The document summarizes key aspects of the College Summit curriculum, which is used by almost 50,000 students and 800 educators nationwide. It provides a four-year scope and sequence to support students in creating and acting on a personalized postsecondary plan. The curriculum focuses on five core understandings: self-advocacy, college-career connection, academic excellence, college 101, and financial awareness. It includes teacher editions with lesson plans, assessments, and student editions to guide students through major tasks and milestones each grade.
This document summarizes the services and resources provided by College Summit to partner high schools to help increase college enrollment rates. College Summit provides curriculum and online tools to guide students through college planning from 9th through 12th grade. They train educators and leverage student peer leaders to encourage college-going culture. Partner schools experience 12-20% increases in college enrollment over their own baselines, and 70% of College Summit students enroll in their second year of college, on par with national averages across income levels.
The Naviance College and Career Readiness Curriculum is a blended learning experience for students in grades 6-12 that helps develop critical non-cognitive skills and college knowledge and instills confidence so that students persevere. In this presentation, Curriculum experts Kim Oppelt and Upendra Jejjala present the problems facing today's schools and students, preview the Curriculum lessons, and the highlight the results of the pilot program.
A Collaborative Approach: Integrating Naviance at Middle School and High SchoolNaviance
This document outlines a collaborative approach between a middle school and high school to integrate the Naviance program at both institutions to develop a college and career readiness culture. It discusses setting CCR as a priority, using Naviance to facilitate collaboration, and the importance of student engagement in rigorous academics. It provides timelines and implementation plans for rolling out Naviance at each grade level. The goal is to better prepare students for post-secondary education and careers through career exploration, academic planning, and developing key cognitive and non-cognitive skills throughout their K-12 education.
Using Naviance for Student Success Plans in Grades 6-12Naviance
The document discusses the implementation of student success plans using Naviance in grades 6-12. It presents a model for developing student success plans through Naviance that highlights critical components. The district chose Naviance as the platform to house, deploy, and manage student success plans because it allows for electronic data gathering and organizing expectations. School counselors are beginning to lay the foundation for electronic portfolios in Naviance and have already implemented some core components like assessments, goal setting, and capstone projects. Training has been provided to counselors on using Naviance to support the implementation of student success plans.
Amy Decelle has over 20 years of experience in leadership and education roles within Broward County Schools and other educational organizations. She holds two advanced degrees and multiple certifications. Throughout her career, she has spearheaded numerous innovative programs that have improved student achievement and developed teachers. She has also secured significant grant funding, published educational materials, and been recognized with several awards for her work.
Administering Student Success Plans with NavianceNaviance
The Stamford Public School District has begun the work toward meeting the Connecticut State Department of Education requirement that each student in grades 6-12 will have an individual student success plan in place by 2012.
To accomplish this work:
• An implementation team has been assembled:
– Middle and high school representatives including teachers, school counselors, and administrators.
– District office staff including program directors.
• A three year action plan and framework is being developed.
• SPS has chosen to use Naviance as a resource to develop these plans.
This document provides information about College Summit, a nonprofit organization that partners with high schools to help increase college enrollment rates among low-income students. College Summit trains student "Peer Leaders" and provides curricula and online tools to create a college-going culture in schools. Partner schools experience 12-20% increases in college enrollment. College Summit's comprehensive approach includes summer workshops for Peer Leaders, classroom lessons for grades 9-12, the online portal CSNav, educator training, and data reporting to track progress. The goal is to ensure all students graduate high school with a postsecondary plan.
District Implementation and Integration of Naviance into a Counseling Curricu...Naviance
The document summarizes the history of implementing the college and career counseling platform Naviance in the Adams 12 Five Star School District from 2009-2015. It discusses how Naviance was first adopted by a few schools and then expanded district-wide to integrate into the counseling curriculum. Over the years the district refined Naviance use, developed common lessons and tasks, and increased counseling staff to fully implement a 6-12 comprehensive counseling program using Naviance.
This document summarizes the services and resources provided by College Summit to partner high schools to help increase college enrollment rates. College Summit provides curriculum and online tools to guide students through college planning from 9th through 12th grade. They train educators and leverage student peer leaders to encourage college-going culture. Partner schools experience 12-20% increases in college enrollment over their own baselines, and 70% of College Summit students enroll in their second year of college, on par with national averages across income levels.
The Naviance College and Career Readiness Curriculum is a blended learning experience for students in grades 6-12 that helps develop critical non-cognitive skills and college knowledge and instills confidence so that students persevere. In this presentation, Curriculum experts Kim Oppelt and Upendra Jejjala present the problems facing today's schools and students, preview the Curriculum lessons, and the highlight the results of the pilot program.
A Collaborative Approach: Integrating Naviance at Middle School and High SchoolNaviance
This document outlines a collaborative approach between a middle school and high school to integrate the Naviance program at both institutions to develop a college and career readiness culture. It discusses setting CCR as a priority, using Naviance to facilitate collaboration, and the importance of student engagement in rigorous academics. It provides timelines and implementation plans for rolling out Naviance at each grade level. The goal is to better prepare students for post-secondary education and careers through career exploration, academic planning, and developing key cognitive and non-cognitive skills throughout their K-12 education.
Using Naviance for Student Success Plans in Grades 6-12Naviance
The document discusses the implementation of student success plans using Naviance in grades 6-12. It presents a model for developing student success plans through Naviance that highlights critical components. The district chose Naviance as the platform to house, deploy, and manage student success plans because it allows for electronic data gathering and organizing expectations. School counselors are beginning to lay the foundation for electronic portfolios in Naviance and have already implemented some core components like assessments, goal setting, and capstone projects. Training has been provided to counselors on using Naviance to support the implementation of student success plans.
Amy Decelle has over 20 years of experience in leadership and education roles within Broward County Schools and other educational organizations. She holds two advanced degrees and multiple certifications. Throughout her career, she has spearheaded numerous innovative programs that have improved student achievement and developed teachers. She has also secured significant grant funding, published educational materials, and been recognized with several awards for her work.
Administering Student Success Plans with NavianceNaviance
The Stamford Public School District has begun the work toward meeting the Connecticut State Department of Education requirement that each student in grades 6-12 will have an individual student success plan in place by 2012.
To accomplish this work:
• An implementation team has been assembled:
– Middle and high school representatives including teachers, school counselors, and administrators.
– District office staff including program directors.
• A three year action plan and framework is being developed.
• SPS has chosen to use Naviance as a resource to develop these plans.
This document provides information about College Summit, a nonprofit organization that partners with high schools to help increase college enrollment rates among low-income students. College Summit trains student "Peer Leaders" and provides curricula and online tools to create a college-going culture in schools. Partner schools experience 12-20% increases in college enrollment. College Summit's comprehensive approach includes summer workshops for Peer Leaders, classroom lessons for grades 9-12, the online portal CSNav, educator training, and data reporting to track progress. The goal is to ensure all students graduate high school with a postsecondary plan.
District Implementation and Integration of Naviance into a Counseling Curricu...Naviance
The document summarizes the history of implementing the college and career counseling platform Naviance in the Adams 12 Five Star School District from 2009-2015. It discusses how Naviance was first adopted by a few schools and then expanded district-wide to integrate into the counseling curriculum. Over the years the district refined Naviance use, developed common lessons and tasks, and increased counseling staff to fully implement a 6-12 comprehensive counseling program using Naviance.
District-Wide Implementation of State-Mandated Student Academic, Career, and ...Naviance
This document summarizes the district-wide implementation of student academic, career, and post-secondary plans using Naviance software across middle and high schools in New Haven, Connecticut. It describes the multi-year rollout process involving administrators, teachers, counselors and stakeholders. Year 1 focused on developing the student success plan template. Year 2 focused on training and implementation, with a scope and sequence for activities by grade level. Examples are provided of how different schools implemented the plans based on their demographics and resources. The document provides guidance on engaging stakeholders and pacing the implementation process.
NSI 2012: District-Wide Implementation of Naviance - Successes and ChallengesNaviance
This presentation addresses the daunting task of implementing Naviance in a large school district. The session describes
the process being used among seven high schools and two alternative programs. The focus is on successes and challenges of implementation in a diverse urban district. Audience participation is encouraged and time is allotted for sharing ideas and strategies.
Patti Gatzke, Secondary School Counseling Specialist, Omaha Public Schools (Nebraska)
Elizabeth Rossman has extensive experience facilitating faculty and student engagement in online education programs. She has held director roles transitioning faculty to online teaching, developing training programs, and addressing technical and pedagogical issues. She also has experience administering supplemental instruction programs, advising students, and assessing student learning outcomes at the university level. Her skills include communication, program administration, budgeting, and training/supervising faculty and students.
The South Dakota GEAR UP program aims to increase the number of Native American and financially eligible students prepared for and graduating from higher education. It works with 24 middle schools and 14 high schools to provide academic support, summer programs, mentoring, campus visits, and assistance with financial aid and scholarships. The program emphasizes rigor, relationships, and relevance to intrinsically motivate students and ensure they are academically prepared and believe they can succeed. It also supports students and families to help guide students through higher education.
Rider University Ed.D. in Educational Leadership LaunchJamie Mitchell
This Power Point was shared by Dr. Len Goduto at the reception to celebrate the launch of Rider University's Ed.D. in Educational Leadership program. Learn more at www.rider.edu/edd
Transition, Inclusion, Independence: L&C's Future Steps to Collegelewisandclarkcc
Lewis and Clark Community College has three programs to support students with intellectual and developmental disabilities: 1) the Supported College Transition Program provides small credit-bearing classes and a support course to help students transition to college; 2) the College for Life Program offers continuing education courses tailored to student interests; and 3) the new TI2 Program provides dual enrollment opportunities for high school students. The programs have grown significantly over the last decade and now serve over 100 students through various funding sources. Students gain independence and many transition to regular college courses or employment. The college plans to continue expanding inclusion and support opportunities for students.
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.
This is my CAS Presentation for IB students and parents. It is a great framework to better understanding the impact of CAS to IB students. My hope is to guide students to maximize their full potential, use their passion and creativity to develop programs/projects that will benefit themselves, the environment and the society at large.
This document provides information about an Adjunct Academy course for instructors at Houston Community College, including:
- The course meets on Fridays from 9am to 1pm at the Spring Branch Campus from Fall 2016 to Spring 2017.
- The goal is to train instructors to be more effective in engaging students and reducing dropout rates.
- Students will learn strategies for building community, relating course material to students, using various teaching methods, applying technology, and assessing student performance.
The document summarizes the Master of Education-Professional Development Learning Community program at the University of Wisconsin-La Crosse. The 30-credit program is designed for practicing educators and can be completed in a traditional face-to-face format over 2 years, a hybrid format, or fully online over 18 months. Students complete courses focused on pedagogy, leadership, and their content area along with action research and a professional portfolio. Classes meet one weekend per month with additional online work. Financial aid is available to help cover tuition and fees.
Monty Stallings has over 10 years of experience in international education and student services management. He has a proven track record of designing and implementing specialized programs to improve intercultural awareness and interaction. Currently, he is the Assistant Director of the OSU Learning and Student Success Opportunity Center where he oversees all tutoring, supplemental instruction, and success coaching programs serving over 24,000 students. Previously, he held positions developing international student services and career development programs at Oklahoma State University.
This document provides an agenda and materials for an Academy of Engineering Counselor & Leadership Conference. The agenda includes sections on recruitment, support, and scheduling. It discusses defining the format of academies and providing career-themed guidance and interventions for at-risk students. Resources for recruitment and scholarships are also listed.
Engaging Students Series: 8th-9th Grades (A GuidedPath Best Practices Webinar)Cyndy McDonald
Ever wondered how to implement GuidedPath across different student grade levels?! Here’s your answer! Learn how to engage 8th graders using surveys and other tools to help them set goals, manage their school curriculum and get excited about their future.
Andrew Kohane has over 25 years of experience in education, including roles as Assistant Principal and Head of Senior School where he developed strategic plans, oversaw curriculum, professional learning, and facilities management. His experience spans government and independent schools, and he has expertise in areas such as developing learning communities, implementing the IB program, and using data to improve student outcomes. He holds postgraduate qualifications and references are available from senior education leaders.
This document summarizes a presentation on developing consistency in an online business degree offered across 17 Penn State campuses. It describes the strategy used, which involved forming syllabus teams with faculty from each campus. These teams collaborated to align learning outcomes, select materials, and develop courses. The process included retreats, iterative development, and drawing on varied expertise. While resource-intensive, this approach gained buy-in, provided backups, and helped ensure consistency in the multi-campus online degree.
The document consists of a single repeated line stating "Presented by www.ziaraat.com" over 200 times without any other context or information provided.
This is a due diligence directory of Canadian US patents holders. It has the latest information about who has US patents in Canada, where the US patent holders are, what they patented in the US market and the trends of their US patents.
In 2009, when I was working for the Region of Peel government, Canada, I successfully used patent mapping to identify 20 US patent intensive companies as the potential employers for highly educated immigrants. Following this initiative, I created a Canadian patent competitive intelligence (CI) database to track the latest patent competence of over 5000 Canadian entities, in all sector throughout Canada, on a weekly basis. My work with Region of Peel from 2010 to 2012 showed that this database can provide the "no-older-than-7-day" intelligence for long-term strategic research/planning and short-term tactics. This is also the first attempt in Canada to use patent landscape as a regional economic strength indicator and a baseline for policy harmonization and policy performance evaluation.
Jessica Norris is a dedicated and compassionate Registered Practical Nurse with experience in medical, surgical, mental health, and long-term care settings. She has a strong focus on patient-centered care, communication, and problem-solving. Her education includes a Practical Nursing diploma from Georgian College and certifications in BCLS, mask fitting, and immunizations. She also participated in a volunteer nursing trip to the Dominican Republic where she assessed and treated over 800 patients.
District-Wide Implementation of State-Mandated Student Academic, Career, and ...Naviance
This document summarizes the district-wide implementation of student academic, career, and post-secondary plans using Naviance software across middle and high schools in New Haven, Connecticut. It describes the multi-year rollout process involving administrators, teachers, counselors and stakeholders. Year 1 focused on developing the student success plan template. Year 2 focused on training and implementation, with a scope and sequence for activities by grade level. Examples are provided of how different schools implemented the plans based on their demographics and resources. The document provides guidance on engaging stakeholders and pacing the implementation process.
NSI 2012: District-Wide Implementation of Naviance - Successes and ChallengesNaviance
This presentation addresses the daunting task of implementing Naviance in a large school district. The session describes
the process being used among seven high schools and two alternative programs. The focus is on successes and challenges of implementation in a diverse urban district. Audience participation is encouraged and time is allotted for sharing ideas and strategies.
Patti Gatzke, Secondary School Counseling Specialist, Omaha Public Schools (Nebraska)
Elizabeth Rossman has extensive experience facilitating faculty and student engagement in online education programs. She has held director roles transitioning faculty to online teaching, developing training programs, and addressing technical and pedagogical issues. She also has experience administering supplemental instruction programs, advising students, and assessing student learning outcomes at the university level. Her skills include communication, program administration, budgeting, and training/supervising faculty and students.
The South Dakota GEAR UP program aims to increase the number of Native American and financially eligible students prepared for and graduating from higher education. It works with 24 middle schools and 14 high schools to provide academic support, summer programs, mentoring, campus visits, and assistance with financial aid and scholarships. The program emphasizes rigor, relationships, and relevance to intrinsically motivate students and ensure they are academically prepared and believe they can succeed. It also supports students and families to help guide students through higher education.
Rider University Ed.D. in Educational Leadership LaunchJamie Mitchell
This Power Point was shared by Dr. Len Goduto at the reception to celebrate the launch of Rider University's Ed.D. in Educational Leadership program. Learn more at www.rider.edu/edd
Transition, Inclusion, Independence: L&C's Future Steps to Collegelewisandclarkcc
Lewis and Clark Community College has three programs to support students with intellectual and developmental disabilities: 1) the Supported College Transition Program provides small credit-bearing classes and a support course to help students transition to college; 2) the College for Life Program offers continuing education courses tailored to student interests; and 3) the new TI2 Program provides dual enrollment opportunities for high school students. The programs have grown significantly over the last decade and now serve over 100 students through various funding sources. Students gain independence and many transition to regular college courses or employment. The college plans to continue expanding inclusion and support opportunities for students.
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.
This is my CAS Presentation for IB students and parents. It is a great framework to better understanding the impact of CAS to IB students. My hope is to guide students to maximize their full potential, use their passion and creativity to develop programs/projects that will benefit themselves, the environment and the society at large.
This document provides information about an Adjunct Academy course for instructors at Houston Community College, including:
- The course meets on Fridays from 9am to 1pm at the Spring Branch Campus from Fall 2016 to Spring 2017.
- The goal is to train instructors to be more effective in engaging students and reducing dropout rates.
- Students will learn strategies for building community, relating course material to students, using various teaching methods, applying technology, and assessing student performance.
The document summarizes the Master of Education-Professional Development Learning Community program at the University of Wisconsin-La Crosse. The 30-credit program is designed for practicing educators and can be completed in a traditional face-to-face format over 2 years, a hybrid format, or fully online over 18 months. Students complete courses focused on pedagogy, leadership, and their content area along with action research and a professional portfolio. Classes meet one weekend per month with additional online work. Financial aid is available to help cover tuition and fees.
Monty Stallings has over 10 years of experience in international education and student services management. He has a proven track record of designing and implementing specialized programs to improve intercultural awareness and interaction. Currently, he is the Assistant Director of the OSU Learning and Student Success Opportunity Center where he oversees all tutoring, supplemental instruction, and success coaching programs serving over 24,000 students. Previously, he held positions developing international student services and career development programs at Oklahoma State University.
This document provides an agenda and materials for an Academy of Engineering Counselor & Leadership Conference. The agenda includes sections on recruitment, support, and scheduling. It discusses defining the format of academies and providing career-themed guidance and interventions for at-risk students. Resources for recruitment and scholarships are also listed.
Engaging Students Series: 8th-9th Grades (A GuidedPath Best Practices Webinar)Cyndy McDonald
Ever wondered how to implement GuidedPath across different student grade levels?! Here’s your answer! Learn how to engage 8th graders using surveys and other tools to help them set goals, manage their school curriculum and get excited about their future.
Andrew Kohane has over 25 years of experience in education, including roles as Assistant Principal and Head of Senior School where he developed strategic plans, oversaw curriculum, professional learning, and facilities management. His experience spans government and independent schools, and he has expertise in areas such as developing learning communities, implementing the IB program, and using data to improve student outcomes. He holds postgraduate qualifications and references are available from senior education leaders.
This document summarizes a presentation on developing consistency in an online business degree offered across 17 Penn State campuses. It describes the strategy used, which involved forming syllabus teams with faculty from each campus. These teams collaborated to align learning outcomes, select materials, and develop courses. The process included retreats, iterative development, and drawing on varied expertise. While resource-intensive, this approach gained buy-in, provided backups, and helped ensure consistency in the multi-campus online degree.
The document consists of a single repeated line stating "Presented by www.ziaraat.com" over 200 times without any other context or information provided.
This is a due diligence directory of Canadian US patents holders. It has the latest information about who has US patents in Canada, where the US patent holders are, what they patented in the US market and the trends of their US patents.
In 2009, when I was working for the Region of Peel government, Canada, I successfully used patent mapping to identify 20 US patent intensive companies as the potential employers for highly educated immigrants. Following this initiative, I created a Canadian patent competitive intelligence (CI) database to track the latest patent competence of over 5000 Canadian entities, in all sector throughout Canada, on a weekly basis. My work with Region of Peel from 2010 to 2012 showed that this database can provide the "no-older-than-7-day" intelligence for long-term strategic research/planning and short-term tactics. This is also the first attempt in Canada to use patent landscape as a regional economic strength indicator and a baseline for policy harmonization and policy performance evaluation.
Jessica Norris is a dedicated and compassionate Registered Practical Nurse with experience in medical, surgical, mental health, and long-term care settings. She has a strong focus on patient-centered care, communication, and problem-solving. Her education includes a Practical Nursing diploma from Georgian College and certifications in BCLS, mask fitting, and immunizations. She also participated in a volunteer nursing trip to the Dominican Republic where she assessed and treated over 800 patients.
1) In Denmark, students are paid by the government to attend college and receive a monthly stipend of $900, graduating without debt. In the US, students average $30,000 in debt prior to graduation due to rising tuition costs.
2) Denmark uses a proportional representation electoral system that accurately represents voter preferences, leading to support for public goods like free higher education. The US uses a single-member district plurality system that misrepresents voter preferences by favoring large, wealthy parties.
3) The average voter in Denmark earns similar incomes as average earners, so preferences for public goods like education are accurately reflected in policy. In the US, average voters earn more and favor lower taxes over public
This document summarizes Machiavelli's discussion in Chapter VI of The Prince about four exemplary founders: Moses, Cyrus, Romulus, and Theseus. These founders introduced new orders and laws to establish their rule using their own arms rather than relying on existing structures. Moses is considered the greatest because he attributed his work to God, gaining legitimacy, while still acting out of self-interest to secure his kingdom. The document argues that for Machiavelli, virtue is acting based on necessity to maintain power, and laws are good if enforced by arms, making Moses the epitome of Machiavellian virtue.
This document discusses dimensions of curriculum design including scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to all content, topics, and learning experiences in the educational plan. Sequence involves arranging content in a logical order from simple to complex. Continuity provides vertical repetition of content to strengthen learning. Integration erases subject lines and connects content to real-world themes. Articulation coordinates content both vertically between grades and horizontally within grades. Balance equitably assigns elements like content and time.
“Going bananas with recursion schemes for fixed point data types”Pawel Szulc
The document discusses representing and evaluating recursive expressions using functional programming techniques. It defines an Exp algebraic data type to represent expressions like integers, doubles, sums, products, divisions and squares. It then implements functions to evaluate and optimize expressions represented as Exp values. An example expression is given involving multiplication, summation and division.
This document discusses different models and approaches for curriculum design. It outlines subject-centered, learner-centered, and problem-centered design models. Within subject-centered design, it describes subject, discipline, correlation, and broad field/interdisciplinary approaches. For learner-centered design, it discusses child-centered, experience-centered, and humanistic designs. It also covers dimensions of curriculum design like scope, sequence, continuity, integration, and articulation. Principles for organizing content and sequencing learning are provided. The document provides guidelines for curriculum design committees to consider.
The Miami Dade College 2015-2020 Strategic Plan outlines three strategic priorities: Student Access and Success, Educational Quality, and Institutional Agility. The plan was developed through a collaborative process involving internal and external stakeholders. It focuses the college on increasing enrollment, completion, innovation, and community impact over the next five years. Progress will be measured through indicators like enrollment, retention, job placement, and community engagement. The plan will guide the college's efforts to fulfill its mission of changing lives through accessible education.
The document describes the Alliance High School model developed by EdisonLearning to help improve outcomes for students, especially those in low-performing schools. The model provides a comprehensive approach focusing on establishing a culture of achievement and engagement for students through programs like College NEXT and small learning communities. It also emphasizes providing rigorous academic content and customized instruction to meet student needs, supported by professional development for teachers and principals. The goal is to increase student achievement, graduation rates, and preparedness for college and careers.
This document outlines a committee's research and recommendations for expanding opportunities for excellence in grades 7-12. The committee reviewed literature, board data, economic data, and gathered input from students, staff, administrators, and parents. Among the strengths identified are specialized programming, engaging activities, access to technology, dedicated staff, and effective student support teams. Short-term recommendations include maximizing experiential learning, ensuring student voice, improving transitions, and exploring reach-ahead opportunities. Long-term recommendations focus on targeted literacy/numeracy interventions, partnerships for additional support programs, and reducing learning gaps before grade 7.
Creating a college & career readiness culture for your classroom donna em...DonnaEmanuel
This document discusses creating a college and career readiness culture in K-8 classrooms. It defines college and career readiness as having the knowledge to succeed in introductory college courses without remediation. It outlines 8 components of college and career readiness counseling including academic planning, enrichment activities, and career exploration. It also provides 4 keys to supporting readiness: meeting academic standards, exploring careers early, developing soft skills like flexibility and motivation, and fostering independent learning. The document discusses barriers districts face in career technical education like funding and retaining teachers, and ways to overcome these such as partnerships and professional development. It emphasizes the importance of reflection and a systemic framework in developing leadership and a college and career readiness culture.
The document discusses Minneapolis Public Schools' My Life Plan program, which aims to help students develop career and post-secondary education plans. It provides an overview of the program's foundations in counseling models and theories of career development. MLP uses the Naviance platform and is a multi-year process that helps students learn about themselves, careers, and academic planning in a developmentally-appropriate way from grades 6 through 12. The scope and sequence outline how concepts are revisited each year to deepen students' understanding of themselves and help them develop a career goal and plan for the future.
The document discusses Colorado's efforts to redesign developmental education. It notes high rates of students requiring remedial courses and low completion rates. Colorado formed a Developmental Education Task Force to recommend reforms based on best practices. Emerging recommendations include using multiple measures for placement, compressing English and math sequences, adding supports like learning communities, and developing standardized curriculum and assessments. The goal is to improve developmental education and increase college completion rates.
Pbl full curricularapproach_lancasteraof_061609NAFCareerAcads
The document summarizes the 2009 Institute for Staff Development presentation on the Lancaster High School Academy of Finance. It outlines the academy's curriculum, student projects, and successes. Some of the projects discussed include a mock interview project to prepare students for internships, a financial literacy project for elementary students, and a senior credit card seminar. The academy has seen growth in developing real-world projects that apply classroom lessons and provide leadership opportunities for students.
Best Practices in Graduate Recruitment Webinar.pptxmelissaabache
The document provides best practices for graduate program recruitment. It discusses the importance of having a strategic recruitment plan to navigate challenges and maximize results. Key aspects to address include: targeting the right student profiles; using various digital and in-person outreach methods; communicating early and often to prospective students about important factors like cost, career outcomes, and academics; and continuously measuring success to improve recruitment efforts over time.
This presentation investigates the characteristics of an online graduate degree program in library and information studies (LIS), and its unusual success in retaining students to degree conferral. It has been reported for more than a dozen years that attrition rates for distance education programs are higher than for those programs in which instruction is delivered face to face. In the present study an online master's degree program in LIS that has maintained an overall retention rate higher than 90 percent over five successive entering classes is examined for explanatory characteristics. These characteristics are described and compared with attributes that the literature relates to retention success. Mapping the characteristics of our LIS program to the factors for retention requires description of specific implementations of the program design. We detail the factors and activities recommended for student retention and provide a summary of the activities inherent in the implementation our successful LIS program. Additional question for investigation are identified.
The document outlines Kohala High School's three-year academic plan from 2017-2020. The plan aims to improve math and reading proficiency, support students' social-emotional growth, and strengthen parent/community engagement. It identifies subgroups like disadvantaged students, Hawaiian/Part Hawaiian students, and students with special needs that need support in areas like reading, math, writing, and character building. The plan details enabling activities aligned with standards-based instruction, differentiated learning, behavioral support, and extended learning opportunities to support all students and subgroups.
Sabrina Crawford, the (former) VP of Institutional Effectiveness and Dr. Laura Williamson, the Director of the MBA program presented at the Association for Institutional Research (AIR) annual conference May 20, 2013. The AIR Forum is the world’s largest gathering of higher-education professionals working in institutional research, assessment, planning and related post-secondary education fields. The conference included presentations by colleagues representing all sectors of higher education and an exhibit hall that featured the latest tools and resources to support data use for decision making.
City University of Seattle created a program assessment process that utilizes Folio180’s ePortfolio to gather and track both formative feedback and summative analysis of student learning directly related to achievement of program learning outcomes. Sabrina and Laura presented on the utilization of Folio180, program assessment, and the data collection process as well as initial MBA program results.
Assessment and evaluation of learning plananisenicole
The document outlines an assessment and evaluation plan for a freshman engagement program at Rowan University. It includes 3 goals for students to achieve by the end of their first semester, first year, and defines key stakeholders. Progress will be measured using rubrics, reflections, portfolios and benchmarks will compare program participants to peers. Results will be analyzed by faculty and presented in a report to improve the program and support transitioning students.
Presentation for the 2017 AACC conference featuring three ATD initiatives: Adjunct Faculty, Teaching & Learning National Institute, and the OER Degree Initiative
This document discusses assessment and its role in the learning college. It provides 10 guiding principles for assessment in the learning college, including that assessment should be driven by college values, have long-term commitment and faculty leadership, clearly define learning outcomes, use sound research methods, and link to college planning. Assessment results should be used by faculty to improve learning. Overall, the document advocates for student outcomes assessment as a way to place learning at the center of the academic program and student experience in the learning college.
Naviance Summer Institute 2015 Product ForumNaviance
The product forum at the 2015 Naviance Summer Institute highlighted Hobsons' commitment to bridging the divide between college eligibility and college readiness.
Designing and assessing your work based learning systemNAFCareerAcads
Who should be involved in the design and assessment of a complete work-based learning system? Join a discussion of how to develop a team to include students, advisory board members, career and academic core teachers and counselors.
This document provides an overview and guidelines for Cooperative Innovative High Schools (CIHS) in North Carolina. It discusses the purpose and legislative background of CIHS, and outlines six foundational design elements that are important for successful CIHS programs: Future Ready Graduates, Collaborative Partnerships, Innovative Instructional Practice, Personalized Student Supports, Leadership and Professionalism, and Innovative Design and Operations. For each design element, the document provides examples of promising practices being implemented by different CIHS programs in North Carolina.
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
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3. highlights from the college summit Curriculum | 1
Welcome to the College Summit Curriculum!
Used by almost 50,000 students and 800 educators nationwide, the College Summit Curriculum supports
students as they develop the skills they need to make a successful transition to life after high school.
The College Summit Curriculum has been designed as a four-year Scope and Sequence to support all
students in creating and acting on a personalized postsecondary plan. Students meet outcomes and create
portfolio products in five core understandings to demonstrate mastery. These core understandings are:
• Self-advocacy • Academic Excellence
• College-career Connection • College 101
• Financial Awareness
Each grade has an Educator Edition that provides everything a teacher needs to create a dynamic and
meaningfullearningexperienceforstudents—includingclearlearningobjectives;embeddedassessments;
and full integration of our online portal, CSNav.
Students receive a Student Edition that complements their classroom learning, guiding them through the
major tasks, milestones, and deadlines associated with each grade in a teen-friendly and engaging way.
Please enjoy the excerpts from our curriculum products that follow.
4. 2 | highlights from the college summit Curriculum
College Summit Launch Grade 10: Speak Up!
Students will:
• Explain who they are, where they come from, and where they want to go
• Express themselves in writing, speaking, and other forms of
communication
• Use strategies to overcome a variety of academic, professional, and
personal barriers
Major Assessments:
• High School Academic Planning • PSAT or PLAN test
• Community Advocacy • Career Paths Research
• Mock Job Interview • Mock College Fair
• Researching Career and College • Costs vs. Earning Potential
College Summit Launch Grade 9: Clean Slate
Students will:
• Make a smooth transition to high school
• Make positive choices today that will set them up for success
tomorrow
Major Assessments:
• High School Academic Planning • Study Skills
• Life Roadmap • Career Cluster Research
• College Research • Long-term Savings Plan
Our Curricular Approach
AtCollegeSummit,webelievethatonedayallstudentswillexperiencehighschoolnotasadestinationbutasa“launchpad”
to college and career success.
Every College Summit lesson plan begins with an outcome that all students are capable of reaching. Educators are provided
with a framework for helping all students achieve that outcome in a dynamic and engaging way. This framework includes:
• Measurable learning objectives
• Assessments that address a range of learning styles and include technology where appropriate
• In-class activities for teaching the objectives and delivering assessments developed by master educators from our
partner schools
• Suggestions for modifying the activities based on specific classroom and needs
• Extensions for learning beyond the stated outcome
5. highlights from the college summit Curriculum | 3
College Summit Navigator Grade 12
Students will:
Makeasuccessfultransitiontolifeafterhighschoolthroughplanning,reflecting,
applying, decision-making, and developing transferable life skills.
Major Assessments:
• Senior Year Plan • College List
• Personal Statement • Resume
• College Applications • FAFSA
• Scholarships • Transition Plan
College Summit Launch Grade 11: Take Action!
Students will:
• Articulate their next steps after high school graduation
• Maximize their 11th-grade experience
• Take action to set themselves up for a successful senior year
Major Assessments:
• Postsecondary Planning • High School Academic Planning
• Letters of Recommendation • Draft Personal Statement
• ACT or SAT • Draft College List
• Personal Financial Portfolio • Resumé
6. 4 | highlights from the college summit Curriculum
UNIT 6:
commit
UNIT 2:
reflect
UNIT 7:
take
action
UNIT 5:
adapt
UNIT 4:
finance
UNIT3:
apply
UNIT 1:
plan
»CSNav MILESTONE:
1. Practice Application
2. Saved Programs/Majors
WEEK 4:Your College List
WEEK 5:Your Personal Goals
»CSNav MILESTONE: College List
WEEK 1:Your Personal Mission Statement
»CSNav MILESTONE: Personal Statement
WEEK 8: PublishingYour Personal Statement
WEEK 9:Your College Application Action Plan
WEEK 21: College-level Academic Excellence
WEEK 22: Self-Care and Stress Management
WEEK 23: ManagingYourTime
WEEK 24: Resolving Conflicts WEEK 25: ResearchingTransition Issues
WEEK 26: UnderstandingYour Options
WEEK 27: Making an Informed Decision
WEEK 28: Persisting and Achieving inYour Community
WEEK 29: Enrolling and Registering atYour College
WEEK 30:Your Postsecondary Budget
WEEK 31: ManagingYour Money
WEEK 32:YourTransition Plan
WEEK 33: Celebrating and Giving Back
WEEK 20: BeginningYour Career Path
»CSNav MILESTONE:
1. Interest Profiler
2. Saved Careers
WEEK 2:Your Postsecondary Plan
WEEK 7:Your Personal Statement
»CSNav MILESTONE: Senior Year Plan
WEEK 3:Your Academic Goals
»CSNav MILESTONE: Resume
WEEK 6:Your Resume
WEEK 16:Your Financial Aid Action Plan
»CSNav MILESTONE: FAFSA
WEEK 17:Your FAFSA and State Aid Applications
»CSNav MILESTONE: Saved Scholarships
WEEK 18:Your Scholarships
WEEK 19: Planning forYour Postsecondary Budget
WEEK 10:Your Application Forms
»CSNav MILESTONE: Take the SAT/ACT
WEEK 12: Application Follow-Up and Last Steps
»CSNav MILESTONE: Apply to College
WEEK 13:Your Finalized Applications
WEEK 15: Refecting and Looking Ahead
WEEK 14: Communicating withYour Colleges
WEEK 11:TailoringYour Documents
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COLLE
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TIONS
J
OB SEARC
H
PERSO
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RESUME
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OLLEGE LIS
T
SEN
IOR YEAR P
LAN
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LTIMATE,LONG
-TERM, INTER
MEDIATEGOA
LS
TRANSITIO
NRESEARC
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PROJECT
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LAN
LETTERSO
F RECOMM
ENDATION
POSTSE
CONDARY
BUDGET
COMMI
TMENT STA
TEMENT
Stayin-the-know
onallimportantinfo!
Follow us on
twitter @collegesummit
Roadmap
Included in every student textbook is a grade-specific roadmap that visually outlines the curriculum and is also
available in poster format for classroom use.
7. highlights from the college summit Curriculum | 5
Scope and Sequence
Each grade has a Scope and Sequence that chronologically articulates the measurable learning objectives, outcomes,
and assessments that students need to master in order to set themselves up for postsecondary success. Educators and
administrators can easily use this framework to tailor the College Summit course to their local community needs. It aligns
with the ASCA National Standards, as well as state and local guidance and content-area standards.
8. 6 | highlights from the college summit Curriculum
»» Comprehensive, step-by-step lesson plans
make it easy for educators to deliver
organized and engaging lessons.
»» Assessments: Meaningful products all
students can use now and in the future.
SampleLessonExcerpts:NavigatorEducatorEdition
The Educator’s Edition provides everything you need to plan and deliver a dynamic postsecondary
planning course.
9. highlights from the college summit Curriculum | 7
»» Lesson extensions maximize
creativity and flexibility.
»» CSNav Connections link
lessons to online activities.
10. 8 | highlights from the college summit Curriculum
»» Suggestions for lesson delivery
based on implementation.
»» Student Edition pages are inset
so educators can preview the
content while planning.
11. highlights from the college summit Curriculum | 9
»» Collaborative, engaging and
inclusive activity suggestions.
12. 10 | highlights from the college summit Curriculum
»» Teen-friendly design
and language.
13. highlights from the college summit Curriculum | 11
»» Suggestions for making the content
relevant to YOUR students.
»» Each lesson is broken down into
easy-to-understand steps all
students can complete.
14. 12 | highlights from the college summit Curriculum
»»Ideas on leveraging Peer
Leaders in the classroom.
»» Tips for differentiating instruction
for a more inclusive classroom.
15. highlights from the college summit Curriculum | 13
»»Lessons end with a summary
and next steps.
»» Suggestions for engaging parents
andcommunityinthepostsecondary
planning process.
16. 14 | highlights from the college summit Curriculum
SampleLesson:Teacher'sCurriculumGuidefromLaunchGrade9
The Teacher's Curriculum Guide provides engaging and flexible lesson plans and assessments for the 9-11 grade classroom.
»» Suggestions for extending
learning and including Peer
Leaders for every lesson.
»»Full start-to-finish lesson plans
with objectives and assessments.
»»Engaging and grade-appropriate
activity builds student understanding.
17. highlights from the college summit Curriculum | 15
»» Optional reproducibles in the
Teacher’s Edition help educators
make the classroom more dynamic.
»»CSNav is fully integrated
into each unit.
18. 16 | highlights from the college summit Curriculum
SampleLessonExcerpts:StudentWorkbookfromLaunchGrade9
The Student Workbook uses teen-friendly design to help students master five core understandings for high school,
career, and college success.
»»Five Core Understandings spiral
through the texts, providing
structure and rigor.
»»Students use graphic organizers
to process their learning.
19. highlights from the college summit Curriculum | 17
»»Students learn tangible skills
and apply them to real life.
»» Technology is fully integrated
into the curriculum in an
engaging and authentic way.
»» Planning and goal-setting
lessons help younger students
connect today to tomorrow.
20. 18 | highlights from the college summit Curriculum
AlignmenttoAmericanSchoolCounselor
Association(ASCA)NationalStandards
College Summit curriculum content aligns with the ASCA National Standards
for School Counseling Programs in the following ways:
ASCA Academic Development Standards
Standard A: Students
will acquire the attitudes,
knowledge and skills that
contribute to effective
learning in school and across
the life span.
Standard B: Students will
complete school with the
academic preparation to
choose from a wide range of
substantial post-secondary
options, including college.
Standard C: Students will
understand the relationship
of academics to the world of
work and to life at home and
in the community.
Launch Grade 9:
Clean Slate
Introductory Lessons
Unit 1: Academic Success
Chain of Events
Unit 2: Study Skills Strategies
Project
Closing Lessons
Unit 1: Academic Success
Chain of Events
Unit 2: Study Skills Strategies
Project
Unit 5: College Comparisons
Project
Unit 6: Long-Term Savings
Plan Project
Closing Lessons
Unit 3: Life Roadmap
Unit 4: Career Cluster
Comparisons Project
Closing Lessons
Launch Grade 10:
Speak Up!
Introductory Lessons
Unit 1: 10th Grade Action Plan
Unit 2: PSAT / PLAN
Closing Lessons
Introductory Lessons
Unit 1: 10th Grade Action Plan
Unit 2: PSAT / PLAN
Unit 3: Community Story
Unit 6: Mock College Fair
Closing Lessons
Unit 1: 10th Grade Action Plan
Unit 2: PSAT / PLAN
Unit 3: Community Story
Unit 4: Career Path Profiles
Unit 7: Projected Budget
Closing Lessons
Launch Grade 11:
Take Action!
Unit 2: 11th Grade Action Plan
Unit 4: Personal Statement
Unit 5: SAT / ACT
Closing Lessons
Unit 1: Postsecondary Plan
Unit 2: 11th Grade Action Plan
Unit 5: SAT / ACT
Unit 6: College List
Closing Lessons
Unit 1: Postsecondary Plan
Unit 2: 11th Grade Action Plan
Unit 3: Letter of
Recommendation
Unit 4: Personal Statement
Closing Lessons
Navigator
Grade 12
Unit 1: Plan
Unit 5: Adapt
Unit 1: Plan
Unit 3: Apply
Unit 5: Adapt
Unit 6: Commit
Unit 7: Take Action
Unit 1: Plan
Unit 2: Reflect
Unit 4: Finance
Unit 5: Adapt
Unit 7: Take Action
21. highlights from the college summit Curriculum | 19
ASCA Career Development Standards
Standard A: Students
will acquire the skills to
investigate the world of work
in relation to knowledge of
self and to make informed
career decisions.
Standard B: Students will
employ strategies to achieve
future career goals with
success and satisfaction.
Standard C: Students will
understand the relationship
between personal qualities,
education, training and the
world of work.
Launch Grade 9:
Clean Slate
Unit 2: Study Skills Strategies
Project
Unit 3: Life Roadmap
Unit 4: Career Cluster
Comparisons Project
Unit 4: Career Cluster
Comparisons
Unit 5: College Comparisons
Project
Unit 2: Study Skills Strategies
Project
Unit 3: Life Roadmap
Unit 4: Career Cluster
Comparisons Project
Unit 6: Long-term Savings
Plan Project
Launch Grade 10:
Speak Up!
Unit 1: 10th Grade Action Plan
Unit 2: PSAT / PLAN
Unit 4: Career Path Profiles
Unit 5: Mock Job Interview
Unit 1: 10th Grade Action Plan
Unit 4: Career Path Profiles
Unit 5: Mock Job Interview
Unit 6: Mock College Fair
Unit 7: Projected Budget
Closing Lessons
Unit 1: 10th Grade Action Plan
Unit 2: PSAT / PLAN
Unit 4: Career Path Profiles
Unit 5: Mock Job Interview
Unit 6: Mock College Fair
Unit 7: Projected Budget
Launch Grade 11:
Take Action!
Unit 1: Postsecondary Plan
Unit 2: 11th Grade Action Plan
Unit 3: Letter of
Recommendation
Unit 5: SAT / ACT
Unit 8: Resume
Closing Lessons
Unit 1: Postsecondary Plan
Unit 2: 11th Grade Action Plan
Unit 3: Letter of
Recommendation
Unit 6: College List
Unit 8: Resume
Closing Lessons
Unit 1: Postsecondary Plan
Unit 3: Letter of
Recommendation
Unit 4: Personal Statement
Unit 6: College List
Unit 7: Personal Financial
Portfolio
Unit 8: Resumé
Closing Lessons
Navigator
Grade 12
Unit 1: Plan
Unit 2: Reflect
Unit 3: Apply
Unit 4: Finance
Unit 5: Adapt
Unit 6: Commit
Unit 7: Take Action
Unit 1: Plan
Unit 3: Apply
Unit 5: Adapt
Unit 6: Commit
Unit 7: Take Action
Unit 1: Plan
Unit 2: Reflect
Unit 5: Adapt
22. 20 | highlights from the college summit Curriculum
ASCA Personal/Social Development Standards
Standard A: Students will
acquire the knowledge,
attitudes and personal skills
to help them understand and
respect self and others.
Standard B: Students will
make decisions, set goals
and take necessary action to
achieve goals.
Standard C: Students will
understand safety and
survival skills.
Launch Grade 9:
Clean Slate
Introductory Lessons
Unit 1: Academic Success
Chain of Events
Unit 2: Study Skills Strategies
Project
Unit 3: Life Roadmap
Unit 4: Career Cluster
Comparisons
Unit 5: College Comparisons
Project
Closing Lessons
Unit 1: Academic Success
Chain of Events
Unit 2: Study Skills Strategies
Project
Unit 6: Long-term Savings
Plan Project
Unit 1: Academic Success
Chain of Events
Unit 2: Study Skills Strategies
Project
Launch Grade 10:
Speak Up!
Introductory Lessons
Unit 1: 10th Grade Action Plan
Unit 3: Community Story
Unit 4: Career Path Profiles
Unit 5: Mock Job Interview
Unit 6: Mock College Fair
Closing Lessons
Unit 1: 10th Grade Action Plan
Unit 2: PSAT / PLAN
Unit 5: Mock Job Interview
Unit 1: 10th Grade Action Plan
Unit 2: PSAT / PLAN
Unit 3: Community Story
Launch Grade 11:
Take Action!
Introductory Lessons
Unit 2: 11th Grade Action Plan
Unit 3: Letter of
Recommendation
Unit 4: Personal Statement
Closing Lessons
Unit 1: Postsecondary Plan
Unit 2: 11th Grade Action Plan
Unit 4: Personal Statement
Unit 6: College List
Unit 7: Personal Financial
Portfolio
Unit 3: Letter of
Recommendation
Unit 4: Personal Statement
Unit 5: SAT / ACT
Navigator
Grade 12
Unit 1: Plan
Unit 2: Reflect
Unit 5: Adapt
Unit 7: Take Action
Unit 1: Plan
Unit 3: Apply
Unit 4: Finance
Unit 5: Adapt
Unit 6: Commit
Unit 7: Take Action
Unit 1: Plan
Unit 2: Reflect
Unit 5: Adapt
Unit 6: Commit
Unit 7: Take Action
American School Counselor Association (2004). ASCA National Standards for Students. Alexandria, VA: Author.
23.
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