibility and searchability, and understanding how Facebook collects user data.
Spirit Friday encourages school spirit and pride among the different class years at the school. Freshmen are encouraged to participate, while sophomores and juniors have larger responsibilities in planning activities. Seniors play a leadership role in organizing the entire Spirit Friday event.
Over 1 billion people worldwide, about 1 in 8, do not have access to clean drinking water. This forces many, especially women and children, to walk over 3 miles to collect water. The long trips prevent people from working or attending school. Several developing countries in Africa and Asia are affected by a lack of clean water. Nonprofit organizations work to provide safe water sources and improve lives and opportunities.
This document provides information for parents about their child's first year at Burlington High School. It introduces the school administrators and outlines the school's mission statement. It highlights some of Burlington High's accomplishments including academic rankings, accreditation commendations, post-secondary education placement of graduates, course offerings and extracurricular activities. Requirements for graduation are listed. The schedule and requirements for a typical 9th grade student are described. A mentoring program that pairs 9th graders with older students to help with the transition to high school is also introduced.
This document provides information for parents about ninth grade orientation at Burlington High School. It introduces the school administrators and outlines the school's mission statement. It highlights the school's accomplishments including academic rankings, course offerings, extracurricular activities, and community partnerships. The document also reviews the school's graduation requirements and a typical ninth grader's schedule. It describes the school's mentoring program for ninth graders and encourages parental involvement, citing research that shows parental involvement is linked to higher student achievement.
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๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Course selectionsfinal
1. Course
Scheduling
2012/2013 BHS Program of
Studies can be found on the
BHS Guidance Blog
http://burlingtonhsguidance.blogspot.com/
2. Course Levels
๏ฎ ADVANCED PLACEMENT (AP)
๏ฎ HONORS
๏ฎ COLLEGE PREP I
๏ฎ COLLEGE PREP II
3.
4. New Courses
๏ฎ Digital Publishing Team, Gr. 9-12, 5 Credits (Microsoft Office no longer
offered)
๏ฎ Fashion Design, Gr. 10-12, 5 Credits
Prerequisites: None (preference goes to students who have taken Design)
๏ฎ Geology, Gr. 11 & 12, 2.5 Credits
Prerequisites: 2 years of sciences with at least a C average
๏ฎ The Earth and the Atmosphere, Gr. 11 & 12, 5 Credits
Prerequisites: 2 years of sciences with at least a C average
๏ฎ Young Adult Fiction (CPI & Hon), Gr. 9 & 10, 2.5 Credits
๏ฎ AP Psychology, Gr. 11 & 12, 5 Credits
Prerequisites: Successful completion of biology (B+ or better, or petition to
the Department Head), strong writing skills, and the ability to discuss complex
readings on sensitive topics within a classroom setting.
๏ฎ Pre-Calculus (CPI), Gr. 11 & 12, 5 Credits
Prerequisites: Algebra II (225) or Dept. Head approval
๏ฎ Work Study
5. New Courses
(continued)
๏ฎ Student Technology Integration, Gr. 10-12, 2.5 Credits
Prerequisites: Prior understanding of Apple OS, Microsoft Windows OS, and
the iPad iOS
๏ฎ Freshman Health Education, Gr. 9, 1 Credits
Required for all grade 9 students
NEW P.E. Electives:
๏ฎ Womenโs Wellness, Gr. 10-12, 2 Credits
๏ฎ Advanced Recreation Games, Gr. 12, 2 Credits
๏ฎ Exploring Personal Fitness, Gr. 10-12, 2 Credits
๏ฎ Movement Studies, Gr. 10-12, 2 Credits
6. Courses to be Modified
๏ฎ Introduction to Architecture (was Interior/Exterior Design)
Gr. 10-12, 5 Credits
Prerequisite: Design
๏ฎ Creative Writing I โ Fiction (was Creative Writing)
Gr. 10-12, 2.5 Credits
๏ฎ Creative Writing II โ Poetry (was Creative Writing II)
Gr. 11 & 12, 2.5 Credits
Prerequisites: Creative Writing I with a B or higher average
๏ฎ Calculus (now a full year course)
Gr. 12, 5 Credits
OTHER:
๏ฎ Intro to Computer Science (was Visual Basic)
๏ฎ Computer Science I (was C++)
๏ฎ Media Production and Advanced Media Production (now open to Gr. 11 & 12)
7. Changes
Change to Senior Health Requirement:
๏ฎ Seniors are required to enroll in one of the following courses. Each course
meets the BHS Senior Health Graduation Requirement.
โข Introduction to Sports Medicine
โข Introduction to Health Occupations
โข Senior Wellness
**Juniors enrolled in one of the above are still responsible to take a senior
health requirement.
AP Program Change for Juniors and Seniors:
๏ฎ Juniors and Seniors may take fewer credits if enrolled in two or more AP
courses.
โข See your counselor for more information.
8. Preparing for Graduation
Course Credits
English 20
Mathematics 20
Science: 15
5 credits in Life Science
5 credits in Physical Science
Social Studies 15
US History I & II
World History II
World Language: 2 year sequential program 10
Electives from Courses #500s - 900s 10
Physical Education/Health 10
Specific Requirements Total 100
(excluding additional electives)
Total Required for Graduation 110
This information can also be found in the
BHS Program of Studies online.
9. Course Selection Process
๏ฎ Course selection discussions begin today
โข All online โ portal opens March 6
๏ฎ Should be rigorous for college bound students
๏ฎ 5 Academic Subjects recommended by
teachers
๏ฎ 32 or 34 credits - depending on grade level
and # of AP courses
Counselors will be available for online
chats on publicized dates.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22. Additional Opportunities
College Credit/Dual Enrollment Options
๏ฎ Bay Path College - available to Juniors and
Seniors.
๏ฎ Calculus course at BHS (now full year) -
only for Seniors.
๏ฎ Applications and details will be
communicated periodically throughout the
school year
23. Virtual High School
(VHS)
What is VHS?
๏ฎ Offers a variety of online courses for high school students all around the world.
๏ฎ The courses require a REAL commitment. Priority is given to Seniors and
Juniors.
๏ฎ VHS courses are listed on your transcript, but do NOT count toward rank or
GPA.
๏ฎ The Administration and Guidance Department may recommend VHS courses
to accommodate specific, unusual individual student needs (i.e., irresolvable
scheduling conflicts or transfer situations).
How do I find out more info about VHS?
๏ฎ Talk to your guidance counselor.
๏ฎ Students may read the online course catalog on the BHS Guidance website and
visit the VHS website and take a demo course to get a feel for VHS.
What next?
๏ฎ When considering a VHS course, you must still register for a full courseload.
๏ฎ Fill out a VHS application and turn it in to your guidance counselor.
๏ฎ Only upon approval will you be allowed to drop an elective and be assigned to
the library to complete coursework.
24. Using Naviance
Career & College Planning Site
Overview
https://connection.naviance.com/burlington
25. 4 Year Planner on Naviance
Grade 11 :: edit
Subject Credits Needed Planned Courses Credits Planned Courses Completed Credits Earned Credit Gap
๏ฎ Art (Courses #500's- #900's) 0 --- - --- -
๏ฎ Business (Courses #500's- #900's) 0 --- - --- -
๏ฎ Computer Technology & Application Course 0 --- - --- -
๏ฎ English 5 --- - --- - -5
๏ฎ Family & Consumer Science (#500's-900's) 0 --- - --- -
๏ฎ Foreign Languages 0 --- - --- -
๏ฎ Interdisciplinary (Courses #500- #900) 0 --- - --- -
๏ฎ Mathematics 5 --- - --- - -5
๏ฎ Music (Courses #500's- #900's) 0 --- - --- -
๏ฎ Physical Education & Health 4 --- - --- - -4
๏ฎ Science 0 --- - --- -
๏ฎ Social Studies 5 --- - --- - -5
๏ฎ TOTAL 19 - - -19
ON YOUR NAVIANCE PROFILE CLICK THE โCOURSESโ TAB
26. What Can Students
Be Doing Right Now?
โข Talk to teachers and counselor about
appropriate course selections.
โข Expand involvement in school
and community activities.
โข Explore career options.
โข Use the Naviance Program
http://connection.naviance.com/burlington
โข Itโs not too early to begin looking at
colleges โ either online or in person.
โข Get a part-time job or
volunteer, especially during the summer.
โข Get the best grades you can!
27. MCAS Testing
๏ฎ Massachusetts Comprehensive Assessment
System
๏ฎ All students are required to pass Math, English
and Science
๏ฎ Students who score Needs Improvement must
follow an Education Proficiency Plan (E.P.P.)
๏ฎ Students who Fail must re-take the exam
๏ฎ Students who meet qualifying scores may receive
a tuition waiver
28. College Admissions Testing
๏ฎ Freshmen/Sophomore Year:
โข PSAT โ (Oct.) Practice SAT. All
sophomores take the PSAT free of
charge.
โข PLAN โ Practice ACT. Offered to
freshmen and sophomores.
โข SAT Subject Tests โ Required by
selective colleges/universities.
Students may take in June of
whatever year theyโre enrolled in
a particular class (e.g. Biology for
grade 9, Chemistry for grade 10).
29. College Admissions Testing
๏ฎ Junior Year: ๏ฎ Senior Year:
โข PSAT โ (Oct.) Practice โข SAT โ Take again before
SAT. Juniors should STILL January to improve your
take this even though taken scores.
in grade 10. Some may โข SAT Subject โ Take before
qualify for National Merit January if required by
Scholarship. specific colleges or for Koplik
โข SAT โ Offered in Award.
March, May or June โข ACT โ Alternative to
โข SAT Subject Tests- SAT, take in fall, if needed.
Take in May or June. Take if โข AP Exams โ Take in May
required by specific colleges
โข TOEFL โ Test of English as
โข ACT โ Take in spring of a Foreign Language. Register
junior year (optional) early (summer or early fall)
โข AP Exams โ Take in May since seats fill up fast!
30. How are the tests different?
๏ Most common in East & CA ๏ Most common in Mid-West
๏ 4 subjects:
๏ 3 subjects: Critical English, Reading, Science, an
Reading, Math, and d Writing (optional)
Writing ๏ No penalty for wrong answers
๏ ยผ point for wrong answers
๏ Not offered at BHS
๏ Offered at BHS (Feb., April, June, Sept., Oct., Dec.)
(May, June, Oct., Nov., Dec.)
ACT plus Writing
SAT + Subject Tests = www.actstudent.org
โAllโ colleges accept both SATs or ACTs.
www.collegeboard.com
31. Can I still take tests during
my senior year?
๏ฎ Unless you plan to apply Early Decision/Early
Action, then you still have time next year.
๏ฎ SAT and Subject Tests are offered each
spring and fall.
๏ฎ Generally, taking the test twice is sufficient.
๏ฎ If you are not happy with your SAT scores, you
may want to try taking the ACT โ โallโ colleges
accept SAT or ACT scores.
๏ฎ Remember that you cannot take the SAT
Subjects the same day as your SAT so plan
accordingly.
39. 4 Year College Requirements
๏ฎ 4 years English
๏ฎ Math through Algebra II
๏ฎ 3 years history
๏ฎ 3 years of science (2 should be a lab science)
๏ฎ 2 years same foreign language
40. More Competitive Colleges
๏ฎ Math through Calculus
๏ฎ Biology, Chemistry and Physics
๏ฎ 3-4 years of same foreign language
๏ฎ Rigorous senior year schedule
๏ฎ Please check college websites for specific
course requirements
41. State College Admissions
โข Minimum of 16 academic courses at BHS
โข Minimum GPA required:
3.0 for State Colleges and Universities
< 3.0 Sliding Scale of GPA / SAT-ACT
* No student admitted with GPA less than 2.0 *
SAT or ACT Required
42. Sliding Scale (used when GPA is lower than the minimum required GPA)
If an applicantโs GPA falls below the required minimum, a sliding scale will apply.
This scale should be used only when an applicantโs GPA falls below the required
3.0 minimum for admission to the state colleges or UMass.
Sliding Scale for Freshman Applicants to UMass
Weighted High School GPA
Combined SAT โ CR + M
Must Equal or Exceed
GPA SAT (Math & Reading only) ACT
2.51-2.99 950 (20)
2.41-2.50 990 (21)
2.31-2.40 1030 (22)
2.21-2.30 1070 (23)
2.11-2.20 1110 (24)
2.00-2.10 1150 (25)
NO APPLICANT WITH A HIGH SCHOOL GPA BELOW 2.00
MAY BE ADMITTED TO A STATE COLLEGE OR UNIVERSITY CAMPUS.
Sliding Scale for Freshman Applicants to a State College
Weighted High School GPA
Combined SAT-I V&M
Must Equal or Exceed
GPA SAT (Math & Reading only) ACT
2.51-2.99 920 (19)
2.41-2.50 960 (20)
2.31-2.40 1000 (21)
2.21-2.30 1040 (22)
2.11-2.20 1080 (23)
2.00-2.10 1120 (24)
43. College Admission Options
โข Regular Decision (donโt be afraid to apply R.D.)
โข Most common method
โข Application deadline from January 1 to March 1
โข May 1 candidate reply date
โข Early Action
โข For the strongest students
โข Can apply to several early action schools*
โข Decision received by the end of December
โข May 1 reply date in effect
* Trend beginning to limit early action applications to one school
44. College Admission Options
(continued)
โข Early Decision
โข For students who have a first choice school
โข Must be a strong candidate for that school
โข If admitted, student is expected to attend
โข Rolling Admission
โข Schools review applications as received
โข Earlier the better
โข Offer decisions quickly
โข Wait List
โข Safety valve for colleges
โข Admission only if insufficient number of regular
admits
Editor's Notes
Changed font color. Underlined โNew Courses.โ Indented senior health options to indicate options.
Changed font color. Underlined โNew Courses.โ Indented senior health options to indicate options.
Fixed formatting issues. Note that this does not show up as presented on view slide, during slide show the โclick to add textโ does not show up.
Begins Today (today was changed to lower-case). Spacing changed for โcounselors will beโฆโ