Muskegon Catholic Central provides an overview of its academic program and counseling services. It utilizes a 4x4 semester schedule with 4 classes per day. It offers a variety of extracurricular activities and assesses students annually with MAP and college entrance exams. The counseling department guides students through career and college planning, addressing academic, social, and personal issues. It assists all students in developing an individualized education plan to help them succeed in their post-secondary goals.
Oxford Area School District and Cecil College, in partnership, established an Early College Academy that enables students the opportunity to receive a high school diploma and an associate degree concurrently. Students, through a cohort approach, are scheduled for courses that fulfill the requirements of both the high school and the college. Attendees received an overview of the Early College Academy program including how students are provided with career awareness, college level study, and community support while they pursue the initial steps of their post-secondary education before high school completion. In addition, presenters detailed a cost effective plan for students, progressively rigorous curriculum, and implemented student supports that allow students to be competitive after high school.
A Road MAP to Success: Strategies to Transform Students’ Mathematical PathNWEA
A Road MAP to Success: Strategies to Transform Students’ Mathematical Path
Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will describe the use of MAP data to identify struggling 9th grade math learners as well as track their growth after intensive and innovative intervention. We will discuss the process of setting up this intervention class as well as the structure and practices used in our classroom. We will provide examples of practices to incorporate into any existing class as well as make a case to include a more intensive intervention option within your school. Administrators and teachers interested in making significant progress for all learners, as measured by NWEA’s MAP test, should attend.
Learning Outcome:
- How to use data to measure progress in a high school math classroom
- How to positively impact student achievement within an existing school structure
- How to use data to identify the right students in need of intervention
Audience:
-District leadership
- Curriculum and Instruction
Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10 years at the elementary and middle school level. We first started using the MAP tests at the high school three years ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recently placed a district-wide emphasis on the creation and implementation of Professional Learning Communities. Our team includes a high school associate principal and two high school math teachers.
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Naviance
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Nicole Hornsby
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
Oxford Area School District and Cecil College, in partnership, established an Early College Academy that enables students the opportunity to receive a high school diploma and an associate degree concurrently. Students, through a cohort approach, are scheduled for courses that fulfill the requirements of both the high school and the college. Attendees received an overview of the Early College Academy program including how students are provided with career awareness, college level study, and community support while they pursue the initial steps of their post-secondary education before high school completion. In addition, presenters detailed a cost effective plan for students, progressively rigorous curriculum, and implemented student supports that allow students to be competitive after high school.
A Road MAP to Success: Strategies to Transform Students’ Mathematical PathNWEA
A Road MAP to Success: Strategies to Transform Students’ Mathematical Path
Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will describe the use of MAP data to identify struggling 9th grade math learners as well as track their growth after intensive and innovative intervention. We will discuss the process of setting up this intervention class as well as the structure and practices used in our classroom. We will provide examples of practices to incorporate into any existing class as well as make a case to include a more intensive intervention option within your school. Administrators and teachers interested in making significant progress for all learners, as measured by NWEA’s MAP test, should attend.
Learning Outcome:
- How to use data to measure progress in a high school math classroom
- How to positively impact student achievement within an existing school structure
- How to use data to identify the right students in need of intervention
Audience:
-District leadership
- Curriculum and Instruction
Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10 years at the elementary and middle school level. We first started using the MAP tests at the high school three years ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recently placed a district-wide emphasis on the creation and implementation of Professional Learning Communities. Our team includes a high school associate principal and two high school math teachers.
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Naviance
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Nicole Hornsby
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
While more than two-thirds of states already conduct some kind of statewide online assessments, the new assessments of the Common Core State Standards from PARCC and Smarter Balanced are increasing both interest and anxiety in school districts. To help relieve the anxiety, SETDA has created a series of case studies Implementing Online Assessments: Pathways to Success (assessmentstudies.setda.org), with a narrative and resources. Each narrative provides an in-depth look at what it took a district to implement the assessments as well as key factors in each state’s approach to infrastructure and training and communication. There also are downloadable resources that range from training agendas to checklists for technology readiness to sample letters from the state to school districts. Mike Nelson, Director of Curriculum and assessment of Coeur d"Alene School District 271, ID, Patches Hill, Technology Systems Manager of Indian River School District, DE and Scott Smith, Chief Technology Officer of Mooresville Graded School District, NC will explain what they did to get ready for their online assessments and answer your questions.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
2. 4x4 Semester Schedule
• 2 Semesters/2 nine week quarters per semester
• 4 Classes per day/86 minutes
• Schedule Changes
– May thru June
• 8:00 – 3:00
Advisory: 11:00 – 11:30
Lunch: 11:30 – 12:00
16 Classer per year
• Mass Days are Wednesdays from 9:22 – 10:22
4. Progress Reports & Report Cards
• You have access to
current grades and
attendance in Parent
Internet Viewer
– Check it often
– Email teachers with
questions or concerns
– Don’t remember your
account? – call Counseling
• Report Cards
– Elementary & Middle
– High School
6. Assessing students to see where they are in developing the
foundation for the skills they will need to be successful in
entry-level college courses is done with the Explore (9th)
and Plan (10th)
Current Sophomores are well above the national
average for College Readiness
Current Juniors are well above the national average for
College Readiness
7. Extra Curricular Activities
• Encourage students to get involved with
their peers
• Provide variety of experiences
• Impact college/work application process
8. Muskegon Catholic Central
School Counseling Department
We are blessed with the opportunity to work with each of the students in grades 7 12 in the following counseling domains: Academic, College and Career
Readiness, & Personal-Social.
9. Muskegon Catholic Central
School Counseling Department
• Mrs. Marissa Higgs
• Mrs. Kelly Morell
School Counselor
Counseling Secretary
mhiggs@muskegoncatholic.org
kmorell@muskegoncatholic.org
10. Academic Domain
We begin to work with students in grade 7 on developing an
Educational Development Plan, better known as the EDP, which is intended to
serve as a student's roadmap through high school and guide him/her into
postsecondary education. Using MAP testing data, Explore, and Plan data, we
develop in collaboration with students and families, course schedules that will
challenge each student to grow to his or her highest potential.
11. Completing the Educational
Development Plan (EDP)
Three parts to an EDP
* Career and Post-Secondary Education
Planning Guide
* Course Selection
* E-portfolio for college and scholarship
documents as well as a personal résumé
12. Graduation Requirements
• Are a common set of required credits for
graduation for all students
• Provide students the learning opportunities,
knowledge and skill sets they need to be
successful in college or the workplace
13. Graduation Requirements
•
Class of 2014
•
Class of 2015
•
Class of 2016
•
Class of 2017
English………………....……..4
English………………....……..4
English………………....……..4
English………………....……..4
Math………………………….4
Math………………………….4
Math………………………….4
Math………………………….4
Religion……………………….4
Religion……………………….4
Religion……………………….4
Religion……………………….4
Advisory……………...……....2
Advisory……………...……....3
Advisory……………...……....4
Advisory……………...……....4
Social Studies……......……..3.5
Social Studies……......……..3.5
Social Studies……......……..3.5
Social Studies……......……..3.5
Science………………………..3
Science………………………..3
Science………………………..3
Science………………………..3
Electives……………………2.5
Electives……………………2.5
Electives……………………2.5
Electives……………………2.5
World Language………..…….2
World Language………..…….2
World Language………..…….2
World Language………..…….2
Health/Physical
Education………………..........1
Health/Physical
Education………………..........1
Health/Physical
Education………………..........1
Health/Physical
Education………………..........1
Visual or Applied
Art……………………….........1
Visual or Applied
Art……………………….........1
Visual or Applied
Art……………………….........1
Visual or Applied
Art……………………….........1
Senior Service……………… .5
Senior Service……………… .5
Senior Service……………… .5
Senior Service……………… .5
Senior Seminar…………….. .5
Senior Seminar…………….. .5
Senior Seminar…………….. .5
Senior Seminar…………….. .5
TOTAL
CREDITS……………………28
TOTAL
CREDITS……………………29
TOTAL
CREDITS……………………30
TOTAL
CREDITS……………………30
*Math MUST be taken in the senior year of high school
14. Dual Enrollment at Muskegon
Community College
• Available to all 9th – 12th grade students
– Up to 10 total classes during high school
• Earn high school and/or college credit while in high school
• Must be a class that we do NOT offer or is taken due to a conflict
in the Muskegon Catholic schedule
• May NOT be a P.E., Health, Hobby or non-academic course.
• Student MUST be in good standing, academically, with MCC
before dual enrollment will be considered
• The Dept. of Treasury will pay for the tuition…unless your child
fails their college course
15. Muskegon Area Career and
Technical Center
• Vocational/Professional
programs
• 1 or 2 year opportunities
• Junior and/or Senior Year
• Senior credit in English,
Math or Science is
available, depending on
the program
•
MACTC programs include:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Allied Health Technology
Auto Collision Refinishing
Auto Service Technology
Business Careers
Catering & Culinary Management
Computer Aided Design (CAD)
Construction Trades
Cosmetology
Criminal Justice
Electrical/Computer Technologies
Environmental/Veterinary Sciences
Graphic Production Technologies
Health Science Academy
Internet, Network and Security Technologies
Machining/Engineering Tech
Visual Communications
Welding Technologies
16. College & Career Readiness
Domain
98% of the Muskegon Catholic graduates matriculate into postsecondary education.
Students are given the opportunity to take the Explore, Plan, ACT, PSAT and SAT
tests during their high school years. I will work closely with students as they go
through the college application and selection process.
17. Career Pathways
Arts & Communication
Health Sciences
Business Mgmt,
Marketing & Technology
Human Services
Engineering/Manuf. &
Industrial Technology
Natural Resources &
Agriscience
18. Advisory & Career Cruising
•
Students are assigned to an advisor who advocates for them and ensures that they are
on track to successfully complete the requirements of their educational development
plan. This is also an opportunity for weekly monitoring of grades, standardized test
score analysis, introduction to 21st century skills, and other general homeroom
responsibilities. Students meet with their advisor once a week during the seminar period
on the following College and Career Readiness activities, strategies, and planning.
• Career and Education Exploration
–
–
–
–
–
Career Matchmaker
Learning Styles Inventory
Study Skills
Post-Secondary Investigation and Planning
Financial Aid
• Career Planning
–
–
Career and Life Goals
Résumé Building
• Self assessment of activities and abilities
–
–
–
Volunteer Hours
Work Experience
Awards, Certificates, and Honors
19. College Admissions
• Transcript Information
GPA, class rank, course selection, trends
• High School Testing
ACT & SAT
• Extracurricular Activities
Sports, community service, theater,
student council, etc.
• Recommendations
Counselors, teachers, clergy, supervisors, coaches, mentors, etc.
21. Personal-Social Domain
Students go through tremendous change as they progress through their middle and
high school years and transition into young adults. Often times, students will
experience personal struggles in the classroom and in their relationships with
others. I, along with our Campus Minister, are educated to help each child reach
his or her fullest academic and spiritual potential. Praying with our students and
teaching them about God's incredible and unconditional love for them is a gift we
can give your children each and everyday.
22. Personal-Social Domain
• My parents are getting a divorce
• Having trouble making or keeping friends
• Loss of a Loved One
• Learning Disability
• Depression
• Anger Management
• School Avoidance
• Drug or Alcohol use in the home
• Problem Solving
• Anxiety
• And more…
23. Please Contact Us…
for your questions about testing, scheduling, academic planning or assistance, college &
career readiness, and/or matters that affect students personally or socially
• Mrs. Marissa Higgs
School Counselor
mhiggs@muskegoncatholic.org
231-755-2201 ext. 337
• Mrs. Kelly Morell
Counseling Secretary
kmorell@muskegoncatholic.org
231-755-2201 ext. 336